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Level of ACCURACY and EFFECTIVENESS to CONCLUSION

Instigate an ARGUMENT ● Restates the claim, summarizes
arguments, restates the
HIGH LEVEL counterclaim and rebuttal and
makes any recommendation
● Formulated argument could
be supported by 3 or
more reasons The Hamburger Method
● Presented facts/statistics as
evidence could be verified
● Assumptions could be formulated

MEDIUM LEVEL
● No sufficient reasons and evidence
could be formulated from the
argument
● No assumptions could be formulated 1. INTRODUCTION
● Start of the essay
LOW LEVEL ● Called the “gateway” of an essay as
● No argument could be formulated it attracts the attention of readers
● Gives readers background
PARTS OF AN ARGUMENTATIVE ESSAY information about the topic &
introduces the thesis statement
(heart of an essay)
CLAIM
● The position or assertion in relation HOOK
to an issue. It cannot be used to ● Found in the introduction, it is an
support and argument as it is a opening statement that attempts to
stand that must be defended grab the reader’s attention so that
they want to read on
ARGUMENT
● Statements that support the claim 2. BODY
● Where facts of the given thesis
EVIDENCE statements are written, and where
● Facts/reasons that support an the arguments are written to
argument support the statements
● Can be facts, statistics, or examples
3. REFUTATION OR COUNTERARGUMENT
COUNTERARGUMENT (CON) ● The argument to refute earlier
● The opposing argument or assertion arguments and to give weight to
the actual position
REBUTTAL (REFUTATION)
● Logical arguments for rejecting the
counterargument
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4. CONCLUSION
● Rephrasing the thesis statement,
TYPES OF ARGUMENT CLAIMS
major points, calling attention, or
just having the concluding remarks
● Even has some recommendations FACT
● Whether the statement is factual or
Remember untrue
DEFINITION
● The dictionary meaning of what
● The Claim is what you believe in,
you’re arguing, plus your own
whereas the STATEMENTS that
personal understanding of it
support your claim are called the
ARGUMENTS (which need CAUSE AND EFFECT
supporting evidence) ● What causes the problem in your
essay and what effect it has
How to Outline an Argumentative Essay POLICY
● Why the reader should care and
A good argumentative essay should follow what they should do about it after
this structure: reading
VALUE
1. INTRODUCTORY PARAGRAPH
● No definition :3
● Present the topic of the essay in an
interesting way. Using humor in
THE DIFFERENT WRITING TECHNIQUES
presenting important quality or an
issue may interest the reader
INFORMATIVE WRITING
2. THE THESIS STATEMENT ● Educates readers by imparting
● This is part of the introductory straightforward information and
paragraph. It states the topic and facts, but never personal opinions
purpose of the entire essay ● Not intended to persuade readers,
but to educated them
3. BODY PARAGRAPHS ● The beginning (introduction) is your
● It supports and develops the thesis opportunity to present your thesis
statement. Each paragraph in an statement and grab the attention
essay supports the thesis (hook) of the reader
statement
INFORMATIVE WRITING (THE BODY)
4. CONCLUSION ● The opportunity to expound upon
● It restates everything mentioned the thesis statement and grab the
above and gives recommendations audience’s attention with solid
facts, statistics, statements and
other supporting details
● Provides further details about the
main idea

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INFORMATIVE WRITING (THE CONCLUSION) ● Introduction

● Summarizes the essay in a - Articulate your source of
paragraph or two information with a thesis
● Restates main idea in the statement (reaction to the
introduction
issue)
● Body
INFORMATIVE WRITING (DESCRIPTIONS) - List at least 3 reasons for
● Gives them a new understanding or your opinions
new appreciation of some topics ● Conclusion
which one might be familiar - Relate your opinion in a
● Answers why or how questions persuasive way

INFORMATIVE WRITING (TYPES) PERSUASIVE WRITING (STEPS)

● Definition Essay ● Choose a subject that interests you
- provides detailed explanation ● Address the audience
of an idea ● Clarify your purpose
● Make a draft for your essay
● Process Essay ● Use words that reveal
- gives step-by-step personal judgement or
explanation on how viewpoint
something works or how to
do something ARGUMENTATIVE WRITING
● It aims to change the reader’s mind
● Opposing Sides Essay
by convincing him or her to agree
- presents all sides of an issue
with your point of view or consider
your stand or argument on an
● Cause & Effect Essay
issue.
- explains connection linkup of
● The main argument presented is
two or more events
elaborated and explained through
the presentation of its pros and
INFORMATIVE WRITING (PARTS)
cons of your position in an issue or
● Paragraph 1 (Intro w/ thesis topic.
statement)
● Paragraph 2-4 (Main Ideas +
Details) ARGUMENTATIVE WRITING (PARTS)
● Paragraph 5 (Conclusion) ● Introduction
- Claim/Thesis Statement
PERSUASIVE WRITING ● Body
- Arguments that are
● Convinces the readers the validity
supported by Evidence or
of the writer’s argument
Pros; Cons; Rebuttal
● Builds arguments on opinion and
● Conclusion
factual statements
- A strong restatement of the
● Intends to make readers do
claim
certain things
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MELC 17 CHARACTER LIMELIGHT

● Talks about how the
actors/actresses portrayed their
CRITIQUE
characters in the movie
● An in-depth evaluation of any
● Discuss about their characters and
reading or viewing materials for the
how the actors are effective or not
purpose of giving the public an
in giving justice to their roles
insight into the text
● It seeks to shed light on the content
LIKES/DISLIKES
of a text in order to help future
● Talk about what you like and dislike
viewers understand the material
in the movie
better
● Give some specific details
● A form of academic writing, it could
be applied in analyzing various
LESSON LEARNED
materials
● Share the theme/moral lesson that
MOVIE REVIEW you have learned and what you
think the audience will learn from it
● Sums up the author’s personal
impression and critical evaluation of
RECOMMENDATION
the film
● Its purpose is to inform, analyze, ● Identify the group of people who
convince and entertain the readers would like and enjoy seeing the
movie
● Express whether you will
Writing a Movie Review
recommend the movie or not to the
viewers
HEADLINE
● Try to add a pun or catchy
statement MELC 18

FILM INTRO CRITIQUE (NOUN)

● Introduces the film by saying that ● Is a detailed evaluation or analysis
the writer has watched it and they of a literary piece
want to share their opinion about it
● Indicates what type of film it is CRITIQUE (VERB)
● Is a means to critically evaluate,
PLOT/SUMMARY
analyze or give careful judgement
● Summarizes the plot of the movie in which you give your opinion
● Indicate the setting and characters about a literary work

SETTING SPOTLIGHT CRITIC

● Elaborate how the setting ● Is a person who judges, evaluates
contributed to the effectiveness of or analyzes a literary piece
the film, to the actions of the casts,
and to the emotions and
atmosphere it sets through every
scene.
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LITERARY DEVICES ● 5 types of Imagery:

● Are tools used by writers to hint at - Visual (Sight)
larger themes, ideas and meaning - Auditory (Hearing)
in a story or piece of writing - Tactile (Touch)
- Gustatory (Taste)
LITERARY CRITICISM - Olfactory (Smell)
● Is the evaluation, analysis,
description, or interpretation of SYMBOLISM
literary works ● Uses symbols which can be words,
people, marks, locations, or
FORMALIST/STRUCTURALIST APPROACH abstract ideas to represent
● It refers to critical approaches that something beyond the literal
analyze, interpret, or evaluate the meaning
inherent features of a text. These
features include not only grammar PERSONIFICATION
and syntax but also literary devices ● It gives human attributes to
such as meter and figures of nonhuman objects
speech.
● The formalist approach reduces the THEME
importance of a text’s historical, ● It is a universal idea, lesson or
biographical, and cultural context. message explored throughout a
● In formalism, the meaning is work of literature
inherently conveyed in the text’s
SOUND DEVICES
unique form or structure

FIGURES OF SPEECH OR LITERARY DEVICES

Is a literary tool employed in verse plays,
poetry and prose to emphasize various
SIMILE sounds. Allows writers to amplify certain
sonic elements through the repetition of
● Two unrelated objects are being
chosen vowel or consonant sounds, units
compared with the use of words
of rhythm, or by mimicking sounds that
“like” or “as”
occur naturally in the world outside of the
text
METAPHOR
● A statement in which two objects,
RHYME
often unrelated, are compared to
● Matching sounds at the end of
each other
words or lines

IMAGERY
REPETITION
● Engages the senses to deepen the
● The repeating of any words,
reader’s comprehension of what is
phrases, sentences or lines within a
happening and how to feel about it
poem
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ASSONANCE EUPHEMISM
● The repetition of vowel sounds ● Is an appropriate expression used
within words in the place of a phrase or words
that may be found inappropriate or
ALLITERATION offensive is commonly used in daily
● The repetition of the consonant language and literature to replace
sounds at the beginning of words language that some may find
displeasing
ONOMATOPOEIA ● Euphemistic language is commonly
● Uses words which imitate the used in literature, especially older
natural sounds of things works, as a way to convey a
message without risking the chance
FIGURES OF SPEECH of it being barred to censorship for
crude or harsh language.

A word or phrase that possesses other

IRONY
meaning from its literal or normal
● Occurs when there's a marked
definition. In other words, figures of
contrast between what is said and
speeches rely on implied or suggested
what is meant, or between
meaning, rather than a dictionary
appearance and reality
definition.
● Is saying the opposite of what you
really mean
It is any intentional deviation from literal
statement or common usage that
OXYMORON
emphasizes, clarifies, or embellishes both
● A literary device combining
written and spoken language
oppositional words to create a
unique word or phrase, which can
APOSTROPHE
seem absurd yet make perfect
● A figure of speech that is used to
sense at the same time
address someone who is absent or
● Placing two contradictory words
already dead
side by side such as “virtual reality”
● Can also be used to address an
abstract quality or idea, and even a
PARADOX
non-living object
● Is a figure of speech in which a
statement appears to contradict
HYPERBOLE
itself. When it is compressed to
● A figure of speech of literary device
comprise of just a few words, it is
that uses deliberate and extreme
called an oxymoron
exaggeration to create a strong
● Is a statement that appears at first
emotional response or a sense of
to be contradictory, but upon
drama
reflection then makes sense

METONYMY
● Is a figure of speech in which a
concept is referred to or
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substituted by the name of that thing or concept

something closely associated with

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● It analyzes:
SYNECDOCHE
- the work as a whole,
● Is a figure of speech in which, most - the form of each individual part
often, a part of something is used of the text from the individual
to refer to its whole scenes and Chapters,
- the characters, • the settings,
ALLUSION - the tone,
● Is a reference, typically brief, to a - the point of view,
person, place, thing, event, or other - the theme,
literary work with which the reader - and all other literary
is presumably familiar. elements and devices such as
● Can be biblical, mythological, imagery.
literary or historical ● It examines a text exclusively as
a self-contained object in isolation
from the world, biographical
FORMALIST APPROACH information about the author, or the
text’s effect on the reader.
● It does not concern the historical
FORMALISM
events outside of the story, social,
● It is derived from form or structure
cultural, religious nor political ideas.
and ism or a belief or an approach
● It emphasizes the value of the text
of looking at things.
as an entity in itself.

STRUCTURE/FORM
● It scrutinizes the plot
(chronological sequence) and Story Elements
the conflict in a story.
CHARACTER
FORMALIST APPROACH ● It is a person, animal, being,
● It discovers the true meaning of a creature or anything personified in
work by giving attention to the form a story.
or structure, elements and literary
devices operating in it. SETTING
● It studies how the elements work
● It is not only the place and time a
together to form unity and to give
story takes place but also
meaning to a text.
includes the atmosphere.
a. How do elements conspire or
work together?
b. How does the conflict TONE
affect the characters' ● It is the overall emotion conveyed
actions? by both the choices of words,
c. What do the objects, theme, sensory images,
events, images or actions symbolism and the narrator of the
symbolize? story such as suspenseful,
affectionate, happy or sad.
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POINT OF VIEW RHYME

● It answers the question “Who is ● A rhyme is a repetition of similar
telling the story?” sounds in two or more words.
1. First person - It uses either of Rhyming is particularly common in
the two pronouns “I” or many types of poetry, especially at
“We”. The narrator is a the ends of lines.
participant in the story
relating his or her own RHYME SCHEME
experiences directly or an
● A rhyme scheme is a pattern
observer.
according to which end rhymes
2. Second person - The story
are repeated in works of poetry.
is told to “You”
Rhyme schemes are described
3. Third person - It uses
using the letters of the alphabet,
pronouns “They”, “She”,
such that all the lines in a poem
“He”, “It” or a name.
that rhyme with each other are
The narrator may be:
assigned a letter beginning with
a. omniscient - (all- "A".
knowing) one who
has a full access to
the thoughts and
experiences of all MORALIST APPROACH
characters in the
story. ● is a type of literary critique that
b. limited omniscient - judges the value of the literature
one who usually based on its moral or ethical
cannot see into teachings.
minds or know the ● Its concern is not only to discover
future, etc. meaning but also to determine
whether works of literature are
THEME both true and significant.
● It is the author’s message to the ● It is used to determine whether a
readers. work conveys a lesson or message
and whether it can help readers
IMAGERY lead better lives and improve their
understanding of the world.
● It consists of descriptive language
● Using this approach, literature
to create images in the mind of the
that is ethically sound and
readers through their senses.
virtuous is praised while
literature that misguides and
Structure corrupts is condemned.
● A tendency– rather than a
recognized school of thought–
The arrangement of and relations between within literary criticism to judge
the parts or elements of something literary works according to moral
complex. rather than formal principles.
● The importance of literature is not
just its way of saying but also what
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● The larger purpose of literature is

to teach morality and to probe
FEMINIST APPROACH
philosophical issues.

MORALITY Focuses on the gender relationships of

● Involves principle concerning the characters in the story. It advocates
distinction between right and gender equality especially towards
wrong or good and bad behavior. women. It also examines how some
aspects of our culture are inherently
patriarchal or male dominated.
MORALS
● An individual’s principles
concerning the distinction between
right and wrong or good and bad. HISTORICAL APPROACH
● Usually consistent, although can
change if an individual’s beliefs Sees literature as both a reflection and a
change. product of the times and circumstances in
which it is written.
ETHICS
● A set of moral principles that HISTORICAL CRITICISM
governs a person’s behavior ● is a literary criticism in the
and/or serves as a code of light of historical evidence or
conduct. based on the context in which
a work was written, including:
- facts about the author’s life,
- the historical circumstances,
MARXIST APPROACH
- the social circumstances
of the time.
● Focuses on power struggles of ● This is in contrast to other types of
the characters. This concerns criticism, such as formal/structural,
class differences, economic, as in which emphasis is placed on
well as the implications and examining the text itself while
complications of the capitalist outside influences on the text are
system. disregarded.
● Moreover, it is interested in ● It involves looking beyond the
answering the overarching literature at the broader historical
question, whom does it [the work] and cultural events occurring
benefit? The elite? The Middle during the time the piece was
Class? written. It is also an
● Marxist critics are also interested understanding of the world the
in how the lower or working author lived in (events,
classes are oppressed in everyday ideologies, culture, lifestyle etc.).
life and in literature.
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READER-RESPONSE APPROACH

● Focuses on how the reader

perceives it instead of what the
author intends. (The text itself has
no meaning until it is read by a
reader. The reader creates the
meaning. Analysis of the reader's
role in the production of meaning
makes someone's reading a
function of personal identity.)
● Recognizes that different people
view works differently and that
people's interpretations change
over time.
● The reader response approach is
centered on the belief that a
work of literature comes alive
when the reader interacts and
connects with it, and research
explores the influence of the
reader response approach to
promote text-to-self connections.

READER-RESPONSE CRITICISM
● is a school of literary theory that
focuses on the reader and their
experience of a literary work, in
contrast to other schools and
theories that focus attention
primarily on the author or the
content and form of the work.

Remember

● In reader-response, the reader is

essential to the meaning of a text
for they bring the text to life. The
purpose of a reading response is
examining, explaining, and
defending your personal reaction
to a text.
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