Notes by: JOHN MARK T.

TANGALIN SECTION: 10-K QUARTER: 3 SY 2022-2023

Lesson 1: Argumentative Essay

An argumentative essay presents evidences for a claim in order to let the reader know
why it is more favorable. It also shows why the other side of an issue is unfavorable or less
favorable. It also includes, like any other essay, an introduction and conclusion.

An argumentative essay is a piece of writing that takes a stance on an issue. In a good

argumentative essay, a writer attempts to persuade readers to understand and support their
point of view about an issue by stating their reasoning and providing evidence to support it.

Argumentative essay writing is a common assignment for high school and college
students. Generally, argumentative essay topics are related to science, technology, politics, and
health care.

• The following are terms related to an argumentative essay.

- Issue – an idea about which the opinions of people are different.
- Claim – a statement by an author about an issue. A claim has a significant
amount of disagreement about it. A claim needs supporting arguments. A
claim is also called a position, stand, or point of view.
- Argument – an idea that supports the claim. An argument needs supporting
evidences.
- Evidence – facts in the real world that can be used to support an argument.
 Examples of evidences are statistics, data from studies, historical events,
habitual practices, and other facts that can support an argument.
- Counterargument – an idea given by the opposing side against the claim
given in the argumentative essay.
- Rebuttal – the response to the counterargument
- Pro – an argument in favor of a claim or advantage regarding something
- Con – an argument against a claim or disadvantage regarding something

• Why is it important to learn to write an argumentative essay?

Learning how to write an argumentative essay will help you to develop critical thinking
and research skills along with developing how to rationally defend a position. These skills will
help you progress academically and occupationally.

Argumentative essays have the following elements: claim, arguments, evidences,

counterargument, rebuttal, and conclusion.

Elements of an Argumentative Essay

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 CLAIM
- it is the REBUTTAL
position or ARGUMENT
- logica l CONCLUSION
assertion in
-statements that COUNTER arguments for
relation to an - the conclusion
support the claim rejecting the
issue . A claim ARGUMENT restates the claim ,
EVIDENCE argument
cann ot be used summarizes
- an opposing
to support an - the facts or arguments, restates
argument or assertion
argument reasons that the counterclaim and
because it is a support the rebuttal and makes
claim that must arguments. any recommendation
be defended.

Example:

ISSUE: Should people be encouraged to travel by bicycle rather than by car?

CLAIM: People should be encouraged to travel by bicycle rather than by car.
ARGUMENT: Maintaining a bicycle is less expensive than a car.
EVIDENCE: 1. The parts of a bicycle are much cheaper than the parts of the car. Fixing a car
may require the services of a mechanic who would charge an expensive amount for labor. On
the other hand, many bicycles can be fixed by the owners themselves. Cars require expensive
yearly registration.
COUNTERARGUMENT: Some say that riding a bicycle would increase travel time and decrease
productivity.
REBUTTAL: Traveling by bicycle would actually mean avoiding rush hour Traffic jams.
CONCLUSION: So, we encourage people to travel by bicycle rather than by car to avoid traffic
jams during rush hours to keep and it does not make people from being late to their
appointments.

NOTE: Evidence can be FACTS, STATISTICS, and EXAMPLES

Components of an Argumentative Essay

INTRODUCTION
REFUTATION
- background of the
CONCLUSION
subject/topic or - counterclaim
thesis. BODY and rebuttal - sum marize key
- present your points
position with
supported
evidence

INTRODUCTION – it is an introductory paragraph; it is in the start of the essay. This is called

the “gateway” of an essay. It is because it attracts the attention of readers to the essay and gives
the readers background information about the topic. It also introduces the thesis statement of
the essay, which is the heart of an essay, and tells what to be discussed in the body paragraphs.

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Example:
Why should we ditch our fancy, high priced, gas guzzling sports car and pick up a low tech
bicycle? Well, we should all choose to take the old fashion route because there are money benefits
to riding a bike round town. Although it may be more work, a bicycle’s benefits will outweigh a
car’s dangerous fumes any day. People should be encouraged to commute by bicycle rather than
by car.

BODY – it is the body paragraph where facts of the given thesis statements of the essay are
written. It is where the arguments are written to support the statements.

Example:
(1st Argument) Financial commuting costs for a bicycle are considerably less than for a car. A brand
new car costs a million pesos and it uses expensive fuel to let it run and move, while a bicycle
will only cost more than one thousand pesos but does not need any fuel, and it uses body energy
to pedal and move.

REFUTATION/COUNTERARGUMENT – it is the argument to refute earlier arguments and give

weight to the actual position.

Example:
(Counterargument) Some say that riding a bike would increase commuting time and decrease
productivity.

(Rebuttal) Commuting by bicycle would mean avoiding rush hour traffic jams and helping the be
early or on time to an appointment.

CONCLUSION – it is rephrasing the thesis statement, major points, call attention, or just having
the concluding remarks. It even has some recommendations.

Example:
We should choose riding a bicycle. This will not only be less expensive and fuel-free but it gives us
a healthy body. Finally, it brings us to destination on time or even earlier avoiding traffic jams.

Using Informative Writing Techniques

DID YOU KNOW?
An informative text educates readers about a topic or subject. It is meant to inform
others using credible sources as evidence – facts, statistics, and other research data. Informative
texts usually answer the five Ws: who, where, when, what, and why. Sometimes, they also
describe “how” to do or accomplish something.

When choosing a topic for informative writing, focus on a specific topic. Consider the topic
that is not too broad or too narrow. A topic is too broad if you cannot explain it in one or two
pages. For example, you cannot choose special education as the topic because it has a big scope.
Rather, you can be more specific and select causes of hearing-impairment as your topic. On the
other hand, a topic is too narrow when it is very simple and can be explained in a sentence or a
short paragraph.

Just like any type of writing, informative texts follow a structure – the introduction, body, and
conclusion.

The introduction
• Grabbing the attention of readers is part of the beginning – formally known as
introduction. It is where the thesis statement is found. The thesis statement is considered
the most essential part of informative writing. According to Kristina Barroso in her article
“Informative Writing Techniques”, the thesis statement is known as the road map of an
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 informative text because the whole essay is built around it. The thesis sentence is a
sentence that summarizes the entire essay. Aside from stating the thesis statement,
writers introduce the main idea, provide definition for difficult words/concepts, and give a
short description on what will be discussed.

The body
• The body or the middle part is where the thesis statement is fully explained. Evidence
such as facts, statistics, statements from experts, and other supporting details are found
in this section. This section requires citing sources of information. The evidence
presented will be the basis if the information is reliable, accurate, and unbiased.

The conclusion
• The conclusion reiterates the thesis statement and summarizes the main points of the
informative text. No new evidence must be presented at this point because all ideas must
have already been discussed in the body.

Tone, clarity (being clear) and transition words

• Aside from the structure, other features and techniques of informative writing need to be
considered. First is tone or attitude of the author toward the topic. The attitude of the
author toward the topic should always be formal, objective, and neutral. As mentioned
above, informative writing is fact-based – biased information is unacceptable. The writer’s
opinion and beliefs do not have a place in informative writing. Second, always be specific.
Provide clear answers to the five Ws and one H of the topic you are writing about. Employ
language that is clear, formal, and unbiased. Also, do not forget to use transitional words
(discussed in previous modules) for organized and smooth flow of ideas. In doing so,
readers can get a better understanding of the information they read.

Informative essays vary in length, but all good informative pieces are a product of an application of
several writing techniques. Below are some of the best tips/techniques to help you write an
excellent informative text.
1. Open with an attention grabber and conclude with a summary of the main points of the
essay.
2. Use appropriate transitional words to ensure the logical flow of ideas.
3. Observe formal tone.
4. Utilize proper language and applicable vocabulary to the topic. Similarly, avoid biased
language.
5. Make use of formatting, nonlinear texts such as flowcharts, graphs, graphic organizers,
and digital texts with hyperlinks when needed.
6. Now, check out this example of an informative essay, and try to analyze if the
aforementioned techniques were used in this writing.

Persuasive Writing Techniques

Persuasive writing is a type of writing that aims at convincing people to think, feel, or to
act in the writer’s way. Persuasive texts may be in the form of essays in books, articles in
newspapers and magazines, posters and, of course, advertisements. All these forms of
persuasion try to get the readers to agree or to take an action.

A persuasive writing usually contains: a) the writer’s opinion, which he/she wants the
readers to accept; b) evidence or information to support the writer’s opinion; c) the action that
the writer wants the readers to do.

Persuasive writing is so common that it seems easy to do, but the writing process is not
as simple as just sharing an opinion. The writer needs to combine thorough research with good
word choice in order to make his opinions believable and get the readers to agree with him. That
is the ultimate goal, and this is why persuasive writing is powerful.

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Here are some of the effective and commonly used persuasive techniques used by writers to
achieve their purpose.

 Rhetorical Question. This is a question that is not intended to be answered.

Instead, it is meant to state the obvious, or to challenge the readers and to
make them think. For example: Wouldn’t you do everything to make your
family happy?
 Repetition. Repeating key words or phrases will likely make readers
remember them.
 Bandwagon. This is the technique that would convince a reader to believe in
an idea because the majority or everybody else believes it’s true. For
example: Nine out of 10 students got higher grades because of the modular
learning setup.
 Appeal to Emotion. The use of emotive language can help sway the readers to
side with the writer or to do what he says. For example: Be thankful that you
have more than what you need. Others children do not even have a roof
above their head, but they study harder than anyone.
 Appeal to Authority. The writer needs to establish himself as an authority in
the topic he is writing about by using facts, figures, and other proofs that
would support his opinions or claims.

From these techniques mentioned, it is evident that the writer would usually use a
passionate, personal or emotional tone when addressing the readers. Take note also that writers
usually use two or more of these techniques when composing a persuasive text to add impact to
their statements, but they should first know their audience or target readers in order to identify
the best techniques that would work. For instance, when writing to persuade a group of
professionals, emotive language may not work as effective as it would to a group of teenagers.

Knowing these techniques does not necessarily mean being able to write a good essay.
The structure is equally important. The structure of most persuasive essays follow a rather
simple format.

1. One paragraph introduction that presents the topic and the writer’s stand or opinion
about it.
2. At least one body paragraph that presents further explanation, as well as evidence or
proof that would support the writer’s opinion.
3. One concluding paragraph that summarizes or repeats the opinion, or calls the reader to
action based on that opinion.

Compose an Independent Critique of a Chosen Selection

A critique is an in-depth evaluation of a story, novel, film, or other reading/viewing
materials for the purpose of giving the public an insight into the text. Although a critique shares
the same root with the word “criticize,” it does not mean that the write-up merely points out the
faults or flaws in a story or film. Instead, a critique seeks to shed light on the content of a “text”
(the story, novel, song, movie etc.) in order to help future readers or viewers understand better
the material that they are reading or viewing.

Critical essays about texts are indeed very important in helping us make sense of what
we just read or viewed. At times, it can also inform our decisions on what other good materials
we can read or watch next. What are the elements that make a critique so informative? What
aspects of a story or movie are assessed or studied by a critic?

Critiques contain a careful evaluation mainly on the following elements of a narrative:

characterization, setting, conflict, plot, dialogue, theme, and style. These aspects, as well as the
manner that they were presented in the material, are studied so that the critic can come up with
a valid evaluation on whether or not the material is good, beautiful, or significant especially for
the readers or viewers.
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 In assessing the said elements, there are certain questions that the critic should ask.
David Farland (2017) and other critics enumerated some questions one might use to judge a
story or other narratives:

 Setting: How well was the setting developed? Does it appeal to more than
one of the senses? Does it inform or connect to other aspects of the story
such as character development and narrative style?
 Characterization: How well-drawn are the characters in the story? Do we
know enough about them (life, attitudes, some type of history, etc.) to make
them interesting and relatable? Are there unnecessary characters?
 Conflict and Plot: Is there a conflict in the story? Is the plot interesting,
original and well-developed? Are there unnecessary and confusing subplots?
 Theme: How well does the story speak to the readers? Does it raise
questions about life, or provide profound insights?
 Style: How distinctive or unique is the writing style? Are there literary
devices or techniques used? Is it purposeful? Does the style remind you of
any other authors you have read?

Critiquing a Literary Selection: Formalist Approach

Vocabulary Development
Etymology: The word ‘formalism’ derived from the word ‘form’ or structure. The ‘ism’ is a belief
or an approach of looking at things.

Literary Criticism is the evaluation, analysis, description, or interpretation of literary works.

Critique (verb) means to critically evaluate, analyze or give careful judgment in which you give
your opinion about a literary work.
Critique (noun) is a detailed evaluation or analysis of a literary piece. Critic is a person who
judges, evaluates, or analyzes a literary piece.
Critique is a technique that aims to study, discuss, evaluate and interpret literary works.

Examples of Literary Works:

 Novels
 Comics
 Poem
 Short Story
 Fable

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LITERARY SELECTION CRITIQUE BASED ON SPECIFIC APPROACHES
Critiquing a literary selection involves several frames that one must consider before
analyzing and interpreting the text material’s content. It involves various approaches that will
somehow serve as tools to analyze the literary concepts objectively. What are the different
approaches that must be well thought-out before critiquing a literary text? These are the
following: structuralist/formalist, moralist, Marxist, feminist, historical and reader-response. In
this Module, you will explore valuable insights on critiquing a literary selection.

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 There are various ways on how to critique a literary text. In this Module, you will learn
the six approaches to critiquing a literary selection.

Structuralist/formalist – studies a text as a “self-contained object” where generally it

emphasizes the form of the work. In this approach, it focuses on the following: (a) form of each
individual part of the text, that includes the individual chapters and scenes, (b) characters, (c)
setting, (d) tone, the point of view, € diction and all other elements. The critic underlines on how
these elements: point of view, setting, characters, plot, symbols and theme work together to give
sense to the text (Writing a Formalist Literary Analysis. Accessed September 1, 2020).

Moralist – judges literary works, according to moral principles. Essentially, it is not demanding
or ‘moralizing’ in its technique, although it is probable; nor does it unavoidably suggest a
Christian vantage point, although it frequently does (“Moral Criticism.” Oxford Reference.
Accessed September 2, 2020).

Marxist – scrutinizes the text as “an expression of contemporary class struggle.” It is grounded
on Karl Marx’s theories, wherein it concerns on the insinuations and snags of the capitalist
system. In this approach, literature is regarded not simply as a matter of personal taste or
expression. It unquestionably focuses on political and social conditions. Marxist literary critics
would abide on the following inquiries: Is the text a mirror of social values? Is it a form of
propaganda for the ruling classes? Can literature challenge social norms (“Intro to Marxist
Literary Theory.” The Nature of Writing, August 3, 2020)?

Feminist – examines the text in the context of recognizing women’s knowledge in literary
concepts, and in terms of valuing their experiences. While reading a text, a feminist literary
critic contests traditional standards or outlooks. It involves the following fundamental methods:
Identifying with female characters and reevaluating literature and the world in which literature is
read. Additionally, “Feminist literary criticism is distinguished from gynocriticism because
feminist literary criticism may also analyze and deconstruct literary works of men.” (Napikoski,
Linda. “What Is Feminist Literary Criticism?” ThoughtCo. Accessed August 29, 2020).

Historical – analyzes literary text by using historical events and evidences, that include
information about the author’s life, historical and social circumstances. (“Historical Criticism.”
Encyclopædia Britannica. Encyclopædia Britannica, inc. Accessed December 10, 2020.
https://www.britannica.com/art/historical -criticism-literary-criticism). This approach also
“seeks to understand a literary work by investigating the social, cultural, and intellectual context
that produced it —a context that necessarily includes the artist’s biography and milieu.”
(“Critical Approaches to Literature.” --- CRITICAL APPROACHES TO LITERATURE ---. Accessed
December 10, 2020. http://home.olemiss.edu/~egjbp/spring97/litcrit.html .).

Reader’s -response – “Typically, Reader-response criticism revolves around the phenomena

‘Respond to Reading’. The theory identifies the reader as a significant and active agent who is
responsible to impart the real meaning of the text by interpreting it. The modern school of
thought argues on the existing perception of the literature. According to it, literature is like a
performing art that enables reader creates his own text -related unique Performance.” (“A Brief
Guide to Reader-Response Criticism.” A Research Guide for Students, August 22, 2018).

FEMINISM AND ITS WAVES

The fundamental goal of feminism, a complex system of beliefs and ideologies, is to

give women equal, social, political, and economic rights. Although feminism is beneficial to
everyone, its main goal is to achieve gender equality because prioritizing those who are most
oppressed also liberates everyone else. Feminism does not seek to assist men because men’s
rights are already guaranteed and institutionally protected.

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 FEMINISM
The vast majority of existing social structures are patriarchal, meaning that men
dominate in establishing most political, economic, and cultural decisions.

Feminism is centered on the belief that because women account for half of the world’s
population, our society will never progress without their full and active participation.

The wave of feminism is a concept that first surfaced in the late 1960s:

FIRST WAVE

 In Seneca Falls, New York, the first feminist movement began in 1848. Three hundred
men and women came together to support equality at the Seneca Falls Convention, which
was the first assembly in the country dedicated to women’s rights. Giving women equal
access to opportunity and the vote were the two main objectives of this wave. New Zealand
was the first independent state to grant women the right to vote in 1893. Australia and
Finland then followed in 1902 and 1906, respectively.

SECOND WAVE

 The second wave began in the 1960s with the publication of the book “The Feminine
Mystique by Betty Friedan. It dealt with the sexual oppression of women and how they
were still relegated to their role as a mother. In this wave, sexuality and reproductive
rights were the dominant issues and centralized on passing the Equal Rights Amendment,
which seeks equality for women and forbids discrimination based on sex passed by
congress in 1972. Furthermore, abortion rights were also guaranteed one year later. The
second wave is not just about equal rights but cultural equality as well.

THIRD WAVE

 The third wave of feminism surfaced in the mid-90s. This wave was seen as a response to
the mainstream second wave. The feminists of the third wave of feminism aimed for a
movement that would carry on the work of earlier feminists while addressing their current
struggles that were inclusive of various challenges women from different races, classes,
and gender identities face. The Riot Grrrl Movement was a combination of punk culture
with politics, feminism, and style. These events helped to usher the feminist movements
into a new era of women’s activism. These women started their bands and created
publications dedicated to women’s empowerment, their content addressing issues like
sexism, patriarchy, racism, abuse, and sexuality.

FOURTH WAVE

 The most recent wave of feminism began about 2012. The movement focuses on sexual
harassment, body shaming, and rape culture with the use of social media and other
internet platforms to address these concerns. The “Me Too” movement gained attention
beginning in 2017 when victims of sexual harassment or assault began to share their
stories on social media using #MeToo. The fourth wave of feminism aims to further
destroy gender expectations. The issue these feminists face is systematic white male
supremacy. Feminism cannot exist without an understanding of comprehensive justice,
which demolishes systems of power and emphasizes racial justice while also looking at
concerns such as class, disability, and other factors.

Being a feminist doesn’t necessarily entail believing that women are superior to men;
rather, it implies being aware of your power and rights in society and helping it grow and
progress. Feminism is an anti-discriminatory movement that aims for equality for all
genders, such as queer, homosexual, and even heterosexual individuals. Know your rights

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since we are all capable of changing the world, and treat everyone with respect no matter what
their gender is.

As the summary of the waves:

1ST WAVE POLITICAL RIGHTS

2ND WAVE EQUALITY

3RD WAVE EMPOWERMENT

4TH WAVE ACCOUNTABILITY

WHAT IS THE PHILOSOPHICAL/MORAL APPROACH LITERATURE?

Moral/Philosophical Approach is one of the oldest approaches to literary criticism:
Greek and Roman Times. This approach aims to interpret literature within the context of
philosophical thought of a period or group. Someone will also evaluate the quality of a work’s
ideas and values by determining how well this fit certain (such as truth, usefulness, clarity,
consistency, or complexity).

ADVANTAGES AND DISADVANTAGES OF THE MORAL/PHILOSOPHICAL

APPROACH

ADVANTAGES
 The philosophical approach in literature becomes much more than a novelty, it becomes
more human. It is something concerned with LOVE and WISDOM as well as HATRED and
INNOCENCE.
 This philosophical approach just doesn’t think.
 It recognizes that literature can influence the lives of others in a significant way. Useful
for works that present an obvious moral philosophy, such as MUSIC.
 Recognizes that literature has an effect on readers and the message of a work is very
important.

DISADVANTAGES
 The philosophical approach is very likely to be condescending/superior.
 The interpretations are based upon judging the character of an author usually without
any past friendships with the author.
 This analyzes the morals and the idea of the work, which some deem/consider too difficult
to interpret fairly.
 Opposers to the philosophical approach believed that books should be based purely on its
artistic content, not your morals.

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  Some critics would say that this approach is very judgemental. Most believe when it
comes to literature it should be judged based on the art of a work and not its moral and
philosophical content.

DID YOU KNOW THAT?

Aesop was a Greek slave who lived in the 6 th Century B.C. and eventually was freed by his
master. He wrote hundreds of fables that are still famous today. A fable is a story that usually
has animal characters and is used to enforce a truth. Here is one of Aesop’s fables. Try to figure
out what “moral” or theme Aesop is trying to get across.

THE FOLLOWING ARE SOME OF THE WELL-KNOWN WRITERS WHO

CONTRIBUTED TO THE UNDERSTANDING OF THE
MORAL/PHILOSOPHICAL APPROACH TO LITERARY CRITICISM:

1.) PLATO – is emphasizing morality and utilitarianism. He helped lay the foundations of
Western Philosophy and Science.
2.) HORACE – Literature should be delightful and instructive. He was also known as the
“Father Of the Common School Movement.”
3.) MATTHEW ARNOLD – is meditative and rhetorical. Examples works are: Empedocles on
Etna (1852) and Poems (1853).
4.) SOCRATES – Knowledge is a matter of recollection and not of learning, observation or
study.
5.) ARISTOTLE – Literature capable of fostering virtue.
6.) SAMUEL JOHNSON – The function of literature is to teach morality, and to probe
philosophical issues.

Dead Stars (A Summary)

By: Paz Marquez Benitez
The story of the short story Dead Stars revolves around a man, Alfred Salazar, and his affairs.
Alfred Salazar believes in true love and optimism to discover ecstasy in its stir. Esperanza is the
first woman he falls in love with.

The families of both of them are acquainted with each other and hence they start a loving
relationship. Both get engaged after three years of their relationship. Alfredo is a lawyer who has
strong desires and wants warmth and compassion, however, Esperanza is an impassionate
woman having strong will and principles. Alfredo’s love for her soon fades away when he meets.
Julia. Julia, now, becomes a new object of his desire.

Julia Salas is sister in law of the Judge, who is a friend of Alfredo’s father. Julia is an optimistic
and enthusiastic person having her own dreams and desires.

When Alfredo comes across her, he is strongly attracted to her. On his visit to her with his
father, he engages himself in conversation with her and is attracted to her charm. Even if he is
so passionate that he doesn’t disclose his engagement to Esperanza.

So as to avoid the discovery of his fiancée, he keeps secrets from Esperanza too. His eyes are
doomed when he learns about Julia’s return to his native town. With the fear of losing her,
Alfredo decides to declare his true feeling for Julia.

When the church’s functions end, Alfredo goes to meet her, though his fiancée is waiting for him.
When he reaches there, he learns that Julia has already known about his engagement to
Esperanza. She wishes him for his marriage and leaves him.

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Near Julia’s native town, Alfred, after eight years, is sent to some work duty. On his visit, he
feels nostalgic and cannot resist his lust for Julia and soon finds an excuse to meet her.

Julia is still single that forces Alfred to dream about starting a new life with her; however, he
soon realizes that everything is not the same as it were before. Moreover, Julia has also changed
lost something.

On his return home, he gets a double blow. He finds Esperanza talking to her friend about
loyalty and faithfulness. Alfredo senses a desire to communicate. He supports the reason for
craving and choice over dishonesty. Esperanza soon confesses that she knew about his affair
with Julia. In pursuit of his lust and heart’s content, she encourages him to cancel the wedding
goes ahead as scheduled and Alfred surrenders to reason.

STEP 1:

a. The author wrote this to show readers how women in the old days were treated according
to the customs of the Filipino. Where there is no gender equality. That women are under
the power of men.
b. The theme of the story is about forbidden love, meaning, ove that you cannot have for
some reasons, that one is committed into a relationship.
c. The main characters had developed their characters through their social
Surroundings. For Alfredo he has his pride as a man and he came from a distinguish
family. For Esperanza, she is an epitome of a Filipina, a loyal and faithful wife, though she
was not cared by her husband as wife.
d. For the character of Alfredo, he learns that infatuation love and true love are different. His
love for Julia is infatuation, while his love for Esperanza is his true love.

STEP 2:

 Thesis Statement: The women in the old days especially in the 1800’s and the early 1900’s
are treated differently because women are called the weaker sex in the patriarchal society.
There sno gender equality in the old times. Women Stil stay faithful to their husbands
even though their husbands are being infidel to their married life.

STEP 3:

 According to Gamo, (2021) purposive because it was merely a tool to justify his desire to
go against society; that for once he will not be a puppet, but the master of his own fate.

STEP 4:

 The feminist approach focuses on understanding ways gender roles are reflected or
contradicted by texts, how dominance and Submission play out in texts, and how gender
roles evoke in texts. It shows that Esperanza cannot decide to marry Alfredo for she is
waiting for Alfredo to decide first if he will marry Esperanza. It is the pino custom that the
man will have all the decisions and women will wait and agree whatever decisions made
by men.

STEP 5: Edit and rewrite in a paragraph form.

STEPS IN CRITIQUING A SELECTION USING FEMINISM APPROACH

STEP 1, READ
As you read the work, ask yourself questions, such as:
 Why did the author write this?
 What is the theme of the story?
 How are the characters developed?

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  What do the characters leam?
 How are the characters connected to the themes?
 What is the point of view of the author in this selection?

STEP 2. THESIS
 The thesis is a road map for the paper-it tells the reader what to expect. A good thesis is
specific limited in scope and offers a perspective or interpretation on a subject.
 The thesis may focus on an analysis of one of the elements of fiction, drama, poetry or
nonfiction as expressed in the work: character, plot, structure, idea, theme, symbol, style,
imagery, tone, etc.
 Focus on specific attribute(s) of the text(s).
 Make a specific, arguable point (thesis) about these attributes
 Defend this point with reasons and evidence drawn from the text and secondary sources
 As you do research and your paper evolves, don’t hesitate to revamp your original thesis
statement.

STEP 3: RESEARCH
Find evidence that supports your thesis. This evidence may include:

a.) Opinions of other critics.

b.) Discussion of the text’s historical and social context.
c.) Discussions in books or articles about your text.
d.) Discussions in books and articles about theories related to your argument.

STEP 4: SUPPORT
In addition to support for your thesis in sources you have located in your research, you will use
support directly from the text, such as:
 Direct quotations
 Summaries of scenes
 Paraphrases
NOTE: Do not summarize the plot. You are writing an analysis; not a review or summary.

STEP 5: EDIT
The final step is to edit and polish the paper:
 Check for spelling and grammar mistakes.
 Ask a friend to review it for you. Since you have read it so many times, you may overlook
obvious mistakes.
 Make sure you follow all formatting guidelines.

Some questions to consider as you review your paper:

 Do you get the reader’s attention in the introductory paragraph?
 Do you vary the sentence structure?
 Do your paragraphs transition well?
 Do your quotes and research clearly support your thesis?
 Does your conclusion tie up all the loose ends?

ENGLISH 1O_QUARTER 3_ NOTES