English for Academic and Professional Purposes critical approaches in writing a critique answer Key

English For Academicand ProfessionalPurposesQuarter 1–Module 4:Critical Approaches in Writing aCritique11

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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 Management Team: Allan G. Farnazo, CESO IV – Regional Director Fiel Y. Almendra, CESO V – Assistant Regional Director Romelito G. Flores, CESO V - Schools Division Superintendent Mario M. Bermudez, CESO VI – Assist. Schools Division Superintendent 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 Printed in the Philippines by Department of Education – SOCCSKSARGEN Region Office Address: Telefax: E-mail Address:

Regional Center, Brgy. Carpenter Hill, City of Koronadal (083) 2288825/ (083) 2281893 [email protected]

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 9 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 10 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. 11 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 12 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 13 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 16 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. 17 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. B N M O P M S I L A M R O F G H C P S E D C G H J N M L O I U E V D C O M M E R C I A L S D G R B G C R A F T O B J E C T S H B F U R N I T U R E Y T V A Q N I C Y F F W T E Q V T V B S W B L R J G A R T I C L E S N D R V L I K B D D R A Q B B X M F T C B T O V F E F S D U N B K G Y D O 18 E P C S F P O S T E R S H H C A R K F E F E M I N I S M A S X R I H R R R F D S C Z A A D D W D A G E O O K S R R T Y G F D E S F A S H I O N D E S I G N R E W 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 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 22 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. 23 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. 24 Answer Key 25 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/ 26

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: [email protected]