Reading and Writing

MODULE 2
TEXT AND CONTEXT CONNECTIONS

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 TABLE OF CONTENTS
Overview 4
What I Need to Know/Objectives 4
General Instructions 4
Lesson 1 What is New/Critical Reading: Implicit and Explicit Information 5
What I Need to Know 5
What I Know 6
What’s New 6
What is it? 9
What is it? 10
What is it? 12
What I Have Learned 13
Assessment 14
Lesson 2 What is new/ Context of Text Development 14
What I Need to know 15
What I know 16
What is New 17
What is it? 19
What is it? 20
What is New Hypertextuality 21
What is it? 23
What”s More 23
What I Have Learned 24
Assessment 25
Lesson 3 What is New/Critical Reading as Reasoning 26
What I Need to Know 26
What I Know 26
What’s New 27
What is it? 33

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 What is it? 34
What’s More 35
What I have Learned 35
Lesson 4 What’s New/Formulating Evaluative Sttements 36
What I Know 36
What’s New 37
What’s New 38
What is it? 39
What is it? 40
What is it? 41
Assessment 43
Lesson 5 What’s New/Determining Textual Evidence 44
What I Need to Know 44
What’s New 44
What is it? 46
What is it? 47
What is it? 48
What I Have Learned 49
Key to Answers 50
References 53
Module Writers’ Profile 54

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 OVERVIEW
Reading as a critical element of literacy is very essential
for individuals’ success. It is one of the ways that we use language
in our daily life to gather information, communicate with others
and for enjoyment. Hence, reading always occurs in context.
Thus, when you read and evaluate the text you are reading, it is
important to validate your assertions and counterclaims with
valid evidences to produce meaningful evaluative statements.
In this module, you will be introduced to the different types of
claims, hypertext and intertext, formulating evaluative statements, and textual
evidences.

What I Need to Know

By the end of this module, you will have been able to:

1. Explain critical reading as looking for ways of thinking;

2. Identify claims explicitly or implicitly made in a written text;
3. Identify the context in which a text was developed;
4. Explain critical reading as reasoning; and
5. Determine textual evidence to validate assertions and
counterclaims made about a text read.

GENERAL INSTRUCTIONS
To achieve the objectives of this module, do the following: Happy
reading and
 Take your time reading the lessons carefully. writing!

 Follow the directions and/or instructions in the activities

and exercises diligently.

 Answer all the questions that you encounter. As you go

through the module, you will find help to answer these
questions.

 Do the suggested tasks with patience and industry

tasks.

 Take your time to study and learn.

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 LESSON 1
What’s New
Critical Reading: Implicit and Explicit Information
Overview:
It is important to read critically. Critical reading requires
you to evaluate the arguments in the text. You need to
distinguish fact from opinion, and look at arguments given for
and against the various claims. This also means being aware
of your opinions and assumptions (positive and negative) of the
text you are reading so you can evaluate it honestly. It is also
important to be aware of the writer's background, assumptions
and purposes.
All writers have a reason for writing and will emphasize
details which support their reason for writing and ignore details
that do not. Every claim requires the proper use of language and logic in presenting
the validity of your statements, propositions and arguments. However, a claim must
not be confused with evidence or vice versa because every evidence supports and
supplements the claims. Thus, in this lesson you will find out how the information in
the text agrees with the writer’s belief and judgment, and exercise your ability to
interface language and logic through the analysis of claims presented in textual
material.
Henceforth, you will be acquainted with implicit and explicit information and of
the different types of claims: claim of fact, claim of value, and claim of policy.

What I need to know

At the end of this lesson, you should be able to:
1) identify and differentiate explicitly and implicitly stated
claims of fact, policy, or value.
2) determine proof requirements in establishing claims;
and
3) analyze claims in textual material.

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 What I know
Instruction: Identify which type of claim the statement is
making and put a check (/) inside the box next to each
sentence.

Claim Claim Claim

Statements of of of
Fact Value Policy
1. Honesty is the best policy.
2. Staying late at night can cause obesity.
3. Smoking can lead to respiratory infection.
4. Be kind for everyone has a hard battle to
win.
5. Social media makes every youth share
common goals.
6. Extra Judicial Killings lessen the crimes in
our community.
7. All students must be strictly prohibited to
bring any gadgets at school.
8. Barkada Kontra Droga would eradicate drug
addiction in the community.
9. Zero Waste Management should be strictly
implemented in the school campus.
10. To compete globally, the Department of
Education adapted the K to 12 curriculum.

What’s New
o What is an explicit information? How about implicit
information?
o How can we use these pieces of information in
making claims of policy, fact and value?

Critical Reading Leads to Significant Understanding:

Readers interact with the material through critical reading. When you practice
critical reading, you are not just gathering information; you are also judging the
importance and legitimacy of the information you have gathered by judging the

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purpose, manner of presentation, and holistic development of the arguments
presented in the text.
To properly evaluate the ideas you have gathered while reading, you must be
able to know the different kinds of information which are explicit information and
implicit information.

Two Kinds of Information:

 Explicit Information is the information stated in the text. Readers can see the
piece of information stated in the given passage.

 Implicit information is the information not directly presented in the text. As

readers, we need to read between the lines to understand the details that the
writer is trying to tell us.

Sometimes, we read because we need to perform a particular task after reading.

The different kinds of information we have gathered through reading may be used as
a basis for our next task. We can sufficiently discuss our opinion depending on the
evidence that we have collected from the texts we have read. Proofs, or claims can be
used based on the type of presentation or argumentation that you wish to do.

What is a Claim?

A claim is a statement that is not considered accepted by all. It may be unverified

or controversial to a certain degree. It is usually related to one side of the issue. It is
also called a position. It is argumentative and specific.
Types of Claims
1. Claim of Fact (COF)
Claim of Facts relate to statements that can be easily verified and not dependent
on a person's preference. It also asserts that a condition has existed, is existing, or
will exist and are based on facts or data. Facts that are universally accepted are not
considered claim of fact but instead a statement of fact.
Claims of fact are often qualified by such terms as generally, probably, or as a
rule. And, to verify whether these statements are claim of fact or not, ask these
questions: Is it debatable? Is it verifiable? Is it specific? Can it be solve objectively?
 Types of factual claims (generally "objective")
1. Factual / historical
2. Relational - causal connections
3. Predictive
 Proof requires:
• sufficient and appropriate grounds
• reliable authority
• recent data

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 • accurate, typical data
• clearly defined terms -no loaded language
• a clear distinction between fact and inference

Claim of Fact Statement of Fact

Courts will side the Philippines speed and rain volume.

too.

Courts will side the Philippines President is Duterte.

too.

problems.

to step foot on the moon.

2. Claim of Value (COV)

Claim of Value involves judgments and evaluations. It judges whether something
is good/bad, right/wrong, just/unjust, ethical/non-ethical, etc. We judge the worth of
something. It attempts to prove that somethings are more or less desirable than others.
Some claims of value are simply expressions of taste, preferences, and prejudices.
The most important in proving claim of value is by establishing standards of evaluation.

 Proof requires:
• Establishing standards of evaluation (i.e. a warrant that defines what constitutes
instances of the relevant value)
• note the priority of the value in this instance
• Establish the advantage (practical or moral) of your standards
• Use examples to clarify abstract values
 Use credible authorities for support

Claim of Value

speaking.

3. Claim of Policy (COP)

Advocates a specific course of action. It asserts that specific policies should be
instituted as solutions to problems.

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 Claims of policy argue that certain conditions should exist. Almost always
"should" or "ought to" or "must" are included in this claim.
 Proof requires:
 Making proposed action (clear), need (justification), plan (must be
workable), benefit (advantages) consider opposition / counter arguments.

Claim of Policy

marijuana.

scout leaders.

Check this out!

Claim of Fact Claim of Value Claim of Policy

Generally, Facebook Facebook is better Facebook must be
received most visits than Twitter and doing well considering
than Twitter and Instagram. the number of visitors
Instagram. it has every day.
debatable, verifiable, Requires a “standard” Suggests a solution
specific, objective to verify or a policy

What is it?
Read and identify the types of claims used in
each statement. Write your answer on the space
provided after each sentence.

1. The use of civil disobedience during the Martial Law struggle was reasonable,
moral, and necessary. ______________
2. The private ownership of automatic and semi-automatic weapons in the Philippines
should be banned. ______________
3. The possibility of an asteroid or meteor hitting Earth is great enough that the
Federal government should be finding plans to prevent it. ______________
4. The death penalty if used in the Philippines will be ineffective and impractical.
______________
5. The death penalty if applied in the Philippines will be immoral. ______________
6. Recovered memory should be disallowed as evidence in Philippine courts.
________________

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7. Opera is not as entertaining as musical comedy. _______________
8. Generally, public secondary schools in America are not adequately preparing
students for college.________________
9. Fetal tissue research should not be funded by the Philippine government.
______________
10. Fetal tissue research is wrong. ____________________.

What is it?

Read and analyze the following essay.

Exit Essay: Save the Filipino Language

The Filipino language plays a huge part in the lives of the countrymen. It is the
heart and soul of the country as it symbolizes oneness in words, speech, and thought.
Language is something one continuously learns as he/she grows up. Truly, a country’s
language paves way for bigger and better opportunities that will benefit everyone. But
what will happen to this optimistic view of the future if the means of learning one’s
language is taken away from him? This has been one of the hottest issues present in
Philippine society today – the exclusion of the Filipino subject in the tertiary level.
Commission on Higher Education (CHED) has already released a revised
general education (GE) curriculum that implements the dropping of the mandatory
Filipino subjects on the tertiary level. The CHED memorandum order on the new
curriculum notes that the integration of GE courses in senior high school – Grades 11
and 12 – has created a window for the revision of the current curriculum in colleges.
According to CHED, the revision of the curriculum aims to promote the development
of a student’s intellectual competency, personal and civic competency, and practical
skills. CHED also claims that the Filipino subjects taken under the K to 12 program are
sufficient given that students already have 108 hours under the said subject in Grade
11 alone. “The proposed GEC strips away remedial courses, those that duplicate
subjects in Grades 11 and 12, and introductory courses to the disciplines,” CHED
explained in CMO 20-2013.
The new curriculum includes the following core courses: Understanding the
Self; Readings in Philippine History; The Contemporary World; and Mathematics in
the Modern World. Also included are Purposive Communication; Art Appreciation;
Science, Technology and Society; and Ethics. It requires three courses on the Arts &
Humanities; Social Sciences & Philosophy; and Mathematics Science and Technology
clusters. It also mandates the three-unit Life and Works of Rizal course. As a whole,
the number of GEC units has been reduced from the current 63-51 units down to 36
units for all college students.

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 The revision of the curriculum has met various violent reactions and oppositions
from stakeholders, linguists, academics, and even students themselves. Movements
from different universities concerned are currently in motion in order to fight for the life
of the Filipino subjects in the tertiary level. David San Juan (2014), a professor in De
La Salle University-Manila, pointed out that while the memorandum stated that the
optional provision for the teaching of the courses in Filipino dilutes its purpose as most
universities in the country uses English as its default language. In addition to the
statements of oppositions, the Kagawaran ng Filipino of the Ateneo de Manila
University avers that “Hindi lamang midyum ng pagtuturo and Filipino. Isa itong
disiplina. Lumilikha ito ng sariling larang ng karunungan na nagtatampok sa pagka-
Filipino sa anumang usapin sa loob at labas ng akademya.” UP DFPP also reacted on
the revision of the curriculum expressing, “Ang pagtatanggal ng siyam na yunit ng
Filipino sa kolehiyo ay isang anyo ng karahasang pangkamalayan. Nilulusaw
nito ang pagpapahalaga sa kasaysayan at kabihasnang tanging Filipino ang
makakapagpaliwanag.”
On a personal account, being a student myself makes me think twice about
the revision of the GE curriculum in college. Through the years of my schooling, the
Filipino language has been one of the most important factors that shaped me as a
person. It is the language I use at home, in school, and nearly in everywhere I go every
day. I couldn’t stress even more the fact that I am a Filipino living in the Philippines. I
grew up in a family that treasures the native language of the Philippine culture. Hearing
about the mandatory exclusion of the Filipino subjects in college irks me mostly
because I cannot see the point if it is really necessary to remove the Filipino language
when in fact; it plays a big role in the development of the country. Resorting to dropping
these subjects in favor of others, let alone its mere deletion, is senseless. There are
far more ways to address the issue of the student’s incompetence and the revised
curriculum is not one of them. It is a shameful act to kill the nurturing of the native
language. We are Filipinos and our language is something we should be proud of –
something that we must treasure. Save the country from senseless actions by fighting
for the life of the Filipino subjects. It is not impossible to oppose such acts if all
countrymen are united towards achieving one goal. The time to act is now – before it
is all too late.
(Perez, R.E. (2014). Exit essay: Save the Filipino language. Retrieved from
http://rjaperez.tumblr.com/post/95149266012/exit-essay-save-the-filipino-
language)
KEY CLAIMS EXAMPLES GIST CONTEXT
(By paragraph) (by key claim)

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 What is it?
Spend a few (5 -10) minutes observing what
happens in an open public area (a busy intersection, the
campus quadrangle, or a shopping mall). (1) Write a
paragraph that contains a strictly factual descriptive
account of what you observed. (2) Next write a paragraph
that, besides being informative, is entertaining. (3) Then
write a paragraph that uses the information in a persuasive
way.

1.)
___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2.)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________

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___________________________________________________________________
___________________________________________________________________
3.)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

What I have Learned

 A claim is a statement that is not considered accepted by all. It may be unverified

or controversial to a certain degree.
 There are claims rooted in history or science (claims of fact).
 There are claims that demand action because the present conditions for certain
policies are no longer effective (claims of policy).
 There are claims that assert the morality of an idea based on certain standards
or preferences (claims of value).

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 Assessment
Instruction: Identify which type of claim the statement is
making and put a check (/) inside the box next to each
sentence.

Claim
Claim of Claim of
Statements of
Fact Value
Policy
1. Honesty is the best policy.
2. Staying late at night can cause obesity.
3. Smoking can lead to respiratory infection.
4. Be kind for everyone has a hard battle to win.
5. Social media makes every youth share common
goals.
6. Extra Judicial Killings lessen the crimes in our
community.
7. All students must be strictly prohibited to bring
any gadgets at school.
8. Barkada Kontra Droga would eradicate drug
addiction in the community.
9. Zero Waste Management should be strictly
implemented in the school campus.
10. To compete globally, the Department of
Education adapted the K to 12 curriculum.

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 LESSON 2
What’s New
CONTEXT OF TEXT DEVELOPMENT
“Without context, words and actions have no meaning
at all”.
- Gregory Bateson
In literary theory, a text is any object that can be "read", whether this object is
a work of literature, a street sign, an arrangement of buildings on a city block, or styles
of clothing. It is a coherent set of signs that transmits some kind of
informative message. This set of symbols is considered in terms of the informative
message's content, rather than in terms of its physical form or the medium in which it
is represented.
Context is the background, environment, setting, framework, or surroundings
of events or occurrences. Whenever writers use a quote or a fact from some source,
it becomes necessary to provide their readers some information about the source, to
give context to its use. It illuminates the meaning and relevance of the text, and may
be something cultural, historical, social, or political. It is all about providing a
background or picture of the situation, and of who is involved. Without context, readers
may not see the true picture of a literary work. Context helps readers understand the
cultural, social, philosophical, and political ideas and movements prevalent in society
at the time of the writing.

LESSON CONTENT
In this era of technology readers are very much open to use either the print or
the non-print medium for reading. To some, they are more comfortable to use the
former as they can browse back and forth for clarity and mastery without prejudice to
some visual discomforts. A number of readers however, are more attuned to the latter
because undeniably, it offers an array of information.

In the course of browsing information, there are readers who find pleasure and
satisfaction in the text by connecting it with a similar narrative or issue thus making the
reading material more comprehensible and meaningful. However, some readers with
the intention to further enrich the information at hand, deliberately open the highlighted
parts or links of the text. Both practices cover the intertextuality and the
hypertextuality of the content and the context of the reading material.

What I need to know

In this lesson you are going to discover how the context of
a text is developed. And so you are expected to identify a
context in which a text was developed.
(EN11/12RWS-IVac-7; EN11/12RWS-IVac-7.1; EN11/12RWS-IVac-7.2)

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 What I Know
Before we go to our lesson, first,
let me give you some questions to
answer.

Instruction: Read each question carefully and write the letter of your answer on the
space provided before each number

______1. The concept of intertextuality refers to the idea that authors can use
literary relationships as way to…
A. communicate C. pass time
B. make money D. read
______ 2. Who was the originator of the theory of intertextuality?
A. Sigmund Freud C. Julia Kristeva
B. Karl Jung D. William Shakespeare
_______3. Which of these is NOT a type of intertextual relationship?
A. parody C. Both A and B
B. allusion D. tribute
______ 4. Intertextuality can take place
A. within the same medium or style
B. across cultures
C. none of the above
D. at home
________ 5. Which of the following is a “text”
A. Novels C. None of the above
B. Songs D. Rap
________ 6. Which of the following statements is the best intertextuality definition?
A. The relationship between texts.
B. Allusions from one text to another.
C. The translation of a text into a different language.
D. A ridiculous imitation of a genre
_________ 7 Which of the following would not be an example of intertextuality?
A. A translation of one work into a different language.
B. A poetic homage to an earlier writer by adopting that writer’s theme & tone.
C. The main characters of two unrelated works coincidentally both named
Bob.
D. An author ridicules a well-known work by imitating it in a comedic way.
_________ 8.Choose the correct parody definition from the following statements:
A. A harsh, biting attack on a more famous author.
B. A work that imitates the style of another work or author, for comedic effect.
C. A critique of government officials or current events in a piece of literature.
D. An indirect or passing reference.

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_________ 9.Which of the following statements is not a reason an author might
choose to use parody?
A. To mock or ridicule another author’s style.
B. To pay homage to a more famous author by imitating his or her style.
C. To change an original work so entirely that it’s no longer a clear influence
on the parody.
D. To give honor to a writer by adopting the writer’s theme and tone
_________10. The term was coined by Ted Nelson around 1965.
A. Intertextuality C. Context
B. Hypertextuality D. Allusion

What is New
INTERTEXTUALITY
Being a critical reader involves understanding that texts are
always developed with a certain text developed with a certain
text. Critical reader involves understanding that texts are always developed with a
certain text.
To be a critical reader, the following questions can be asked. Answer these questions
after every reading of a text.

 When was the work written?

____________________________________
 What were the circumstances that produced it?
____________________________________
 What issues deal with it?
____________________________________

What are the synonyms or the other

words of intertextuality?

The synonyms of intertextuality

are continuity, interrelationship,
interrelatedness, interconnectedness,
connection, linkage, cohesion,
coherence.

INTERTEXTUALITY is the way that one text influences another. It is the

modelling of a text’s meaning by another text. It is defined as the connections
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between language, images, characters, themes, or subjects depending on their
similarities in language, genre or discourse.
The definition of intertextuality was created by the French semiotician Julia
Kristeva in the 1960s. She created the term from the Latin word intertexto, which
means “ to intermingle while weaving.” Kristeva argued that all works of literature being
produced contemporarily are intertextual with the works that came before it.
This view recognizes that the text is always influenced by previous texts.

A text contains many

layers of accumulated, cultural,
historical, and social knowledge,
which continually adds to and
affects one another.

It means that any text can be considered a work of Intertextuality because it

builds on the structures that existed before it.

The function and effectiveness of intertextuality can often depend quite a bit on
the reader’s prior knowledge and understanding before reading the secondary text;
parodies and allusions depend on the reader knowing what is being parodied or
alluded to.

What is Parody?

The term parody (pronounced par–uh-dee) is derived from the Greek

phrase parodia which referred to a type of poem which imitated the style of epic poems
but with mockery and light comedy.

A parody is an imitation of a writer, artist, subject, or genre in such a way as to

make fun of or comment on the original work. It can be used in everyday life as well
as by authors, celebrities, politicians, and cultural commentators. Parody mimics
a subject directly, to produce a comical effect. It is often exaggerated in the way it
imitates the original in order to produce a humorous effect.

Parody as imitation, is sometimes exaggerated for comic effect. Parody is

poking fun at something in hopes the audience will find it amusing. But first, the
audience must make the connection between the parody and the subject/topic being
parodied.
A parody is just meant for entertainment.

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What is the importance of using Parody?

Parody is important because it allows us to criticize and question without being

aggressive or malicious. Rather, we use comedy. Parody imitates, stresses, and
draws attention to certain features, characters, or plot points which are weak, silly,
strange, or subject to criticism of any sort. Whereas serious criticism of politicians,
artwork, celebrities, or literature can be boring or complicated, parody draws in an
audience with a sense of humor and a lighter take on serious issues. Parody allows
comedians to take on serious issues while still making us laugh.

Example

Gaugie puts on her father’s big shoes and stomps around, saying, “I need to
make a business call. I am a very busy, very important businessman!”

In this example, the girl is parodying her own father who she knows works as a
businessman. She is making the comment that the image many business people have
is overly serious and self-important.

What is it?
Who is being parodied in the given situation
below? How is the parody being done? Write your answer
on the space provided.

At the talent show, a group of boys wears matching outfits and prances
around singing One Direction’s “Best Song Ever.” They sing very poorly and overly
dramatically.
.

Your answer:

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

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What is Allusion?

Allusion is a brief and indirect reference to a person, place, thing or idea of

historical, cultural, literary or political significance. It does not describe in detail the
person or thing to which it refers. It is just a passing comment and the writer expects
the reader to possess enough knowledge to spot the allusion and grasp its
importance in a text.

Example

You make a literary allusion the moment you say, “I do not approve of
this quixotic idea,”

Quixotic means stupid and impractical derived from Cervantes’s “Don

Quixote”, a story of a foolish knight and his misadventures.

What is the importance of using Allusion?

Allusions in writing help the reader to visualize what's happening by evoking a
mental picture. But the reader must be aware of the allusion and must be familiar
with what it alludes to.

Example “Don’t act like a Romeo in front of her.”

“Romeo” is a reference to Shakespeare’s Romeo, a passionate lover of

Juliet, in “Romeo and Juliet”.

What is it?
1. Read and analyze the drawing.
2. What feeling has the boy for the girl?
3. To whom does the boy compare the girl with?
4. Write your answer/answers on the space provided
below the drawing.

BOY GIRL

Why shouldn’t I compare you to Cleopatra?

Your beauty, your charm, your smile, your wit.

Your answer:
_________________________________________________________

_________________________________________________________

_________________________________________________________

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 What is New
HYPERTEXTUALITY

What is Hypertextuality?

Hypertextuality according to K. Amaral, 2010 is simply a non-linear way of

presenting information. Rather than reading or learning about things in the order that
an author, or editor, or publisher sets out for us, readers of hypertext may follow their
own path, create their own order – their own meaning out the material.

This is accomplished by creating “links “between information. These links are

provided so that the readers may “jump” to further information about a specific topic
being discussed ( which may have more links, leading each reader off into a different
direction).

Hypertext is a nonlinear way of showing information.

What is Hypertext?

It is a non-linear way of presenting information. Instead of reading or learning

about things in the order predefined by an author, an editor or a publisher, the readers

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of a hypertext can follow their own path, create their own order – their own meaning
out of the material.

Hypertext is text which contains links to other texts. The term was coined by
Ted Nelson around 1965. It is when you type a word and attach a link to that word so
that upon clicking on that word, the reader is sent to the site attached.

Hypertext is the foundation of the World Wide Web enabling users to click on
link to obtain more information on a subsequent page on the same site or from
website anywhere in the world.

Hypertext materials include pictures, video materials animated and audio

illustrations. All those possibilities make hypertext materials content high and suitable
for educational purposes.

Hypertext connects topic on a screen to related information, graphics, videos,

and music – information is not simply related to text.

This information appears as links and is usually accessed by clicking. The

reader can jump to more information about a topic, which in turn may have more links.
This opens up the reader wider horizon of information to a new direction.

A reader can skim through sections of a text, freely jumping from one part to
another depending on what aspect of the text interests him/her. Thus, in reading with
hypertext, you are given more flexibility and personalization because you get to select
the order in which you read the text and focus on information that is relevant to your
background and interests.

Example

If you are reading an article about marine mammal bioacoustics, you may be
interested in seeing a picture of a dolphin. Or you may want to hear the sound it
makes. Or you may even be interested in seeing what a marine mammal sound “looks
like” in a spectrogram. You might even want to find out more about sounds made by
other animals in the sea, thus leading you on a completely different, detailed path.

Why use Hypertext?

We use hypertext because in general, humans learn associatively. That is, we are
better able to figure out materials if we are allowed to move at our own pace,
investigating that which interests us, and stimulating more senses through multimedia.

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 What is it?

The following statements are alluding to famous

movies, music, literature, or events. Find the allusion and
write your answer on the space provided for after the
sentence.

1. I met a man who was romantic and a true Romeo.______________________

2. Things became hard in her life, but she just kept swimming. ______________
3. I know things may seem hard, but all you need is love. __________________
4. This place is like a Garden of Eden. _________________________________
5. Hey! Guess who the new Newton of our school is. ______________________

What’s More
“Give Me Prime Laughter”

1. Make a parody of a song of your choice.

2. The song choice can be anything under the sun.
3. You should give me a copy of the lyrics of your parody
and the title of the original song.
4. Your performance will be rated by using a rubric.
Song Parody Rubric
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=K55B48&

Excellent Good Fair Needs Improvement Poor

5 pts 4 pts 3 pts 2 pts 1 pts

1. Rhythm/ Excellent Good Fair Needs Poor

Rhyme
Patterns Improvement
Parody version of Parody version of Parody version of Parody version of
the song completely the song mostly the song sometimes Parody version of the the song doesn't
matches the rhythm matches the rhythm matches the rhythm song rarely matches match the rhythm
and rhyme patterns and rhyme patterns and rhyme patterns the rhythm and and rhyme patterns
of the original. of the original. of the original. rhyme patterns of the of the original.
original.

2. Theme Excellent Good Fair Needs Poor

Improvement
Overall theme of Overall theme of Overall theme of Overall theme of
the parody has a the parody has a the parody has a Overall theme of the the parody is not
clear, humorous humorous humorous message, parody is at times clear.
message. message. but at times is humorous, but
unclear or goes off frequently goes off
topic. topic or is difficult to
understand.

23
 3. Lyrics- Excellent Good Fair Needs Poor
Word Choice
Improvement
Lyrics were Lyrics were Lyrics were chosen Lyrics were not
carefully chosen sometimes chosen with basic care and Lyrics were chosen carefully
and assist in getting carefully and assist get the general idea sometimes chosen and appear to be
the overall theme of in getting the of the theme across with basic care, but randomly placed
the parody across to overall theme of the to the audience. at times appear not to simply to fit rhythm
the audience parody across to the fit in with the overall or rhyme pattern.
clearly. audience. theme of the parody.

4. Performance Excellent Good Fair Needs Poor

Quality
Improvement
Well polished Rehearsed and Rehearsed Unrehearsed. No
performance. No prepared in song somewhat. Some Poorly rehearsed. mastery of song
noticeable errors. lyrics. mastery of song Little mastery of lyrics.
Confident. lyrics. song lyrics.

5. Delivery Excellent Good Fair Needs Poor

Improvement
Verses were well All verses were Some incomplete Verses made no
written and got clear and easily verse sections. Not Verses made little sense. Not
point of song understood. Lyrics completely sense. Not understandable.
across. flowed. understandable. completely
Outstanding. understandable.

6. Creativity Excellent Good Fair Needs Poor

Improvement
Ideas expressed are Ideas expressed are Ideas expressed are Ideas expressed are
very original and mostly original and occasionally Ideas expressed are not original nor
clever. clever. original and clever. rarely original and clever.
clever.

7. Effort Excellent Good Fair Needs Poor

Improvement
Maximum effort put Good effort put into Fair effort put into Little to no effort
into project. project. Directions project. Directions Some effort put into put into project.
Directions were were followed. were followed project. Directions Directions not
followed somewhat. were followed to an followed well or at
completely. extent. all.

What I Have Learned

Context is defined as the social, cultural, political,
historical and other related circumstances that surround
the text and from the terms from which it can be better
understood and evaluated.
Being a critical reader involves understanding that
texts are always developed with a certain context. A text is
neither written nor read in a vacuum; its meaning and
interpretation are affected by a given set of circumstances.

Intertextuality is an important stage in understanding a piece of literature, as

it is necessary to see how other works have influenced the author and how different
texts are employed in the piece to convey certain meanings.

Hypertext is text which contains links to other texts. It is the foundation of the
World Wide Web enabling users to click on link to obtain more information on a
subsequent page on the same site or from website anywhere in the world.

24
 Assessment
A. Tell how each context is developed. Explain.

1. Your friend Kelly is known for chewing gum all the time.
Looking at her, you begin stuffing gum in your mouth
and chewing very loudly, saying,“Hi! I’m Kelly! Do you
have any extra gum? I could really use some more.”

2. She was breathtakingly beautiful, but he knew that

she was the forbidden fruit.

3. She transformed her backyard to look like the Garden of Eden.

Assignment: In a one whole sheet of paper, write a 150- word critique of a song of
your own choice and point out the intertexuality present in its lyrics.
pass along with the lyrics of the song.

25
 LESSON 3
What’s New
CRITICAL READING AS REASONING
Whether you're reading a textbook or difficult novel, critical
reading is very important in getting a full understanding of the text.

Critical reading is a more active way of reading. It is a deeper and more

complex engagement with a text. It is a process of analyzing, interpreting and,
sometimes, evaluating. When we read critically, we use our critical thinking skills to
question both the text and our own reading of it.

What I Need to Know

At the end, you are expected to explain how critical
reading is used in reasoning. (EN11/12RWS-IV AC-8).

First, you will answer some questions to find out if

you are familiar about the topic.

Before we start our discussion, we have to determine if you have background

knowledge about the topic. Should we start exploring them?

What I Know
A. Using the answer key below, identify the
function of critical reasoning as presented in each
of the given sentences.
A = Thinking for oneself
B = Informed Reasoning
C = Critical Self-Reflection

____1. My blood pressure is high, therefore I should be on medication.

____2. I was raised as a Muslim. Islam teaches that homosexuality is a sin. I don’t
approve of any marriage.
____3. Exposure to the sun causes skin cancer. If I use sunscreen when I sunbathe,
I won’t get skin cancer.
____4. My religion teaches that abortion is a sin therefore I think abortion is a sin.

26
____5. Every time I talk to Nicole, she tells me she doesn’t understand what I mean. I
must be a poor communicator.
____6. A policeman was videoed beating up a homeless man along the side of the
free way. He must have been guilty.
____7. My religion teaches that I should not marry someone of a different faith
therefore I should not marry someone not of my faith.
____8. Legalizing marijuana will lead to increased use of heroine and cocaine. We
should not legalize marijuana.
____9. My political party is opposed to universal health care therefore I think we
should not have universal health care coverage.
____10. I have been a hospice volunteer for four years. Now that many of the patients
admitted to hospice have AIDS, I don’t want to work for hospice any longer. I don’t
want to contract the disease and need hospice care myself.
B. Read the given sentences and write Agree or Disagree on the space provided
before every number.

______ 1. You need to be able to determine how the several parts of an argument
relate to each other.
______ 2. You need to have good language skills (understand the language properly).
______ 3. You need the ability to locate and assess the strengths and weaknesses of
the argument.
______ 4. The entire process of argumentation must be viewed within a certain
context.

What’s New

What is a critical reader?

A critical reader is someone who defends something by

giving out reasons. (Ms. Katrine M. Belino). A critical reader should be able to use
textual evidence when asked to support analysis of the implicit and explicit information
presented by a writer in a text.

Textual evidence
When you analyze a text, you want your readers to know what the author
actually says rather than merely your interpretation of the author's ideas.
This means that you quote, paraphrase, and/or summarize the author's words
to support your points.

27
How do you use textual evidence?

You have to state the idea you have about the text (if you are to answer a
specific question, be sure your idea restates the question). Then give
supporting evidence from the text. To cite explicitly, paraphrase or use quotes from
the text. If you use direct quotes from a text, you must use quotation marks.

Implicit- im·plic·it
- /im’plisit
- refers to something that is suggested or implied but not ever clearly said
Example:
Your mother shows you an angry face when you leave your socks on the
floor.
(Showing the angry face means she does not like you leaving your socks
on the floor. So, instead of scolding you verbally, she just shows you an
angry face.)
Explicit- ex·plic·it
-/ikˈsplisit
- means communicating directly in a clear and exact way:
Example:
Someone gives a very straightforward directions to a location

Where can I get some books

You can get some books at

bookstore. There is one in front of
the sport shop.

28
What is Critical Reading?
Critical reading is a process of analyzing, interpreting and, sometimes,
evaluating. When we read critically, we use our critical thinking skills to QUESTION
both the text and our own reading of it.

A critical reading also tells the reader what the text does and what it means. In
other words, while basic reading is concerned with what is in a text, critical reading is
also concerned with how the text is written and why it is written this way.

Questions for Critical Reading

A critical reader constantly asks one big question as he reads:

AM I REALLY THINKING ABOUT WHAT I'M READING?

This question can be broken apart into many other questions:

A. CONSIDERING THE SOURCE

1. What kind of publication is this?
2. What is the author's background in this subject?
3. To whom is the author writing?
B. RECOGNIZING WHAT IS SAID
4. Had the author really said what I think he said?
C. RECOGNIZING ASSUMPTIONS, IMPLICATIONS
5. Does the author make inconsistent statements?
6. What has the author assumed to be true? Which of these
assumptions are stated? unstated?
7. Does a particular statement depend on context for its
intended meaning?
8. What does the author imply? insinuate?

29
 D. RECOGNIZING INTENT, ATTITUDE, TONE, BIAS

9. Why is the author writing this? motive? purpose?

10. What is the author's attitude? tone? biases?
11. Does the author mean what he says or is he making his
point in a roundabout way through humor, satire, irony, or
sarcasm?
12. Are the author's words to be taken exactly as they
appear, or are they slang, idioms, or figures of speech?
13. Which of the author's statements are facts? opinions?

E. ANALYZING ARGUMENTS

14. Does the author write emotionally? using sentiment?

horror? name-calling? flag waving?
` 15. Which of the author's statements does he support?
Which does he leave unsupported?
16. What conclusions does the author reach?
17. Of the author's conclusions, which are justified?
Which ones are not justified?

A critical reader...

1. does not believe everything he reads.

2. questions everything which doesn't make sense to him.
3. questions some things even though they do make sense to him.
4. rereads when he thinks he may have missed something.
5. considers the type of material he is reading before deciding how much weigh
to give to it.
6. admits that the effect on him of what the author says may be caused more
by the author's style of writing than by the facts presented
7. analyzes arguments.
8. discounts arguments based on faulty reasoning.
9. has good reasons for believing some things and disbelieving others – for
agreeing with some authors and disagreeing with others.

Kurland (2010) noted that to non-critical readers, text provide facts.

Readers gather knowledge in a way of memorizing the statements in a text.
Critical readers recognize not only what a text says, but also how a text describes
the subject matter.

According to him, there are three steps or modes of analysis which can be
reflected in three types of reading and discussion:
As a critical reader you should think
What the text says: (restatement)after
critically reading a piece you should be able
to take notes, paraphrasing - in your own words –

30
the key points.

What the text does: (description) you should

be confident that you have understood the text
enough to be able to use your own examples and
compare and contrast with other writing on the
subject in hand.

What a text means : (interpretation):this means

that you should be able to fully analyze the text and
state a meaning for the text as a whole.

This essential skill helps the reader to develop his/her critical thinking by
reasoning and vice-versa. In relation to this, he/she can realize that a certain text
is connected to human experiences. In effect, they can be guided on how to see
things both in micro and macro levels. To attain this, a reader must be ready or
has the ability to be equipped with ways for thinking.
It is important therefore, that you not only learn to read critically but also
efficiently. To read efficiently is to become selective by choosing carefully what you
will read. And to start with, you need to know what you are looking for. You can then
examine the contents page and/or index of a book or journal to find out whether a
chapter or article is worth to be read further.

It is essential to read critically because it requires you to evaluate the arguments

in the text. This also means being aware of your opinions and expectations (positive
and negative) of the text you are reading so you can evaluate it honestly.
What is Reasoning?
Reasoning is an act of giving statementsfor justification and explanation. It is
the abilityof someone to defend something by giving out reasonsjustifying a stand
based on prior and existing knowledge and experiences needed toarrive at a decision.

What is critical reading for reasoning?

Critical reading involves presenting a reasoned argument that evaluates and

analyses what you have read.

Argument- is a statement that you use in order to try to convince people that
your opinion about something is correct. It is a reason given for
or against a matter under discussion.

To read critically is to exercise your judgment about what you are reading. It is
engaging in what you read by asking yourself questions such as, “what is an author
trying to say?” or ‘ what is the main argument being presented?”

31
 This essential skill in reading leads to the development of critical thinking by
reasoning and vice-versa. To become a critical reader, it is important to know some
tips / techniques of becoming a critical thinker.

Reasoning
It is the process of expressing ideas and opinions as well as justifying a stand
based on prior and existing knowledge and experiences needed to arrive at a
decision.

Some Techniques to Develop in Reasoning

1. Dare to read every day. Citing relevant ideas of experts and authorities in
reading materials definitely help strengthen one’s stance of an issue.
2. Learn to focus to the main ideas explicit or implied) and supporting details
Mentioned in the argument.
3. Examine the pros and cons of your argument/ resolution. This will help you
weave the flow of your thoughts presented.
4. Organize your thoughts. Arrange ideas either in chronological order or by
emphasis to specific or vice versa) Once organized, oral or written
expression becomes meaningful.
5. Note points for improvement. After having justified an issue, recheck your
stand based on your power to convince the reader/audience. Moreover,
practice, practice so that you become conscious of becoming better every
time you reason out.

Evaluation Guide for Critical Reading

Elements for Explanation Guide

Evaluation

Content This is the substance of the text.

Are the opinions/ideas present comprehensibly including
the depth of the text? As a whole, it is captivating by the
audience or the reader?

Objectivity This is the stand of the author on an issue/article. Are facts

included on it? Does it present both sides of an argument?
Does the author have ethical and moral consideration in
his/her article?

Significance This is the intention of the author in his/her article. Its

entire meaning and the value of the issue/article into its
reader. Can the reader preferably connect the issue to
his/her life? Is it open for interaction? How is it valuable to
the reader?

32
 What is it?
Read the story and answer the questions
below.

Stan and Daniel were the fastest bike riders in the whole school. They decided
to have a big race on Saturday. Daniel put air on his tires. He oiled the chain. He
checked the frame of his bike to make sure everything was just right. Stan did not do
to his bike. His bike had cost three times as much as Daniel’s bike. Stan thought that
nothing could possibly go wrong. He laughed about all the work Daniel was doing while
he watched a movie.
Stan and Daniel arrived at the race the next day. Bob shouted, “Go”. The boys
began to pedal. Suddenly, Stan heard a noise. The chain had fallen off of his bike.
Daniel kept on pedaling and won the race.
1. What would be a good title for this story?
_____________________________________________________
_____________________________________________________

2. Should Stan have checked his bike like Daniel did? Why or Why not?
_________________________________________________________________
_________________________________________________________________

3. What should Stan do next time?

______________________________________________________

______________________________________________________

4. Who do you think should have won the race? Why?

___________________________________________________________
___________________________________________________________

33
 What is it?
Read the story and answer the questions
below.

Four-year-old Lizzy sat in her mother’s lap while they read a book about tigers
and how they are an endangered species. The book used some are pretty big words
that Lizzy didn’t know, so her mother had to explain what they meant. Lizzy learned
that tigers are decreasing in number, and the places where they can live and freely
roam are getting smaller and smaller, partly due to the expansion of cities into their
territory. Some countries have started programs to help protect the tigers from
becoming extinct-another big word

Lizzy learned from the story. It means that the tigers will eventually all be gone,
if something isn’t done to save them. National save the Tiger Month was begun to help
create awareness about the problems the tigers are having. At the end of the book,
Lizzy suggested that her family adopt a tiger. Her mother smiled and reminded her
that they live in a very small house with no room for a great big tiger. They would have
to find another way to help the tigers.
Directions: Please choose the correct answer and write its alphabet letter on the space
in front of the appropriate questions.
____1. How old is Lizzy in the story? a. adopt
____2. What were Lizzy and her mother reading about? b. extinct
____3. The tiger is an _________ species. c. tigers
____4. Tigers are in danger of becoming____. d. endangered
____5. Lizzy suggested her family______ a tiger. e. four years old

34
 What’s More
Read an article about the negative and positive aspects of
the acts of our current President towards his campaign
about “War Against Drugs”. Formulate a narrative report
about your chosen article and then share it with the class.

My Narrative Report

___________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________________.

Rubric:

5 4 3 2

The report is The report is The report is The report is not

relevant from the relevant from the relevant from the relevant to the
topic, well- topic, well- topic but not well- topic and not well-
arranged and free organized but organized and organized and
from grammatical contains contains contains
errors. grammatical grammatical grammatical
errors. errors. errors.

What I Have Learned

It is essential to read critically because it requires
you to evaluate the arguments in the text. This also means
being aware of your opinions and expectations (positive
and negative) of the text you are reading so you can
evaluate it honestly.

35
 LESSON 4
What’s New
FORMULATING EVALUATIVE STATEMENTS

What I Know
Let’s see how much you know before we tackle the lesson.
Direction: Identify the following assertions as statements of
convention, fact, opinion, or preference.

___________1. Social media is defined as the Internet and

mobile-based tools and devices that facilitate the integration of
technology, telecommunications, and social interaction.
___________2. Facebook is a cooler social media platform than Twitter.
___________3. In 2012, there were 1.4 billion users of social media worldwide.
___________4. Teachers should use social media in their lessons to get more
students interested.
___________5. Another name for social media is “Web 2.0” because both terms
emphasize the social aspects of the Internet as avenues for communication,
collaboration, and creative expression.
___________6. Many teenagers’ present obsession with taking selfies shows they are
the most narcissistic generation.
___________7. Social networks are the most distracting websites on the internet.
___________8. In the first quarter of 2014, nearly 300 million smartphone units were
sold all over the world.
___________9. Parents ought to enforce stricter guidelines in social media to
safeguard their children’s privacy.
___________10. Children are learning how to operate mobile devices at increasingly
younger ages; many of them have an idea of how to use a touchscreen tablet before
they are two.

Great job! It’s now time to take off to our first lesson…

The lesson you are about to learn focuses on evaluative statements

So, read on!

36
 What’s New
EVALUATIVE STATEMENTS
An evaluative statement is a way of giving a
better explanation to show the strength and the
weaknesses of something through writing. It is used
in giving a sound judgment – a judgment that can
be backed up or supported by valid reason or
proofs.

How are you going to formulate evaluative statements?

You may compose your evaluative statements in two steps:

1. Formulating Assertions about the content and properties of a text read
2. Formulating a meaningful counterclaim in response to a claim made in the
text read
Assertion

Becoming a good critical reader means that you are able to logically evaluate
the claims of the writer. Assertions become the primary channel for a reader to assent
to a claim.
Assertion is a stylistic approach or technique involving a strong declaration, a
forceful or confident and positive statement regarding a belief or a fact. Often, it is
without proof or any support.
It is a confident and forceful statement of fact or belief.Its purpose is to express
ideas or feelings directly, for instance, “I have put my every effort to complete this task
today.”Standing up for your rights and not being taken advantage of is one definition
of being assertive.It also means communicating what you really want in a clear
fashion, respecting your own rights and feelings and the rights and feelings of others.

Assertion is an honest and appropriate expression of one’s feelings, opinions,

and needs.

Types of Assertion
1. Statement of Fact
This is a statement that can be proven objectively by direct experience,
testimonies of witnesses, verified observations, or the results of research.
Example: The sampaguita’s roots are used for medicinal purposes, such as an
anesthetic and a sedative.
This statement is a fact because it can be directly verified by experience or
reliable research reports.

37
2. Statement of Opinion
Opinions are based on facts, but are difficult to objectively verify because of the
uncertainty of producing satisfactory proofs of soundness.
Example: The popularity of sampaguita flowers is most evident in places of
worship.
The above statement is an opinion because it is based on an observation that
needs to be proven by studies and repeated observation; there are too many factors
involved that makes explicit judgment difficult.

3. Statement of Convention
A convention is a way in which something is done, similar to traditions and
norms. Conventions depend on historical precedent, laws, rules, usage, and customs.

Example: The sampaguita belongs to the genus Jasminum of the family

Oleaceae.
This statement is a convention because it is based on a classification system
made up by scientists and is acceptable to the scientific community.
4. Statement of Preference
Preferences are based on personal choice; therefore, they are subjective and
cannot be objectively proven or logically attacked.
Example: Sampaguitas are the most beautiful and most fragrant of all flowers.
This statement is a preference because it says a lot about the type of flowers
that the writer likes, instead of objectively comparing the qualities of sampaguitas to
that of other flowers.

What’s New
COUNTERCLAIMS
To be an effective critical thinker, it is not
enough just to be able to identify claims and
assertions. It is also important to have the ability to
analyze an argument and counterclaims.

Counterclaims are claims made to rebut a previous claim. They provide a

contrasting perspective to the main argument.

The following questions will help you formulate a counterclaim:

 What are the major points on which you and the author can disagree?
 What is the strongest argument? What did they say to defend their position?
 What are the merits of their view?
 What are the weaknesses or shortcomings in their argument?
 Are there any hidden assumptions?
 Which lines from the text best support the counterclaim you have formulated?

38
 What is it?
Identify the following assertions as
statements of convention, fact, opinion, or
preference.

__________________________1. Import liberalization means allowing foreign goods

to enter Philippine markets and directly compete with domestic products.
__________________________2. According to the Minister of Defense, NPA armed
insurgents now total some 16,000 men and women.
__________________________3. Roses grow best in soil made of ¾ clay and ¼ sand
and loam.
__________________________4.The rose belongs to the genus Rosa of the
familyRosaceae.
__________________________5. The export of cut rose can easily become one of
the most lucrative businesses in the Philippines.
__________________________6. Many more will die because of political
considerations and unwise aid-spending.
__________________________7. Roses are more beautiful, smell sweeter and are
easier to grow than any other flower.
__________________________8. The previous government should have toughened
its stand against the burgeoning insurgency.
__________________________9. Eyewitness testimony is generally unreliable.
__________________________10.Camel’s hair brushes are made of Siberian
squirrel fir.

39
 What is it?
Formulate assertions based on the words given in each
number. Follow the type of assertion specified in each
word.

1. martial law (statement of opinion)

___________________________________________________________________
___________________________________________________________________
2. Senior High School (statement of preference)
___________________________________________________________________
___________________________________________________________________
3.extrajudicial killing (statement of opinion)
___________________________________________________________________
__________________________________________________________________
4. dog (statement of convention)
___________________________________________________________________
___________________________________________________________________

5. lagundi (statement of convention)

___________________________________________________________________
___________________________________________________________________

6. R.A. 9262 (statement offact)

___________________________________________________________________
___________________________________________________________________
7.War Against Drugs (statement of preference)
___________________________________________________________________
___________________________________________________________________
8. ginger (statement of convention)
___________________________________________________________________
___________________________________________________________________
9. basketball (statement of preference)
___________________________________________________________________
___________________________________________________________________
10. HIV/AIDS (statement of fact)
___________________________________________________________________
___________________________________________________________________

40
 What is it?
Read the speech of Sen. Manny Pacquiao. Apply
the questions above in identifying the claim and
counterclaim. Write these below, followed by a brief
explanation.
A FIGHT FOR LIFE
Sen. Manny Pacquiao's speech at Cambridge Union

President Charles Connor and other esteemed officials of the Cambridge

University; distinguished members of the Cambridge Union, other dignitaries in
attendance, ladies and gentlemen, my fellow guests, good afternoon.

A famous pastor once said, and I quote, "The world is a university and everyone
in it is a teacher. Make sure when you wake up in the morning you go to school." End
of quote.

Today, I am not just in any obscure part of the global university. I am deeply
honored to be invited by the Cambridge Union, the oldest debating and free speech
society in the world and the largest student society in the University of Cambridge.

I am not a scientist, a mathematician, or a philosopher. But you have given me

this privilege of addressing you. I am humbled to be in the midst of brilliant students in
this prestigious university that has educated remarkable alumni, including British
Prime Ministers, foreign Heads of states, monarchs, and royals. It is my distinct honor
to stand before all of you.

I am delighted to learn that one of Cambridge University's historic colleges is

Emmanuel College and that Harvard University, the first college in the United States,
was organized after the model of Emmanuel.

I have not experienced how it is to pursue a degree like a regular university

student. My circumstances were very different from yours.

But I did not allow these circumstances to limit me. I worked on and finally
received my degree through the Alternative Learning System. More importantly, I
continue to learn from the University called life.

So, here is Emmanuel Dapidran Pacquiao standing in front of you. I am not

here to show off my left hook or my fluid footwork. I am here because I want to
personally share my narrative in the hope that it will touch even just a few of you and
persuade you to think differently about life.

I was born into poverty. There is a Filipino metaphor that goes "masmahirap pa
sadaga," which translates to "more destitute than a rat." From a very young age, I had
to struggle daily to survive. I fought hard. I faltered. I failed. Many times. But I learned
to rise again each time I fell. Each setback became a platform for a comeback.

41
 That is what life was like to me as a child. But my hardships are not uncommon.
There are so many others around the world who have faced even worse. But my
hardships taught me one valuable lesson. Never quit.

If the world knocks you down, get up. If all things conspire against you, fight
back. Quitting is not an option.

I was only 7 years old when I had to take responsibility for my three siblings
who were left under my care because our mother had to earn a living. I took it upon
myself to help her, "Mommy Dionisia", as she is fondly called by the Filipinos, to earn
extra money so that we can eat even just one decent meal a day.

I was still in elementary school back then. I managed to attend classes even
without sleep and without food. There were days when it was only water that kept me
going. We were so poor that we could not even afford school supplies, I would use my
pencil even if there was only about an inch long of it left that I could no longer hold it
to write.

I remember when I was in the sixth grade, and my classmates would flock
around me for our mathematics homework because they knew I was reliable when it
came to numbers. I did their math homework for them, and in exchange they would
share their food with me because they knew I rarely had any.

Boxing turned my life around. I was only 14 years old when I left my hometown
in Mindanao so that I can train for it in Manila. My narrative took a turn because of that
crucial decision to take a big step away from my comfort zone.

With the benefit of hindsight, I have realized that it is the grace of God that
transformed me from nothing into something.

My circle became bigger and bigger because of the countless opportunities that
boxing brought about. My victories in the ring pushed me right into center stage and
ushered in fame and fortune. Opportunities came knocking at my door, one after the
other.

I apply the same principles in public service. As a lifelong learner, I must keep
improving myself and I must not stop learning. That way, I remain relevant to my
people and the world who deserve the best of Manny Pacquiao, inside and outside the
ring.

For as long as I exist, I will keep showing up for life. I will continue to be a
learner and always strive to be a teacher by imparting my hard-earned lessons to
others.

Each one of you in this room can change the world. Have faith, persevere. Find
your passion and heed your calling. I urge you, as the Roman poet Horace did: Carpe
Diem -- seize the day.

And above all, FIGHT. Thank you and a pleasant afternoon.

42
The claim in the text:
________________________________________________________________
________________________________________________________________
Reason:
________________________________________________________________
________________________________________________________________
My counterclaim:
________________________________________________________________
________________________________________________________________
Reason:
________________________________________________________________
________________________________________________________________

Assessment
Direction: Identify the following assertions as statements of
convention, fact, opinion, or preference.

__________1. Social media is defined as the Internet and mobile-based tools and
devices that facilitate the integration of technology, telecommunications, and social
interaction.
__________2. Facebook is a cooler social media platform than Twitter.
__________3. In 2012, there were 1.4 billion users of social media worldwide.
__________4. Teachers should use social media in their lessons to get more students
interested.
__________5. Another name for social media is “Web 2.0” because both terms
emphasize the social aspects of the Internet as avenues for communication,
collaboration, and creative expression.
__________6. Many teenagers’ present obsession with taking selfies shows they are
the most narcissistic generation.
__________7. Social networks are the most distracting websites on the internet.
__________8. In the first quarter of 2014, nearly 300 million smartphone units were
sold all over the world.
__________9. Parents ought to enforce stricter guidelines in social media to
safeguard their children’s privacy.
__________10. Children are learning how to operate mobile devices at increasingly
younger ages; many of them have an idea of how to use a touchscreen tablet before
they are two.
43
 LESSON 5
What’s New
DETERMINING TEXTUAL EVIDENCE
Reading is not only limited by being able to
recognize what is in the text. Most importantly, you will be
able to comprehend what thewriter is saying through the
text.
Reading skill like determining textual evidence to validate assertions and
counterclaims made about a text read and the like must be learned and eventually
mastered.
The relevance of honing your skill in the English language in general plays a
very important role before engaging yourself in the workforce, in business,
entrepreneurship or to any life’s venture in the future. Thus, this module is specially
designed in order for you to understand and use the skill you will acquire after doing
the various activities that will help you possess your proficiency in determining textual
evidence in the written text.

What I Need to Know

Determine textual evidence to validate
assertions and counterclaims made about a text read.

What’s New
WHAT IS TEXT EVIDENCE?
A text evidence refers to any proof of an argument,
a claim, a counterclaim, a contention or an assertion cited
in the text leading to a conclusion. In citing textual
evidence, you need to quote, paraphrase or refer to the
very specific part of the text where you can use to support
your own thoughts and ideas.

44
Why do you need to determine textual evidence?

The need to answer questions after reading a text and or to share our ideas
enables us to go back to what we have read and give evidence from it to prove that
you are not just manufacturing your thoughts. Oftentimes, when we you are asked
about how nice a movie was, you need to cite part or parts of the movie which could
support your thoughts that it was indeed a very nice movie worthy to be watched. What
you are doing is using a textual evidence.
Example:
Eric often gets wet on Saturdays. He wakes up at 6 o’clock in the morning and
goes straight to the faucet. He prepares a basin, a soap, shampoo and a stool. One
by one, he calls out his fur friends for the Saturday mornings “ritual”.
Question: Based on the text, what is Eric’s work on Saturday mornings?
a. Washes clothes
b. Cooks for breakfast
c. Baths his pets
d. Preparing for work
Textual Evidence: One by one, he calls out his fur friends for the Saturday
mornings “ritual”.
Unlocking Difficulty
Text is something that is written to express a person’s view, feelings thoughts,
emotions etc.
Evidence refers to the proof of an argument, a claim, a counterclaim, a contention or
an assertion cited in the text leading to a conclusion.
Textual Evidence is citing proof from the text in the reading.

45
 What is it?
Cite textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from
the text.

Blade of Grass
By: Stephen Crane

In heaven,
Some little blades of grass
Stood before God.
"What did you do?"
Then all save one of the little blades
Began eagerly to relate
The merits of their lives.
This one stayed a small way behind,
Ashamed.
Presently, God said,
"And what did you do?"
The little blade answered, "Oh my Lord,
Memory is bitter to me,
For, if I did good deeds,
I know not of them."
Then God, in all His splendor,
Arose from His throne.
"Oh, best little blade of grass!" He said.

Questions:
1. Before whom did the blades of grass stand?
2. What question is asked of the little blade?
3. What did each one relate?
4. Did the little blade know any of his good deeds?
5. Did the rest of the blades of grass enjoy relating the story of their lives?
6. Was God pleased with the little blade? Cite the lines that answer the question.
7. Why was the little blade ashamed of himself? Prove by citing that the little
blade was ashamed of himself.
8. What did God call the little blade?
9. Who do you think are the blades refer to in the poem?
10. Where does the story take place?

46
What is it?

Ang Pagpa- Milling

By: Eric P. Miso

Kasagaran sa atong makit-an nga bulawan

Porma singsing og kwentas nang daan
Ang wala lang nato nahibaw-an
Unsay sinugdanan niining tanan.

Ako nangitag lim-aw sa akong nahimutangan

Ug sa dihang naabot ko ang kasubaan
Duna akoy nakit-an og nadiskubrihan
Kini kon giunsa pagpanguha ang bulawan.

Ang uban malipay kung may dulos (soil erosion)

Sila dayon sa lapok magkalos
Ug sa luntangan ila kining sala-on
Aron ang mga margaha (residue) matigom.

Sa dihang ang mga sinala matipok og modaghan

Ila kining isulud sa bilingan aron hugasan
Hangtud ang mga tipaka sa bulawan makit-an
Ug ibaligya para ipalit sa bugas og sud-an.

Ang pagpamiling dili sayon buhaton

Sa pagtanom sa humay atong dumdumon
Kung daghan makuha ikaw swertihon
Apan usahay matabla pa gihapon.

Kung ikaw gustong makasaksi

Ikaw sa akong nahimutangan mo-anhi
Kay kini dili man pweding magpirmi
Kay ang dakong balay wala magtugot niini

47
Questions:
1. What does the title “Ang Pagpa- Milling “mean? How do you know? What is
the textual evidence that supports your answer?
2. What is the setting of the poem? What is the textual evidence that supports
your answer?
3. Is this source of income/living easy? Why or Why not? What stanza that
shows the textual evidence that supports your answer?
4. How is pagpa-milling similar from planting rice? What is the textual evidence
that supports your answer?
5. What is the meaning of “dakong balay” in stanza 6?

What is it?
MY DEAD TREE
By: Eric P. Miso

Fruit bearing tress I planted

Almost every day they are watered
In God’s hands they are ushered
For them to grow as I wanted

One day I was very frustrated

To find one them almost dead
Somebody must have struck its head
Making myself helpless and worried

I almost cried and truly was discouraged

Thinking to disregard what I have started
Why should I bother to care?
For the crazy little ducks these don’t matter

Had I known who did this terrible thing

I should have told him my pain
I just whisper it to the heavens
That He may take good care of them.

Questions:
1. To whom is the author speaking?
2. What happens in the poem?
3. What is the tone of the story? What word choices from the story support your
answer?
4. Based on this poem, what would you say about the poet's personality? What is
his message about?
5. What message is the poet trying to get across to the reader? Why is this an
important message for you?

48
 What I Have Learned
 Assertion is a stylistic approach or technique involving
a strong declaration, a forceful or confident and
positive statement regarding a belief or a fact. Often, it
is without proof or any support.
 Four types of assertion are Statement of Fact, Statement of Opinion, Statement
of Convention, and Statement of Preference
 Preferences are based on personal choice; therefore, they are subjective and
cannot be objectively proven or logically attacked.
 Statement of Fact is a statement that can be proven objectively by direct
experience, testimonies of witnesses, verified observations, or the results of
research.
 Statement of Opinion is based on facts, but are difficult to objectively verify
because of the uncertainty of producing satisfactory proofs of soundness.
 Statement of Convention is a way in which something is done, similar to
traditions and norms. Conventions depend on historical precedent, laws, rules,
usage, and customs.
 Statement of Preference is based on personal choice; therefore, they are
subjective and cannot be objectively proven or logically attacked.
 Counterclaims are claims made to rebut a previous claim. They provide a
contrasting perspective to the main argument.

49
 Key to Answers
LESSON 1
Pre-Test and Post-Test
1. COV
2. COF
3. COF
4. COV
5. COF
6. COF
7. COP
8. COF
9. COP
10. COF
Activity 1:
1. COF
2. COP
3. COP
4. COV
5. COV
6. COP
7. COF
8. COF
9. COP
10. COF
Activity 2 & 3. Answers may vary.
LESSON 2
Activity 1 Parody
In this example, the girl is parodying her own father who she knows works as a
businessman. She is making the comment that the image many business people have
is overly serious and self-important.

Activity 2 Parody

Here, the boys are parodying a popular band by imitating the way they dress,
sing, and perform in a comedic way, commenting on the low talent level of many pop
stars.

Pretest
1. a. communicate
2.c. Julia Kristeva
3.c.
4.c. all of the above

50
5.c. Both a and b
6.a. The relationship between texts.
7.b. A poetic homage to an earlier writer by adopting that
writer’s theme and tone.
8.b. A work that imitates the style of another work or author,
often for comedic effect.
9.c. To change an original work so entirely that it’s no longer a
clear influence on the parody.
10. b.Hypertextuality

Evaluation
1..In joking with a friend, you are parodying her gum-chewing habit by imitating and
hyperbolizing it in a comedic way. https://literaryterms.net/parody/

2.This statement is an example of allusion to the Holy Bible. It is something that

you'll find very often. There is direct reference to the 'forbidden fruit' that Eve could
not resist. In general terms, it's about something that may be very nice, but for some
reason should not be linked with.

3. This is another allusion to the Bible, in which the Garden of Eden has been used
as a base of comparison. The backyard is said to be transformed into something as
beautiful and enchanting as the Garden of Eden.

LESSON 3
Pretest : Activity 1
1. A
2. B
3. C
4. B
5. C
6. B
7. B
8. B
9. B
10. A
Pretest : Activity 2
1. Agree
2. Agree
3. Agree
4. Agree
LESSON 4
Pre-test and Post-test
1. Convention
2. Preference
3. Fact
4. Fact

51
 5. Convention
6. Preference
7. Preference
8. Fact
9. Fact
10. Fact
Activity 1
1. Convention
2. Fact
3. Fact
4. Convention
5. Opinion
6. Opinion
7. Preference
8. Preference
9. Opinion
10. Fact

52
References:
Explicit and Implicit Information. Retrieved from
https://link.quipper.com/en/organizations/547ffb8bd2b76d0002002618/curricul
um#curriculum
McGaan, L. PhD. (2016). Argumentation. Retrieved from
https://department.monm.edu/cata/mcgaan/classes/cata335/O-
claims.335.html
Olivieri, P. (n.d.). How to Teach Text Evidence: A Step-by-Step Guide. [online] Rockin
Resources. Available at: https://blog.teacherspayteachers.com/teach-text-
evidence/ [Accessed 28 Aug. 2019].

Perez, R.E. (2014). Exit essay: Save the Filipino language. Retrieved from
http://rjaperez.tumblr.com/post/95149266012/exit-essay-save-the-filipino-
language
Reid, S. (n.d). Claims for Written Argument. Available @
https://www.mesacc.edu/~paoih30491/ArgumentSampleClaimofFactDef.html
Dayagbil, Felomina, et. Al (2016). Critical Reading and Writing for the Senior
High School. Lorimar Publishing, Inc., Quezon City.

http://ollie.dcccd.edu/Services/StudyHelp/StudySkills/sub/rdgcri.htm
https://www.slideshare.net/marykatrinebelino/critical-reading-as-reasoning-
7847430
https://www.citeman.com/9187-evaluative-statements.html
https://www.youtube.com/watch?v=YguqKdC1q8w
https://literarydevices.net/assertion/
https://dmh.mo.gov/dd/docs/chapter2.pdf
https://www.aljazeera.com/programmes/talktojazeera/2016/10/exclusive-
rodrigo-duterte-war-drugs-161015100325799.html
https://en.oxforddictionaries.com/definition/assertion
https://prezi.com/nm4ou_jglck5/the-logic-of-assertions/
http://www.senate.gov.ph/press_release/2018/1106_prib3.asp
"Stephen Crane" Accessed August 28, 2019.
https://voetica.com/voetica.php?collection=1&poet=17&poem=549

53
 MODULE WRITERS’ PROFILE
Name: Rajan Galila
Position: SHS Teacher II
Educational Attainment: Bachelor of Arts in English with 33 Prof. Ed. Units
Master of Arts in Language Education Major in English
(CAR)
Module Title: Module 2 (Critical Reading: Implicit and Explicit Information)
Division: Valencia City

Name: Carol A. Udang

Position: Teacher II
Educational Attainment: BSED English
Module Title: Module 2 (Hypertexuality/Intertextuality & Critical Thinking as
Reasoning)
Division: Lanao Del Norte

Name: Ellen Q. Naranjo

Position: SHS Teacher III
Educational Attainment: Master of Arts in Education Major in English (on-going)
BS Office Administration
Module Title: Formulating Evaluative Statements
Division: Ozamiz City

Name: Eric P. Miso

Position: Master Teacher II
Educational Attainment: PhD in Educational Management
Master of Arts in English Language Studies
AB English
Module Title: Module 2 (Determining Textual Evidence)
Division: Cagayan de Oro City

54
 Department of Education
Region X
Division of __________________

FINAL Examination
Second Semester SY _____

Reading and Writing

Name _______________________ Tract/Strand

_________________

NOTE: Following directions is part of the test. Read carefully and understand each
instruction before doing anything or answering any test item. Not following instruction
will merit your answer to nothing. Good luck!
Test 1. Match Column B and Column C. Write your answer on the space provide
for in Column A.

A B C
1 Allusion a. It is defined as the social, cultural, political, historical and other
related circumstances that surround the text and from the terms from
which it can be better understood and evaluated.

2. critical reader b. It is a process of analyzing, interpreting and, sometimes, evaluating.

When we read critically, we use our critical thinking skills to question both
the text and our own reading of it.
3. Context c. It is the way that one text influences another
4. Hypertext d. It gives essential information about a book.
5 Research report e. It is someone who defends something by giving out reasons.
6.Critical reading f. It is a type of academic writing that provides an overview of a specific
topic
7 Intertextuality g It refers to any proof of an argument, a claim, a counterclaim, a
contention or an assertion cited in the text leading to a conclusion.
8. text evidence h. It is an act of giving statements for justification and explanation. It is
the ability of someone to defend something by giving out reasons
justifying a stand based on prior and existing knowledge and experiences
needed to arrive at a decision.
9. Reasoning i. It is an expanded paper that presents interpretations and analyses of
a phenomenon based on experiments and previous information so that
readers can better understand
10. Book review or j. It is derived from the Greek phrase parodia which referred to a type of
article critique poem which imitated the style of epic poems but with mockery and
light comedy.
11. Literature k.. It is a highly persuasive and informative document that aims to
review address a particular problem or issue

55
 12. Project l. It is a formal, usually detailed statement, especially regarding a single
proposal issue, that articulates position, viewpoint, and policy, as of government,
organization, or political candidate.
13 Parody m. It is text which contains links to other texts
14 Position Paper n. It is a brief and indirect reference to a person, place, thing or idea of
historical, cultural, literary or political significance.
15. Employment O It "is a one-page letter, also referred to as the "job application letter"
Application Letter or "cover letter attached to the resume when applying for jobs.

Test 2. MULTIPLE CHOICE

Instruction: Read each question carefully and write the letter of your choice on
the pace provided before each number.
_____1. The following terms describe intertextuality except:
A. Irrelevant B. Interrelationship C. Interrelatedness D. Connection
_____2. When can parody NOT be used?
A. In movies B. In Literature C. At a formal show D. At a comedy show
_____3. What is a valid reason for using allusion?
A. It frustrates the reader B. It deepens the reader’s understanding by providing
familiar context D. It impress the reader with the author’s knowledge.
_____4. What should you do if you come across an allusion you don’t recognize in a
work of literature? A. Look it up in another reference work B. Stop reading and find
another book C. Use context clues to make some sort of assumption D. Invent your
own explanation.
_____5. “He was a Good Samaritan yesterday when he helped the lady start her car.”
A good Samaritan refers to…..A. Kind hearted person B. Self-directed person C. An
honest person D. Time conscious person.
_____6. How did hypertext help the readers? A. Through having an access to related
information B. Deepen reader’s understanding about the text. C. Achieve better
understanding of the text. D. All of the choices are correct.
_____7. The teacher instructs students to give possible reasons for the result of study
which is majority of the females scores higher in reading comprehension compared to
males. What critical thinking skills is being developed in this activity.
A. Analyzing B. Critiquing C. Synthesizing D. Evaluating
_____8. Crack! Thunder struck and rain poured. Max stared blankly out the window,
trying to contain his emotions that raged like the weather. He was beginning to lose
it. Dropping the kite from his hand, Max broke out into full sob. His mother comforted
him, "There, there, Max. We'll just find something else to do." She began to unpack
the picnic basket that was on the counter and offered him a sandwich. Max snapped,
"I don't wanna sand-mich!" A flash from the sky lit up the living room. Boom! Mom
sighed.
Answer the following questions based on the given passage.
What textual evidence that shows that Maxis upset? A. It is raining and he cannot go
outside B. He is hungry C. He is scared of thunderstorms D. He is bored
_____9. What was Mom planning to do with Max today? A. Taking Max to the Zoo
B. Going to the mall C. Taking Max to a movie D. Taking Max on a picnic
56
_____10. What lines from the text that Mom and Max were going to the picnic?
A. She began to unpack the picnic basket B. Max stares blankly out the window C.
Mom offers Max a sandwich D. His mother confronted him.

Test 3. Read the sentences carefully. Write T if the statement is true and F if
false.

_____11. The purpose of an article critique is merely to entertain readers.

_____12. Book and article reviewers do not just share mere opinions, rather they use
both proofs and logical reasoning to substantiate their opinions.
_____13. The reviewer should include the appropriateness of methodology to support
the arguments in writing a book review or article critique.
_____14.Literature review describes, summarizes, and evaluates such studies in
connection with the topic of the paper.
_____15. One of the functions of literature review is to analyze related studies.
_____16. In writing literature review, arranging information theoretically means
organizing the information according to points made or by the topic.
_____17. The abstract is found at the last part of the paper.
_____18. The choice of the survey instruments should be based on the research
questions.
_____19. In position paper, an issue be answered by yes or no.
_____20. The most essential part of every letter is to inform the receiver of its purpose.

Test 4.Sentence Completion

For each question choose the correct words to complete the sentences.
(1 point each)

1. If you have any special requirements, ____ ____ ____ ____.

me know shout let helpful please

2. _____ _____ _____ _____ _____

It’ll be if It’d would helpful It

3. I look forward ______ _____ _____ _____ _____

from soon soonest you to hear hearing

4. I _____ _____ _____ _____ _____

enclosure a enclosing P1,000.00 for enclose check

5. I am _____ _____ _____ _____ _____

57
 about inquire grab writing to for employment

Test 5 Employment Application Letter Writing (10 points)

Using the different parts of a letter, write an employment application

letter in full block form.

ANSWER KEY

Test 1 Matching Type

1. n
2. e
3. a
4. m
5. i
6. b
7. c
8. g
9. h
10. d
11. f
12. k
13. j
14. l
15. o

Test 2 Multiple Choice

1.a
2c
3. b
4. c
5 .a
6. d
7. a
8. a
9. d
10.a

Test 3 True or False

11.False
12.True
13.True
14.True
15.False

58
16.True
17.False
18.True
19.False
20.True

Test 4. Sentence Completion

1. If you have any special requirements please let me know.

2. It would be helpful if/ If it would be helpful
3. I look forward to hearing from you soon.
4. I enclose a check for P 1,000.
5. I am writing to inquire about employment.

Test 5 Employment Application Letter Writing (Answers will vary)

59
60