Senior High School

Specialized

Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE

Creative
Nonfiction
Quarter 4 – Module 6:
Peer Critique

SDOIN_Specialized_HUMSS_Q4_CNF11/12_Module6
Creative Nonfiction
Crafting-Resources-for-Accessible-and-Flexible-Teaching (CRAFT)
Quarter 4 – Module 6: Peer Critique
First Edition, 2023
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 book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Sara Z. Duterte
Undersecretary: Gina O. Gonong

Development Team of the Module

Writer: Aira Meideth R. Ortega

Editor: Reden M. Agaran
Reviewers: Arlinda T. Ucol
Roy C. Pandaraoan
Romanita A. Raquel
Illustrators:
Layout Artist:
Management Team: Donato D. Balderas
Joye D. Madalipay
Ursino C. Pascua
Jenetrix T. Tumaneng
Ritchelle B. Dejolde
Division Design & Layout Artist: Jannibal A. Lojero
Rey L. Miguel
Printed in the Philippines by ______________________________
Schools Division of Ilocos Norte
Office Address: Brgy. 7B, Giron Street, Laoag City, Ilocos Norte
Telefax: (077) 771-0960
Telephone No.: (077) 770-5963, (077) 600-2605
E-mail Address: [email protected]
 Senior High School

Creative
Nonfiction
Quarter 4 – Module 6:
Peer Critique

MELC: Write a mini critique of a peer’s work based on

coherence and organization of paragraphs, development
of literary elements use of factual information, and other
qualities concerning form and content
(HUMSS_CNF11/12-IId-e-18)

Prepared by:

AIRA MEIDETH R. ORTEGA

Teacher I
Currimao National High School
Introductory Message
This Contextualized Learning Module (CLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand each
lesson with ease.

This CLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-test is provided to measure your prior knowledge on the lesson. This will
show you if you need to proceed in completing this module or if you need to ask your
facilitator or your teacher’s assistance for better understanding of the lesson. At the
end of this module, you need to answer the post-test to self-check your learning.
Answer keys are provided for all activities and tests. We trust that you will be honest
in using them.

Please use this module with care. Do not put unnecessary marks on any part
of this CLM. Use a separate sheet of paper in answering the exercises and tests.
Likewise, read the instructions carefully before performing each task.

If you have any question in using this CLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
 What I Need to Know
Getting constructive criticism of your writing is one of the best ways to improve
and learn your craft. However, giving critique to other writers isn't just a way of paying
people back for the critique they've given you - you can also learn a great deal from
analyzing other people's writing to find out what works and what doesn't.

In your previous lesson, you are done with presenting a commentary/critique

on a chosen creative nonfictional text representing a particular type or form.

This module will provide you with guides and tips on how you write a mini
critique of your peer’s work based on coherence and organization of paragraphs,
development of literary elements use of factual information, and other qualities
concerning form and content.

After going through this module, you are expected to:

1. create own process or steps in making a critique;

2. construct an essay employing coherence and organization of paragraphs,
development of literary elements use of factual information, and other qualities
concerning form and content; and
3. write a clear and coherent critique of your peer’s work.
(HUMSS_CNF11/12-IId-e-18)

What I Know

Directions. Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. What property of a well-developed writing is achieved when ideas are logically

and accurately arranged?
A. Coherence C. Organization
B. Cohesion D. Unity
2. What part of an essay argument is summed up and provide a final perspective
on a topic?
A. Body C. Introduction
B. Conclusion D. Plot
3. What part of an essay does writer build up his paper paragraph by paragraph
according to the topics and sections that he has identified in his outline?
A. Body C. Introduction

1 SDOIN_Specialized_HUMSS_Q4_CNF11/12_Module6
 B. Conclusion D. Plot
4. Which of the following statements is NOT included in the critique writing
format?
A. Write the synopsis.
B. Make a summary outline.
C. Evaluate the purpose of the paper.
D. Suggest on how to improve the essay.
5. Which of the following activities is NOT a part of interpreting and evaluating
creative nonfiction?
A. Discussion of the work’s style.
B. Statement of topic and purpose.
C. See the effectiveness of the work.
D. Discussion of appeal to a particular audience.
6. Which of the following actions do you need to do before you write?
A. Take a test. C. Eat a good lunch.
B. Read a good book. D. Research your topic.
7. What will you do to analyze a text?
A. Read the text. C. Ask essential questions.
B. Rewrite the text. D. Highlight all highfalutin words.
8. How do you interpret a certain passage?
A. Read the text many times.
B. Paraphrase the whole text.
C. Search for the theme of the passage.
D. Examine the literary elements that the author includes.
9. How will you comment on a given text?
A. Summarize the plot.
B. Annotate on the important events.
C. Construct an outline of the whole text.
D. Give your judgement and reaction on the text.
10. Why should a text have both cohesion and coherence?
A. It creates a balanced and structured organization in a text.
B. It is actually fine for a text to just have one without the other.
C. Without the other, a text will still be confusing for the readers.
D. The readers will not be convinced to agree with the writer’s point.
11. In what way can one distinguish a critical reader to a non-critical reader?
A. They simply think.
B. They assume things.
C. They examine the book.
D. They distinguish the errors in a literary piece.
12. What is/are the way/s that you can do to make a mini critique?

I. Examine how the structure and language of the text convey its meaning.
II. Give the reader a sense of the writer’s overall purpose and intent.
III. Make a judgement of the work’s worth or value.
IV. State the significance or importance of each part of the text.
A. I only B. I & II C. II, III, & IV D. I, II, III, & IV
13. What is/are the pro/s of writing a mini critique?
I. Knowledge of the work’s subject are or related works.
II. Recognition of the strengths and weaknesses of the work.
III. Understanding of the work’s purpose, intended audience, development
of argument, structure of evidence or creative style.

2 SDOIN_Specialized_HUMSS_Q4_CNF11/12_Module6
 A. I only B. II & III C. I, II, & III D. none of the above
14. As a reader, how will you perform analyzing and summarizing in a piece of
writing?
A. Write a description
B. Consult a dictionary.
C. Focus on what the author has written.
D. Analyze the structure of the passage by identifying all main ideas.
15. Which of the following statements is a proof that peer critiquing is important
to students?
A. Guides in creating a better relationship to peers.
B. Develops good understanding on the part of the learners.
C. Develops critical thinking skills and make evaluative judgements.
D. Transforms learners to differentiate denotation from connotation.

Lesson
Peer Critique
1
Providing constructive feedback and evaluation on each other’s written work
promotes an active engagement and interactive learning environment where you can
refine your writing skills through the collective wisdom of your peers. In this module,
it invites you to embark on a journey where the written words become a canvas of our
masterpieces. You shall explore the nuances of peer critique in the context of Creative
Nonfiction, understanding how it enhances our ability to craft narratives that resonate
with authenticity.

What’s In

In your previous lesson, you have learned presenting a commentary/ critique

on a chosen creative nonfictional text representing a particular type or form. In this
module, you will learn how to write a mini critique of your peer’s work based on
coherence and organization of paragraphs, development of literary elements, use of
factual information and other qualities concerning form and content.

3 SDOIN_Specialized_HUMSS_Q4_CNF11/12_Module6
 What is New

The art of peer critique takes center stage as you dive into the realm of real-lfe
narratives that will challenge you to craft compelling stories from your own experiences
and observations.

Through a series of engaging activities, get ready to unlock the power of your
personal stories by unleashing your creativity on the canvas of reality!

Activity 1.A: Voyage of Words: A Critic in Town

Have you visited all the towns of our province- Ilocos Norte? Have you tasted
the famous delicacies or products each town offers? If yes, what can you recommend
to our visitors or to the tourists? Why?

Directions: Form a group of three members each and discuss the towns you have
visited together with the delicacies or products each town offers. You may share with
your groupmates the memorable experiences and observations you gathered in the
towns you had been. Also, recall the foods that you had tasted there and share in class
your feedback on them. Using the graphic organizer below, list down the towns you
had visited, and the foods you had tasted together with your comments and feedback.

A Critic in Town
Voyage of Words

4 SDOIN_Specialized_HUMSS_Q4_CNF11/12_Module6
Activity 1.B: What do I know about CRITIQUE?
What do I know about the word, “CRITIQUE”? Did I just give my own criticisms
on the towns I visited and the foods I tasted in there?

Directions: Considering the comments and feedback you mentioned and shared in
class in the first activity, make a complete statement as your own definition of the
word, “CRITIQUE”. Write your answer on a separate sheet of paper.

Definition of CRITIQUE:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________.

What It Is
Good creative nonfiction writing must have coherence and organization of
paragraphs, development of literary elements use of factual information, and other
qualities concerning form and content.

Organization is said that ideas are well-developed when there is a clear

statement of purpose, position, facts, examples, specific details, definitions,
explanation, justifications, or opposing viewpoints. Organization is achieved when
these ideas are logically and accurately arranged. Organization means that your
argument flows logically from one point to the next.

If there is a
clear statement
of purpose,
position, facts, IDEAS are formed
examples, and well -
specific details, And if there is there is
definitions, developed called organization, COHERENCE
explanation, ORGANIZATION
justifications, or
opposing
viewpoints,

5 SDOIN_Specialized_HUMSS_Q4_CNF11/12_Module6
 Coherence means that sentences are arranged in a logical manner, making
them easily understood by the reader. Cohesion is the connection of ideas at sentence
level. Cohesion means that the elements of your paper work together smoothly and
naturally.

Your topic will suggest the Structure of your text. Structure is the arrangement
or organization of the text.

a. Chronological structure- an arrangement of events in a linear

fashion as they occurred in time.

b. Flashback structure- beginning in a certain point of the story then

moving back in the past.

c. Parallel structure- a type of structure that has several stories,

running side by side with occasional cross-cutting or convergence.

d. Collage or Mosaic structure- it involves pasting together of small

fragments, which all together build up the total picture of what happened.

e. Question and Answer structure- it allows the reader to hear the subject’s voice
without awkwardness of having to repeat “he said” or “she said” before or after
every direct quotation.
f. Frame or The story-within-a-story- it is a good structure to use when you want
to say two stories- say, a travel narrative, where the actual physical journey is
paralleled by an inner journey.

Creative Nonfiction writing must have 3 parts: Introduction, Body, and

Ending/Conclusion.

The purpose of introduction is to grab the readers’ attention and compel them
to read further. It should have a strong and dramatic beginning.

a. Title
It is not necessarily written before the piece is written, but it is good to have a
working title to help you focus.

b. The first paragraph

First paragraphs lead the reader to reading the whole text. Thus, it must catch
attention, give the reader a hint of what the subject is, set the tone, and guide the
reader to what comes next.

6 SDOIN_Specialized_HUMSS_Q4_CNF11/12_Module6
 The key to good creative nonfiction is dramatic writing and the key to good
dramatic writing is action.
Ways of beginning:

- plunge right into the middle of the action

In the body, highly effective use of sensory details and different literary devices
bring the story to life.
Literary Elements refer to particular identifiable characteristics of a whole text.
They are not “used”, per se, by authors; they represent the elements of storytelling
which are common to all literary and narrative forms. For example, every story has a
theme, every story has a setting, every story has a conflict, every story is written from
a particular point of view, etc. In order to be discussed legitimately as part of a textual
analysis, literary elements must be specifically identified for that particular text.

But, why use factual information?

Creative nonfiction is about fact and truth. The truth can be about a personal
experience, event, or issue in the public eye. You can research on your topic: primary
(interview, personal experience, or participant observation) and secondary research
(books, magazines, newspaper, Web) Never invent or change facts.

An invented story is fiction.

Provide accurate information.
Write honestly and truthfully.

Information should be verifiable.

Provide concrete evidence.

Use facts, examples, and quotations.

Use literary devices to tell the story.

Choose language that stimulates and entertains the reader, such as simile,
metaphor, imagery.

Ending a creative nonfiction piece must be the logical conclusion of the flow of
your text or of the development of your ideas. The reader must be left with the
impression that the subject was adequately discussed or presented.

Critique is a critical discussion or review that describes, summarizes, analyzes,

and evaluates the strengths and weaknesses of a work. It is written in paragraph form.

7 SDOIN_Specialized_HUMSS_Q4_CNF11/12_Module6
 Peer critique or peer review is the practice of writers to review and provide
constructive criticism of each other’s works.

Peer Critique Guidelines

1. Be kind: Always treat others with dignity and respect. This means we never use words
that are hurtful, including sarcasm.
2. Be specific: Focus on particular strengths and weaknesses, rather than making
general comments like “It’s good” or “I like it.” Provide insight into why it is good or
what, specifically, you like about it.
3. Be helpful: The goal is to positively contribute to the individual or the group, not to
simply be heard. Echoing the thoughts of others or cleverly pointing out details that
are irrelevant wastes time.
4. Participate: Peer critique is a process to support each other, and your feedback is
valued!

How to Write a Critique: Suggested Critique Format

1. Summarize and interpret. At this first stage, you are not judging the piece or
offering suggestions. You are just telling the author what you think it is about,
and what you think it is trying to do. This is important because it tells the
author how well he or she has succeeded in communicating. It also tells the
author if you have understood the piece correctly.
2. Say what you think is working well. Positive feedback can be as useful as
criticism. Point out the best parts of the piece and the strengths of the author's
writing. This can help the author write more "best parts" in the future and
develop his or her individual talent.
3. Give constructive criticism. Make sure that criticism is respectful and delivered
in a form that allows the author to make specific improvements. Give examples
from the piece whenever possible to show your points.

How to Write a Critique: Do's and Don'ts DO:

Read the piece several times ahead of time

Try to experience the piece as an "ordinary reader" before you consider it

as an author or editor
Try to understand the author's goals

Be specific in your feedback and provide relevant examples

DON'T:
Impose your own aesthetics, tastes, or world view
Rewrite the story the way you would have written it

Discourage the author

Offer criticisms that are too general to help the author make specific
improvements

8 SDOIN_Specialized_HUMSS_Q4_CNF11/12_Module6
 NOTE: Don't expect your first critique to be perfect. Do expect your ability to
critique will improve with practice over time, just like your writing.

What’s More

Activity 1: My Critique Process!

Directions: Construct your own process or steps in making a critique paper applying
all the lessons discussed. Write your answer on a separate sheet of paper by following
the format of the graphic organizer below.

• f

• f

• .

• .

What I have Learned

Assessment 1: Check your Understanding

Directions: Answer each question in not more than five (5) sentences. Observe the
organization of ideas in your composition. Write your answer on a separate sheet of
paper.

9 SDOIN_Specialized_HUMSS_Q4_CNF11/12_Module6
1. What are the things you considered to come up with your 5 steps in critiquing a
peer’s literary work?
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Why is there a need to create your own 5-step process or a cheat sheet before doing
the peer critique?
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________

3. How does the use of peer critique improve student writing?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________

4. Is this statement true? Critique the writing, not the writer. Why or why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

5. What does the lines, “Allow yourself to fail at this in the beginning. Just as writing
takes practice, so does the art of critique.” mean?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

6. When you write your critique, do you still need to apply proper organization,
coherence, structure and form? Why?

10 SDOIN_Specialized_HUMSS_Q4_CNF11/12_Module6
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What I Can Do

At this point, you have already learned with guides and tips on how you write a
mini critique of your peer’s work based on coherence and organization of paragraphs,
development of literary elements use of factual information, and other qualities
concerning form and content.

Writing Activity: Writing-Critiquing 101

Directions: The goal of a peer review is to help improve your classmate's paper by
pointing out strengths and weaknesses that may not be apparent to the author. You
will be asked to write and critique an essay and reflect on it. Encode your output using
the MS Word and upload it on the Google Drive link provided by your teacher. The
scoring rubric on the following pages will be used by your teacher in assessing your
work.

Writing: Choose one topic from the following and write an essay in at least 3
paragraphs incorporating the strategies you learned from this module. Create a catchy
title for your text.

a. The Evolution of Friendship

b. A Lesson from Nature
c. Mental Health in the Digital Age

Critiquing: Exchange essays with a classmate and complete a peer review of each
other’s writing. Remember to give positive feedback and to be courteous and polite in
your responses. Focus on providing one positive comment and one question for more
information to the author. Use the questions for peer review provided below to easily
create an outline of the strengths and weaknesses of your peer’s work.

Questions for Peer Review: Organization, Unity, and Coherence

Title of essay: _____________________________________________
Date:____________________________________________________
Writer’s name: ____________________________________________
Peer reviewer’s name: ______________________________________

11 SDOIN_Specialized_HUMSS_Q4_CNF11/12_Module6
This essay is about_______________________________________________________.

Your main points in this essay are________________________________________.

What I liked most about this essay is______________________________________.

These three points struck me as your strongest:

Point 1: __________________________________________________________________

Why: _____________________________________________________________________
Point 2: __________________________________________________________________

Why: _____________________________________________________________________
Point3: ___________________________________________________________________
Why: _____________________________________________________________________
These places in your essay are not clear to me:
Where 1: _________________________________________________________________
Needs improvement because_______________________________________________
Where 2: _________________________________________________________________

Needs improvement because_______________________________________________

Where 3: _________________________________________________________________

Needs improvement because_______________________________________________

The one additional change you could make that would improve this essay
significantly is ___________________________________________________________.

Critique Writing: Writing a peer critique is also writing an essay. Combine all your
answers from the questions for peer review to create a critique essay applying also the
strategies you learned from this module. Upload your output on a separate folder on
the Google Drive link provided by your teacher.

Self-Critique: Fill out the checklist to realize the strengths and weaknesses of your
work. With this, you will know what will be your next step on what you will do to your
critiqued essay.

Name: ____________________________________________

Date: _____________________________________________
Name of Partner: __________________________________

Focus of Critique: _________________________________________________________

My partner liked___________________________________________________________
My partner suggested______________________________________________________

My next step(s)____________________________________________________________

12 SDOIN_Specialized_HUMSS_Q4_CNF11/12_Module6
 Essay Rubric

Criteria 5 4 3 2
Focus & There is one There is one There is one There is one
Details clear, well clear, well topic. Main topic. Main
focused topic. focused topic. ideas are ideas are
Main ideas are Main ideas are somewhat clear. somewhat clear.
clear and are clear but are
well supported not well
by detailed and supported by
accurate detailed
information. information.
Organization The The The There is no
introduction is introduction introduction clear
inviting, states states the main states the main introduction,
the main topic, topic and topic. A structure, or
and provides an provides an conclusion is conclusion.
overview of the overview of the included.
paper.
paper. A
Information is
conclusion is
relevant and
presented in a included.
logical order.
The conclusion
is strong.
Word Choice The author The author The author The writer uses
uses vivid uses vivid uses words that a limited
words and words and communicate vocabulary.
phrases. The phrases. The clearly, but the Jargon or
choice and choice and writing lacks clichés may be
placement of placement of variety. present and
words seems words is detract from the
accurate, inaccurate at meaning.
natural, and times and/or
not forced. seems
overdone.

13 SDOIN_Specialized_HUMSS_Q4_CNF11/12_Module6
Sentence All sentences Most sentences Most sentences Sentences
Structure, are well are well are well sound
Grammar, constructed constructed constructed, awkward, are
Mechanics, and have varied and have varied but they have a distractingly
& Spelling structure and structure and similar repetitive, or
length. The length. The structure are difficult to
author makes author makes and/or length. understand.
no errors in a few errors in The author The author
grammar, grammar, makes several makes
mechanics, mechanics, errors in numerous
and/or and/or spelling, grammar, errors in
spelling. but they do not mechanics, grammar,
interfere with and/or spelling mechanics,
understanding. that interfere and/or spelling
with that interfere
understanding. with
understanding.
© http://www.readwritethink.org

Peer Critique Rubric

Criteria 1 2 3 4 5

Positive Positive Positive Positive Very

feedback feedback was feedback feedback descriptive
Positive was not given and was was and
Feedback descriptive somewhat relevant and relevant and thorough
descriptive, somewhat description
but not descriptive was fair
relevant to
essay

Suggestion Suggestions Suggestions Many Suggestions

s were were made, were made suggestions were well
made but but lacked and were made, considered,
Suggestions showed detail descriptive but could thorough
lack of but not have been and fair
effort effective more
towards descriptive
essay

More Comments Comments Comments Comments

Descriptive comments were not need to be were fair were
Comment should descriptive more but could thorough
have been descriptive have been and
made more complete
thorough
©https://www.rcampus.com/

14 SDOIN_Specialized_HUMSS_Q4_CNF11/12_Module6
 Assessment

Directions. Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. What property of a well-developed writing is achieved when ideas are logically

and accurately arranged?
C. Coherence C. Organization
D. Cohesion D. Unity
2. What part of an essay arguments are summed up and provide a final perspective
on a topic?
C. Body C. Introduction
D. Conclusion D. Plot
3. What part of an essay does writer build up his paper paragraph by paragraph
according to the topics and sections that he has identified in his outline?
C. Body C. Introduction
D. Conclusion D. Plot
4. Which of the following statements is NOT included in the critique writing
format?
A. Write the synopsis.
B. Make a summary outline.
C. Evaluate the purpose of the paper.
D. Suggest on how to improve the essay.
5. Which of the following activities is NOT a part of interpreting and evaluating
creative nonfiction?
A. Discussion of the work’s style.
B. Statement of topic and purpose.
C. See the effectiveness of the work.
D. Discussion of appeal to a particular audience.
6. Which of the following actions do you need to do before you write?
A. Take a test. C. Eat a good lunch.
B. Read a good book. D. Research your topic.
7. What will you do to analyze a text?
A. Read the text. C. Ask essential questions.
B. Rewrite the text. D. Highlight all highfalutin words.
8. How do you interpret a certain passage?
A. Read the text many times.
B. Paraphrase the whole text.
C. Search for the theme of the passage.
D. Examine the literary elements that the author includes.
9. How will you comment on a given text?
A. Summarize the plot.
B. Annotate on the important events.
C. Construct an outline of the whole text.
D. Give your judgement and reaction on the text.
10. Why should a text have both cohesion and coherence?
A. It creates a balanced and structured organization in a text.

15 SDOIN_Specialized_HUMSS_Q4_CNF11/12_Module6
 B. It is actually fine for a text to just have one without the other.
C. Without the other, a text will still be confusing for the readers.
D. The readers will not be convinced to agree with the writer’s point.
11. In what way can one distinguish a critical reader to a non-critical reader?
A. They simply think.
B. They assume things.
C. They examine the book.
D. They distinguish the errors in a literary piece.
12. What is/are the way/s that you can do to make a mini critique?

I. Examine how the structure and language of the text convey its meaning.
II. Give the reader a sense of the writer’s overall purpose and intent.
III. Make a judgement of the work’s worth or value.
IV. State the significance or importance of each part of the text.
A. I only B. I & II C. II, III, & IV D. I, II, III, & IV

13. What is/are the pro/s of writing a mini critique?

I. Knowledge of the work’s subject are or related works.
II. Recognition of the strengths and weaknesses of the work.
III. Understanding of the work’s purpose, intended audience, development
of argument, structure of evidence or creative style.

A. I only B. II & III C. I, II, & III D. none of the above

14. As a reader, how will you perform analyzing and summarizing in a piece of
writing?
A. Write a description
B. Consult a dictionary.
C. Focus on what the author has written.
D. Analyze the structure of the passage by identifying all main ideas.
15. Which of the following statements is a proof that peer critiquing is important to
students?
A. Guides in creating a better relationship to peers.
B. Develops good understanding on the part of the learners.
C. Develops critical thinking skills and make evaluative judgements.
D. Transforms learners to differentiate denotation from connotation.

16 SDOIN_Specialized_HUMSS_Q4_CNF11/12_Module6
 Additional Activities

Activity 1: Free Essay: A Journey to Ink

What are your experiences with peer review? Are the comments of your
classmate positive or negative? Why? What made peer review work or not work for
you? What’s your biggest pet peeve? What do you wish it would be like?
Directions: Construct an essay by considering the questions above as your guide. Use
a separate sheet of paper.

Activity 2: Free the Word: A Reflection Note

Directions: Complete the statement in each box to ponder on your learnings in this
module.

AHA! OW! HMM?

My best learning in this I enjoyed the activity I have a question or
module is… where… clarification with…

17 SDOIN_Specialized_HUMSS_Q4_CNF11/12_Module6
 Answer Key

15.C 15.C
14.D 14.D
13.C 13.C
12.D 12.D
11.D 11.D
10.A 10.A
9. D 9. D
8. D 8. D
7. C 7. C
6. D 6. D
5. B 5. B
4. A 4. A
3. A 3. A
2. B 2. B
1. A 1. A

What I Know Assessment

References
Asuncion, J. D. Unravel, 2017.

Hidalgo, Christina P. (2005) Creative Nonfiction A Manual For Filipino Writers.

Quezon City: The University of the Philippines Press.

Department of Education. (2020). Senior High School Core, Applied, and

Specialized Subjects, Most Essential Learning Competencies. Pasig City,
Philippines

Katrina Claire Landich (2018, February 17). Properties of a well written text.
Retrieved July 23, 2020 from https://www.slideshare.net/
KatrinaClaireLandich/properties-of-a-well-written-text-88147656

Tara Horkoff. Chapter12: Peer Review and Final Revisions. Retrieved July 24, 2020
from https://opentextbc.ca/writingforsuccess/
chapter/chapter-12-peer-review-and-final-revisions/

William Victor, S.L., (2009-2020). How to Write a Critique. Retrieved July 24, 2020
from https://www.creative-writing-now.com/how-to-write-acritique.html

18 SDOIN_Specialized_HUMSS_Q4_CNF11/12_Module6
 For inquiries and feedback, please write or call:

Schools Division of Ilocos Norte – Curriculum Implementation Division

Learning Resource Management Section (SDOIN-CID LRMS)

Office Address : Brgy. 7B, Giron Street, Laoag City, Ilocos Norte
Telefax : (077) 771-0960
Telephone No. : (077) 770-5963, (077) 600-2605
E-mail Address : [email protected]
Feedback link: : https://bit.ly/sdoin-clm-feedbacksystem

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Email Address: [email protected] * [email protected]