Creative Nonfiction

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Creative Nonfiction
Quarter 2 – Module 12: write a mini critique of a peer’s/ sample work based on
the use of factual information (braided essay)
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 - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Dan Gregg B. Bantilan
Editor: Maria Criselda M. Reyes
Reviewers: Maria Criselda M. Reyes, Rowena D. Roxas
Illustrator: Name
Layout Artist: Name
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Rivera, CESE
OIC-Assistant Schools Division Superintendent
Manuel A. Laguerta EdD
Chief Curriculum Implementation Division
Victor M. Javena, EdD
Chief - School Governance and Operations Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)
Printed in the Philippines by Department of Education – Schools Division of Pasig
City

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 Creative Nonfiction

Quarter 2
Self-Learning Module 12
Write A Mini Critique Of A Peer’s/
Sample Work Based On The Use Of
Factual Information

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Introductory Message
For the Facilitator:

Welcome to the Creative Nonfiction Self Learning Module for write a mini
critique of a peer’s/ sample work based on the use of factual information (braided
essay).

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character 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:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

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. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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 For the Learner:

Welcome to the Creative Nonfiction Self Learning Module for write a mini
critique of a peer’s/ sample work based on the use of factual information (braided
essay).

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 material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.

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 EXPECTATIONS

This is your self-instructional module in Creative Nonfiction. All the

activities provided in this lesson will help you learn and understand: to write
a mini critique of a peer’s/ sample work based on the use of factual
information (braided essay).
At the end of this module, student(s) must be able to define, analyze, and
utilize mini critque.

PRETEST

Direction: Read each statement carefully, and encircle the letter of the
answer that best fits the statement.
1. This section should give a systematic and detailed assessment of the
different elements of the work, evaluating how well the creator was able to
achieve the purpose
A. critical evaluation B. introduction C. summary D. conclusion
2. Typically, the _____________ is short (less than 10% of the word length)
A. critical evaluation B. introduction C. summary D. conclusion
3. This ______________ should not be the focus of the critique and is usually
shorter than the critical evaluation
A. critical evaluation B. introduction C. summary D. conclusion
4. This is usually a very brief paragraph, which includes: A statement
indicating the overall evaluation of the work
A. critical evaluation B. introduction C. summary D. conclusion
5. In ____________ you briefly summarize the main points and objectively
describe how the creator portrays these by using techniques, styles, media,
characters or symbols.
A. critical evaluation B. introduction C. summary D. conclusion

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 RECAP

A braided essay is an essay that uses 2-3 events or topics to create an

essay surrounding an event or question. Writers “weave” the “strands” (events
or topics) together to form a “braid” (The Writing Addict, 2018).
When writing a braided essay, using the hamburger analogy can be
useful. An essay can be written in a way that would resemble a burger, it
should look like this: introduction (top bun), content (burger), savory details
(toppings), and the bottom bun holds the sandwich together for the reader,
the conclusion often teachers advise students to bring the essay “full circle,”
but in a different manner than the introduction.

LESSON

A critique is a careful analysis of an argument to determine what is

said, how well the points are made, what assumptions underlie the argument,
what issues are overlooked, and what implications are drawn from such
observations. It is a systematic, yet personal response and evaluation of what
you read (Behrens and Rosen: Writing and Reading Across the Curriculum,
1982).

PARTS OF A CRITIQUE PAPER

Just like a braided essay, a critique paper can also use the hamburger
analogy. A critique paper can be written in a way that would resemble a
burger, it should look like this: introduction (top bun), content (burger),
savory details (toppings), and the bottom bun holds the sandwich together for
the reader, the conclusion often teachers advise students to bring the essay
“full circle,”

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1. Introduction
Typically, the introduction is short (less than 10% of the word length) and
you should:
• Name the work being reviewed as well as the date it was created and the
name of the author/creator.
• Describe the main argument or purpose of the work.
• Explain the context in which the work was created. This could include
the social or political context, the place of the work in a creative or
academic tradition, or the relationship between the work and the creator’s
life experience.
• Have a concluding sentence that signposts what your evaluation of the
work will be. For instance, it may indicate whether it is a positive, negative,
or mixed evaluation.

2. Summary
Briefly summarize the main points and objectively describe how the
creator portrays these by using techniques, styles, media, characters or
symbols. This summary should not be the focus of the critique and is
usually shorter than the critical evaluation.
3. Critical evaluation
This section should give a systematic and detailed assessment of the
different elements of the work, evaluating how well the creator was able to
achieve the purpose through these. For example: you would assess the
plot structure, characterization and setting of a novel; an assessment of a
painting would look at composition, brush strokes, color and light; a
critique of a research project would look at subject selection, design of the
experiment, analysis of data and conclusions.
A critical evaluation does not simply highlight negative impressions. It
should deconstruct the work and identify both strengths and weaknesses.
It should examine the work and evaluate its success, in light of its
purpose.
Examples of key critical questions that could help your assessment
include:
• Who is the creator? Is the work presented objectively or subjectively?
• What are the aims of the work? Were the aims achieved?
• What techniques, styles, media were used in the work? Are they effective
in portraying the purpose?
• What assumptions underlie the work? Do they affect its validity?
• What types of evidence or persuasion are used? Has evidence been
interpreted fairly?
• How is the work structured? Does it favour a particular interpretation or
point of view? Is it effective?

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 • Does the work enhance understanding of key ideas or theories? Does the
work engage (or fail to engage) with key concepts or other works in its
discipline?

To support the evaluation, provide evidence from the work itself, such
as a quote or example, and you should also cite evidence from related
sources. Explain how this evidence supports your evaluation of the work.
4. Conclusion
This is usually a very brief paragraph, which includes:
• A statement indicating the overall evaluation of the work
• A summary of the key reasons, identified during the critical evaluation,
why this evaluation was formed.
• In some circumstances, recommendations for improvement on the work
may be appropriate.

5. Reference list
Include all resources cited in your critique. Check with your
lecturer/tutor for which referencing style to use.
Below are more detailed questions to consider when responding to
individual types of essays. Use at least one or two of these when responding
to an essay. Do not simply answer yes or no; offer specific evidence from the
text and elaborate on the reasons behind your answer.
PERSONAL ESSAY CRITIQUE:
• Does the writer have a clear but understated purpose to the essay?
• Does it avoid being overly moralistic or heavy-handed?
• Does the essay contain suspense or tension that is resolved in some way?
• Do you have any suggestions for organizing the essay, such as focusing in on
one event rather than many, providing more background, turning explanation
into action, etc.?
• Does the essay make good use of concrete description, anecdote, and
dialogue?
• Does the essay help you to feel the emotions rather than just describe the
emotions of the author?
• Does the essay reveal a significant aspect of the writer’s personality?
• Does the writer seem authentic?
• Is this a passionate piece? Is it creative?

CRITICAL REVIEW CRITIQUE

• Does a direct thesis convey both the subject and the reviewer’s value
judgment?
• Does the review provide a summary or description to help you experience the
film, music, event, etc.? Note places where the author provides too much or
too little detail.

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 • Does the essay clearly identify relevant criteria for evaluation? Are they
appropriate, believable, and consistent?
• Are any important features of the reviewed subject omitted?
• Logos (logic, content): Does the essay provide sufficient, relevant, and
interesting details and examples to adequately inform and entertain?
• Ethos (author): Does the author’s judgment seem sound and convincing?
• Pathos (emotional appeals): Does the author responsibly and effectively utilize
emotional appeals to the audience?
• Does the author include adequate reference to the opposition and respond to
that opposition appropriately?
- Peacock, J. (n.d.). QUT write

Essay Critique Guidelines

1. Content: Consider the topic (its appropriateness and interest for the
assignment as well as a clear focus suitable to essay length) and the
way the topic is developed (clarity sufficiency of its argument, its scope,
subcategories, amount and type of examples, anecdotes, evidence, etc.).
2. Organization: Consider how the essay is introduced and concluded
(especially looking for a “frame” to the essay, where the intro and
conclusion refer to the same idea), whether the thesis is located in the
most helpful place (direct or implied), how the essay is structured,
whether the order or extent of development is successful, as well as how
individual paragraphs are organized (clear topic sentences, appropriate
and concrete evidence, logical organization of evidence).
3. Style: Style can refer to the overall style of an essay: whether the tone
is appropriate (humorous, serious, reflective, satirical, etc.), whether
you use sufficient and appropriate variety (factual, analytical,
evaluative, reflective), whether you use sufficient creativity. Style can
also refer to the style of individual sentences: whether you use a variety
of sentences styles and lengths, whether sentences are worded clearly,
and whether word choice is interesting and appropriate.
4. Correctness: Correctness refers to grammar, punctuation, and form of
the essay. You do not need to know the exact grammatical term or rule
to know when a sentence is not correct.

keep in mind that, although you may not be a writing expert, you are the
reader of this essay and your response is a valid one. I have found that almost
every reader, regardless of experience, can identify the primary strength and

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weakness in an essay, although their method of describing those issues may
be different. Therefore, comment freely, although respectfully.
Goshen College. Retrieved September 17, 2020

ACTIVITIES

ACTIVITY # 1
Direction: identify if the statement is true or false. Write TRUE if the
statement is correct and write FALSE if the statement is incorrect. Write your
answer in the space provided or in a piece of paper.
1. A critical evaluation does not simply highlight negative impressions. It
should deconstruct the work and identify both strengths and weaknesses.
It should examine the work and evaluate its success, in light of its
purpose.
2. Style can refer to the overall style of an essay: whether the tone is
appropriate (humorous, serious, reflective, satirical, etc.)
3. You need to know the exact grammatical term or rule to know when a
sentence is not correct.
4. keep in mind that, although you may not be a writing expert, you are
the reader of this essay and your response is a valid one.
5. Content can also refer to the style of individual sentences: whether you
use a variety of sentences styles and lengths, whether sentences are
worded clearly, and whether word choice is interesting and appropriate.

Activity #2
Direction: find and encircle the words connected to the lesson discussed and
complete each statement, write your answer in the space provided or in a
piece of paper.

E V A L U A T I O N T A S
C O N T E N T X O X U P U
C O R R E C T N E S S A M
A O H M W B U Y R E N T M
S B A X A D T A N D A S A
I C J C O N L U S I O N R
G E K R Q I O T S U T E Y
N A T A G R A M M A R D C
M N L Z Z O O L O G Y W O
I N T R O D U C T I O N S

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 1. This section should give a systematic and detailed assessment of the
different elements of the work, evaluating how well the creator was able to
achieve the purpose. ____________________
2. This ______________ should not be the focus of the critique and is usually
shorter than the critical evaluation.
3. This is usually a very brief paragraph, which includes: A statement
indicating the overall evaluation of the work. ________________-
4. Typically, the _____________ is short (less than 10% of the word length)
5. _______________ refers to grammar, punctuation, and form of the essay.

Activity #3
Directions: Using the given selection, make a four (4) part mini critique, each
paragraph must have at least 5 sentences and maximum of 10 sentences.

1st part - introduction

2nd part - summary
3rd part – critical evaluation
4th part - conclusion

What is Leadership?
Leadership is defined as “a process of social influence in which one person
can enlist the aid and support of others in the accomplishment of a common
task.” According to authorities, leadership has two dimensions:
Consideration, which emphasizes good relations. A leader is friendly,
approachable, and a good listener.
Initiating structure, which stresses behavior involved in directing the
organization and helping it to define and achieve its goal. This dimension
includes the leader’s ability to understand the actions others can act upon.
From these two dimensions, we can conclude that a leader performs
three basic functions: organizational; interpersonal; and decisional. These
functions are essential in the success of a leader. They are played out in the
leader’s actions and in the leader’s relationship with his or her followers.
- Miriam Defensor Santiago
(Guest speaker at the awards convocation of the Lyceum of the
Philippines University, Batangas City, on March 7, 2014)
Rubrics for grading
10 -8 7-6 5-4 3-2 1
Student was Student was able Student was Student was Student was not
able to follow to follow somehow able somehow not able to follow
instructions, instructions, was to follow able to follow instructions, was
was able to able to make a instructions, instructions, not able to make
make a mini mini critique with was somehow was not able to a mini critique

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critique with complete parts: able to make a make a mini with complete
complete parts: introduction, mini critique critique with parts:
introduction, summary, critical with complete complete parts: introduction,
summary, evaluation, and parts: introduction, summary, critical
critical conclusion introduction, summary, evaluation,
evaluation, and in a clear manner summary, critical conclusion with
conclusion and with only 3-5 critical evaluation, an unclear
in a clear grammatical evaluation, conclusion and content
manner and no error. and it is not in a and with more
grammatical conclusion clear manner than 10
error. in a semi clear and with 8-9 grammatical
manner and grammatical error.
with only 6-7 error.
grammatical
error.

WRAP-UP

To wrap-up everything that we discussed in this lesson, complete the

statement:
The three important things I learned for today’s lesson are …
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________

VALUING
Direction: complete the statement by providing the missing part, choose your
answer in the choices. Write your answer in the space provided or in a piece
of paper.

*critique * challenges * constructively * walk

1.________________ is part of our daily life, take them 2. _________________ and

learn from them. But learn when to 3. ________________ away if it is already
compromising your mental and personal health.
-Dan Gregg B. Bantilan

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 POSTTEST

Directions: Using the given selection, make a four (4) part mini critique,
each paragraph must have at least 5 sentences and maximum of 10
sentences.
1st part - introduction
2nd part - summary
3rd part – critical evaluation
4th part – conclusion
Achieving Excellence Through Social Media
As future leaders of our nation, you have a duty to challenge the status
quo and create a better country for our people. Use your right to vote, to
change our country. As members of the electorate, be critical, vocal, and
participative in the political process. We are not a nation of helpless people.
We are a democratic country, and it is our duty to keep your government in
check.
You are not powerless. Use your Facebook, Twitter, Tumblr, and
YouTube accounts to voice your anger and frustration against the politicians
who are driven by greed, and who are the very source of corruption in
government.
- Miriam Defensor Santiago
(Excerpt from the speech delivered at the Commencement Exercises of
Gordon College in Olongapo City on April 2, 2014)

Rubrics for grading

10 -8 7-6 5-4 3-2 1
Student was Student was Student was Student was Student was
able to follow able to follow somehow able somehow not not able to
instructions, instructions, to follow able to follow follow
was able to was able to instructions, instructions, instructions,
make a mini make a mini was somehow was not able was not able to
critique with critique with able to make a to make a mini make a mini
complete complete mini critique critique with critique with
parts: parts: with complete complete complete parts:
introduction, introduction, parts: parts: introduction,
summary, summary, introduction, introduction, summary,
critical critical summary, summary, critical
evaluation, evaluation, critical critical evaluation,
and and evaluation, evaluation, conclusion with
conclusion conclusion and conclusion conclusion an unclear
in a clear in a clear in a semi clear and it is not in content
manner and manner and manner and a and with more
no with only 3-5 with only 6-7 than 10

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 grammatical grammatical grammatical clear manner grammatical
error. error. error. and with 8-9 error.
grammatical
error.

KEY TO CORRECTION

References
B. (n.d.). Writing and Reading Across the Curriculum. Retrieved September 17, 2020, from
https://www.hws.edu/academics/ctl/pdf/critique.pdf

Braided Essay Burger [Dan Gregg B. Bantilan]. (2020, September 03).

Defensor-Santiago, M. (2014). Student Leadership. In Stupid is forever (pp. 84-85). Quezon

City, Philippines: ABS-CBN Publishing.

Defensor-Santiago, M. (2015). The Challenge of Excellence. In Stupid is forever more (pp.

54-55). Quezon City, Philippines: ABS-CBN Publishing.

Essay Critique Guidelines: English Major & Minor: Goshen College. (n.d.). Retrieved
September 17, 2020, from https://www.goshen.edu/academics/english/essay-critique-
guidelines/

What's an Article Critique and How to Write It. (n.d.). Retrieved September 17, 2020, from
https://www.bestessaytips.com/writing_article_critique.php

Peacock, J. (n.d.). QUT write. Retrieved September 18, 2020, from

https://www.citewrite.qut.edu.au/write/critique.jsp

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