Reading and Writing Module 2 Part 1

Senior High School
Reading and Writing Skills

Quarter 3 & 4 - Module 2
Text and Context Connections
Department of Education • Republic of the Philippines

Reading and Writing - Senior High School
Alternative Delivery Mode 2020
Quarter 3&4 – Module 2: Text and Context Connections
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
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Published by the Department of Education

Secretary: Leonor Magtolis- Briones
Undersecretary:
Assistant Secretary:
Development Team of the Module
Author’s Name: MILGER A. BAANG & ANADESI L. BUHISAN
Reviewers: JOSEPHINE D. LADERES & SHEILLA B. DIANGO
Illustrator: VINCENT R. CAILING
Layout Artist: MYCO B. MACAMIMO
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Senior High School

Quarter 3 & 4 - Module 2
This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges,
and/or universities. We encourage teachers and other education
stakeholders to email their feedback, comments, and
recommendations to the Department of Education at
[email protected].
Department of Education • Republic of the Philippines

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TABLE OF CONTENTS
Cover Page 1
Copyright Page 2
Title Page 3
Table of Contents 4
Module Overview 7
Competency 3 8
What’s New Lesson 3 Claims in Written Texts 9
What I Need to Know 9
What I Know 10
What’s New Lesson 3.1 Claims in A Written Text 11
What’s New Lesson 3.2 Claim of Fact 13
What’s New Lesson 3.3 Claim of Policy 14
What’s New Lesson 3.4 Claim of Value 15
What Is It? Activity 1 16
What I Have Learned 19
Assessment 19
Key to Answers 21
References 22
Competency 4 23
What’s New Lesson 4 Contexts of Written Texts 24
What I Know 25
What’s New Lesson 4.1 Context 26
What’s New Lesson 4.2 Hypertext 29
What’s New Lesson 4.3 Intertext 32
Assessment 35
4
Key to Answers 36
References 37
Competency 5 38
What’s New Lesson 5 Critical Reading as Reasoning 39
What I Know 40
What’s New Lesson 5.1 What is Critical Reading 41
What’s New Lesson 5.2 Facts vs. Opinions 43
What’s New Lesson 5.3 Author’s Purpose & Tone 45
What’s New Lesson 5.4 Making Inferences 50
Assessment 53
Key to Answers 55
References 56
Competency 6 57
What’s New Lesson 6 Assertions and Counterclaims 58
What I Know 59
What’s New Lesson 6.1 Formulating Assertions 60
What’s More 66
What’s New Lesson 6.2 Formulating Counterclaims 68
What’s More 73
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Assessment 76
Key to Answers 78
References 79
Competency 7 80
What’s New Lesson 7 Textual Evidence 81
What I Know 82
What’s New Lesson 7.1 Determining Textual Evidence 83
Assessment 95
Key to Answers 97
References 98
Writer’s Profile 99
Back Outside Cover 100
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OVERVIEW
Hi there again! I see that you have finished the first module for Reading &
Writing. Give yourself a tap on the back, because you did a great job, and you
deserve a treat. This time, it’s time to embark on a new adventure: you second
module
This module, is all about Text and Text Connections. This module will teach
you the different strategies and techniques in reading and writing texts critically. This
module will help you sharpen your critical reading skills.
There are five parts of this module, one for every competency outlined by the
Department of Education for you to master:
 Identify claims explicitly or implicitly made in a written text;
 Identify the context in which a text was developed
 Explain critical reading as reasoning
 Formulate evaluative statements about a text read; and
 Determine textual evidence to validate assertions and counterclaims made
about a text read.
With that being said, we wish you all the best and take this opportunity to learn
more and BE MORE.
Authors
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Senior High School

Quarter 3 - Module 2
Learning Competency 3: Identify claims explicitly or implicitly made

in a written text EN11/12RWS-IIIij-6
a) Claim of Fact EN11/12RWS-IIIij-6.1
b) Claim of Policy EN11/12RWS-IIIij-6.2
c) Claim of Value EN11/12RWS-IIIij-6.3
Semester: 2nd Semester

Quarter: 3rd Quarter
Number of Hours: 2 Hours
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Lesson Text and Context Connections:
Claims in Written Texts
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What’s New
Readers like you, interact with a material through critical reading. In the
practice of critical reading, the readers are not just gathering information; they
also judge the importance and legitimacy of the information gathered by
judging the purpose, manner of presentation, and holistic development of the
arguments presented in the text. This is what you are going to learn to do in
this module.
What I Need to Know
By the end of this lesson, you are expected to:

1. identify claims explicitly and implicitly made in a written text
a) Claim of Fact
b) Claim of Policy
c) Claim of Value
To achieve the objectives of this module, do the following:
 Take your time reading the lessons carefully.

 Follow the directions and/or instructions in the activities and exercises
diligently.
 Answer all the given tests and exercises.
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What I Know
Before heading on to our lesson, let us first check what you already 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.
Great job! Later we will see if your answers are correct by reading
the rest of this module.
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Claims in a Written Text
3.1
What’s New
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.
Critical reading enables you to distinguish the explicit and implicit information
provided by the author. Explicit information is information that is clearly stated in
the text. Implicit, on the other hand, are ideas suggested in the text but not directly
stated. This is where the ability to make inferences based on clues within the text is
applied.
Through proper identification of explicit and implicit information, the critical

reader can properly evaluate the claim/s made by an author. Claims state the point
or position of an author regarding a certain topic. The claim statement is further
proven by supporting details from various resources and reliable evidence.
Tiongson (2016) gave the following characteristics of good claims:
1. A claim should be argumentative and debatable. It is expected for a written

text to yield objections and opposite perspectives to appear for readers of a
text that supports a certain stand on a topic. Completely factual texts are not
considered debatable.
2. A claim should be specific and focused. With the statement of claim limiting
the scope of the written text, it must be noted that claims must be focused on
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a single topic alone to arrive at an equally concise and specific result or
conclusion.
3. A claim should be interesting and engaging. It should capture the interest of

readers at first glance and encourage a healthy discussion on the topic.
4. A claim should be logical. The evidence supporting the claim must be

reasonable at its best.
SO, WHAT ARE THE TYPES OF CLAIMS?
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Claim of Fact
3.2
What’s New
 Claims of Fact are pieces of information which are grounded on reliable

authority such as science or history.
 Claims of Fact 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 is 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
• accurate, typical data
• clearly defined terms -no loaded language
• a clear distinction between fact and inference
EXAMPLES OF CLAIMS OF FACT
 The oldest known disease in the world is leprosy.

 Generally, obesity causes health problems.
 Neil Armstrong was the first man to step on the moon.
 The first Mindanaoan President is Rodrigo Duterte.
 The earth is warming rapidly.
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Claim of Policy
3.3
What’s New
 The Claim of Policy calls for some form of action.

 It states what the reader should or ought to do about a particular
situation/topic.
The Claim of Policy advocates a specific course of action. It asserts that

specific policies should be instituted as solutions to problems.
Claims of policy argue that certain conditions should exist. Almost always
"should" or "ought to" or "must" are included in this claim.
Claims of Policy are specific statements on procedures or laws that need to be
modified based on certain issues or conditions.
Most of the time, claims of policy ask for plans of action to solve current
problems.
Proof requires:
 Making proposed action (clear), need (justification), plan (must be workable),
benefit (advantages) consider opposition / counter arguments.
Consider this statement, for example:
To attract more non-traditional students, this college must review and revise
its course offerings.
The given statement above is an example of a claim of policy. It calls on

action for the college referred to, regarding its course offerings to arrive at a workable
conclusion which is to attract more non-traditional students. The author may choose
to elaborate on this course of action to prove that this claim can work for the college.
EXAMPLES OF CLAIMS OF POLICY
 The mayor should suspend the classes today.

 You must send your children to public schools.
 The government should legalize medicinal marijuana.
 The Boy Scouts should not have to include gay scout leaders.
 Local Malls should not open during the general community quarantine.
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Claim of Value
3.4
What’s New
 Claims of Value refer to statements that appeal to a person’s taste and

morals or the sense of what’s good and what’s bad.
 This type of claim weighs the values according to which is more desirable.
Claim of value deals with topics concerning moral, philosophical, or aesthetic
aspects.
Claims of Value involve judgments and evaluations. It judges whether

something is good/bad, right/wrong, just/unjust, ethical/non-ethical, and others. We
judge the worth of something. It attempts to prove that some things 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
The famous saying, honesty is the best policy, is one good example of a claim
of value. To prove the statements validity, the author may elaborate on the examples
that show how honesty holds advantage over other policies and how it has been
proven to be effective.
EXAMPLES OF CLAIMS OF VALUE

 It is better to be feared than loved.
 Cheating is not good.
 Gay marriage is immoral.
 Buying a house is a lot better than building it.
 Rock music sucks.
 The government is doing a great job during the Covid-19 pandemic.
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CHECK THIS OUT!
Claim of Fact Claim of Value Claim of Policy
Facebook is better Facebook must be doing
Generally, Facebook than Twitter and well considering the
received most visits than Instagram. number of visitors it has
Twitter and Instagram.
every day.
debatable, verifiable, Requires a “standard” Suggests a solution or a

specific, objective to verify policy
What is it?
Activity 1: Read and identify the types of claims used in each statement. Write
COF for Claim of Fact, COP for Claim of Policy and COV for Claim of Value.
Write your answer on the space provided before 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.
______________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.
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What is it?
Activity 2: Read and analyze the following essay. And fill in the table with the
claims that are in the essay.
EDUCATION IN THE NEW NORMAL

Ching Jorge
If last year’s enrollment figures are to be a basis, the Philippine education

system will be expecting around 27 million students to enroll in the Basic Education
System in the coming school year. With the early closure of the school year in March,
the enhanced community quarantine in effect, and the still unclear future that the
COVID-19 pandemic will bring, the Department of Education (DepEd) and our millions
of learners are facing enormous challenges.
In a recent evaluation on ALS (Alternative Learning System) interventions done

in the Mindanao region during the quarantine period, platforms such as ICT4ALS, FB
Chat, Google Classroom, the Aral Muna app, and DepEd Commons emerged as the
most common technological interventions used. Also popular are the use of radio-
based intervention — partnerships with local radio stations to announce questions or
lessons that can be replied to by phone. There are also the door-to-door delivery of
worksheets, take-home learning activity sheets, and take-home portfolio completions.
These modalities are being used and explored during the quarantine period and will
serve as key learning points for implementation in the bigger education system.
While home school and online learning are among the proposed solutions,
access to technology and the internet, especially in remote areas, remains a
challenge. In the public education system, it is not uncommon for students to lack
internet connection at home or be unable to afford to ―load‖ their phones regularly.
Some do not even have computers or phones at all. As this is a reality that many
schools, students, and communities will face, the DepEd proposes a combination of
different learning modalities and will be using the Blended Learning approach.
In-classroom study and individual study/online classroom work, or Blended

Learning, will allow students to learn at their own pace under guided modules. The
DepEd has launched an online study platform called DepEd Commons, accessible to
both private and public schools, to help students continue their lessons. It has also
developed an ALS platform in partnership with Unicef called ICT4ALS, a portal of
learning resources, activity sheets, and online tutorials for ALS teachers and learners.
However, the challenge of technology access still remains for public school
students. Other factors such as home environment (conduciveness to learning),
learner attitudes toward home learning, and technology competence can affect learner
outcomes and the effective use of Blended Learning. Learning at home also requires
parent participation and support.
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Education’s new normal will not just be about operating in an environment that
secures the health of students; nor will it be about completely transitioning to online
modalities. Instead, it should be about using technology to increase efficiency in areas
with the capacity to do so, while empowering learners and communities to create
positive learning environments in which the student can grow. It should not sacrifice
quality but continue to provide equal opportunities, most especially to the marginalized
and vulnerable sectors. It is not a one-size-fits-all solution, but one that is dependent
on the needs of each learning community.
While the DepEd carries most of the burden for this challenge, the role of local
government units is crucial. An alignment of resources and education goals within
each community is needed to support the education ecosystem of students, teachers,
and parents and assist the adjustment to the new normal — home schooling, parent-
as-teachers training, community internet centers, a Citizen Watch for education,
establishing LGU leaders as education champions.
While the future remains unknown, by working together to support and

empower the education ecosystems in our communities, we can help establish the
structures that our students will need to receive the quality education they deserve,
and bring stability in a time of uncertainty.
https://opinion.inquirer.net/129286/ph-education-and-the-new-normal
Posted April 28, 2020
Paragraph Key Claim Type of Claim (Fact,
Number Policy, Value)
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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).
Assessment
After our lesson, let us now check what you have learned.
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.
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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.
Congratulations!
You have completed your journey in this module.
You did a great job!
It’s now time to go on to the next adventure…
Good luck!
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21
Activity 2 : Answers may vary.
1. COF
2. COP
3. COP
4. COV
5. COV
6. COP
7. COF
8. COF
9. COP
10. COF
Activity 1:
1. COV
2. COF
3. COF
4. COV
5. COF
6. COF
7. COP
8. COF
9. COP
10. COF
Pre-Test and Post-Test
Key to Answers
REFERENCES
Explicit and Implicit Information. Retrieved from

https://link.quipper.com/en/organizations/547ffb8bd2b76d0002002618/curriculum#cur
riculum
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
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Senior High School

Learning Competency 4: Identify the context in which a text was

developed
a) Hypertext
b) Intertext
S2 Q4 EN11/12RWS-IIIgh4
Quarter: 4th Quarter
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Contexts of Written Texts
4
What’s New
Being a critical reader also 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. Thus, there
is a need to identify the context of text development.
What I Need to Know

1. identify the context in which a text was developed
a) Hypertext
b) Intertext

diligently.
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What I Know
Read the statements carefully, and determine what is being referred to, then
write your answers on the blanks provided before each number.
____________________1. This creates a network of materials linked because of

various connections.
____________________2. It is the complex interrelationship between a text and
other texts.
____________________3. This refers to the occasion or situation that informs the
reader about why a document was written and how it was written.
____________________4. This is the modeling of a text’s meaning by another text.
____________________5. It is a non-linear way of presenting information.
Great job! Later we will see if your answers are correct by reading the
rest of this module… but before that….
Can you think of the differences between these two ways in identifying the
context of text development? Try to fill this table with your ideas.
HYPERTEXT INTERTEXT
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Context
4.1
What’s New
What is CONTEXT?
 Context is defined as the social, cultural, political, historical, and other
related circumstances that surround the texts and form the terms from
which it can be better understood and evaluated.
 It also refers to the occasion or situation that informs the reader about why
a document was written.
 Context, according to Moxley, refers to the occasion, or situation that
informs the reader about why a document was written and how it was
written. The structure, organization and purpose of a written text is heavily
influenced by its context.
The way writers shape their texts is dramatically influenced by their

CONTEXT. Writers decide how to shape their sentences by considering their
contexts.
Context is important as a foundation for the author in constructing his/her

written text. This includes how the writer has researched the topic and how he/she
organized the content.
Moxley posed the following questions on the analysis of context:

1. What is going on in the world of readers that will influence the reader’s
thoughts and feelings about the document?
2. Does the intellectual content of the document rest on the shoulders of other
authors? Will readers expect the author to mention particular scholars or researchers
who did the original, ground-breaking work on the subject you are exploring?
3. What background information can you assume your reader is already
familiar with?
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What I Have Learned
 Context refers to the occasion, or situation that informs the reader about why
a document was written and how it was written.
 The way writers shape their texts is dramatically influenced by their context.
What is it?
Activity 3: Read the following essay and identify the context with which the
text was written by answering the questions that follow.
DIGITAL BAYANIHAN AMID COVID-19

Experts all over the world believe that to mitigate the effects and end the
spread of the Novel Coronavirus disease (COVID-19), all sectors of the society must
work hand in hand to fight the deadly virus.
It is not the sole responsibility of the government to stop the global pandemic,
and it is imperative for people to join in the efforts and collectively stop the virus from
further infecting anyone.
This rings true in the Philippines, where the spirit of bayanihan is slowly being
revived amid the onslaught of natural and man-made catastrophes that struck the
whole country during the first three months of 2020.
Various non-government organizations and even individuals have started
calling on Filipinos to help in the war against the pandemic, whether it’s through
volunteerism or through monetary donations.
Donations drives have been launched by various groups to help protect
frontline healthcare workers from the virus. These came amid the reported scarcity of
personal protective equipment (PPEs) in hospitals.
Likewise, groups and individuals are seeking support to fund relief goods for
the families that are in need of food and personal hygiene kits, as major cities and
provinces and provinces impose in their own community quarantine protocols.
There are hundreds of more donations drives that are hundreds of more
donations that are happening across the Philippines today, signaling the strong
revival of the Filipino culture of Bayanihan—only that with the strict implementation of
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community quarantines and social distancing protocols, donations are facilitated
through mobile phones.
Source: globalnation.inquirer.net (posted March 2019)
1. What is going on in the Philippines while this text was written?

____________________________________________________________________
____________________________________________________________________
_________________________________________________________________
2. What is meant by BAYANIHAN?
____________________________________________________________________
____________________________________________________________________
_________________________________________________________________
3. How is bayanihan during the pre-colonial Philippines different from bayanihan
during the pandemic?
____________________________________________________________________
____________________________________________________________________
_________________________________________________________________
4. How are things different in the Philippines during the pandemic?
____________________________________________________________________
____________________________________________________________________
_________________________________________________________________
Great job answering those questions!

Moving on, there are two types of context in which a text was developed: the
hypertext and the intertext.
You will be exploring them in the next lessons. Are you ready?
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Hypertext
4.2
What’s New
Typically, a text is written in a linear fashion. This linear progression only

enables the reader to read the material the way the author designed it from the
beginning to end. HYPERTEXTUALITY allows readers to study a text in a
different manner.
In a hypertext, pieces of information are connected semantically. There is
an undefined beginning, middle and end.
Hypertext creates a network of materials linked because of various
connections they share. This encourages and, at times, requires readers to go
through the material at their pace.
Hypertextuality according to 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).
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Instead of reading or learning about things in the order predefined by an
author, an editor or a publisher, the readers 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.
Take a look at this example:
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Every time you search on the web, you see words or clusters of words that are
underlined and are in blue. When you click these words, you will be transported to
another site.
Hypertext is a new way of reading a text online. It collects every available data
but this exhaustive inclusion exposes the reader to a wealth of irrelevant material.
While intertextuality banks on its text-generated constraints on the reader’s
perceptions, hypertextuality is a reader-generated loose web of free association.
Information directly/indirectly related to the topic written may be referenced

through hyperlinks in which the reader can access the direct source or reference
through a single click.
Hypertextuality, although opens up to a wide variety of mostly irrelevant

information, gives the reader the free will to personalize his or her analysis of the
text. The reader may choose to focus only on the information that is related to his/her
background, thus creating a personal meaning out of the given material.
What is it?
Activity 4: Try to research the about a word that you were curious about. You
can start with WIKEPEDIA, then click on the hyperlinks on the article and see
what sites the hyperlinks sent you. List the sites that you were able to explore.
WORD/PHRASE THAT YOU WANT TO RESEARCH OR READ FURTHER ABOUT:
____________________________________________________________________
SITES THAT YOU WERE ABLE TO VISIT BY CLICKING THE HYPERLINKS:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
31
Intertext
4.3
What’s New ,
When reading, the readers try to make meaning of the material that they
are absorbing through many different processes. Unintentionally, sometimes, the
patterns in the materials read are apparent in another text. Theorists term this as
intertextuality.
Intertextuality, is also the modelling of a text’s meaning by another text.
It is defined as the connections between language, images, characters,
themes, or subjects depending on their similarities in language, genre and
discourse.
Intertextuality, as defined by Tiongson (2016), is the modeling of a text’s

meaning by another text. Intertext is the relationship between texts and how culture
and other writers influence a text. This is often seen on works wherein the author
borrows and transforms an existing text or when one references a text on his own
written work. The text will then contain a wide accumulation of cultural, historical and
social knowledge.
Intertextuality, as a literary device, ―is the complex interrelationship between a

text and other texts taken as fundamental to the creation and interpretation of the
text‖ (Merriam Webster Disctionary, 2015).
Intertext excludes irrelevant data. It underscores the main point/s of the text by
making explicit those data that are only implied or presupposed in the text, thus
defining their relevance. Spurred by this context, a healthy dialogue among different
texts and interpretations, audience, is born.
As readers, the ability to create connections among various texts enhances

the meaning of the reading material.
Let us see if you can see the connections between these two literary works:
32
What is it?
Activity 5: Are you familiar with the Harry Potter Series and the Lord of
the Rings Trilogy? If so, can you discuss what their similarities are?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
33
What I Have Learned
 Context is defined as the social, cultural, political, historical, and other related
circumstances that surround the text.
 Hypertext 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 of a hypertext can follow their own path.
 Intertext on the other hand, is defined as the connections between language,
images, characters, themes, or subjects depending on their similarities in
language, genre or discourse.
Assessment
After our lesson, let us now check what you have learned. Read the
statements carefully, and determine what is being referred to, then write
your answers on the blanks provided before each number.
____________________1. This creates a network of materials linked because of

various connections.
____________________2. It is the complex interrelationship between a text and

other texts.
____________________3. This refers to the occasion or situation that informs

the reader about why a document was written and how it was written.
____________________4. This is the modeling of a text’s meaning by another

text.
____________________5. It is a non-linear way of presenting information.
34
Congratulations!
Good luck!
35
36
JK Rowling’s "Harry Potter Series" share similar events and even characters
types similar to JRR Tolkien’s "Lord of the Rings Trilogy". Both texts use wise
wizards as the protagonist’s mentor (Gandalf in LOTR and Dumbledore in Harry
Potter), this is an example of intertextuality. As readers, we understand "Harry
Potter‟s" journey more because of the individual connections we can attribute to
the "Lord of the Rings".
Possible answer:
ACTIVITY 3
Answers may vary
ACTIVITY 2
Answers may vary
ACTIVITY 1
1. Hypertext
2. Intertext
3. Context
4. Intertext
5. Hypertext
Pre-Test & Post-Test
Key to Answers
REFERENCES
Dayagbil, Felomina, et. Al. (2016). Critical Reading and Writing for the Senior
High School. Lorimar Publishing, Inc., Quezon City.
https://en.wikipedia.org/wiki/Text_(literary_theory)
https://www.slideshare.net/KatrinaClaireLandich/
37
Senior High School

Learning Competency 5: Explain critical reading as reasoning

S2 Q4 EN11/12RWS-IVac-8
38
Critical Reading as Reasoning
5
What’s New
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.
What I Need to Know

1. explain critical reading as reasoning.

diligently.
39
What I Know
Read the statements carefully, and determine if they are TRUE or FALSE, then
write your answers on the blanks provided before each number.
____________________1. Critical reading is simply recognition of the text’s meaning

and restating it in your own words.
____________________2. Critical reading examines the author’s choice of content,
language and structure.
____________________3. Critical reading teaches the readers to accept all the
presented facts without further examination.
____________________4. A statement of fact can be verified through
experimentation, personal observation or credible sources.
____________________5. A statement of opinion needs further evidence and other
valid supporting details to be proven true.
Great job! Later we will see if your answers are correct by reading the
rest of this module… but before that….
Can you think of the similarities and difference between critical reading and
reasoning? Try to fill this Venn Diagram with your ideas.
Critical Reading Reasoning
40
Critical Reading
5.1
What’s New
 Critical reading goes beyond recognition of the text’s meaning and

restating it in your own words.
 A critical reader does not merely skim the text at hand.
 To reach a solid interpretation of a text, the critical reader must dwell on
what the text does by making such remarks beyond what it says. From
this, the critical reader must identify what the text wholly means based on
the previous analysis.
Critical reading advances the understanding of the reader by not taking the
text by its face value. It studies the composition’s every nook and cranny until you
find the author’s inconsistencies, oversights, limitations and other reasonable
arguments that is often overlooked by a normal reader.
According to the website criticalreading.com, there are three steps of analysis

reflecting the three types of reading and discussion:
1. What a text says – restatement (wherein the reader merely restates what
is said in the original text)
2. What a text does – description (wherein the reader discusses aspects of
the discussion itself)
3. What a text means – interpretation (wherein the reader analyzes the
meaning of the text as a whole).
Critical reading does not simply ask what the text says but more of how the
topic is presented and why. Critical readers dwell on the distinctive qualities of the
text. Readers normally read texts to obtain facts and knowledge. A critical reader, on
the other hand, mulls over the unique perspective of the author on a particular text
and how the facts the author presented arrived at his/her conclusion.
41
Goals of Critical Reading
Prentice Hall has enumerated the following critical reading skills:

1. The ability to distinguish between fact and opinion
2. The ability to identify the author’s purpose
3. The ability to make inferences
4. The ability to recognize the author’s tone
5. The ability to recognize persuasive techniques
Critical reading ultimately examines the author’s choice of content, language

and structure. The basis of recognizing the purpose of an author is their choice of
content and language to use. The critical reader analyzes the tone and persuasive
elements of a text through reviewing the choice of language used. In recognizing the
bias of the text, the critical reader must identify the nature of patterns of choice of
content and language. Critical reading teaches the reader how to not blindly accept
all the presented facts without further examination. This technique allows you to
confirm and present your own argument. The practical starting point of every critical
reader is to question everything you read.
To read critically is to make judgments about how a text is argued. This is a

highly reflective skill requiring you to stand back and gain some distance from the
text you are reading.
It is not recommended to read just to look only or primarily for information;

instead, read to look for ways of thinking about the subject matter.
What I Have Learned
So far we have discussed what critical reading is.
 Critical reading is a more active way of reading. It is a deeper and more

complex engagement with a text.
 When we read critically, we use our critical thinking skills to question both the
text and our own and others’ interpretation of it.
 Critical reading teaches the reader how to not blindly accept all the presented
facts without further examination.
ARE YOU READY TO BECOME A CRITICAL READER?
42
Facts versus Opinions
5.2
What’s New
 A statement of fact is characterized by its ability to be verified through

 On the other hand, a statement of opinion needs further evidence and
other valid supporting details to be proven true.
Facts are statements that can be checked or proved. We can check facts by
conducting some sort of experiment, observation or by verifying (checking) the fact
with a source document.
Facts often contain numbers, dates or ages and facts might include specific
information about a person, place or thing.
An opinion, on the other hand, is a statement that cannot be proved or

checked. It tells what someone thinks, feels or believes.
Clue words for opinion statements are: think, believe, seem, always, never,
most, least, worse, greatest.
To recognize a fact or an opinion, ask yourself, “Can this statement be

proved?”. If your answer is YES, then that statement is a fact; if your ANSWER is
NO, then that statement is an opinion.
43
What is it?
Activity 6: Identify whether the following statements are statements of fact or

opinion. Write SOF for statement of fact and SOO for statement of opinion.
________1. Chocolate cake is the most delicious kind of dessert.

________2. Belo Medical Clinic is the best clinic that can reverse skin aging.
________3. LBC is the most reliable express delivery company in the Philippines.
________4. BDO is the best bank in the Philippines.
________5. Listerine is a mouthwash.
________6. Listerine is a dynamite against bad breath, plaque and gingivitis.
________7. Globe handy phone makes great things possible.
________8. Natural fibers boost the immune system and improve digestive health.
________9. Paula’s Hotel is perfectly suited for your family vacation.
________10. Paula’s Hotel is located at Tagoloan, Misamis Oriental.
________11. BMW is the fastest and most sporty car ever.
________12. Winston Cigarette is the ―spirit of the USA‖.
________13. Hope is the largest-selling luxury cigarette.
________14. Hope is a brand of cigarette.
________15. Palmolive is a brand of shampoo and conditioner.
________16. Palmolive shampoo makes you more confident with your straighter
hair.
________17. Filipinos are lazy people.
________18. Men and women are opposite sexes.
________19. People from Mindanao are all beautiful.
________20. Duterte is the greatest president this country has ever had.
44
Author’s Purpose and Tone
5.3
What’s New
 An author’s purpose is his reason for or intent in writing. An author’s

purpose may be to amuse the reader, to persuade the reader or to inform
him.
 An author’s purpose is reflected in his tone.
 Tone reflects the author’s attitude in approaching the topic. According to
Forlini, ―an author chooses words according to his/her attitude toward the
topic and how the author expects the reader to respond to the material.‖
Purpose is the reason an author writes about a topic. An author may have a
more specific purpose in mind other than to inform, entertain or persuade him. To
figure out the author’s purpose, you as the reader, must consider the main idea,
thought pattern and tone.
The author’s tone, on the other hand, may be evident in his/her choice of
words either expressing its connotation or denotation.
The author uses various persuasive techniques to color the presentation of

facts and to appeal to the reader. Authors use jargons and slanting to make the
readers lean towards their position/argument.
 Jargons are ―specialized vocabulary used by people in a particular field.‖

While often misused to conceal meaning, jargons may prove effective in
solidifying an argument if defined and explained appropriately.
 Slanting ―is the writing of a passage so that it leans toward one point of view.‖
Words with either positive or negative connotations may be used as slanting.
Another example of slanting is purposefully leaving out information of a
different perspective on a similar issue.
45
Analyzing a Written Text
In analyzing a written text, it is important to take note of the following elements

as well as the guide questions that come with it:
 Purpose/Context – What does the text aim to do? Does it mean to persuade
or does it contribute to a discussion of an existing topic? What content does
the text cover? What purpose does it serve its readers?
 Author/s – Who wrote the text? What are his qualifications for writing about
the topic?
 Audience – What is its target audience? Where is the text found? What does
the author expect the reader to get from his/her composition? Are you a part
of the author’s audience?
 Topic and Position – Is the author’s argument on the topic at hand supported
by valid evidence? Is the author’s position clear? Is it presented as objective?
Is his/her stand based on other author’s position or simply from personal
observation/experience?
 Research/Sources – Do previous researches have a role in supporting the
author’s argument? Which of the references elicits further discussion?
 Proof/Evidence – What are the proofs/evidence presented by the author
throughout the text? Did they come from credible sources? What type of proof
is used by the author (e.g. references to other work, interpretations of other
work, original research, personal experience, author’s opinions, critical
analysis, etc.)? Do these proofs validate the argument? Which of the evidence
carries the most weight?
 Organization – How are the information organized in the text? For what
particular reason are they arranged in this particular way? Where did the
author plainly states his/her stand on the topic? Is the organization driven
more by the content (the information that needs to be presented), by the
authors' argument, by the needs of the audience, or by some combination of
the three?
 Style – What can you infer from the author’s choice of words? From what
perspective did the author write the text? Was he/she inclusive with his/her
choice of words? Did they use jargons or slanted meanings? If there are, were
they properly defined for the reader’s convenience and understanding? What
other writing techniques did the author apply in writing the text? Analyze each
sentence structure, figurative language and rhetorical questions existing in the
text.
 Drawing Conclusions – What does the author want to highlight? Compare and
contrast the text with other similar ones. Identify the similarities and
differences in their approach of the same topic.
46
What is it?
Activity 7: Read the following passage and analyze the author’s purpose, tone
and persuasive techniques used by completing the table that flows it. Use the
guide questions we have discussed in the previous page to help you in
analyzing the text.
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.
47
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)
48
Purpose/Context
Author
Audience
Topic & Position
Research/Sources
Proof/Evidence
Organization
Style
Drawing Conclusions
49
Making Inferences
5.4
What’s New
 An inference is an idea or conclusion that’s drawn from evidence and

reasoning.
 An inference is an educated guess.
 When you are making an inference, you are reading between the lines or just
looking carefully at the facts and coming to conclusions.
The text, by itself, does not contain meaning. It is up to the reader to interpret
the meaning of the words, their usage and structure in the text. The reader infers an
interpretation of the text through prior knowledge, social conventions, shared
experience or shared values.
Inferences are essential in both written and spoken communication. A single

sentence may contain a variety of assertions. Reading is ―an active, reflective,
problem-solving process.‖ Readers do not simply read the words, but ideas from a
collection of assertions.
Some examples of inferences are the following:

 A boy is wearing a Led Zeppelin T-shirt, glasses, and his shoes have mud on
them. One can infer he likes Led Zeppelin, his eyesight is poor and he walked
through mud.
 You adopt a puppy from the shelter and he seems nervous and scared. He
hides from loud noises and had some noticeable scars. You can infer that he
was abused by his former owner.
50
What is it?
Activity 8: Let’s try if you can infer where I am and what I am doing, and
what can you infer about the feelings of the people in the situations that
I’ll be giving you. The first one has been done for you.
Can you infer where I am and what Can you infer where I am and what
I’m doing? I’m doing?
I see bubbles rising. I hear my own I hear screaming. My stomach feels

breathing. There are fish swimming funny. Can you see my hair blowing?
above me. I feel the seaweed swaying. I’m feeling excited.
Answer: Scuba diving in the sea! Answer:

Can you infer where I am? Can you infer where I am?
It’s so dark in here. What’s that spooky I hear the crowd cheer as the ball gets
sound? Oh I feel somebody on my inside the ring. The players whop with
back! I’m getting nervous. glee.
Answer: Answer:
What can you infer from this? What can you infer about Anna’s
father?
Rey always carries his guitar with him.

After Anna broke the vase, her father
turned and walked away without saying
anything.
Answer: Answer:
51
What can you infer about the What can you infer about what
relationship of the speaker and Grandma is feeling?
whom she is speaking to?
Grandma’s mouth dropped open. Her

If you won’t go, I won’t either. hands flew to her face.
Answer:
Answer:
52
What I Have Learned
 Critical reading goes beyond recognition of the text’s meaning and

restating it in your own words
 A critical reader must be able to do the following
a. Distinguish between fact and opinion
b. Identify the author’s purpose
c. Make inferences
d. Recognize the author’s tone
e. Recognize persuasive techniques.
Assessment
After our lesson, let us now check what you have learned. Read the
statements carefully, and determine if they are TRUE or FALSE, then write
your answers on the blanks provided before each number.
____________________1. Critical reading is simply recognition of the text’s

meaning and restating it in your own words.
____________________2. Critical reading examines the author’s choice of
content, language and structure.
____________________3. Critical reading teaches the readers to accept all the
presented facts without further examination.
____________________4. A statement of fact can be verified through
____________________5. A statement of opinion needs further evidence and
other valid supporting details to be proven true.
53
Congratulations!
Good luck!
54
55
1. SOO
2. SOO
3. SOO
4. SOO
I’m in an amusement park ride
5. SOF
I’m in a horror house
6. SOO
I’m at a basketball game
7. SOO
The guitar is important to him
8. SOF
Anna’s father is upset
9. SOO
They are good friends
10. SOF
Grandma is surprised
11. SOO
Possible answers 12. SOO
ACTIVITY 3 13. SOO
14. SOF
15. SOF
16. SOO
17. SOO
18. SOF
19. SOO
Answer may vary 20. SOO
ACTIVITY 2 ACTIVITY 1
6. False
7. True
8. False
9. True
10. True
Pre-Test & Post Test
Key to Answers
REFERENCES
Analyzing a written text. Retrieved from:

https://writing.colostate.edu/guides/teaching/co301aman/pop7b3.c fm
Inference reading. Retrieved from: http://www.criticalreading.com/inference_reading.htm
Critical reading strategies. Retrieved from:

http://www.salisbury.edu/counseling/new/7_critical_reading_strategies.ht ml
Forlini, et.al., (2004) Prentice Hall: Grammar and Composition.
56
Senior High School

Learning Competency 6: Formulate evaluative statements about a

text read. S2 Q4 EN11/12RWS-IVac-9
a. Assertions about the content and properties of a text read
S2 Q4 EN11/12RWS-IVac-9.1
b. Meaningful counterclaims in response to claims made in a text read
S2 Q4 EN11/12RWS-IVac-9.2

57
Assertion and Counterclaims
6
What’s New
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.
This module is all about formulating evaluative statements about a text read
which will be broken down into two lessons.
Lesson 1: Assertions about the content and properties of text
Lesson 2: Counterclaims in response to claims made in a text
What I Need to Know
By the end of this module, you will have been able to:
1. Formulate assertions about the content and properties of a text read;
and
2. Formulate counterclaims in response to claims made in a text read;

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.
58
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 formulating assertions.
So, read on!
59
Formulating Assertions
6.1
What’s New
What is an 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.
A way to convince a critical reader to accept the writer’s claim is to formulate
assertions. Assertions, as defined by Tiongson (2016), are ―declarative sentences
that claim something is true about something else.‖ These sentences may either be
statements of truths or opinions. There are four common types of assertion
enumerated by Tiongson.
60
What is it?
Activity 9: Instructions: Guess the word based on the pictures /clues

presented.
1 2
. .
Source: https://www.slideshare.net/VanessaRamones/formulating- Source: https://www.slideshare.net/VanessaRamones/formulating-

assertions assertions
3 4
. .
Source: https://www.slideshare.net/VanessaRamones/formulating- Source: https://www.slideshare.net/VanessaRamones/formulating-

assertions assertions
Great job!
Are you having fun? Then let’s take off to more fun activities!
So, read on!
Tiongson’s 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.
61
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.
62
What is it?
Activity 10: Identify the following assertions as statements of convention, fact,

_________________ 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 sum 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 family Rosaceae.
_________________ 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.
63
What is it?
Activity 11: Formulate assertions based on the given pictures.

Example:
Statement of Convention: GMA, being the vice president,
advance to the presidential position when Estrada stepped down
from his office.
Statement of Fact: GMA is the second woman president of the
Philippine Republic
Statement of Opinion: I think our country's situation will
continue to become worse under Gloria's administration.
Statement of Preference: Estrada was more concerned with
the masses compared to GMA.
Source: https://images.app.goo.gl/tKUS44RpZ5NVPEzZ7
Statement of Convention: ________________________________

______________________________________________________
Statement of Fact: ______________________________________
______________________________________________________
Statement of Opinion: ___________________________________
______________________________________________________
Statement of Preference: ________________________________
______________________________________________________
__
Statement of Convention: ________________________________

______________________________________________________
Statement of Fact: ______________________________________
______________________________________________________
Statement of Opinion: ___________________________________
______________________________________________________
Source: https://images.app.goo.gl/ViW8Fve4g4fhAsit9
Statement of Preference: ________________________________

______________________________________________________
__
64
What is it?
Activity 12: 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 fact)

______________________________________________________________
______________________________________________________________
Great job!
You are done with the third and last activity, have a break! You deserve
one. Then let’s take off to more fun activities!
So, read on!
65
What’s More
Instructions: Read the given text and formulate assertions about the content
and properties of a text.
―Educational Challenges and Opportunities of the Coronavirus (COVID-19)

Pandemic‖ (Excerpt)
We are living amidst what is potentially one of the greatest threats in our
lifetime to global education, a gigantic educational crisis. As of March 28, 2020, the
COVID-19 pandemic is causing more than 1.6 billion children and youth to be out of
school in 161 countries. This is close to 80% of the world’s enrolled students. We
were already experiencing a global learning crisis, as many students were in school,
but were not learning the fundamental skills needed for life. The World Bank’s
―Learning Poverty‖ indicator – the % of children who cannot read and understand at
age 10 – stood at 53% of children in low- and middle-income countries – before the
outbreak started. This pandemic has the potential to worsen these outcomes even
more if we do not act fast.
What should we be worried about in this phase of the crisis that might have an
immediate impact on children and youth? (1) Losses in learning; (2) Increased
dropout rates; (3) Children missing their most important meal of the day. Moreover,
most countries have very unequal education systems, and these negative impacts will
be felt disproportionately by poor children. When it rains, it pours for them.
Source: https://blogs.worldbank.org/education/educational-challenges-and-opportunities-covid-19-pandemic
Statement of Convention: _____________________________________________

___________________________________________________________________
Statement of Fact: ___________________________________________________
___________________________________________________________________
Statement of Opinion: ________________________________________________
___________________________________________________________________
Statement of Preference: _____________________________________________
66
What I have learned
An assertion is a statement used to make a declaration or to express strong

belief on a particular topic, often without evidence. According to Tiongson, it has 4
types:
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.
Statement of Opinion
Opinions are based on facts, but are difficult to objectively verify because of the
uncertainty of producing satisfactory proofs of soundness.
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.
Statement of Preference
Preferences are based on personal choice; therefore, they are subjective and cannot
be objectively proven or logically attacked.
Great job!
You are done with Lesson 1, have a break! You deserve one.
Then let’s take off to Lesson 2!
So, read on!
67
Formulating Counterclaims
6.2
What’s New
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.
Counterclaims – answer the question ―What are other credible possibilities?
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?
Steps in Writing a Counterclaim

Step One – Ways to begin counterclaim paragraphs
 Many people believe that . . .
 It is often thought that . . .
 It might seem as if . . .
 While it is common . . .
Step Two – Ways to transition from the opposite side back to your opinion
 What this argument fails to consider is . . .
 This view sounds convincing at first but . . .
 Although the core claim is valid, it suffers from the flaw in its . . .
Step Three – Write a counterclaim. Use one of the sentence starters in step one.
Remember to transition back to your opinion. Use one of the sentences
starters in step two.
Counterclaim example:
It is often thought that social studies is the favorite academic class for junior high
school students. However, what this argument fails to consider is that science
allows for more hands-on activities. For example, when studying amphibians, you get
to dissect a frog rather than just read about an event from the past.
68
What is it?
Activity 13-A: Solve the puzzle using the definition provided.
R C
Activity 13-B: Read each sentence carefully. Then write T if the statement is
true and F if false.
__________ 1. Being able to make an assertion is enough to formulate

counterclaims.
__________ 2. Analyzing an argument is important in formulating counterclaims.
__________ 3. Claim is a statement that addresses opposing viewpoints.
__________ 4. Critical thinking concerns in determining the quality of our beliefs.
__________ 5. Counterclaim is a contrasting perspective to the argument.
Great job!
You are done with the first activity, have a break! You deserve one. Then
let’s take off to more fun activities!
So, read on!
69
What is it?
Activity 14: Read the given claim. Write your counterclaim based on the given
claim.
Example:
Claim:
Hybrid cars are an effective strategy to fight pollution.
Counterclaim:
Many people believe that hybrid cars are an effective strategy to fight
pollution. This view sounds convincing at first but instead of focusing on cars,
which still encourages a culture of driving even if it cuts down on pollution, the
nation should focus on building and encouraging the use of mass transit
systems.
1. Claim: Tracking devices on phones is a good idea because if

you go somewhere your parents will now your whereabouts.
Counterclaim: ______________________________________
Source: https://www.freepik.com
2. Claim: Being grounded is a good idea depending on what

they did.
Counterclaim: ______________________________________
Source: https://images.app.goo.gl/WkWwJXapgCy3sePX8
70
What is it?
Activity 15: Read passages below. Apply the questions above in identifying the
claim and counterclaim.
Example:
Watching television entertains, educates, and informs. These three factual
advantages developed, giving more and more advantages. The value of family life
could increase when they spent time together, and the ability of television to
entertain supports this condition to happen. There are shows which fit all
generations and could make people happy watching it. When members of the
family watch the shows, they laugh, and a comforting atmosphere is created.
Source: http://academicwriting0708f.blogspot.com/2008/05/task-4-positive-and-negative-effects-of.html
Claim: Watching television strengthens the family relationship.
Counterclaim: It might seem as if watching television strengthens family

relationship. This view sounds convincing at first but watching television prevents the
talking, the games and the family festivities and arguments through which the child’s
learning takes place.
They are certainly right. Sunscreen protects your ski n from ultraviolet light
rays. Too much ultraviolet is bad for your skin. If you spend a long time outside
without any sunscreen on, you might get a sunburn because of the ultraviolet
rays.
Source: https://www.grammarbank.com/paragraph-completion.html
Claim: ________________________________________________________
______________________________________________________________
Counterclaim: __________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
71
You need a total of about 60 minutes of physical activity a day. Here is the
good news. ----. Five or ten minute sessions of physical activities throughout the
day are just as good for you. These may include walking, jogging, running, and
riding a bike.
Source: https://www.grammarbank.com/paragraph-completion.html
Claim: ________________________________________________________
______________________________________________________________
Counterclaim: __________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
The House of Representatives approved House Bill 6517, or the Philippine

Compassionate Medical Cannabis Act, on its final reading on January 29, 2019.
The bill aims to ―legalize and regulate the medical use of cannabis,‖ with the
overall goal of making it more accessible for Filipinos.
Once the bill gets enacted, the government will establish Medical Cannabis
Compassionate Centers (MCCC), as well as a Medical Cannabis Research and
Safety Compliance Facility (MCRSCF) for research and testing. These new
institutions will safeguard the distribution and research of medical cannabis in the
country.
Source: https://www.flipscience.ph/health/philippines-legalize-marijuana/
Claim: ________________________________________________________
______________________________________________________________
Counterclaim: __________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
72
What’s More
Instructions: 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 "mas mahirap
pa sa daga," which translates to "more destitute than a rat." From a very young age, I
73
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.
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 that 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.
74
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.
The claim in the text:

________________________________________________________________
________________________________________________________________
Reason:
________________________________________________________________
________________________________________________________________
________________________________________________________________
My counterclaim:
________________________________________________________________
________________________________________________________________
Reason:
________________________________________________________________
________________________________________________________________
________________________________________________________________
Great job! You are done with the activities, have a break!
You deserve one.
75
What I Have Learned
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.
Counterclaims – answer the question; ―What are other credible possibilities?
Assessment
Direction: Identify the following assertions as statements of convention, fact,

___________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 selfie’s 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.
76
Congratulations!
Good luck!
77
78
LESSON 1 LESSON 2
Pre-Test Activity 1
11. COV A.
12. COF ACROSS
13. COF
14. COV 1. Argument
15. COF 2. Reasoning
16. COF 4. thinking
17. COP 5. counterclaim
18. COF DOWN
19. COP
20. COF 1.Assertion
3. Claim
Activity 1:
B.
11. Fact
12. Opinion 1. F
13. Preference 2. T
14. Convention 3. F
4. T
Activity 2 5. T
1. COF Activity 2 - Answers may vary
2. COP Activity 3 – Answers may vary
3. COP
4. COV Activity 4 – Answers may vary
5. COV
Post Test
6. COP
7. COF 1. COV
8. COF 2. COF
9. COP 3. COF
10. COF 4. COV
5. COF
Activity 3 - Answers may vary.
6. COF
Activity 4 – Answers may vary 7. COP
8. COF
What’s More – Answers may vary 9. COP
10. COF
Key to Answers
References:
http://studentsofenglish.blogspot.com/2004/12/students-of-english-10-mhr1-
mhu1.html
https://prezi.com/nm4ou_jglck5/the-logic-of-assertions/
https://prezi.com/ewf9w9v0fefu/kinds-of-statement-comm2g/
https://link.quipper.com/en/organizations/547ffba0d2b76d000200267d/curriculum
#curriculum
https://www.slideshare.net/VanessaRamones/formulating-assertions
ttps://www.academia.edu/6361626/ASSERT_YOURSELF_ASSERT_YOURSELF
_Module_Four_How_to_Behave_More_Assertively_Assertiveness_Techniques_
Basic_Assertion
https://www.businessbusinessbusiness.com.au/harness-five-types-assertion-get-
voice-heard/
http://rhe306.drw.utexas.edu/sites/rhe306.drw.utexas.edu/files/Worksheet_Claim-
counterclaim.pdf
79
Senior High School

Learning Competency 7: Determine textual evidence to validate

assertions and counterclaims made about a text read.
S2 Q4 EN11/12RWS-IVac-10

80
Textual Evidence
7
What’s New
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.
This module is all about determining textual evidence to validate assertions

and counterclaims made about a text read
What I Need to Know
By the end of this module, you will have been able to determine textual evidence to
validate assertions and counterclaims made about a text read.
 Take your time reading the lessons carefully;

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; and
 Take your time to study and learn.
81
What I Know
Direction: Read each item carefully. Choose the correct answer by writing the letter
on the space before each number.
_______ 1. It is information gathered from the text that supports your evaluative
statements.
A. Assertion C. Textual Evidence
B. Evaluative Statement D. Counterclaim
_______ 2. It is a statement used to make a declaration or to express strong belief
on a particular topic, often without evidence.
_______ 3. It is a statement that you can make to reflect your judgment and
generalization about a text that you have read.
_______ 4. These are statements that oppose the claims of the writer in the text.
_______ 5. In formulating assertions and counterclaims about a text, it is important
to support one’s statement with __________.
_______ 6. It is the act of mentioning a specific section of the text like an event or
action.
A. Referencing C. Summarizing
B. Paraphrasing D. Quoting
_______ 7. It is stating a part of a text in the exact way it was written.
_______ 8. It is restating the text in your own words.
_______ 9. It is restating the text in a shorter way using your own words.
_______ 10. Textual evidence weakens the assertion or counterclaims about a text.
A. True C. Maybe
B. False D. It depends
82
Determining Textual Evidence
7.1
What’s New
In formulating assertions and counterclaims about a text, it is important that

you support your statements with textual evidence.
What is textual evidence?

Textual evidence is information gathered from the text that supports your
assertion or counterclaim about the text. It refers to any proof of an argument, a
claim, a counterclaim, an assertion cited in the text leading to a conclusion.
In expressing your judgment about the text,
1. First, state your idea about the text.

2. To determine evidence from the text, look for clues and keywords that support
your idea about the text.
3. Quote or paraphrase the part of the text that helped you come up with your
idea.
4. Use quotation marks to quote a part of the text. If it is from a book, indicate the
page number at the end of your sentence.
5. Lastly, express how the quote supports your idea.
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.
Below are types of textual evidence:

Referencing
This is the act of mentioning a specific section of the text like an event or
action.
Examples:
 According to Fussell, „The Oxford Book of English Verse presides over the
Great War in a way that has never been fully appreciated’ (159).
83
 Strickland tells the story of Minty Nelson, a 27-year-old Seattle University
employee and student, whose encounter with a census worker epitomizes
the identity battle faced constantly by multiracial people.

Paraphrasing
This is restating an author’s or someone else’s work using your own words
without losing the original idea of the text.
Example:
The original passage: The paraphrase:

Students frequently overuse In research papers students
direct quotation in taking notes; as a often quote excessively, failing to
result they overuse quotations in the keep quoted material down to a
final (research) paper. Probably only desirable level. Since the problem
about 10% of your final manuscript usually originates during note taking.
should appear as directly quoted It is essential to minimize the material
matter. Therefore, you should strive recorded verbatim (Lester, 1976 p.
to limit the amount of exact 46 – 47)
transcribing of source materials while
taking notes (Lester, 1976 p. 46 – 47)
Source: https://www.youtube.com/watch?v=Fbb4Ch7nDJc Source: https://www.youtube.com/watch?v=Fbb4Ch7nDJc
Summarizing
This is stating the essential ideas together of the text in a shorter way.
Example:
The original passage: The summary:

Students frequently overuse Students should take just a
direct quotation in taking notes; as a few notes in direct quotation from
result they overuse quotations in the sources to help minimize the amount
final (research) paper. Probably only of quoted material in a research
about 10% of your final manuscript paper (Lester, 1976 p. 46 – 47)
should appear as directly quoted
matter. Therefore, you should strive
to limit the amount of exact
transcribing of source materials while
taking notes (Lester, 1976 p. 46 – 47)
Source: https://www.youtube.com/watch?v=Fbb4Ch7nDJc
Source: https://www.youtube.com/watch?v=Fbb4Ch7nDJc
84
Quoting
This is stating a part of a text in the exact way it was written.
Example:
 Samantha King, a forensic specialist, stated that ―DNA evidence is usually
indisputable.
 According to Confucius, ―You can’t open a book without learning
something.‖
Support your statements with textual evidence to come up with strong or solid
arguments, and make your ideas more credible. You can come up with good textual
evidence by selecting the most relevant section of the text that strongly supports your
statement about the text.
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 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, 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”
85
What is it?
Activity 16: Read the passages carefully. Write the letter of your choice on the
space before the number.
A lot of people waste time driving around when they are lost. This can be avoided
by asking other people for direction. The trick is to find a person who would point
the right direction.
_____ 1. Which of the following is an assertion regarding this text?

A. People should ask directions from strangers when they are lost so
that they do not waste time driving.
B. I agree with the claim of the writer that people should ask directions
from strangers to save time by asking someone reliable such as gas
station attendant.
C. I disagree with the claim of the writer that people should ask
directions because they might end up getting lost longer if a
stranger gives them wrong directions.
D. All of these are correct.
_____ 2. Which of the following is a counterclaim about the text above?

A. People should ask directions from strangers when they are lost so
that they do not waste time driving.
B. I agree with the claim of the writer that people should ask directions
from strangers to save time by asking someone reliable such as gas
station attendant.
C. I disagree with the claim of the writer that people should ask
directions because they might end up getting lost longer if a
stranger gives them wrong directions.
_____ 3.
“A handshake does not mean the same thing around the world.”
Which of the following is the best paraphrase?
A. A handshake does not mean the same thing around the world.
B. Internationally, a greeting by shaking hands is not the same.
C. A handshake means something different around the world.
86
_____ 4. “Climbing mountain is dangerous activity.”
Which of the following is the best paraphrase?
A. A perilous sport is climbing mountain

B. Climbing mountains is dangerous activity.
C. Climbing mountains can be an unsafe activity.
D. None of these are correct.
The Leboyer method of childbirth seeks to protect a newborn’s

delicate senses from the shock of bright lights, harsh sounds, and
rough handling. After the baby’s head has begun to emerge, lights are
dimmed and the delivery room is quieted. The baby is not held by the
ankles and slapped to encourage the first breath; Leboyer states that
since the fetus’’ spinal column has never been in a straight position;
this kind of handling is a severe shock to the infant. Instead, the baby,
with the umbilical cord still attached, is gently placed on the mother’s
abdomen until breathing begins naturally. At this point, the baby is
rinsed in a tepid bath, rather than weighed on a cold scale. Babies born
this way are usually relaxed and smiling, not tensed and screaming.
Some studies of Leboyer babies and standard-delivery have shown
that Leboyer children are slightly more physically advanced and quicker
to learn. Parents of Leboyer children, in general, saw the birth as a
positive and exhilarating experience.
_____ 5. Which sentence best summarizes the selection?

A. The usual method of childbirth subjects newborns to bright lights,
harsh sounds, and rough handling.
B. In the Leboyer method of childbirth, a newborn’s first breath is
never encouraged by the common process of holding the infant by
the ankles and slapping it.
C. The Leboyer method of childbirth, designed to protect a newborn’s
delicate sense from the shock of standard deliveries, has positive
effects.
Great job!
You’re done with the first activity. Then let’s take off to more fun
activities!
So, read on!
87
What is it?
Activity 17: Practice choosing the strongest piece of textual evidence to

support the claim. Write the letter of the correct answer on the space provided
before the number.
_____ Claim #1: Simple changes can cut your carbon emissions greatly!
A. I think that we need to do something quickly to help save the environment.
B. If you hang your clothes outside on the clothesline instead of using the
electric dryer, you can cut your carbon emissions by 351 lbs./year.
C. Kids can help parents by doing some household chores.
_____ Claim # 2: Exercise is important for the growth and development of children.
A. Children watch too much television.
B. All children love to ride their bikes outside and on trails through the forest.
C. Children who are active will have stronger muscles and bones.
_____ Claim # 3: A diet rich in fruits and vegetables has many benefits.
A. Fruits and vegetables taste good.
B. Eating lots of fruits and vegetables lowers your risk of heart disease.
C. There are many colorful fruits and vegetables for you to try.
_____ Claim # 4: Smoking cigarettes is harmful to your health.

A. The mixture of nicotine and carbon monoxide in cigarettes temporarily
increases your heart rate and blood pressure, causing strain on your heart
and blood vessels.
B. Cigarette smoke smells really bad and that smell sticks to your hair
and clothes.
C. Secondhand smoke is bad for the people around you
_____ Claim # 5: Bullying is a common problem in schools across the province.

A. Children who are bullied experience suffering that can interfere with their
emotional and social development.
B. Surveys indicate that as many as half of all children are bullied at some
time during their school years.
C. Action needs to be taken to stop bullying now!
Great job!
Are you having fun? Then let’s take off to more fun activities!
So, read on!
88
What is it?
Activity 18: Practice more. Read the passage and answer the questions below.
Cite the strongest piece of textual evidence to support your answer.
Passage # 1
Welcome! The tour is about to begin. First stop is the cornfield. It

must be time to pick the corn crop. The cow pasture is near the cornfield. The
cows eat grass and drink water. This helps them produce milk. A flock of sheep
grazes in their pasture. The sheep have coats of soft wool. At the barn, the pigs
are squealing at a dog that’s bothering them. The henhouse is the last stop on the
tour. The farmer is collecting the eggs. It’s time to say goodbye.
A. Define Words
Match the words with their definitions. Use a dictionary if you need help.
_____ 1. pasture a. textile fiber obtained from sheep and

other animals
b. high-pitched cry or noise
_____ 2. graze
c. land covered with grass and other low

plants suitable for grazing animals
_____ 3. wool
d. a large farm building for storing crops,

_____ 4. barn or for keeping animals in
e. to feed on land covered by grass

_____ 5. squealing
B. Analysis
✦ Where is this tour taking place?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
89
✦ Cite the strongest piece of textual evidence to support your answer.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Passage # 2
Smoking cigarettes is a bad habit. People begin to smoke for

the fun of it. They think that it’s easy to stop all of a sudden. The truth is
that it is very difficult to quit smoking. My uncle began smoking one
cigarette a day. He now smokes more than thirty cigarettes a day. Some
people get addicted to smoking and needs to smoke cigarettes
continuously. It is called chain smoking. When we sit beside a smoker,
we unknowingly breathe in smoke. This is called passive smoking which
is equally bad for our health. If a pregnant woman smokes it is harmful for
her child. Smoking is bad for our skin and cause cancer. Smokers have
dark lips and bad breath. Constant smoking destroys our lungs. It causes
mouth and lung cancer and slowly leads to loss of appetite. When we
smoke the tobacco in the cigarette burns and we inhale the smoke.
Smoking gradually destroys our body part and so it is a silent killer.
Source: https://exploreabc.com/2014/07/29/smoking-is-injurious-to-health/
A. Context Clues
Circle the meaning of the underlined word used in the sentence.
1. Having lost nearly all of his savings, he finally realized he was addicted to
gambling.
a. apathetic b. clearheaded c. dependent d. sober
2. She returned to her room to clean herself up, cursing peanut butter for
ruining her appetite as she went.
a. craving b. satisfaction c. fullness d. satiety
3. When we sit beside a smoker, we unknowingly breathe in smoke. This is

called passive smoking.
a. protesting b. involuntary c. resistant d. willful
B. Analysis
Assertion: Smoking cigarette is a bad habit.
✦ Cite the strongest piece of textual evidence to support the assertion.

Use paraphrasing.
_____________________________________________________________
_____________________________________________________________
90
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Passage # 3
The slave owners justified their inhuman cruelty by blaming the

Africans themselves for their enslavement. For example, Captain
Snelgrave argued that slaves ―had forfeited their Freedom before I
bought them, either by Crimes or by being taken in War, according to the
Custom of their Country; and they being now my Property, I was resolved
to let them feel my Resentment, if they abused my kindness.‖ By saying
they were rightfully slaves because of their ―Crimes‖ in Africa, Snelgrave
blamed the slaves rather than himself for the loss of their freedom. His
promise that disobedient slaves would ―feel‖ his anger shows that
physical punishment would result from this supposed legality of slavery.
It’s true that the Captain emphasizes his acts of ―kindness‖ in comparison
with other slavers. But Snelgrave’s professions of humanity should be
taken with a grain of salt. For example, when says the mutineer slaves
begged him to ―forgive them, and promising for the future to be obedient .
. . if I would not punish them this time,‖ it’s clear that he has punished
them before. Their child-like request for ―forgiveness‖ comes from their
complete and violent deprivation of liberty—not from the slave captain’s
humane treatment.
Source: http://explorehistory.ou.edu/wp-content/uploads/2016/02/Assert-Cite-Explain.pdf
A. Writing Sentences
Use the given words in a sentence based on the given definition.
Observe proper capitalization and correct punctuation.
1. justified – (adj.) done for, or marked by a good or legitimate reason
___________________________________________________________
2. enslavement – (n.) the action of making someone a slave; subjugation.
___________________________________________________________
91
3. mutineer – (n.) a person, especially a soldier or sailor, who rebels or
refuses to obey the orders of a person in authority
__________________________________________________________
4. deprivation – (n.) the state of being kept from enjoying or using

something; the state of being deprived
__________________________________________________________
5. liberty – (n.) the state of being free within society from oppressive
restrictions imposed by authority
__________________________________________________________
B. Analysis
Assertion: The slave owners believed their inhuman cruelty was completely
justified.
✦ Cite the strongest piece of textual evidence to support the assertion.

Use quoting.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Good thinking!
Let’s take off to the next activity!
So, read on!
92
What is it?
Activity 19: Cite the strongest piece of textual evidence to support your
assertion and counterclaim.
An excerpt of Meat Culture

By Steve Pavlina
When I see a piece of flesh on someone’s plate, I also see the processes
that brought it to their plate. Some people argue that plants may be harmed by
being eaten. I happen to agree. If we care about minimizing harm to plants, then
we’ll do much less harm by eating them directly as opposed to grinding them up,
feeding them to animals, and then grinding up and eating the animals. If we
stopped growing crops to feed to animals and fed those crops to people directly,
it’s estimated that we’d have enough food to feed the whole planet five times
over. So if you do actually care about plants, then you can greatly reduce your
plant harm by eating plants directly. Another way to reduce harm to plants is to
favor fruits that can be eaten without killing the plants. You can eat a wide variety
of fruits, both sweet and non-sweet, without seriously hurting the plant that
spawned it. And that same plant will often continue to bear even more fruit. I
think a more sensible and realistic approach is to keep leaning towards a more
conscious, compassionate, and ecologically sound way of eating.
If you want to argue that we should model predators’ diets to justify meat
culture, I encourage you to go ahead and try being a truly predatory person for a
while. Do it consciously. Prey on the weak. See where that takes you.
Source: (Pavlina, 2014) http://www.stevepavlina.com/blog/2014/06/meat-culture/
Write your assertion with textual evidence.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
93
___________________________________________________________________
Write your counterclaim with textual evidence.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Great job! You are done with the activities, have a break!
You deserve one.
94
What I Have Learned
Textual evidence is information gathered from the text that supports your
assertion or counterclaim about the text. It refers to any proof of an argument, a
claim, a counterclaim, an assertion cited in the text leading to a conclusion.
Types of textual evidence:

Paraphrasing is restating the text in your own words.
Summarizing is restating the text in a shorter way using your own words.
Referencing is mentioning a specific section of the text.
Quoting is stating a part of a text in the exact way it was written.
In locating textual evidence, decide which type of textual evidence will best support
your statement before locating textual evidence. Always look for clues and
keywords that support your evaluative statement/s about the text.
Assessment
Direction: Read each item carefully. Choose the correct answer by writing the letter
on the space before each number.
_______ 1. It is information gathered from the text that supports your evaluative
statements.
_______ 2. It is a statement used to make a declaration or to express strong belief
on a particular topic, often without evidence.
_______ 3. It is a statement that you can make to reflect your judgment and
generalization about a text that you have read.
_______ 4. These are statements that oppose the claims of the writer in the text.
95
_______ 5. In formulating assertions and counterclaims about a text, it is important
to support one’s statement with __________.
_______ 6. It is the act of mentioning a specific section of the text like an event or
action.
_______ 7. It is stating a part of a text in the exact way it was written.
_______ 8. It is restating the text in your own words.
_______ 9. It is restating the text in a shorter way using your own words.
_______ 10. Textual evidence weakens the assertion or counterclaims about a text.
A. True C. Maybe
B. False D. It depends
Congratulations!
Good luck!
96
97
Pre-Test Activity 1
1. C 1. B
2. A 2. C
3. B 3. C
4. D 4. A
5. C 5. C
6. A
7. D
8. B
9. C
Activity 2
1. B
2. C
3. B
4. A
5. B
Activity 3
Passage # 1
A. Define Words
1. C
2. E
3. A
4. D
5. B
B. Analysis
The tour is taking place in a farm.
Refer to the text
Passage # 2
A. Context Clues
1. C
2. A
3. B
B. Analysis
Refer to the text
Key to Answers
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://link.quipper.com/en/organizations/547ffba0d2b76d000200267d/curricul
um#curriculum
https://modules.arvicbabol.com/files/ENGL112/Lesson%2010%20Formulatin
%20assertions%20and%20counterclaims.pdf
https://voetica.com/voetica.php?collection=1&poet=17&poem=549
https://scholar.google.com/scholar?cites=15111645981185774840&as_sdt=2
005&sciodt=0,5&hl=en
98
MODULE 2 WRITER’S PROFILE
Name: MILGER A. BAANG

Position: Master Teacher I
Educational Attainment:
PhD in English Language (On-Going)
PhD in Educational Management
Master of Arts in English
BSE English
AB English
Module Title: Module 2 – Text and Context Connections (Competency 3, 4 &5)
Division: Misamis Oriental
School: Villanueva Senior High School
District: Villanueva
Name: ANADESI L. BUHISAN

Position: Teacher II
Educational Attainment:
CAR – Master of Arts in Teaching English as a Second Language
Bachelor of Secondary Education major in English
Module Title: Module 3 – Purposeful Writing in the disciplines and for Professions
Division: Misamis Oriental
School: Opol National Secondary Technical School – Senior High School
District: Opol District
99
For inquiries or feedback, please write or call:
Department of Education – (Bureau/Office)
(Office Address)
Telefax:
Email Address:
100

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Senior High School

Reading and Writing Skills

Department of Education • Republic of the Philippines

Published by the Department of Education

Development Team of the Module

Author’s Name: MILGER A. BAANG & ANADESI L. BUHISAN

Reviewers: JOSEPHINE D. LADERES & SHEILLA B. DIANGO

Illustrator: VINCENT R. CAILING

Layout Artist: MYCO B. MACAMIMO

Management Team: ROSELYN E. LAZALITA

Printed in the Philippines by: __________________________________________________

Office Address: ________________________________________________________

Reading and Writing Skills

This instructional material was collaboratively developed and

Department of Education • Republic of the Philippines

module will help you sharpen your critical reading skills.

Department of Education for you to master:

 Identify claims explicitly or implicitly made in a written text;

 Identify the context in which a text was developed

 Explain critical reading as reasoning

 Formulate evaluative statements about a text read; and

 Determine textual evidence to validate assertions and counterclaims made

about a text read.

more and BE MORE.

Reading and Writing Skills

Learning Competency 3: Identify claims explicitly or implicitly made

Semester: 2nd Semester

What I Need to Know

By the end of this lesson, you are expected to:

To achieve the objectives of this module, do the following:

 Take your time reading the lessons carefully.

Claim Claim Claim

Through proper identification of explicit and implicit information, the critical

Tiongson (2016) gave the following characteristics of good claims:

1. A claim should be argumentative and debatable. It is expected for a written

3. A claim should be interesting and engaging. It should capture the interest of

4. A claim should be logical. The evidence supporting the claim must be

SO, WHAT ARE THE TYPES OF CLAIMS?

 Claims of Fact are pieces of information which are grounded on reliable

Claims of Fact are often qualified by such terms as generally, probably, or as a

EXAMPLES OF CLAIMS OF FACT

 The oldest known disease in the world is leprosy.

 The Claim of Policy calls for some form of action.

The Claim of Policy advocates a specific course of action. It asserts that

The given statement above is an example of a claim of policy. It calls on

EXAMPLES OF CLAIMS OF POLICY

 The mayor should suspend the classes today.

 Claims of Value refer to statements that appeal to a person’s taste and

Claims of Value involve judgments and evaluations. It judges whether

Some claims of value are simply expressions of taste, preferences, and

EXAMPLES OF CLAIMS OF VALUE

debatable, verifiable, Requires a “standard” Suggests a solution or a

EDUCATION IN THE NEW NORMAL

If last year’s enrollment figures are to be a basis, the Philippine education

In a recent evaluation on ALS (Alternative Learning System) interventions done

In-classroom study and individual study/online classroom work, or Blended

While the future remains unknown, by working together to support and

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

Explicit and Implicit Information. Retrieved from