A Self-Learning Module in English 10

This module is designed to help you become a well-informed and

st 1 Quarter, Module 6:
critical learner using the different sources of information such as news
Evaluation in Action
reports, speeches, panel discussions, and informative talks.

Aphrodite
As you go along this C. will
module, you Sotoza
be tasked to create your own

Karina
news report regarding a certain topic.B. Singh
Authors

Most Essential Learning Competency: Evaluate and make judgments about range of texts
using set of criteria e.g. comparing arguments on the same topic, critiquing a short story.

TO THE LEARNERS

Before you begin this module, be sure to set aside or leave other tasks that will limit
you from learning and enjoying this module. Listed below are the instructions in using this
material for you to be able to fully attain the desired learning outcomes and to fully enjoy this
lesson.

 Read, comprehend, and follow all the directions and contents of this module.
 Set your goals and avoid improper use of time in order for you to finish the task
within the allotted time.
 Get your notebook, markers, and pens for you to highlight and jot down important
information.
 Answer all the activities given (including the pre-test and post-test). Your teacher
will assess your learning through these activities.
 Be inspired and motivated in doing this module.

EXPECTATIONS:

At the end of this lesson, you are expected to evaluate and make judgments about a
range of texts using set of criteria e.g. comparing arguments on the same topic, critiquing a
short story.
Specifically, this module will help you to:

 demonstrate understanding of the texts read by doing the given activities,

 familiarize oneself with the criteria for evaluating various types of texts; and
 evaluate various text types through an established set of criteria.

1
 Name of Student: ________________________Grade & Section: __________

PRE-TEST:

Directions: Read the questions carefully and encircle the letter of the correct answer.
1. Which of the following is NOT a characteristic of a good reading text?
A. The author presents a clear argument supported by reliable evidences.
B. The author achieves his purpose in writing the text.
C. The writing style is not appropriate to the intended readers.
D. The text is not biased and based on the author’s personal view.
2. Why do we need a set of criteria when evaluating a text?
A. To avoid biases and to make a reliable critical evaluation of text.
B. To construct a new reading text that is timely.
C. To draw conclusion that is incoherent with the text.
D. To be familiarized with the different types of text.
3. What is meant by evaluation or judgment of a text?
A. Identifying the strengths and weaknesses of a text
B. Looking for the possible outcomes of a text
C. Drawing conclusions of a reading text
D. Introducing a text by evaluation
4. Which is TRUE about evaluating a text?
A. The author’s writing style should suit the intended audience.
B. The length of the reading material is always considered.
C. The language used affects evaluation.
D. Mechanics is not significant in evaluating texts.
5. Which of the following should be considered in determining literary value?
A. The written work entertains readers.
B. The piece encourages decision-making.
C. The text explores great themes in human and nature and human experiences.
D. The piece includes examples about the topic discussed.

LOOKING BACK:
In the previous lesson, you were able to learn and employ the skills of listening
analytically to solve problems. You encountered challenging yet interesting activities.
Which of those is your favorite? Explain.
___________________________________________________________________________

________________________________________________________________________________

2
 BRIEF INTRODUCTION:

Criteria in Evaluating Text

Evaluating a text can be a difficult task if done without a set of criteria. That is why it is
important to use it when doing an evaluation. But why do we need to evaluate a text and use these
criteria? It is to know the strengths and weaknesses of a reading text. Also, the purpose of establishing
a set of criteria is to help us make decisions, judgments and develop ideas about a certain issue or
topic to avoid biases. The following are some of the criteria that can be useful in evaluating a text and
preparing a critical review.

CRITERIA POSSIBLE QUESTIONS

Significance and  What is the author’s aim/purpose in writing the text?
contribution of the text  Did the author achieve his aim/purpose?
 What does this text contribute to the body of knowledge?
 What is lacking/not stated in the text?

Argument and use of  Does the text present a clear problem, statement or hypothesis?
evidence/ Comparing of  What are the claims made?
arguments  Is the argument consistent and relevant?
 What evidences do the text present? Are the evidences reliable?
 Does the text present two or more arguments? Are they related to
each other?
 How effective are the evidence in supporting the arguments
presented?

Writing style and text  Does the writing style can be easily understood by the intended
structure readers/audiences?
 Does it contain any grammatical error?
 Could the text be better organized?

Adapted from: Writing a Critical Review UNSW Learning Center 2012. UNSW.
Reference:https://www.uts.edu.au/sites/default/files/Critical%20Writing%20%28Handout%202%29.pdf

LET’S DO IT:

ACTIVITY 1: BLUE OR WHITE?

Directions: Read the text “Society Debate; Blue collar or White collar jobs? What’s the way to go?”
Analyze whether the article/s met the criteria given above and compare the arguments presented in the
text.

SOCIETY DEBATE; BLUE COLLAR OR WHITE COLLAR JOBS? WHAT’S THE WAY TO
GO?

3
 BLUE COLLAR JOBS ARE THE BEST EVER
BY: IVAN R MUGISHA
Everybody is dying to enjoy the comfort of an office, lean on the rotating
chair while it massages your back, order for a hot cup of coffee and gaze at your
cheque book at the end of the month. Graduates are facing this problem. They love
the easy life; they fantasize about driving the strangest of cars and eating at the
most expensive restaurants. So, they assume that the only way of getting this kind
of life is through applying for a job where you will sit, stare at a computer and gain
unwanted weight. Few of them know of the hardest but most paying and fulfilling
career the blue- collar job. For those of you who are wondering what a blue- collar
job entails, well, start from a hired guard, a factory worker, plumber and so on. Ok.
Perhaps you are saying am being sarcastic because even a journalist’s job is a
white- collar job and not blue.
Some of you think am not the right man to be lecturing you on this, but
rather perhaps a millionaire who has had to hustle first as a factory worker. Don’t
forget that I spend most of the time in the field, hunting for news, running up and
down nagging people for interviews. Therefore, my job is nowhere near a white-
collar description. See, there is a sense of accomplishment that is accompanied
with blue collars, imagine a builder who passes by a very tall building. He smiles
with pride knowing that he had a hand in the construction of such a beautiful
scene. Secondly, a blue- collar worker, perhaps a site builder, has more steady
work hours unlike his typist counterpart. Usually, work is done in shifts, which
gives a builder ample time to take on his other businesses elsewhere and then
report to work for his shift. Besides that, consider the overtime payment. Whenever
a blue- collar worker works for more hours than usual, it is usually over his own
free will and with very tasty compensation. Now, pity the blue- collar worker whose
boss wants to see company loyalty first, therefore, little or no compensation for
working overtime and no free will involve.

A blue- collar worker again avoids the stress that comes with working in one
place for a very long time. He can switch places of work easily. A builder will look
for another site when one construction is done. This also generates a sense of
adventure which can save you from fatal illnesses like the “swinging chair obesity”-
by this, I mean the people who gain mad weight because they are seated on a
swinging chair from morning to evening. No dress code, no two days are alike, meet
new people daily- that’s the beauty of a blue- collar job. No one will come hurling at
you for not wearing a tie or not tucking in your shirt while you work away at a
mine. Besides that, every day is challenging. Ask the white-collar employees and
they will tell you the fact; sometimes they report to work, go back home in the
evening after a long day of nothingness. And if you think that’s too bad, stalk them
the following day.

Therefore, young people out there, stressing the soles of your shoes moving
from street to street looking for someone pitiful enough to look at your CV might
not yield much fruit. Try the construction sites and the factories which need more
of your energy and also pay you.

WHITE COLLAR JOBS, LESS HASSLE AND STRESS

BY: LILLIAN NAKAYIMA
Ever imagined why people toil hard to go to school? Why did you get that
loan to pursue that master’s Degree? And why do you always love associating with
learned and prominent people? Definitely it’s because you want to get that “white
collar job.” Yes, a job that will earn you all the public respect and fascinate
everyone on hearing what you do. If given a chance, I bet everyone would opt for a

4
white collar job without taking much time to decide. Blue collar jobs will always be
a secondary option; I should not be misunderstood if I term them jobs for failures.
White collar jobs are described as salaried professions office jobs while blue collar,
are jobs that require manual labor. Even the description is enough to make one
prefer being a white collar worker.
Can someone who sits in an office and does their work with computer help
be compared to a person who passes the day under the sun running errands? I
regard blue collar jobs some kind of curse, and when God cursed Adam out of
Eden, he gave him a blue collar job. “Go till the land, and through your sweat, you
will earn get food,” quotes Genesis. So why should a blessed person pass through
lots of hassles to earn a living? And why should one even opt for a job that is not
guaranteed? While a white collar job comes with a contract, a designed salary and
allowances, blue collar workers work for a daily meal. Their earning depends on
seasons since they earn daily.

Blue collar jobs have earned themselves a reputation of being a “bailing

means” for the uneducated pals. School dropouts will set up a little shop I hear to
make a future. One keeps wondering why they quit school if they wanted that all
rosy life. Believe it or not, jobs affect our social status. For instance, a waitress and
lawyer will never be considered the same. An office job, earned following
qualifications is far respected than a job any Tom, Dick and Harry can get. And in
this dot.com generation, work is more about esteem, status and class. This is why
people will give all they have to go to recognized universities. So when will you ever
be recognized when you are selling charcoal at the market? And who will want to
know you anyway? Definitely you will identify with the cheap colleagues at your
work place and your chances will be limited. And do you want to ever marry from
an influential family? Better take your hard work to school so you can earn an
office job. No matter how much money you have, no reasonable parent will dare
give you their daughter/son’s hand in marriage with that try and error blue collar
job. And yes, you will work, year to year to satisfy other people’s needs while you
suffer inside. Imagine garbage collectors who spend the entire month collecting all
the filthy stuff from laid back people. Definitely they stand a high risk of infection
while the people they serve are just in their bungalows safe. But truthfully, who
would prefer suffering to earn a living yet there are millions of office jobs that need
no hassles

Reference: https://www.newtimes.co.rw/section/read/93579

Evaluate the text by answering the following questions:

1. What is the main purpose of the writer in writing the text? Did the author
achieve his aim/purpose? How?
___________________________________________________________________________
___________________________________________________________________________

2. Does the text present a clear argument? Are there evidences to support the
claims/arguments?

___________________________________________________________________________
___________________________________________________________________________

3. What are the arguments presented in the text? Compare and contrast each
argument.

5
 ___________________________________________________________________________
___________________________________________________________________________
4. Does the text have more than one argument? Are they relevant with each
other? How?

___________________________________________________________________________
___________________________________________________________________________

5. Did the author use words that can be easily understand by the readers?

___________________________________________________________________________
___________________________________________________________________________

ACTIVITY 2: BE THE JUDGE!

Directions: Refer to and examine the short story. Use the given criteria to evaluate the text.

The Story of an Hour

by Kate Chopin
Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was
taken to break to her as gently as possible the news of her husband's death.
It was her sister Josephine who told her, in broken sentences; veiled hints
that revealed in half concealing. Her husband's friend Richards was there, too, near
her. It was he who had been in the newspaper office when intelligence of the
railroad disaster was received, with Brently Mallard's name leading the list of
"killed." He had only taken the time to assure himself of its truth by a second
telegram, and had hastened to forestall any less careful, less tender friend in
bearing the sad message.
She did not hear the story as many women have heard the same, with a
paralyzed inability to accept its significance. She wept at once, with sudden, wild
abandonment, in her sister's arms. When the storm of grief had spent itself she
went away to her room alone. She would have no one follow her.
There stood, facing the open window, a comfortable, roomy armchair. Into
this she sank, pressed down by a physical exhaustion that haunted her body and
seemed to reach into her soul.
She could see in the open square before her house the tops of trees that
were all aquiver with the new spring life. The delicious breath of rain was in the air.
In the street below a peddler was crying his wares. The notes of a distant song
which some one was singing reached her faintly, and countless sparrows were
twittering in the eaves.
There were patches of blue sky showing here and there through the clouds
that had met and piled one above the other in the west facing her window.
She sat with her head thrown back upon the cushion of the chair, quite
motionless, except when a sob came up into her throat and shook her, as a child
who has cried itself to sleep continues to sob in its dreams.
She was young, with a fair, calm face, whose lines bespoke repression and
even a certain strength. But now there was a dull stare in her eyes, whose gaze was
fixed away off yonder on one of those patches of blue sky. It was not a glance of
reflection, but rather indicated a suspension of intelligent thought.
There was something coming to her and she was waiting for it, fearfully.
What was it? She did not know; it was too subtle and elusive to name. But she felt
it, creeping out of the sky, reaching toward her through the sounds, the scents,
and the color that filled the air.
Now her bosom rose and fell tumultuously. She was beginning to recognize
this thing that was approaching to possess her, and she was striving to beat it back

6
with her will--as powerless as her two white slender hands would have been. When
she abandoned herself, a little whispered word escaped her slightly parted lips. She
said it over and over under her breath: "free, free, free!" The vacant stare and the
look of terror that had followed it went from her eyes. They stayed keen and bright.
Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her
body.
She did not stop to ask if it were or were not a monstrous joy that held her.
A clear and exalted perception enabled her to dismiss the suggestion as trivial. She
knew that she would weep again when she saw the kind, tender hands folded in
death; the face that had never looked save with love upon her, fixed and gray and
dead. But she saw beyond that bitter moment a long procession of years to come
that would belong to her absolutely. And she opened and spread her arms out to
them in welcome.
There would be no one to live for during those coming years; she would live
for herself. There would be no powerful will bending hers in that blind persistence
with which men and women believe they have a right to impose a private will upon
a fellow-creature. A kind intention or a cruel intention made the act seem no less a
crime as she looked upon it in that brief moment of illumination.
And yet she had loved him--sometimes. Often, she had not. What did it
matter! What could love, the unsolved mystery, count for in the face of this
possession of self-assertion which she suddenly recognized as the strongest
impulse of her being!
"Free! Body and soul free!" she kept whispering.
Josephine was kneeling before the closed door with her lips to the key- hold,
imploring for admission. "Louise, open the door! I beg; open the door--you will
make yourself ill. What are you doing, Louise? For heaven's sake open the door."
"Go away. I am not making myself ill." No; she was drinking in a very elixir of life
through that open window.
Her fancy was running riot along those days ahead of her. Spring days, and
summer days, and all sorts of days that would be her own. She breathed a quick
prayer that life might be long. It was only yesterday she had thought with a
shudder that life might be long.
She arose at length and opened the door to her sister's importunities. There
was a feverish triumph in her eyes, and she carried herself unwittingly like a
goddess of Victory. She clasped her sister's waist, and together they descended the
stairs. Richards stood waiting for them at the bottom.
Someone was opening the front door with a latchkey. It was Brently Mallard
who entered, a little travel-stained, composedly carrying his gripsack and umbrella.
He had been far from the scene of the accident and did not even know there had
been one. He stood amazed at Josephine's piercing cry; at Richards' quick motion
to screen him from the view of his wife.
When the doctors came they said she had died of heart disease--of the joy
that kills.
Reference: https://archive.vcu.edu/english/engweb/webtexts/hour/

Answer the following questions:

1. Which part of the story do you consider your favorite? Why?
______________________________________________________________________________
______________________________________________________________________________
2. From this story, what have you learned about life? What is the author’s aim
in imparting such moral/s?

7
 ______________________________________________________________________________
______________________________________________________________________________
3. Is the author’s writing style effective in evoking thoughts and emotions?
Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
4. What parts of the story could be improved? How?
______________________________________________________________________________
______________________________________________________________________________
5. What makes the story original?
______________________________________________________________________________
______________________________________________________________________________

Note: Put a check across the box with the description that corresponds to your
evaluation of each criterion.
Criteria Exceptional (5) Good (4) Fair (3)
Setting Many vivid, Some vivid, descriptive The reader can
descriptive words words are used to tell figure out when
are used to tell the audience when and and where the
when and where the where the story took story took
story took place. place. place, but the
author didn't
supply much
detail.
Characters The main The main characters The main
characters are are named and Characters are
named and clearly described. Most readers named. The
described. Most would have some idea reader knows
readers could of what the characters very little about
describe the looked like. the characters
characters
accurately.
Conflict It is very easy for the It is fairly easy for the reader It is fairly easy for
reader to understand the to understand the problem the reader to
problem the main the main characters face and understand the
characters face and why why it is a problem. problem the main
it is a problem. character’s face but
it is not clear why it
is a problem
Resolution The solution to the The solution to the The solution to the
character's problem is character's problem is easy to character's problem
easy to understand and understand and is somewhat is a little hard to
is logical. There are no logical. understand.
loose ends.
Dialogue There is an appropriate There is too much dialogue There is not quite
amount of dialogue to in this story, but it is always enough dialogue in
bring the characters to clear which character is this story, but it is
life and it is always clear speaking. always clear which
which character is character is
speaking. speaking.
Organization The story is very well The story is pretty well The story is a little
organized. One idea or organized. One idea or scene hard to follow. The
scene follows another in may seem out of place. Clear transitions are

8
 a logical sequence with transitions are used.
clear transitions. sometimes not
clear.
Creativity The story contains many The story contains a few The story contains
creative details and/or creative details and/or a few creative
descriptions that descriptions that contribute details and/or
contribute to the reader's to the reader's enjoyment. descriptions, but
enjoyment. The author The author has used his/her they distract from
has really used his/her imagination the story. The
imagination. author has tried to
use his/her
imagination.
Mechanics The story contains no The story contains few minor The story contains
errors in grammar, errors in grammar, usage, or many and/or
usage, or mechanics. mechanics. serious errors in
grammar, usage, or
mechanics; may
interfere with
reading
Reference:https://www.google.com/search?q=short+story+rubric&oq=short+story+rubric&aqs=ch
rome..69i57.9357j0j4&client=ms-android-samsung-ga-rev1&sourceid=chrome-mobile&ie=UTF-
8#imgrc=lOHNRT8NKrlNEM
Total Score: ________________

Comments and Recommendations:

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

REMEMBER:

Evaluating a text using a set of criteria helps you to know the strengths and weaknesses of a
reading text. It helps you to identify the significance of the author’s aim and how the aim has been
achieved and it also guides you to make decisions, judgments and develop ideas about a certain issue
or topic to avoid biases.

CHECK YOUR UNDERSTANDING:

Directions: Write A if you agree to the statement, and D if you disagree.

_______________1. It is necessary to know the author’s aims before reading a text.
_______________2. Literary work creates vivid impressions of characters and settings that many
generations of readers can treasure.
_______________3. Authors’ writing styles should be standard, so that their works are easier to
understand.

_______________4. Texts should always be entertaining yet informative.

_______________5. A good short story explores themes that people can identify with.

9
Directions: Read the questions carefully and encircle the letter of the correct answer.

1. Which is TRUE about evaluating a text?

A. The author’s writing style should suit the intended audience.
B. The length of the reading material is always considered.
C. The language used affects evaluation.
D. Mechanics is not significant in evaluating texts.

2. Why do we need a criteria when evaluating a text?

A. To be familiarized with the different types of text.
B. To construct a new reading text that is timely.
C. To draw conclusion that is incoherent with the text.
D. To avoid biases and to make a reliable critical evaluation of text.

3. Which of the following is NOT a characteristic of a good reading text.

A. The author achieves his purpose in writing the text.
B. The text is not biased and based on the author’s personal view.
C. The author presents a clear argument supported by reliable evidences.
D. The writing style is not appropriate to the intended readers.

4. What is meant by evaluation or judgment of a text?

A. Identifying the strengths and weaknesses of a text
B. Drawing conclusions of a reading text
C. Introducing a text by evaluation
D. Looking for the possible outcomes of a text

5. Which of the following should be considered in determining literary value?

A. The written work entertains readers.
B. The piece encourages decision-making.
C. The text explores great themes in human and nature and human experiences.
D. The piece includes examples about the topic discussed.

REFLECTION:

Directions: You are now at the end of this module. Reflect and analyze on the learnings that you have
acquired from this lesson by answering the following questions.

1. What is the most significant learning have you gained from this lesson?
_____________________________________________________________________
_____________________________________________________________________
2. What positive characteristic did you acquire in this lesson?
_____________________________________________________________________
_____________________________________________________________________
3. In what ways in your daily life can you apply the concepts that you have learned in this
lesson and how will this affect you in the future?
_____________________________________________________________________
_____________________________________________________________________

10