LAS 3 Q3 Composing an Independent Critique the one PDF

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Department of Education Schools Division Office of Quezon City Novaliches High SchoolENGLISH 10LEARNING ACTIVITY SHEET ON Composing an Independent Critique of a Chosen Selection MODULE 3 – WEEK 3 | QUARTER 3 | SCHOOL YEAR 2020- 2021Learning Competency with Code EN10WC-lllg-14: Composing an independe...

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Department of Education Schools Division Office of Quezon City Novaliches High School ENGLISH 10

Name of Student: ____________________________

Date Received:

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Date Accomplished: ___________________

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Name of Teacher: ____________________________

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LEARNING ACTIVITY SHEET ON Composing an Independent Critique of a Chosen Selection MODULE 3 – WEEK 3 | QUARTER 3 | SCHOOL YEAR 2020-2021 Learning Competency with Code EN10WC-lllg-14: Composing an independent critique of a chosen selection. General Directions/Instructions Read and follow the directions for each activity carefully and correctly. Pre-discussion Activity Matching. Match the correct descriptions from the box on the following parts of a paper. (10 pts)

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Interpretation of the concept Brief summary/description of work as a whole Detailed analysis of how the paper conveys an idea or concept Critical assessment of the value, worth, meaning, or significance of the work, both positive and negative Overall interpretation General indication of overall significance of work

INTRODUCTION -

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BODY -

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CONCLUSION -

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Discussion

What is an Article Critique?

An article critique is a genre of academic writing that provides critical evaluation through intensive analysis of an article, which involves giving a brief summary of the article. Reading an article critique helps an audience to understand the key points of the article, and the author’s ideas and intentions. It indicates the perceived success of an article and analyses its strengths and weaknesses.

As with other types of academic writing, an article critique must be written in formal language and using a structured format. It should consist of an introduction, several body paragraphs, and a conclusion. Though the general pattern is similar, some formatting styles have certain specific guidelines for writing an article critique. It is important to study how to write a critique properly and to be sure of what each formatting style requires. To be able to write an effective critique, writers must also have a full understanding of the topic they are analyzing. FORMAT of a CRITIQUE INTRODUCTION - brief summary/description of work as a whole - general indication of overall significance of work BODY

- detailed analysis of how the work conveys an idea or concept - interpretation of the concept

CONCLUSION

- overall interpretation - critical assessment of the value, worth, or meaning of the work, both negative and positive

SUMMARY All in all, to critique a piece of writing is to do the following: Describe: give the reader a sense of the writer’s overall purpose and intent Analyze: examine how the structure and language of the text convey its meaning Interpret: state the significance or importance of each part of the text Assess: make a judgement of the work ’s worth or value

Now that we know what we need to put in a critique paper, we need to know how to write one. STEPS IN WRITING AN ARTICLE CRITIQUE 1. Read the article for the first time to understand its main ideas. If you are unsure whether you understand it clearly, reread it. 2. Once you feel you understand what the article is talking about, read the article again and make notes as you go. If you find any interesting sentences or paragraphs that you think should be discussed, you should quote them as evidence to support your discussion. 3. From your notes, analyze and discuss each important point. You can give your comments and opinions at this stage. 4. Summarize and provide a conclusion regarding whether you like or dislike the article. Support your ideas with the evidence you found.

EXAMPLE OF ARTICLE CRITIQUE Graduate student enrollment has increased in recent years, but these students face many challenges on their path to a degree. Researchers have noted that graduate students experience anxiety and stress that may be connected to high attrition rates (Poock, 2002). In the article “Student anxiety: Effects of a new graduate student orientation program,” Megan Hullinger and Dr. R. Lance Hogan (2014) examined the impact of an online orientation program on student anxiety. While this article produced significant results showing that an orientation program could reduce anxiety of new graduate students there are limitations related to the replicability, sample, and generalizability of results. Hullinger and Hogan (2014) used a sample of 32 incoming graduate students to examine the impact of an online orientation program designed to connect new students with resources across the university. The researchers collected demographic information of participants and used the State Trait Anxiety Inventory to measure anxiety before and after the orientation program. Using t-tests, Hullinger and Hogan found that the participants experienced a significant reduction in anxiety following the completion of the online orientation program. The researchers discussed an important topic, as administrators continue to attempt to improve

retention efforts in higher education. The approach of an online orientation program could be useful for students as it would allow them to have important information at their fingertips, regardless of if they are on campus or not. However, Hullinger and Hogan (2014) did not provide key information about the

orientation program they used in their study. This lack of detail would make it difficult to replicate their program in order to further expand the research on this kind of program. Significant results were noted in the results of this study, but there are limitations to these findings. First, the sample size was small. Out of 802 incoming students who were invited to participate, only 32 students completed the pre- and post- anxiety inventory. With such a small sample size it is difficult to generalize these findings to the larger graduate student population. Also, all participants in this study were from a state university in the Midwest; this also limits the generalizability of these findings to the larger student population. While Hullinger and Hogan (2014) stated that the study should be replicated with a larger population and at other schools, the authors did not discuss how these factors of their study were limitations. This article focused on an important topic within higher education, as administrators need to find solutions to improve retention. One of the barriers graduate students face is anxiety, so an online orientation designed to reduce anxiety could be one useful tool to address this problem. Hullinger and Hogan (2014) shared encouraging results of an online orientation program designed to connect incoming graduate students with university resources. However, this study did not adequately describe this orientation program so that future researchers can replicate this program in other samples. Furthermore, the small sample size and lack of diversity among participants limits the generalizability of these findings. Future research on online orientation programs with a clear description of the program among a larger more diverse sample is necessary to provide evidence of the impact of online orientation programs.

Exercise Activity

Critiquing. Find a short essay about current events in the country. Afterwards, answer the guide questions then create a critique paper about the chosen essay. (15 pts)

Guide Questions: 1. Why did you pick this article? ___________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ 2. How do you plan on writing the critique? ___________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________...