11
English for
Academic and
Professional
Purposes
Quarter 1 – Module 6:
Using Critical Approaches
in Writing a Critique
Subject Area – Grade Level
Self-Learning Module (SLM)
Quarter 1 – Module 6: Using Critical Approaches in Writing a Critique
First Edition, 2020
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 module 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.
Development Team of the Module
Writers: Leovelyn Grace C. Alarcon, Rowel Ll. Otero
Editors: Louie Mark Garvida, Imelda C. Martinez, Jerryl Jean L. Salunayan
Reviewers: Helen J. Ranan, Sally A. Palomo
Illustrator: Marlon Jay Bernasor, Jezza Meira C Nuñez
Layout Artist: John Arvin B. Genosa
Cover Art Designer: Ian Caesar E. Frondoza
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Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gerardo Magno – Subject Area Supervisor
Juliet F. Lastimosa - CID Chief
Sally A. Palomo - Division EPS In- Charge of LRMS
Gregorio O. Ruales - Division ADM Coordinator
Ronnie R. Sunggay / Helen J. Ranan – Subject Area Supervisor /
Coordinator
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11
English for
Academic and
Professional
Purposes
Quarter 1 – Module 6:
Using Critical Approaches
in Writing a Critique
Introductory Message
For the facilitator:
Welcome to the English for Academic and Professional Purposes Grade 11 SelfLearning Module (SLM) on Using Critical Approaches in Writing a Critique!
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
Notes to the Teacher
This contains helpful tips or strategies
that will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.
6
For the learner:
Welcome to the English for Academic and Professional Purposes Grade 11 SelfLearning Module (SLM) on Using Critical Approaches in Writing a Critique!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know
This will give you an idea of the skills or
competencies you are expected to learn in
the module.
What I Know
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In
This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New
In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It
This section provides a brief discussion of
the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned
This
includes
questions
or
blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do
This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.
7
Assessment
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities
In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.
Answer Key
This contains answers to all activities in the
module.
At the end of this module you will also find:
References
This is a list of all sources used in
developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don‟t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
What I Need to Know
8
This module was designed and written with you in mind. It is here to help you
master the critical approaches in writing a critique. The scope of this module permits
it to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
In this module you will be able to:
Use appropriate critical approaches in writing a critique such as formalism, feminism,
etc.
Specifically, you are expected to:
Discuss critical approaches in writing a critique
Critique academic texts
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What I Know
Let‟s find out how much you already know about this module. Choose the letter
that you think the best answers the question. Take note of the items that you are not
able to answer correctly and look for the right answer as you go through this module.
Directions: Read carefully the questions and answer the questions that follow.
Choose the letter of your answer.
1. What is a critique?
a. It refers to own opinions and ideas in analyzing a text.
b. It is a constructive way to explore and understand a material.
c. It is a genre of academic writing that briefly summarizes and critically
evaluates a work or concept.
d. It is a critical approach in which the text under discussion is considered
primarily in the meaning and the implications of the words.
2. What is the importance of writing a critique?
a. It gives proper way in weighing the negative and positive arguments.
b. It helps to develop writing own opinions and ideas in analyzing a text.
c. It gives an idea on how to recognize the strengths and weaknesses of a
work.
d. It helps to develop knowledge and understanding of the work‟s purpose,
intended audience, development of argument, and structure of evidence or
creative style, its strength and weaknesses is also recognized.
3. What is the use of critiquing?
a. to understand an essay
b. to respond an essay in a critical manner
c. to develop an opinion based from theory or practice
d. to evaluate a theory or practice in a detailed and critical way
4. What is formalism approach?
a. It is a constructive way to explore and understand a material.
b. It is a genre of academic writing that briefly summarizes and critically
evaluates a work or concept.
c. It is a critical approach in which the text under discussion is considered
primarily in the meaning and the implications of the words.
d. It is an approach that is concerned with the ways in which the text
reinforces or undermines the economic, political, social, and
psychological oppression of women.
5. What is feminism approach?
a. It is a constructive way to explore and understand a material.
b. It is a genre of academic writing that briefly summarizes and critically
evaluates a work or concept.
c. It is a critical approach in which the text under discussion is considered
primarily in the meaning and the implications of the words.
d. an approach that is concerned with the ways in which the text
reinforces or undermines the economic, political, social, and
psychological oppression of women
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6. Which of the following is a guide question that can be asked when critiquing
a text using formalism approach?
a. How is the life of women portrayed in the work?
b. How are the various parts of the work interconnected?
c. What does the work reveal about the actions of patriarchy?
d. Is the form and content of the work influenced by the writer‟s gender?
7. Which of the following is a guide question that can be asked when critiquing
a text using feminist approach?
a. What lesson does the author want me (the reader) to learn about life?
b. What role does the work play in terms of women's history and
tradition?
c. What types of evidence or persuasion are used? Has evidence been
interpreted fairly?
d. What types of evidence or persuasion are used? Has evidence been
interpreted fairly?
8. What are the parts of a critique?
a. introduction, body and conclusion
b. introduction, arguments and conclusion
c. introduction, arguments, reaction and conclusion
d. introduction, arguments, facts, reaction and conclusion
9. In which part of a critique should one describe the main argument or purpose
of the work?
a. body
b. reaction
c. conclusion
d. introduction
10. In which part of a critique should one give a systematic and
detailed assessment of the different elements of the work, evaluating
how well the author was able to achieve the purpose of the work.
a. body
b. reaction
c. conclusion
d. introduction
Directions: Identify whether the following statement about critique is TRUE or
FALSE.
1. A critique is a written examination and judgment of a situation or of a person's
work or ideas.
2. A critique must be written objectively based on the observations or judgment on a
person‟s work or ideas.
3. Formalism approach considered primarily text under discussion as structure of
words.
4. Feminism approach aims to reinterpret the old texts and establish the importance
of women's writing to save it from being lost or ignored in the male-dominated
world.
5. Critiques may be applicable to posters, billboards, commercials, industrial design
objects or craft objects, digital and other media.
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Lesso
n
6
Using Critical Approaches
in Writing a Critique
In the previous module, you have learned that outlining is important since it is
a tool we used to help organize our ideas, to visualize our paper‟s potential structure,
and to further develop points.
With this information, outlining can help you understand the nature of a
literary piece and guide you in writing a reaction and critique paper.
To further expand your knowledge on reading critically, let‟s do this activity.
What’s In
Let‟s try to recall what you have learned and mastered in the previous lesson.
Let‟s start.
Activity 1. Match to Remember
Direction: Match the group of words in Column A to their meanings in Column B.
Write only the letter of your choice in the blank provided.
Column A
Column B
1. A map or blueprint of an essay
2. An outline that consist of a short
phrase
_3. A chief point of an author about
a topic
_4. An outline that is written in full
sentence
_5. Part of an outline that contains
attention grabber
_6. The section that scarps all
arguments
_7. The content of the paper that
includes the evidence and support
of the paper in addition to the
author‟s ideas
8. A paragraph containing facts,
statements and examples
9. Presents the central ideas of
the paper
10. Indicates the main points
of the author
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a. sentence
b. outline
c. thesis statement
d. body
e. introduction
f. sub-points
g. topic outline
h. main points
i. conclusions
j. roman numerals
k. numbers
Notes to the Teacher
As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.
What’s New
In Module 5, you have learned that outlining is very important in
understanding academic texts. This time, you are going to take another
learning journey which requires you to apply your skills in evaluating a text
using critical approaches. Let us study critiquing!
Activity 2. Critic’s Perspectives
What is a critique? Fill in the graphic organizer with relevant
information about critiquing.
Critiquing
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What is It
Does the activity make you curious about critiquing a text? Let us explore then
the concepts and ideas about critical approaches in writing a critique.
What is critiquing?
Critiquing shares a root with the word
“criticize”. Most of us tend to think of criticism
as being negative or mean, but in the academic
sense, doing a critique is not the least bit
negative. Rather, it‟s a constructive way to
better explore and understand the material we
are working with. The word means “to
evaluate”. Through our critique, we do a deep
evaluation of a text. A critique is a genre
of
academic writing that briefly summarizes and critically
evaluates
a work or concept. When we critique a text, we interrogate it. When we critique, our
own opinions and ideas become part of our textual analysis. We question the text, we
argue with it, and we examine into it for deeper meanings.
Writing a critique helps us to develop a knowledge of the work‟s subject area,
an understanding of the work‟s purpose, intended audience, development of
argument, structure of evidence or creative style; and, a recognition of the strengths
and weaknesses of the work. Always remember that a critical evaluation does not
simply highlight negative impressions. It should deconstruct the work and identify
both strengths and weaknesses. It should examine the work and evaluate its
success, in light of its purpose.
Approaches in Critiquing Academic Texts
A thorough analysis of the text is important to write a good paper. Remember
the judgment you make about a work will reflect your own values, biases, and
experience; however, you must respect the author's words and intentions as
presented in the work. Do not analyze a work in terms of what you would like to see;
analyze it in terms of what you actually observe. Remember to clearly separate your
assumptions from the author's assumptions.
The following are the approaches in critiquing academic works:
Formalism. It is a critical approach in which the text under discussion is considered
primarily in the meaning and the implications of the words. In practice, the critics
have been very responsible to the meaning and themes of the work in question, rather
than adopting a linguistic approach.
14
Below are the guide questions when critiquing a text using formalism approach:
 How are the various parts of the work interconnected?
 How is the work structured? What techniques, styles, media were used in the
work? Are they effective in portraying the purpose?
 How does the author's choice of point of view affect the reader's
understanding and feelings about the text?
 Does the work enhance understanding of key ideas? Does the work engage
(or fail to engage) with key concepts or other works in its discipline?
 What types of evidence or persuasion are used? Has evidence been
interpreted fairly?
 What lesson does the author want me (the reader) to learn about life?
Feminism. This approach is concerned with the ways in which the text reinforces or
undermines the economic, political, social, and psychological oppression of women.
This looks at how aspects of our culture are inherently patriarchal (male dominated)
and aims to expose misogyny in writing about women, which can take explicit and
implicit forms. Feminist criticism is also concerned with less obvious forms of
marginalization and its ultimate goal is to change the world by promoting gender
equality.
In critiquing a text using feminism approach, the following guide questions are
considered:
 How is the life of women portrayed in the work?
 Is the form and content of the work influenced by the writer‟s gender?
 Does the work challenge or affirm traditional views of women?
 What does the work say about women's creativity?
 What does the work reveal about the actions of patriarchy?
 How do the images of women in the work reflect patriarchal social forces that
have impeded women‟s efforts to achieve full equality with men?
 What marital expectations are imposed in the work? What effect do these
expectations have?
 What role does the work play in terms of women's history and tradition?
How to Write a Critique
Before you start writing, it is important to have a thorough understanding of
the work that will be critiqued. Here are the tips:
1. Study the work under discussion.
2. Take notes on key parts of the work.
3. Develop an understanding of the main argument or purpose being
expressed in the work.
4. Consider how the work relates to a broader issue or context.
There are a variety of ways to structure a critique. Like an essay, a critique
uses an academic writing style and has a clear structure, that is, an introduction,
body and conclusion.
15
Typically, the introduction is short (less than 10% of the critique length) and
you should describe the main argument or purpose of the work in here. Explain the
context in which the work was created. This could include the social or political
context, the place of the work in a creative or academic tradition, or the relationship
between the work and the creator‟s life experience. Briefly summarize the main points
and objectively describe how the author portrays these by using techniques, styles,
media, characters or symbols.
Then, the body of the critique should give a systematic and detailed
assessment of the different elements of the work, evaluating how well the author was
able to achieve the purpose through these. For instance, you would assess the text
structure and characterization; an assessment of a painting would look at
composition, brush strokes, colour and light; a critique of a research project would
look at subject selection, design of the experiment, analysis of data and
conclusions. Thus, the body should include a summary of the work and a detailed
evaluation. It should present the gauge of usefulness or impact of the work in a
particular field.
The last part is the conclusion. This is usually a very brief paragraph, which
includes a statement indicating the overall evaluation of the work; a summary of the
key reasons, identified during the critical evaluation, why this evaluation was formed;
or, recommendations for improvement on the work.
Let‟s take a look at the campaign poster below and understand how the work is
evaluated using formalism and feminism approaches.
Source: https://theconversation.com/a-vaccine-to-stop-lung-cancer-its-made-from-tobacco-taxesand-legislation-105273
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Sample Critique
Formalism Approach
The anti-smoking campaign poster is
designed to appeal to the smokers to quit
from smoking. The poster works against the
allure of cigarettes and upsets the routine
presence in popular smoking culture.
This poster uses negative images
concerning bad effects of the cigarette. It
sends messages that using tobacco may
harm other people. It emphasize that secondhand smoke harms non-smokers due to
person who use tobacco. On the other
element of the poster, this uses sophisticated
graphic design techniques to encourage the
viewer to stop smoking. The entire image of
the woman metaphorically illustrates the
need to "break the habit" of smoking, a
common mantra in smoking cessation
campaigns. While the tagline compliments to
the woman‟s image, it also strikes a strong
message why is there a need to quit from
smoking.
Reflecting the style and polish of this
campaign, this poster is significant because
it provides a graphic illustration for the
behavioral change it advocates. The poster
calls for control of nicotine addiction, offering
a liberating and implicitly empowering
outcome.
Feminism Approach
The anti – smoking campaign poster
concerns with the harmful effects of
smoking. This is designed to create an
association
between
the
smoking
behavior and its ultimate consequences.
In the poster, the man portrays the
role of the smoker and a woman‟s image
is used to portray the effects of cigarette
use. The idea of using of woman‟s image
as suggests that women are more prone
to the effect of cigarette use than men.
Thus, in this element, the poster
contradicts to what is really the culture of
smoking in the society. As the study
shown, about 35 percent of men in
developed countries smoke (Mackay and
Eriksen, 2002). For women, the pattern is
reversed, about 9 percent in developed
countries smoke. The beauty of the
woman countenance attracts audience
specially men. This really supports the
idea of marketing which women images
are used to attract men clients.
Indeed, this campaign poster does
not only effectively deliver the message,
but it also shows the attributable role of
women in the society as a driving force to
motivate smokers from quitting cigarette
use.
Your critique should written in academic style and logically presented.
Order your ideas into paragraphs. Start with the broad impressions first and
then move into the details of the technical elements. For shorter critiques, you
may discuss the strengths of the works, and then the weaknesses. In longer
critiques, you may wish to discuss the positive and negative of each key question
in individual paragraphs.
To support your critique, provide evidence from the work itself, such as a
quote or example, and you should also cite evidence from related sources.
Explain how this evidence supports your evaluation of the work.
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What’s More
You have already gained insight about critiquing a text using different
approaches. This time, you are tasked to do more which will make your learning
experience productive and meaningful. Do this activity independently.
ACTIVITY 3: CRITIQUEBILITY PUZZLE
Direction: Find and encircle at least ten (10) words that linked to our topic. They
could be found horizontally, vertically, or diagonally.
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Activity 4. Let’s Try!
Directions: Analyze the text used in the picture and apply academic critiquing
approach. Take a look at the campaign poster below and evaluate it using formalism
and feminism approaches. Write your answer on a separate sheet of paper.
Activity 5: Write some Critique!
Write a short critique using formalism approach on the given essay below. Be
sure to answer the guide questions given in page 15 as you write your critique. Write
your answer on a separate sheet of paper
Mental
Health
Mental health is not just a concept that refers to an individual‟s psychological and
emotional wellbeing. Rather it‟s a state of psychological and emotional wellbeing where
an individual is able to use their cognitive and emotional capabilities, meet the
ordinary demand and functions in the society. According to WHO, there is no single
„official‟ definition of mental health.
Thus, there are many factors like cultural differences, competing professional
theories, and subjective assessments that affect how mental health is defined. Also,
there are many experts that agree that mental illness and mental health are not
antonyms. So, in other words, when the recognized mental disorder is absent, it is not
necessarily a sign of mental health.
One way to think about mental health is to look at how effectively and successfully
does a person acts. So, there are factors such as feeling competent, capable, able to
handle the normal stress levels, maintaining satisfying relationships and also leading an
independent life. Also, this includes recovering from difficult situations and being able to
bounce back.
-https://www.toppr.com/guides/essays/mental-health-essay/
19
What I Have
Learned
This part will evaluate your understanding in our lesson. Let‟s do it confidently!
Activity 5. Complete Me!
Direction: Complete the given phrases below.
1. Critiquing is…
2. Formalism approach in writing a critique is…
3. Feminism approach in writing a critique is…
What I Can Do
You are doing well, congratulations! The next journey will help you transfer
your new knowledge in using critical approaches in critiquing a text.
Activity 6. LOOK and CREATIQUE!
Direction: Look for a poster related to your track or strand. Paste it on a
short bond paper or print it (if the source is online). Then write a critique about it
using the appropriate approaches such as formalism and feminism. Please be guided
by the rubrics given.
Suggested Criteria for Scoring:
Focus & Details...................................... 10pts.
Organization.......................................... 10pts.
Mechanics............................................. 10pts.
Relevance of Content............................. 20pts.
20
Assessment
Hooray! You made it these far, congratulations! In this part of the module, let
us evaluate what you have learned from our lesson.
Direction: Read carefully the questions and answer the questions that follow.
Choose the letter of your answer.
1. What is a critique?
a. own opinions and ideas in analyzing a text.
b. a constructive way to explore and understand a material
c. a genre of academic writing that briefly summarizes and critically
evaluates a work or concept.
d. a critical approach in which the text under discussion is considered
primarily in the meaning and the implications of the words.
2. What is the importance of writing a critique?
a. It gives proper way in weighing the negative and positive arguments.
b. It helps to develop writing own opinions and ideas in analyzing a text.
c. It gives an idea on how to recognize the strengths and weaknesses of a
work
d. It helps to develop a knowledge and understanding of the work‟s
purpose, intended audience, development of argument, and structure of
evidence or creative style, its strength and weaknesses is also recognize.
3. What is the use of critiquing?
a. to understand an essay
b. to respond an essay in a critical manner
c. to develop an opinion based from theory or practice
d. to evaluate a theory or practice in a detailed and critical way
4. What is formalism approach?
a. a constructive way to explore and understand a material
b. a genre of academic writing that briefly summarizes and critically
evaluates a work or concept.
c. a critical approach in which the text under discussion is considered
primarily in the meaning and the implications of the words.
d. an approach that is concerned with the ways in which the text
reinforces or undermines the economic, political, social, and
psychological oppression of women
21
5. What is feminism approach?
a. a constructive way to explore and understand a material
b. a genre of academic writing that briefly summarizes and critically
evaluates a work or concept.
c. a critical approach in which the text under discussion is considered
primarily in the meaning and the implications of the words.
d. an approach that is concerned with the ways in which the text
reinforces or undermines the economic, political, social, and
psychological oppression of women
6. Which of the following is an example of a guide questions when critiquing
a text using formalism approach?
a. How is the life of women portrayed in the work?
b. How are the various parts of the work interconnected?
c. What does the work reveal about the actions of patriarchy?
d. Is the form and content of the work influenced by the writer‟s gender?
7. Which of the following is an example of a guide questions when critiquing
a text using feminist approach?
a. What lesson does the author want me (the reader) to learn about life?
b. What role does the work play in terms of women's history and
tradition?
c. What types of evidence or persuasion are used? Has evidence been
interpreted fairly?
d. What types of evidence or persuasion are used? Has evidence been
interpreted fairly?
8. What are the parts in writing a critique?
a. introduction, body and conclusion
b. introduction, arguments and conclusion
c. introduction, arguments, reaction and conclusion
d. introduction, arguments, facts, reaction and conclusion
9. Which part of writing a critique where you should describe the main
argument or purpose of the work?
a. body
b. reaction
c. conclusion
d. introduction
10. Which pat of writing critique where you should give a systematic and
detailed assessment of the different elements of the work, evaluating
how well the author was able to achieve the purpose of the work.
a. body
b. reaction
c. conclusion
d. introduction
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Directions: Choose the academic critiquing approach statements that best describe
the texts used in the given picture in each item. Choose the letter of your answer from
the given statements on the box below.
A. It demonstrates feminism in terms of gender equality.
B. It describes feminism in terms of displaying the role of women in the
society.
C. It expresses formalism in terms of the theme of the work that contributes
meaning
D. It is both formalism and feminism which give emphasis to the implication
of the statement rather than the text it reinforces.
11.
13.
12.
14.
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Additional Activities
You are now ready to explore what you have learned in our lesson.
Challenge yourself!
Direction: Watch an advertisement on radio or on television, and then write a
critique applying the either Formalism Approach or Feminist Approach in critiquing.
Write your critique on one whole sheet of paper. Don‟t forget to mention the
advertisement that you critiqued.
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Answer Key
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References
Book Sources:
Department of Education (2016).Learning Module in Grade Eleven
English for Academic and Professional Purposes.Philippines:Departmentof
Education.
Department of Education (2016). Teacher‟s Guide in Grade Eleven
English for Academic and Professional Purposes.Philippines:Departmentof
Education
Online Sources:
https://www.thoughtco.com/what-is-critique-composition-1689944
https://theconversation.com/a-vaccine-to-stop-lung-cancer-its-made-from-tobaccotaxes-and-legislation-105273
https://www.toppr.com/guides/essays/mental-health-essay/
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DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd‟s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module. This
is version 1.0. We highly encourage feedback, comments, and
recommendations.
For inquiries or feedback, please write or call:
Department of Education – SOCCSKSARGEN
Learning Resource Management System (LRMS)
Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax No.: (083) 2288825/ (083) 2281893
Email Address: region12@deped.gov.ph
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