Reading and Writing Module Reference

READING AND
WRITING
SKILLS
MODULE
SENIOR HIGH SCHOOL
HEN 113
READING AND WRITING SKILLS
Senior High School

GAS - ENGLISH
Course Description: The development of reading and writing skills as applied to a wide range of materials
other than poetry, fiction, and drama.
Course Requirements:
Written Works 40%
Performance Tasks 60%
100%
Course Outline:
Week Learning Outcomes Content Activities Assessment
At the end of the learning experiences,

the learner will be able to:
Week
▪ Identify the rules, expectations, and ORIENTATION WEEK
1
requirements of the subject; and
▪ Recognize the components of the
grading system.
▪ Define reading; and

Week LEARNING ACTIVITY PLAN 1 –
▪ Identify key characteristics of writing Readings Text analysis
2 Text Across Disciplines
in different disciplines.
▪ Determine properties of a well-

written text; LEARNING ACTIVITY PLAN 2 –
Week ▪ Evaluate a text in terms of Properties of Well-written Text: Text analysis
Readings
3 organization; and • Organization and evaluation
▪ Evaluate a text in terms of coherence • Coherence and Cohesion
and cohesion.
▪ Determine properties of a well-
written text; LEARNING ACTIVITY PLAN 3 –
Week ▪ Evaluate a text in terms of language Properties of Well-written Text: Text analysis
Readings
4 use; and • Language Use and evaluation
▪ Evaluate a text in terms of • Mechanics
mechanics.
LEARNING ACTIVITY PLAN 4 –
▪ Identify claims made in written text; Types of Claims:
Week and
• Claim of Fact Readings Text Analysis
5 ▪ Give examples of each type of
• Claim of Policy
claim.
• Claim of Value
▪ Identify the context in which a text LEARNING ACTIVITY PLAN 5 –
was developed; and Context in Text Development:
Week
▪ Differentiate hypertext from Readings Text Analysis
6 • Hypertext
Intertext.
• Intertext
▪ Explain critical reading as

reasoning; and Readings Quiz
7 Critical Reading
▪ Use critical reading strategies.
Week Project Finalization/Submission

8 Intervention Week/Review Week/ Completion Week
▪ Write assertions about a text read;
▪ Write a counterclaim in response to
claims in a text read; and Editorial Readings Text Analysis
9 Formulating Evaluative Statements
▪ Formulate evaluative statements
about a text read.
Week Validate assertions and counterclaims LEARNING ACTIVITY PLAN 8 –
Editorial Readings Text Analysis
10 using textual evidence. Determining Textual Evidence
▪ Identify the unique features and

requirements in composing a book Evaluation of a
review or article critique; Reading a Book Review
▪ Identify the parts and functions of a Sample Book
11 Book Review/Article Critique
book review or article critique; and Review Writing a Book
▪ Produce a book review or article Review
critique.
▪ Define project proposal;
Evaluation of a
▪ Explain the purpose of a project
Project
proposal;
Reading a Proposal
Week ▪ Identify the types and parts of a LEARNING ACTIVITY PLAN 10 –
Sample Project
12 project proposal; Project Proposal
Proposal Writing a
▪ Determine the features of an
Project
effective project proposal; and
Proposal
▪ Write an effective project proposal.
▪ Identify the features of writing letters;
Week ▪ Determine the parts of a letter and an LEARNING ACTIVITY PLAN 11 – Scrutinizing a
Quiz
electronic mail; and Writing a
13 Letters and Electronic Mails Letter
▪ Write an effective letter. Letter
▪ Identify the features of an effective

LEARNING ACTIVITY PLAN 12 – Quiz
Week application letter for college; and Scrutinizing a
Application Letter for College Writing a
14 ▪ Write an effective college admission Letter
Admission Letter
application letter
▪ Determine contents of an application
letter for employment;
▪ Distinguish a resume from a Quiz
LEARNING ACTIVITY PLAN 13 – Scrutinizing a Writing a
Week curriculum vitae;
Resume vs. Curriculum Vitae vs. Letter and a Letter
15 ▪ Write an effective application letter
Bio-data Resume Writing a
for employment; and Resume
▪ Prepare an effective curriculum
vitae.
Week Project Finalization/Submission

16 Intervention Week/Review Week/ Completion Week
References:
Textbook:
Barrot, J. (2020). Academic Reading & Writing For Senior High School (Revised Edition). C & E,
Publishing Inc.
Supplementary References:
Cabaña-Basilan, M. (2017) Reading and Writing Skills. Unlimited Books Library Services & Publishing
Inc.
Dayagbil, F., Abao, E., & Bacus., R. (2016). Critical Reading and Writing for the Senior High School.
Lorimar Publishing Inc.
Online Reading Materials:

What is Reading? (n.d.). Retrieved from https://www.englishclub.com/reading/what.htm
Rayner, K., Schotter, E. R., Masson, M. E. J., Potter, M. C., & Treiman, R. (2016). So Much to Read, So
Little Time: How Do We Read, and Can Speed Reading Help? Psychological Science in the Public
Interest, 17(1), 4–34. https://doi.org/10.1177/1529100615623267
Paltridge, B. (1996). Genre, text type, and the language learning classroom. ELT Journal, 50(3), 237–
243. doi:10.1093/elt/50.3.237
How do I effectively Integrate Textual evidence?: U-M LSA SWEETLAND Center for writing. (n.d.).
Retrieved February 05, 2021, from https://lsa.umich.edu/sweetland/undergraduates/writing-
guides/how-do-i-effectively-integrate-textual-evidence-.html
Introduction to Writing Across Disciplines. (n.d.) Retrieved from
https://courses.lumenlearning.com/boundless-writing/chapter/introduction-to-writing-across-
disciplines/
Purdue Writing Lab. (n.d.). Research and evidence // purdue writing lab. Retrieved February 05, 2021, from
https://owl.purdue.edu/owl/general_writing/academic_writing/establishing_arguments/research_an
d_evidence.html
Understanding Reading and Writing Differences Across Disciplines. (n.d.). Retrieved from
http://content.nroc.org/DevelopmentalEnglish/unit06/Foundations/understanding-reading-and-
writing-differences-across-disciplines.html
LEARNING ACTIVITY
PLAN 1
Text across Disciplines
Image by Comfreak from Pixabay
At the end of the lesson, you are expected to:

➢ Define reading; and
➢ Identify key characteristics of writing in different disciplines.
ACTIVITY
This subject is a focus of language’s two macro skills: Reading and Writing.
In this module, we will start with Reading. Try reading the text in the image below:
Were you able to read it or not? Please explain your answer in two to three sentences.
DISCUSSION
Reading is the process of looking at a series of written symbols and getting information
from them. When we read, we use our eyes to receive written symbols (letters, punctuation marks,
and spaces) and we use our brain to convert them to sounds, words, sentences, and paragraphs
that communicate something to us. Therefore, it is not true that reading is an effortless task.
Reading
It is defined as a process of decoding written symbols in order
to construct meaning. “Often, the goal of reading is to learn
something new, whether it is a fact from a book, a story from a
novel, or instructions in a manual (Rayner et al., 2016, p. 2).”
Also, it is a language skill which can be developed through
constant practice. Successful reading, thus, requires more than
recognizing a sequence of individual words. It also requires
understanding the relationships among them and making
inferences about unstated entities that might be involved in the
scenario being described. Barrot (2020) asserted that reading
can be more meaningful if there is an interactive process Photo by Ben White on Unsplash
between the writer and the reader, wherein a reader will interact
by asking questions, analyzing assertions, and relating one’s
experience to the message of the text.
Text across Disciplines

Every day, we encounter texts whether in textbooks, the newspaper, articles, recipes, novels, or
instructional manuals presented various forms such as print and digital. In critical reading, it requires
more than understanding new vocabulary words and identifying the main idea and supporting details.
Effective readers know that they must use different strategies when they approach different types of
writing. Depending upon which academic field you find yourself in, you will find that each discipline has
its own way of communicating. Even when writing on the same topic, historians, scientists, artists, and
psychologists will tackle the topic differently.
Discipline
This refers to a field of expertise or a body of knowledge. Experts in certain disciplines
specialize in such body of knowledge.
Generally, there are three disciplines in the academe, and these can be further categorized into
separate fields or disciplines:
Humanities Science Business

It usually seeks to analyze, It focuses on informing the It often means explaining a
interpret, argue, and/or explain reader of new discoveries and situation, event, or change in
thoughts, reactions, ideas, and assisting readers in discovering order to compel the reader
emotions. truth through facts and solid data toward a very specific action.
Sub-fields: given in detail. Sub-fields:
▪ Arts Sub-fields: ▪ Management
▪ Language ▪ Engineering ▪ Finance
▪ Medicine
Patterns
On the other hand, this refers to the structure of written texts that experts across disciplines use
to write and communicate their ideas. Every discipline has a set or standard pattern in writing a
text. Readers expect to see a certain part or content in a written text. In a way, experts expect
fellow experts of the same field to write using the same pattern.
Look at the list of some patterns used across disciplines

Humanities Science Business
Genre: Genre: Genre:
▪ Review or Critique ▪ Research Report ▪ Memorandum
Pattern: Pattern: Pattern:
Often follows a format: Often follow IMRaD: ▪ The first paragraph states the
1. Introduction 1. Introduction purpose and intent
2. Summary (of a movie, 2. Methods (Procedure) ▪ Most of the information is
performance, etc.) 3. Results presented in the main body
3. Review/Critique 4. Discussion ▪ Emphasis on conciseness
4. Conclusion ▪ Document design and
inclusion of figures and tables
▪ Clear closing statement
Six Aspects in Writing across Disciplines

Whenever you read a piece of writing in a particular discipline, consider these six aspects:
The writer's purpose for writing. Writers change their purpose for writing depending on the discipline
they are writing for, the topic they will cover, and the goals of that particular writing task. A writer may
wish to inform, to persuade, or to critique.
The writing tone and style. Tone refers to how a message is sent. The tone reflects the attitude of the
writer regarding the topic at hand. Style, on the other hand, refers to the kind of language the writer
chose in writing. It can be formal or more casual and relax language.
To understand these concepts better read this sample text.
The Global Center of Medicine gladly announces the discovery of a cure for and a vaccine against the
coronavirus disease 2019 otherwise known as COVID-19.
You can imagine a doctor who happily reports in writing the discovery of a cure for COVID-19. The tone
is optimistic, and the style is formal. Now, read this statement.
OMG! The cure is finally here! Doctors from the Global Center of Medicine have discovered a cure and
a vaccine for COVID-19.
This statement, also a written text, sounds less formal. It can be assumed that it was written by someone
as a Facebook post or as a tweet. The tone is optimistic and excited, but the style is casual.
In academic writing, the tone and style of writing differ depending on the purpose of the writer, the topic
being discussed, and the intended audience. Tone and style can be detected in writing by reading how
the message is delivered and the words used.
The reader's goal for reading the text. Your goal as a reader will change depending upon what you are
reading. When you understand your goal in picking up a biology text or historical journal, you will save
time because you can more quickly find what you should be looking for.
The specific language that the writer uses. Just as Italian is spoken in Italy and Spanish in Spain, all
academic disciplines have their own jargon and language particulars. When you understand these
specifics, you will be one step closer to understanding the text.
The organization of the reading. Just as poetry and short stories are structured differently, readings
across all disciplines are also organized and structured in specific ways. Becoming familiar with these
differences will help you find the essential information while using pre-reading strategies as well during
active reading. Here are sample organization and there are more used across disciplines.
Sample Organizations Definition Examples
The evolution of social media sites
Chronological Ideas are written in time order from 2000-2020
Ideas are written according to
Process How to set up a Canvas account?
logical steps or sequence
Ideas are written to explain how
Causal (Cause and Effect) What triggers depression?
something results in another event.
The discipline-specific features of the text. Lastly, each discipline has traits that are specific to that field.
For example, scientific writing often includes charts and figures that you will not see in business writing.
SYNTHESIS
▪ Basic reading skills are necessary even when doing advance reading
▪ Reading undergoes a process which includes pre-reading, while-reading,
and post-reading.
▪ Basic Reading skills can be developed through appropriate strategies.
Therefore, to become an effective reader, it is not enough to know a number of

vocabulary and identify the main idea and its supporting details in a text. An
effective reader should be able to use various strategies when reading different
written works. One way to build effective reading strategies is to understand that
there are various patterns used in written texts across disciplines. A poet may write
about love, and so can a psychologist. However, the way they deliver their ideas
differs from one another. Their purpose is different. So will the words that they will
use. Historians, scientists, and artists follow different styles and patterns in writing
although they talk about the same thing. Therefore, it is important to know the
patterns used in written texts across disciplines to effectively strategize and
achieve our reading goal.
OUTPUT
Let’s Read
Instruction: Read the passage below. Then, answer the questions that follow. Use the provided spaces
for answering.
Be guided with the rubric. (15 points)
Rubric per response/explanation: 3 points – Content 2 points – Mechanics
Passage 1
Few things in life are as rewarding and fulfilling as owning a pet. Whether it is a dog, cat, bird, or fish,
the appeal is the same – years of fun and unconditional love. Indeed, pets can actually satisfy many of
the things people crave the most: companionship, communication, loyalty, and plenty of amusement.
Perhaps that’s why pets are so popular among the elderly and people who live alone. As human
relationships grow more complex with each new technological gadget, the simple bond between a pet
and its owner offers a refreshing and comforting reprieve.
In addition to protesting reprehensible practices like fur trapping and animal testing, animal rights groups
have begun to attack owners of cats and dogs for keeping animals “imprisoned” in the home. Finally,
these groups have started to make the justified comparison of owning a pet to keeping a domesticated
animal like a sheep or a cow. Both pet ownership and domestication of animals stem from the same
cruel source: human selfishness. No animal should be kept confined solely for the benefit of human
beings, whether that benefit comes in the form of meat, leather, or the companionship of a pet.
1. How might you sum up the passage’s main idea?
2. What could be the writer’s purpose for writing the passage?
3. What is the tone and style of the writer?

4. Though it is a passage only, in what discipline could this passage be categorized? Why?
VALUES
In your oral communication class, communication is a process of sharing and conveying messages or
information from one person to another (Sipacio & Balgos, 2016). And, most of the time, you held activities
in the nature of the macro skill of listening and speaking. Now, look at the quotation below:
Is there communication present between the reader and the author? Explain your answer
LEARNING ACTIVITY
PLAN 2
Properties of a Well-written Text:
Organization
Coherence & Cohesion
Photo by Aaron Burden on Unsplash

➢ Determine properties of a well-written text;
➢ Evaluate a text in terms of organization; and
➢ Evaluate a text in terms of coherence and cohesion.
ACTIVITY
Easy-as-an-Essay
You are tasked by your Biology teacher to write an essay that you will report and share in class
together with the school principal.
Entry 1:
Biology has always been a passion of mine. Ever

since I was searching for frogspawn in my
grandparent’s pond as a four-year-old and annoying
my mum with a battery of jam jars on the window sill
in which I was trying to raise tadpoles I have been
fascinated with observing nature in detail. Even in
English, reading Death of a Naturalist by Seamus
Heaney, I found myself thinking up an experiment to
do with dragonflies and bluebottles. I have a fish tank
at home with three different sorts of fish. I’ve noticed
that they all respond differently when I feed them. I’m
wondering what else is different in their behavior so,
in this extended essay, I’m going to find out how they
react to light.
Entry 2:
This extended essay is focused on investigating the

phototaxic responses of three different species of
fish that occupy different areas of an aquarium:
danios (Danio rerio), which group near the surface
of the water, black skirt tetra (Gymnocorymbus
ternetzi), which swim in the middle of the tank, and
kuhli loach (Pangio kuhlii), which swim near the
bottom of the tank. It is anticipated that they will
respond differently to light according to their niche
within the tank.
The outcome of my investigation could inform the

feeding strategy used for different fish as well as
highlight the adaptive nature of the toxic response
in fish. In addition, this essay may help to inspire
some fellow students to view their fish with new
interest and consider their own strategies in
populating a fish tank.
Between these two entries, which will you choose to present to your teacher and to the class?
Explain your answer in not more than three (3) sentences.
DISCUSSION
When preparing an essay or an assignment, reading credible sources is a must. One way to
check if an academic text is effective in conveying information is to evaluate it in terms of its
properties. In this two-part lesson, we will discover each property and learn how each contributes
to the effectiveness of a text by comparing effective and faulty texts.
Organization
“A well-organized piece of writing is not only clear but also logical and aesthetic. Existence of
organizational markers and coherent flow of ideas are typically the focus in evaluation of writing
(Dayagbil, Abao & Bacus, 2016, p. 64).”
Organization refers to the arrangement of ideas,

incidents, evidence, or details in a paragraph,
essay, or written text.
Strong organization constitutes proper

paragraphing and logical order of presentation of
ideas. The organization of a text allows readers
to see the development of ideas in a paragraph
or text. Academic essays and papers commonly
follow the introduction, body, and conclusion
pattern. Also, the thesis statement and topic
sentences with supporting details are logically
arranged in an organized text. Photo by Edgar Chaparro on Unsplash
It sometimes refers to the strategic location of parts of a text to achieve an intended effect like
emphasis, or gradual development of ideas. For example, the location of a topic sentence may be
put at the beginning of a paragraph, or at the end of it. Sometimes, a topic sentence is not explicit.
The location of the topic sentence in a paragraph creates a reading experience for the readers as
designed by the author.
Let’s read and compare these two texts:
Now, read this:
Observe this reverse outline. After reading the effective text, we can see that the supporting
details are organized logically to give strong support to the main idea found in the topic sentence.
The organization of the text may be influenced by the purpose of the author. It may inform, persuade,
or describe. The organization or pattern varies.
The organization of the text allows readers to see the pattern of development in a paragraph or text.
In the previous lesson, we learned about organizations of texts.

Here are more examples of organizations:
▪ Cause and effect
▪ Chronological order
▪ Classification
▪ Compare and contrast
▪ Exemplification
▪ Problem-solution
▪ Spatial
If a text is organized, you can picture an effective outline detailing the plan and structure of the text.
As a reader, we could evaluate the effectiveness of the organization of a text by looking at the
arrangement of ideas, claims, and pieces of evidence as provided by the author.
Coherence and Cohesion

Coherence and cohesion are two basic features that facilitate textual continuity. Basically,
coherence refers to the rhetorical aspects of your writing, which include developing and
supporting your argument (e.g. thesis statement development), synthesizing and integrating
readings, organizing and clarifying ideas. Cohesion of writing is focused on the “grammatical”
aspects of writing.
Let’s read an example:
LET US EVALUATE THE TEXT
The focus of the paragraph is the technique called Very Long Baseline Interferometry (VLBI) and
its uses. However, this sentence raises an issue on coherence:
"However, during the process of capturing the image of a black hole, finding time
for good weather was a challenge.”
This sentence is about challenges during the process of capturing the image. While this sentence
seems related, it somehow steers away from the focus of the paragraph.
Coherence talks about the relationship of ideas on a conceptual level. This means that ideas should
be one without sudden jumps.
By removing the unnecessary sentence, we can effectively see the relationship of the remaining
sentences to one another. Each one is connected conceptually, allowing ideas to flow smoothly.
Now read this improvised version of the text:
Coherence connects ideas logically to allow readers picture the ideas as written by the author.
In Figure 1, notice that the individual sentences are related in thought. Also, the sequence of
these sentences allows ideas to flow logically.
Cohesion refers to the connection of sentences, paragraphs, or sections in a written text.
To understand better the concept of cohesion, let us read these examples:
Notice that every sentence starts with the word scientists, and this makes the paragraph sound
monotone and hard to read. The lack of cohesive devices makes the reading difficult.
Now, let us read the improved version of the text.
By adding cohesive devices reading becomes more natural. Cohesion is connecting sentences,
paragraphs, and other sections of a text through the use of signal words or transitional words.
Cohesive devices are words or phrases that show the relationship between paragraphs or
sections of a text. Cohesive devices make paragraphs smoother and easier to read. Observe how
cohesive devices are added as observed in Figure 2.
How to detect cohesion? Cohesion can be achieved in three ways:
1. Clear use of a pronoun referring to a key noun in the first sentence.

Ex: Zemkiah is gorgeous. She has the best smile.
2. Use of transitional devices.

Ex: The family went to the park, but Jake stayed at home.
3. Use of repetition of keywords to tie up ideas or use synonyms.

Ex: “…there are couples who dislike one another permanently; and there are couples who
never dislike one another…”
SYNTHESIS
McLaren considered paragraphing as organizing of ideas. To make a paragraph reader-

friendly, writers break up the mass of words and use appropriate signals in making a new
point. Readers expect to see how arguments advance from one point to another (as cited in
Dayagbil et al., 2016, p. 65).
There are ‘basics’ to a well-organized paragraph. First, each paragraph must be built around
a single idea termed as the “controlling idea.” Next, create a topic sentence which is
generally written as opening sentence of the paragraph. Then, an appropriate technique
from a variety of ways of developing a paragraph must be employed to develop the topic
sentence/key idea. Finally, in order to achieve unity, appropriate conjunctions between and
within paragraphs must be used.
Coherence and cohesion are connected but cannot be used interchangeably. The term
coherence means overall understandability of what you write or say. Coherence is
based more on the logic of the ideas and how they are presented rather than on the
language that is used to express these ideas. Cohesion, on the other hand, refers to
the degree to which sentences (or even different parts of one sentence) are connected
so that the flow of ideas is easy to follow. To achieve good cohesion, you need to know
how to use cohesive devices.
Cohesion has nothing to do with the content but rather on whether the paragraph has
well connected or merely a group of unrelated sentences. It helps locate meanings and
accommodate the understanding of a conversation. Through the use of cohesive
devices, cohesion serves as the glue that holds the structure together. Good cohesion
leads to good coherence.
OUTPUT
Let’s Evaluate
Evaluate the text in terms of its organization, coherence, and cohesion. Select a score in the
rubric below which would serve as your grade to it. Then, write a three-to-five-sentence
explanation behind your score. (20 points)
Handling Water Interruption by the Residents of Brgy. Tugatog

Global water problems can cause a lot of problems that can affect one's daily living. We experienced
things that we are not fully aware on handling. One of these is the water interruption due to lack of
supply in water. It can distract too many works and people because water is important for us all. Some
examples are it can affect one's business such as The Jolibbee branch at UP Town Center in Quezon
City already apologized for not being able to serve drinks dut to the water supply shortage, or some
restaurants in Kapitolyo, Pasig city are using expensive mineral water to wash their dishes.
. A rotational water interruption was implemented by the government due to the decrease of the water
level of the Angat Dam, the main water source of metro manila. it was put into motion on October, 24,
2019.
The level of the water of the dam put the government into distress as they were forced to implement
a rational implementation. The level of the dam was below the ideal level that the they set to be, it was
set for the reason that the government wants to ensure the raw water supply would last beyond the
summer of 2020. The rotational water interruption is causing troubles for the residents affected by the
said occurance, which can vary from everyone in Brgy. Tugatog.
In conclusion, there are alternative ways of how they could handle a problem like this, In the present
time, the Maynilad announces that the Brgy. Tugatog. will experience water interruption everyday at
10 am - 2 pm. This problem really affects the wholeresidence.
that people who need to go to school and work have difficulties in taking a bath because sometimes
the water interruption time isn't being followed. There are instances that at early 9am the water is being
cut out. The water they've saved wasn't enough to reached the lunch time where the water was
needed. Also there are carinderias on Brgy. Tugatog, those carinderias are obliged to save more
water. They need to wash the dishes and also the need to provide water for the customer.
Organization
Grade the text with these rubrics:
5 Organization is clear and ideas are easy to follow.
3 There is an organization but important sections are misplaced.
0 The text has no clear organization.
Explanation:
Coherence
5 The text effectively used coherence.
3 The text has coherence, but it can be improved further.
0 The text has no coherence.
Explanation:
Cohesion
5 The text effectively used cohesion.
3 The text has cohesion, but it can be improved further.
0 The text has no cohesion.
Explanation:
Additional question:
What have you observed with the text besides its organization, coherence, and
cohesion?
VALUES
How might you relate this quotation to our lesson?

LEARNING ACTIVITY
PLAN 3
Properties of a Well-written Text:
Language Use and Mechanics
Photo by Sticker Mule on Unsplash

➢ Determine properties of a well-written text;
➢ Evaluate a text in terms of language use; and
➢ Evaluate a text in terms of mechanics.
ACTIVITY
Easy-as-an-Essay
You are tasked by your Biology teacher to write an essay that you will report and share in class
together with the school principal.
Entry 1:
Pluto was demoted to a dwarf planet in 2006 after the

General Assembly of the IAU, as it only met 2 out of
the association’s three requirements to qualify as a
Planet (Library of Congress). The dispute started
when Caltech astronomy prof Mike Brown discovered
as Asteroid bigger than Pluto in 2005 (Cain, 2012).
The science community went wild! Brown’s findings
sparked a debate on whether this new planet, which
he named eris, should be added to the roster of 9
planets. The controversy prompted the international
Astronomical Union to meet up and delineate what a
‘planet’ is. They came up with three requirements to
classify a celestial body as a planet and removed the
Planet Status of Pluto based on the definition.
Entry 2:
Pluto was demoted to a dwarf planet in 2006 after the

general assembly of the International Astronomical
Union (IAU), as it only met two out of the association’s
three requirements to qualify as a planet (Library of
Congress). The dispute started when Mike Brown, a
professor of astronomy at the California Institute of
Technology (Caltech), discovered an asteroid bigger
than Pluto in 2005 (Cain, 2012). Brown’s findings
sparked a debate on whether this new planet, which
he named Eris, should be added to the roster of nine
planets. The controversy prompted the IAU to meet
up and delineate what a ‘planet’ is. They came up with
three requirements for classifying celestial bodies as
planets and removed the planet status of Pluto based
on the new definition.
Between these two entries, which will you choose to present to your teacher and to the class?
Explain your answer in not more than three (3) sentences.
DISCUSSION
Language Use
“It is important not only to think what you say, but also how you say it. To communicate effectively,
it is not enough to have well-organized ideas expressed in complete and coherent sentences and
paragraphs. One must also think about the style, tone, and clarity of his/her writing, and adapt
these elements to the reading audience (Dayagbil et al., 2016, p. 69).”
Language use refers to the style, tone, and

clarity of writing. An academic text should be
accurate, formal, impersonal, and objective. A
text should not only be organized, coherent, and
cohesive. It must follow writing conventions like
grammar and appropriate vocabulary.
Formal Language
It refers to a language that is commonly used by writers in academic and business settings.
To observe if a text uses formal language, check if it avoids the following:
▪ Contractions
▪ Weak verbs
▪ Wordy constructions (redundancies, clichés, and highfalutin words)
▪ Excessive dummy subjects like there and it
Try reading this text:

This paragraph uses contraction (I’m), slang (peeps), and awkward cliché (speak in dollar),
making the composition sound unprofessional. The author should have chosen an appropriate
vocabulary.
Look at this improvised version of the text:

This paragraph is formal and more appropriate for an academic and professional audience. The
author is careful about their choice of words.
HOW TO SPOT FORMALITY IN A TEXT?

Contractions
When reading an academic text, see if the author avoided contractions or the shortening and
combining of two words with an apostrophe.
Avoid Example Improved Explanation
Contractions are used during

Contractions I’m, I’ll, haven’t I am, I will, have not conversations and not in formal
writing.
Weak versus Strong Verbs

When reading an academic text, see if the author avoided using weak verbs. Strong verbs are
preferred in academic writing.
Avoid Example Improved Explanation
The patient got over his

The patient recovered from Phrasal verbs (verb +
illness.
his illness. preposition) are wordy and
Weak
may be interpreted differently.
verbs The team got
The team assembled to A single precise verb is
together to perform the preferred.*
perform the experiment.
experiment.
*NOTE: Not all phrasal verbs are weak verbs. Some phrases are acceptable like “carried out”,
“consists of”, “discussed by”, “based on”, “subjected to”, etc. The key is to think of a more precise verb
that can replace a wordy and longer phrase.
Wordiness versus conciseness
When reading an academic text, see if the author avoided being wordy. Conciseness is
preferred in academic writing. Furthermore, ideas are said in the fewest possible words.
Avoid Example Improved Improved
People of the Philippines

should participate in social Filipinos should practice their
Wordy Concise
discourses and express their freedom of speech.
thought.
Excessive there and it

Sometimes, the words there and it in the beginning of a sentence may be referred to as a
dummy subject. A dummy subject appears to be the subject of a sentence but it is not.
Compare these sentences:

1. The essay is interesting. It is about great heroes.
2. It is amazing to learn new things.
The pronoun it in the first example refers to the subject essay. However, the it in the second
example is a dummy subject. It does not refer to anything. It functions as a subject, but it has no
meaning. To improve writing, determine the real subject of the sentence. In the case of the second
example, the real subject is “to learn new things”. The sentence could be better rewritten as
“Learning new things is amazing.”
There are some phrases that

Some phrases are acceptable like
Dummy are acceptable like “carried
“carried out”, “consists of”,
There out”, “consists of”, “discussed
“discussed by”, etc.
by”, etc. More direct
Dummy It is important to understand the Understanding the process of
It process of communication. communication is important.
NOTE: Dummy subjects are not always wrong. They are normal especially on subjects like weather
and time (“It is raining.” or “It is 9:00 am”). The key is to read the text carefully and see whether the
dummy subject is adding unnecessary length and distractions while reading.
Just like wordiness, redundancies, clichés, and highfalutin words are also avoided in academic
writing.
Avoid Examples Explanation Improved
Redundancies
The words known and
UP Diliman is known
recognized mean the same UP Diliman is known
Needless repetition and recognized as the
thing. The word recognized did as the best university
of words, phrases, best university of the
not add anything to the in the country.
sentences, country.
sentence.
paragraphs, or ideas.
Slang
The essay talked This sentence is not clear and The essay discussed
Words in casual about a lot of stuff sounds casual. It is not clear the major events in
conversation among about that famous what “stuff” about the “dude” Rizal’s life as a
friends or particular dude. was discussed in the essay. student in Europe.
group of people.
Clichés Improving public

Although this expression might
Improving public transportation
Overused be meaningful in conversation,
transportation is easier requires planning,
expressions that are it contributed nothing in the
said than done. funding, and effective
no longer appealing sentence.
management.
Highfalutin Words
The word high-stomached is
Pretentious The high-stomached The fearless warriors
neither helpful nor clear to
vocabulary warriors raised their raised their swords
readers. A simpler and
commonly used to swords and attacked. and attacked.
accurate word is preferred.
‘sound smart’
Aside from using formal language, academic texts also observe the usage of impersonal and
objective language.
Impersonal and Objective
Academic text is impersonal and objective. This means that the author separates themselves
from the text, and presents facts, not opinions.
To observe if a text is impersonal and objective, check if it avoids the following:
▪ personal phrases
▪ judgmental or emotive language
Observe this text:
The text uses personal phrases, and judgmental and emotive language, making it sound biased
and opinionated.
Let us read the improvised version of the text:
The text sounds more professional and objective. The author avoided inserting their opinion into
the text and maintained an impersonal tone.
HOW TO SPOT IMPERSONAL AND OBJECTIVE LANGUAGE IN A TEXT?

Personal Phrases
When reading an academic text, see if the author avoided personal phrases like “in my
opinion”, “personally, I think…”
According to experts, the virus is Personal expressions

From my point of transmitted from bats. signal the author’s bias
Personal view, the virus is and attitude about the
Phrases transmitted from topic. This makes the text
bats. Evidence suggests that the virus is appear less factual and
transmitted from bats. more opinionated.
JUDGMENTAL OR EMOTIVE LANGUAGE

When reading an academic text, see if the author avoided judgmental or emotive language.
Judgmental or emotive
This evil virus penetrates The virus penetrates the cell.language also signal bias
Judgmental the cell. and attitude in the text. In
or Emotive These new viruses will infect an academic text, the
language This process is really more cells continuing the author must present
depressing to imagine. cycle. evidence, not personal
feelings.
Mechanics
Mechanics describe the technical aspects of writing. It specifies the established convention for
words that you use – spelling, punctuation, capitalization, etc. This element is as important as
well-developed story lines. A piece of writing must look worth reading such that it is not hard to
figure out what you are trying to say.
Aside from organization, cohesion and coherence,

and language use, mechanics is also an important
indicator if a written text is well written.
Mechanics refer to a set of conventions on how to

spell, abbreviate, punctuate, and capitalize.
Photo by hannah grace on Unsplash
Consider this example:
Memorable Students
they are the memorable students in any class they participate fully in discussions they delight
in distracting their classmates they yearn for learning
Not only is the above example difficult to read because of the lack of punctuation and
capitalization, but is also impossible to understand its meaning. If it had punctuation, it could be
read in this improvised version:
Memorable Students
They are the memorable students in any class. They participate fully in discussions. They
delight in distracting their classmates. They yearn for learning.
SPELLING
Spelling refers to the correct forming of words from letters according to the accepted usage.
When reading an academic text, it is suggested to:
▪ Check correct spelling by consulting a dictionary
▪ For more technical words, consult scientific dictionaries
▪ Check for common misspelled words:
o Its vs. It’s Affect vs. Effect
o To, Too, Two Advise vs. Advice
▪ In some guides, numbers from zero to ten are spelled out while numbers higher than ten
should be written in figures
o (e.g. six thousand, 12 years old)*
▪ Spell out the numbers beginning a sentence, title, or text heading
o (Fifteen participants were in the control group.)*
*NOTE: These rules may vary depending on the formatting guide used by the author
(Chicago style, APA style, MLA style, or AP style).
ABBREVIATION
Abbreviation is a shortened form of a written word or phrase used in place of the whole word
or phrase.
Observe if the full name of an institution or organization is spelled out in the first mention and the
abbreviation is in the parentheses. The paper should use the abbreviation in the succeeding parts.
Example
“The Department of Health (DOH) on Wednesday warned the public against the health issues
which may be caused by a coronavirus.
In a health advisory, the DOH said the coronavirus is from a family of viruses…” (via pna.gov.ph)
CAPITALIZATION
Capitalization is the writing of a word with its first letter in uppercase and the remaining letters
in lowercase.
When reading an academic text, observe that the initial letters of the following should be in capital
letters:
▪ The first words of a sentence
▪ Proper nouns
o (names of specific people, places, organizations, trademarks)
▪ The names of countries, nationalities, and specific languages
▪ The days of the week, the months of the year, and holidays
o (Halloween, October, Friday)
▪ The first letter of words in a title or heading except conjunctions, articles, prepositions or
fewer than four letters, and the "to" in infinitives.*
▪ Captions for figures, examples, table, or headings for table columns use the same rules
as for titles and section headings.*
*NOTE: These rules may vary depending on the formatting guide used by the author
(Chicago style, APA style, MLA style, or AP style).
What should not be capitalized?
▪ Common nouns
o (unless found at the beginning of a sentence)
▪ Words or the first letter of a word for the sole purpose of emphasis
PUNCTUATION
Punctuation refers to the marks, such as period, comma, and parentheses, used in writing to
separate sentences and their elements and to clarify meaning.
Punctuation Uses Examples
Used at the end of a complete

sentence I will join you in your vacation trip.
If the last word in the sentence She is Ms. Santos, M.D. She works
PERIOD or .
ends in a period, it should not be at Tondo General Hospital.
followed by another period.
He asked where her office is.
Used after an indirect question
Commas are used to separate

three or more words, phrases, or
clauses. Their names are James, Mary, and
Raj.
Commas are used after an
introductory dependent clause or After this dilemma, a beautiful day
COMMA or ,
phrase. will shine through.
Commas are used between My family went to the park, but I

independent clauses joined by a stayed at home for my homework.
coordinating conjunction: for, and,
nor, but, or, yet, so.
The things on my mind are the

following: papers, grades, and the
Used in introducing a list exam.
COLON or : Colons can also introduce a direct He ended with the words of former
quotation. president Diosdado Macapagal:
"The strength of the nation lies in the
well-being of the common man."
Semicolons connect two

independent clauses without a
conjunction. Call me tomorrow; I will have my
decision by then.
A semicolon may also be placed
between two sentences joined by If she can, Ana will decide tomorrow;
SEMICOLON or ; a conjunction, especially when and if Jose agrees, he will join her.
commas have already been used
in the first sentence. Ana and Jose went to Sta. Rosa,
Laguna; Meycauyan, Bulacan; and
Semicolons help avoid confusion Guagua, Pampanga.
between items in lists where there
are already commas.
Quotation marks [ “ ” ] enclose the
He ended with the words of former
exact words of a person.
president Diosdado Macapagal:
QUOTATION MARKS Single quotation marks [ ‘ ’ ] are “The strength of the nation lies in the
or " " used to enclose quoted material well-being of the common man.”
(or the titles of poems, stories,
“‘Dead Stars’ is my favorite short
articles) within other quoted
story,” he said.
material.
The study covers the hydrologic

cycle (also known as the water
Used to clarify preceding words.
cycle).
Used for references or
Readability describes the ease with
documentation of sources.
PARENTHESES or ( ) which a document can be read
Used around an abbreviation or an (Hermosa, 2002).
acronym if used with the spelled-
The Department of Health (DOH) on
out word.
Wednesday warned the public about
the pandemic.
In his memoirs, the author reveals,

If the quoted material includes a
“The year we moved into the house
BRACKETS or [ ] noun or pronoun that is unclear,
[1985] was a difficult one for us, both
brackets are used for clarification.
emotionally and financially.”
CITATION
Citation is a reference to a source commonly used in academic writing.
SYNTHESIS
The organization of ideas is invariably one of the aspects in writing which is often highly
valued. The overriding principle of effective and well-written text is the writer’s knowledge
of the fundamental properties of text- organization, coherence, cohesion, language use, and
mechanics. These properties show the interplay of both the physical aspects of organization
and deeper textual aspects. A well-written text, therefore, is built around effective
paragraphing, on coherence, and on established conventions.
OUTPUT
Let’s Evaluate
Evaluate the text in terms of its language use and mechanics. Select a score in the rubric below
which would serve as your grade to it. Then, write a three-to-five-sentence explanation behind
your score. (15 points)
Legalize It
In 2000, George Bierson’s "Marijuana, the Deceptive Drug", was published by the
Massachusetts News. Bierson concludes that marijuana is harmful in many ways, including
brain damage, damage to the reproductive system, and weakening of the immune system. He
also attempts to convince the reader that marijuana is a "gateway drug" that leads the users to
venture into much harder drugs. I believe that research to support anything can be found if one
is looking hard enough, but that the fallacy of Bierson’s conclusion is due to his research
seeking facts to support an already-assumed conclusion. Based on my research and my own
personal experience, I have found that several of his points, when looked at logically, do not
reach his conclusion.
One of Bierson’s strongest supporting claims is of the physical harms of marijuana. He argues
that Heath's tests of the monkey's brain seemed to show conclusive evidence of brain damage;
however, he fails to mention that the tests were later discredited: the monkeys were given
extremely high doses, doses exponentially higher than that of the average recreational or
medical marijuana user, and the test’s sample size was too small. More current studies of
people who are heavy marijuana smokers show no evidence of brain damage; in addition, the
American Medical Association has officially endorsed the decriminalization of marijuana. I find
this to be quite a bit more compelling than an outdated and poorly executed test. His claims of
damage to both the reproductive system and the immune system are again based on invalid
experiments of nearly lethal doses administered to mice and other animals, not humans.
Moreover, several studies of the effects of marijuana on the human reproductive and immune
systems have failed to demonstrate adverse effects.
One of the longest standing arguments against the use of marijuana is that it gives users a
"gateway" to harder or more illicit drug use. Bierson states in his article that "Marijuana is the
seed from which the scourge of drug abuse grows. If we stop the marijuana, we will stop the
rest of drug abuse". I have several issues with this statement: first, the simple fact that many
heroin and cocaine users used marijuana first does not conclude that the latter is the result of
the first. Correlation is not causality. Bierson’s vehement argument against marijuana alone
becomes suspect, as most of these heroin and cocaine abusers had also previously used
alcohol and tobacco. According to government surveys, a conservative estimate of 80 million
Americans have tried marijuana in their life, and 20 million admit to using it recently; if marijuana
were truly a gateway drug, we would see a higher percentage of regular users. Instead, we are
seeing an even smaller percentage of abusers of cocaine or heroin. In fact, most people who
use marijuana most often quit on their own before the age of 34. If anybody is still compelled to
buy into the "gateway" theory, a real-life example is available for all to see: In Holland,
marijuana has been partially decriminalized since the 1970s. Reports show that the use of
cocaine and heroin has significantly decreased, thus contradicting the hypothesis of marijuana
as a gateway drug. Instead, these statistics appear to point to the conclusion that marijuana is
more likely a substitute for harder drugs rather than a launching pad.
While I do feel that Bierson has failed to present conclusive evidence of the harmfulness of
marijuana through the points made, it is not a proper statement to claim that marijuana is
"harmless" either. Even though the properties of marijuana have shown not to be physically
addictive, one can become psychologically addicted. However, this is true of just about anything
that can give one pleasure, such as chocolate, gambling, or shopping. No substance will be
safe for everybody, under all circumstances, or when used in excessive amounts. For example,
over-the-counter medications can be deadly for those who are allergic or who overdose. On the
other hand, marijuana overdose has never been a sole reported cause of death: the amount of
cannabinoids required to have a lethal effect are more than 40,000 times the necessary dosage
for intoxication, making it highly unlikely that a person would be able to or could be able to
achieve such a concentrated amount in their bloodstream. This is a severe contrast to alcohol,
where one can very easily bring about one's demise, and at only a mere four times the legal
limit.
Marijuana continues to be a relevant controversial issue in society today, as many states

included decriminalization and legalization proposals on their ballots. It can be very difficult to
know which side to support, partially due to the media propaganda, some of which even
contradicts itself in its fervor. This is likely the result of many wealthy and influential
organizations that have a financial interest in this issue, from the pharmaceutical companies
who stand to lose profits from legalization, the governments who stands to gain from taxation, or
the "dealers" who will be put out of business with the elimination of the black market. It seems
that those with a vested interest in the legalization or continued criminalization of marijuana will
pull whatever strings necessary to sway public opinion to their side. This may include creating,
supporting, or merely citing biased or invalid research to support the desired conclusion, just as
Bierson
has done in his article.
Source: Lynn Streeter (2008)
Language Use
5 The text effectively used an objective and formal style of language.
The text attempted to use objective and formal style of language

3
but there are points to be improved.
0 Language is too subjective and highly opinionated.
Explanation:
Mechanics
5 The text has no misspelled words and/or misused of punctuations.
3 Most parts of the texts follow correct spelling and punctuation.
0 Most parts of the text has errors in spelling and punctuation.
Explanation:
Additional question:
What have you observed with the text besides its language use and mechanics?
VALUES
How might you relate this quotation to our lesson?

LEARNING ACTIVITY
PLAN 4
Types of Claims
Photo by Dillon Shook on Unsplash

➢ Identify claims made in written text; and
➢ Give examples of each type of claim.
ACTIVITY
I Am the Law
Imagine you are in the Senate of the Philippines to

deliver a speech. Your goal is to convince
lawmakers to create a bill and pass it into law.
What law will you convince them to create and

pass? Enumerate your reasons or pieces of
evidence that support your stand.
Place your response on the space provided.
DISCUSSION
Just like how you convince the lawmakers about your

proposed bill, authors also write texts to achieve a goal.
Mostly, this goal is to inform, but sometimes it may also to
convince readers with mere opinions or assertions.
However, problems arise when readers take these opinions
as true and real without critically examining and
investigating them.
Today, our goal is to identify the claims written in a text and

evaluate whether such claims are logical and sound.
Claims
Claims are debatable statements. These are statements

or arguments that an author wants a reader to believe.
Remember that claims are not truths. They are
debatable, therefore, not everyone agrees with them.
For example, when someone says that Koreans
are better than Japanese – that is a claim. It is not
a truth; rather it is a debatable topic that requires
evidence to convince its audience.
A claim may assert that something is good or bad, or explain that a certain action is the wisest thing
to do. If a reader is not careful or critical about the claims made by an author, they may simply agree and
believe them, and lead them to make wrong decisions.
A claim may appear as a simple comparison like dogs are better than cats, or something more
serious like abortion is not immoral, or abortion should be legalize in the Philippines.
Remember that when we read a text, we are reading the perspective of the writer, their bias,
attitude, and values in life. Also, it depends on a critical and a careful reader to weigh and judge the merit
of the claims made. Understanding different types of claims is important because it guides readers like
yourself to evaluate the pieces of evidence provided in the text.
Misconceptions about Arguments

All texts provide clear arguments
While it is expected for writers to deliver their

arguments clearly, some intentionally blur
loopholes to mislead their readers, while others
avoid discussing the weaknesses of their
arguments.
For example, a text talks about global warming as
a hoax. The article explained the benefit of
industrialization to humanity but did not explain the
adverse effect of the extreme consumption of
natural resources that leads to global warming.
The text did not provide a clear explanation of the
arguments in the text.
All texts inform
While academic texts are mostly informative, some

rather convince their readers without sound and
clear information. Some writers rather use emotion
or guilt to make a reader change their mind about a
topic.
For example, a text explained that if factories

stop releasing deadly chemicals to rivers to solve
problems in pollution, it will also stop the production
of everyday needs like food, clothes, and other
everyday products. The text used guilt to justify
irresponsible factory practices, instead of providing
environment-friendly means of production.
Arguments are not useful
It is not enough to learn how to read. It is also

important to evaluate what is being read. Knowing
how to identify arguments or claims allows readers
to make the right decisions, or do informed
actions.
For example, a new policy is being proposed in your

school that restricts students in expressing opinions
about the school administration. By reading critically
the proposed policy, you can decide whether the
policy is sound or logical, and whether should you
support or oppose the policy. The same is true when
buying a new mobile phone. Reading the flyers or
listening to product reviews allows buyers to
investigate whether what is told in the advertisement
is also true in real life. Thus, learning to identify
arguments or claims is useful in everyday life.
Types of Claims
Claim of Fact
▪ Claims of fact argue about topics that are

quantifiable or can be proven with pieces of
evidence.
▪ Note that a claim of fact is not fact; it only
asserts a stand regarding a debatable topic.
Claims of fact may talk about the following:
➢ historical event
o Ancient bacteria killed all the dinosaurs.
➢ existence of something
o All ancient bacteria are trapped in permafrost.
➢ Inference or prediction
o Due to climate change, the permafrost will melt.
➢ something is true or not
o There are three known ancient bacteria trapped in
the permafrost.
➢ cause and effect
o If the permafrost melts, this will result in the revival
of ancient bacteria. This in turn will cause new
infections
So, if you happen to find a claim of fact in a text, you may ask the following questions:
✓ Did it really happen?

✓ Do these really exist?
✓ Is it likely to happen?
✓ Is it true?
✓ What caused it?
TEST THE CLAIM!
To test the claims of fact, we need to look for verifiable or quantifiable pieces of evidence within
the text, or probably from other resources.
As a reader, if a text has claims of fact, you may want to look for the following:
actual sample, a reliable photo, or video
reliable authority (a witness, an expert, etc.)
recent, accurate data
clear defined terms
Read the sample claim:
Aswangs are found in Antique

This is a claim of fact because it asserts or argues the following:
▪ Aswangs exist; and
▪ We can find Aswangs in Antique (an asserted truth)
To test whether the claim of fact is logical or not, we have to know whom did the writer learn about the
existence of the aswang. Who are the witnesses? Is there any photo or video of it? How about a
captive aswang in Antique? Also, by aswang, do you mean a monster in the Filipino lore, or
does aswang mean differently. If the definition is clear, what do experts say about them?
FACT VERSUS CLAIM OF FACT
Many can share their ideas, but a claim of fact is not a fact. It is a claim.
A fact is indisputable and can no longer be argued about. For example, the Philippines is
composed of three major groups of islands: Luzon, Visayas, and Mindanao. This is a fact, an
established truth. Nothing about it we can argue about. However, if a statement says that the
Philippines is a province of China then that is an arguable and debatable claim. In order to prove
it, the text must provide sufficient information or pieces of evidence, or at least other reliable
sources would support such a claim. Remember, a fact is different from a claim of fact.
More examples of claims of fact:
• Jose Rizal can speak twenty-four languages.
This is a claim of fact because to verify whether it is true or not, we need to identify all the
languages that Rizal could use to communicate. Diaries, letters he wrote, or confession
of his contemporaries could validate whether twenty-four is the actual number of
languages he could speak in or less or more. Also, consulting historians of the life of Rizal
can verify whether it is true or not.
• Improving internet connection and supplying gadgets to teachers and

students can improve online education.
While this sounds convincing, this is still a claim of fact. The improvement of online
education is not only caused by internet connection and access to gadgets. Teacher
training, curriculum, students’ skills, and home environment among many other factors
Claim of Value
▪ Claims of value argue about the quality or value of
something.
▪ It is based on judgement and evaluation on a
philosophical, aesthetic, or moral standpoint.
▪ Note that it is not merely a statement of subjective
judgement; a claim of value is also assessed based
on accurate information.
Claims of value may talk about the following:
➢ quality of something
o The ballet performance was regarded by experts as
excellent
➢ morality
o Polygamy is not righteous in the Christian faith.
➢ something is better that the other
o Democracies are the only legitimate form of government.
So, if you happen to find a claim of value in a text, you may ask the following questions:
✓ Is it good or bad? (How good or how bad?)

✓ Is it moral or immoral?
✓ What values or criteria should be used to determine its goodness or badness?
To help you spot claims of value, you may want to check for the adjectives or words that describe
in the statements. For example, the words wasteful, righteous, and legitimate tell the quality or
the value of the words they are describing. Comparatives and superlatives like better and best or
worse and worst also signal claims of value.
TEST THE CLAIM!

To test the claims of value, we need to look for a strong and logical explanation within the text, or
probably from other resources.
As a reader, if a text has claims of value, you may want to look for the following:
standards of evaluation (philosophical, aesthetic, moral standards)
examples that clarify abstract values
credible authorities for support
Euthanasia is unethical medical practice because, for

one, doctors promised not to harm anyone.
This is a claim of value because it argues the following:
▪ Euthanasia is bad; and
▪ It is against under the Physician's Oath (a standard of
evaluation).
To test whether the claim of value is logical or not we have to look for the moral standard used by the
author. The author used one of the tenets of the Physician's Oath which doctors are expected to follow,
namely primum non nocere which means "first, do no harm". Following this standpoint will somehow
justify the claim that euthanasia is an unethical medical practice. However, we still need to look for
examples of cases of euthanasia that prove it to be unethical, or possible cases that proves euthanasia
could sometimes be necessary and, therefore, ethical. Also, what do experts say about euthanasia?
More examples of claims of value:
• Same-sex marriage is as important as straight marriage.
This is a claim of value because it argues the importance of same-sex marriage. The
author used straight marriage as a standard of an important union and then used such
an analogy to same-sex marriage.
• China is a better foreign ally for the Philippines than the US.
This is a claim of value because it argues that China is better than the US. It states that
one country is more important than the other in the standard of being a foreign ally.
• The death penalty is wrong in the Christian faith.
This is a claim of value because it argues the immorality of the death penalty. The moral
standard used by the author is the Christian faith.
Claim of Policy
▪ Claims of policy argue that a certain action,

policy, or law should be or should not be
implemented.
Claims of value may talk about the following:
➢ a possible solution to a problem

o Mass testing, along with other concrete plans,
could flatten the curve.
➢ propose a course of action, plan, or behavior
o Cellphones should not be used while driving.
➢ propose a rule, policy, or law
o The death penalty will lower down crime rates in
the Philippines.
Also, remember that claims of policy may contradict a solution, policy, or plan (i.e. The death
penalty will not lower done crime rates in the Philippines).
So, if you happen to find a claim of policy in a text, you may ask the following questions:
✓ What should we do about it?
✓ What should our future policy be?
✓ What concrete course of action should we pursue to solve the problem?
TEST THE CLAIM!
To test the claims of policy, we need to look for a clear procedure or justification on why certain
actions must or must not be done.
Identify the problem

Identify the propose solution
The justification of the solution
The procedure of executing the solution
Benefits of the solution
Possible disadvantages of the solution

Many car and road-related accidents are due to drunk
driving. Therefore, drunk driving should be penalized.
This should lower down the accident rates related to
drunk driving and save innocent lives. If we will be
stricter in imposing laws against drunk driving, drivers
will refrain from consuming alcoholic beverages
before or during driving.
This is a claim of policy because it argues the following:

▪ There is a problem (accidents due to drunk
driving); and
▪ A solution is provided (penalize drunk driving).
To test whether the claim of policy is logical or not, we need to identify the problem and the proposed
solution. In the example above the problem is the accidents caused by drunk driving, and the solution
proposed to solve it is to penalize drunk drivers. While the claim sounds convincing, it did not specify the
details of the proposed solution. To say to penalize is easy, however, it has to be clear what kind or to
what degree of penalty should be implemented to combat drunk driving. Also, are there any other
solutions that could as well make drivers stop drinking before or during driving?
More examples of claims of policy:
• Online classes can help students to have access to education despite the
lockdown caused by the pandemic.
This is a claim of policy because it proposes a solution to the limitation of physical

schooling in time of the pandemic.
• Students and teachers should still appear presentable in online classes.
This is a claim of policy because it suggests a set of behavior to students and teachers
during online classes.
• Even in online classes, students with dyed or colored hair should not be
allowed to join classes.
This is a claim of policy because it argues who can and who could not join online
classes.
SYNTHESIS
✓ A claim is the central argument or thesis statement of the text. It is what the writer
tries to prove in the text by providing details, explanation, and other types of
evidence.
✓ The three general types of claims are claim of fact, claim of policy, and claim of
value.
✓ A claim of fact is not a fact; it only asserts a stand regarding a debatable topic. It is
supported with factual information such as statistics, testimony, and observation.
Another characteristic of a text with a good claim of fact is the use of sufficient,
accurate, and recent evidence to emphasize the main argument.
✓ A claim of value is based on preference. It asserts whether something is good or
bad, or more or less desirable. A text with good claim of value cites experts on the
field who support the claim to make the argument more effective. Moreover, a claim
of value draws on real-world examples and illustrations to make the abstract value
clear.
OUTPUT
QUIZ TIME!
Read and analyze each statement. Identify what type of claim is made. Write F if the statement
is a claim of fact; V if claim of value; or P if claim of policy. Place your response on the blank
before each number.
1. Physician-assisted suicide is immoral.

2. Cancer is a common disease, but it is not contagious.
3. The Philippine Eagle is a critically endangered species.
4. Legislation should be passed to stop the sale of cigarettes.
5. The basic keys to success are perseverance and discipline.
6. Social distancing is important during the corona virus pandemic.
7. Palawan is a better place to go for summer vacation than Baguio.
8. Global warming is the most pressing challenge facing the world today.
9. The age at which people can get a driver’s license must be raised to 18.
10. Jobstreet.com is an excellent resource for people who are looking for a job.
11. Vaping can lead to increased blood pressure, lung disease, and insulin resistance.
12. Studies have shown that exposure to violent media is a risk factor for violent behaviors.
13. Just as smoking ads have been banned in order to decrease the urge to engage in an
unhealthy behavior, soda ads should be banned for the same reason.
14. Parents should not only be aware of how their children are using social media, but also
understand the potential positive and negative impacts of social media use.
15. In order to insure that graduates are competitive for top jobs in their fields, the college
must put additional resources into its career services office and internship programs.
VALUES
Answer the questions below by completing the given statements.
1. What were your previous ideas about the types of claims?
I thought …..
2. What are your realizations upon taking this lesson?
I learned that….
LEARNING ACTIVITY
PLAN 5
Context in Text Development
Image by Tumisu from Pixabay

➢ Identify the context in which a text was developed; and
➢ Differentiate hypertext from Intertext.
ACTIVITY
MEME-ER
Today, people would share images in social media as humor. We call it Memes. These are images
containing visuals and texts, and people would made a funny interrelatedness. Analyze the memes below.
Explain how the visual is related to the text. Place your response on the space provided.
The meaning behind memes is determined by context or the stories that surround them. This means that
memes have background stories and these background stories are where ideas revolve. The same is true
in academic reading and writing. The meaning behind a text is shaped by its context. Context influences
writers in shaping their ideas. It also influences readers in determining meaning in the text.
DISCUSSION
In the course of browsing information, there are readers who find pleasure and satisfaction in the
text by connecting it with similar narrative or issue, thus, making the reading material more
comprehensible and meaningful. However, some readers with the intention to further enrich the
information at hand, deliberately open highlighted parts or links of the text. Both practices cover
the intertextuality and the hypertextuality of the content and the context of the reading material.
Context
Context is defined as the events that influenced the writing of a

text. This can be political, social, historical, or cultural events.
These events determine writers' purpose, style of writing, and
organization of ideas among others.
For example, you are asked by your professor to write an essay about
COVID-19. Your readers, however, will be students at the elementary level.
Because of this context or situation, you will purposely write an essay that
is appropriate for a younger audience. Your choice of words would be
simpler and so will your sentence structure. However, imagine if the essay
is for college students instead. Considering this context or situation, your
ideas are more likely to be written in complex sentences using vocabularies
that are quite technical yet known to college students.
The example above shows that writing the essay is influenced by two contexts. One, the COVID-19
pandemic. The topic of the essay is determined by the current event. Another, as highlighted already,
the task of writing for a specific audience, which is elementary students and college students. These
contexts affect how writers will write and develop their ideas.
Another example, the word mañanita became a buzz after a
police general used it as an excuse for an alleged party that
happened during the enhanced community quarantine. The word
mañanita is a serenade sung at dawn to wake up a birthday
celebrant. However, because of the issues that surround that
police, we associate the word mañanita to his controversial
birthday party. This social situation allowed readers and writers
to shape meaning in what they are reading or writing.
In written materials, academic and literary, there are several ways to determine context, they are
Hypertext and Intertext.
Hypertext
Hypertext is a non-linear way of reading a

text. This happens through links that are
embedded in the text.
Commonly, reading is a linear process. You start with the title, then proceed with the first sentence of
the first paragraph. You read through every paragraph until you reach the conclusion. However,
hypertext allows readers to navigate through the text and its different parts. This means that a reader
may be linked to a previous part of the text or to some sections that are ahead of the current section
being read. Simply, hypertext makes readers jump from one section to another. Many written works
use hypertext to develop ideas.
These are some of the ways on how hypertexts are used:

Footnotes and endnotes
Expressions that direct readers to another part of the same text
Hyperlinks
Footnotes and endnotes

Footnotes are notes found at the bottom of the page (hence, "foot" note). Endnotes are notes found at the
end of the text (hence, "end" note).
▪ It contains references to the topic or a specific concept.

▪ It may also contain important comments that may not be directly related to the main discussion.
▪ Footnotes and endnotes are commonly signaled by a number that is formatted as a superscript like
this: word1
Take a look at this example:
Expressions that direct readers to another part of the same text
▪ Phrases like "As mentioned in the Introduction" or "as shown in figure 5" signal that a reader may
proceed to a certain section or part of the text to have a clearer view of the idea being presented.
Example:
"... The reliability is determined through Cronbach's alpha as shown in Table 2."
Table 2. Internal consistency and reliability test of questionnaire items.
More examples:
▪ As shown in Table 3, … / As can be seen from Fig. 2, … / As indicated in Fig. 6-4, …

▪ Regarding the question of …, the data in Table 5 shows that …
▪ The factor loadings for the four factors are given in Table 9.
▪ As hypothesized, it was found that Group A performed significantly better on the test than
Group B (see Table 7).
In electronic publications, hypertext is observed as a hyperlink.
This electronic link redirects readers to different text (a new source, or parts of the same text).
Example:
Comments and references found inside or outside the original text help authors to frame the context or
the background for the readers. This establishes a clearer picture of the author's intended meaning.
Intertext
Intertext refers to the relationship of the text you are reading to a

different text. This means that a previous or an original source
influence in shaping the meaning of a text.
Basically, other texts help add meaning to the current text. The reader gets to understand the context of
the piece through other texts which parallel it in terms of plot, characters, premise, and the like. In an
intertextual work the context is not given immediately; only through the wealth of previous knowledge and
experience or further research will the reader be able to understand the text. It can occur in either online or
printed media, but it is not limited to literature; it spans other media such as movies, songs, and the like.
To illustrate this, you may imagine the Avengers: Endgame movie. One must see the previous movies to
fully appreciate what is happening in the Avengers: Endgame. The previous movies shape the meaning in
the Avengers: Endgame. Every joke, character conflicts, and the overall story in the Endgame are
influenced by the previous movies.
Intertextuality can also be observed through other forms of arts and literature. Some songs use references
to other songs or other related events that readers can relate to. This allows for rich and meaningful
interaction. Have you heard of the song "Let's Marvin Gaye and get it on" by Charlie Puth? Who is Marvin
Gaye, and how is he connected to the phrase "get in on"? The references used by Charlie Puth adds
meaning to the song especially to those who understand the inspiration behind it.
In literature and film, the Percy Jackson novels and movies are primarily referenced to Greek mythology.
Therefore, understanding Greek mythology allows readers to understand, analyze, and predict what will
happen in novels and movies. Again, the meaning in the Percy Jackson series is enriched by understanding
Greek mythology.
Allusion, parody, pastiche are examples of intertextuality.
This is also true in academic writing. In research, the review of related literature explains how the
researcher/s develop and shape the theory and concept that frames the study. This allows readers to
understand the development and innovation in the field of study.
These are some of the ways on how Intertext is observed:
Quotations
Reference to a relatable concept or event
Reference to another work
Quotations
This can be a direct quote with quotation marks or an indirect quotation which is a paraphrasing of the
original source.
▪ Both direct and indirect quotations identify the original source of the information.
▪ Quotations, or citing someone else's words can be used to support a concept being argued.
▪ Quotations help set the context of a written work.
Read this sample text. Who did the author quote to support her arguments?
When I was a little girl, my father taught me the Golden Rule: do unto others as you would have them do
unto you. Then I read Jesus's words: "Thou shalt love thy neighbor as thyself." The message I got was that
I need to treat others with the care and consideration that I want and that I have a responsibility to act in
ways that care for the well being of others.
And that's why we need to wear face coverings during this pandemic.
Wearing a cloth mask doesn't protect me that much. But if I wear one, it protects you. If you wear one, it
protects me. And if we both wear one, the virus is much less likely to infect either of us.
Source: Wearing face masks and do unto others (2020)

Reference to a relatable concept or event
The use of popular phrases, or event-specific vocabulary or expression signals that a text is referencing
from a different known concept.
Read this sample text. What well-known expression did the author use to frame his ideas?
During simple rites for the 121st death anniversary of Rizal held in this city, Chief Supt. Cesar Hawthorn R.
Binag modified the quote by saying “well-guided youth is the hope of the motherland.”
Binag cited statistics that 40 percent of the 3,393 drug surrenderers in Iloilo City is young.
He said that this figure “seems to declare the opposite of Rizal’s words.”
However, he cited that fulfilling the prophecy of our national hero does not fall on the shoulder of the youth
alone. It has to be a “shared responsibility” between the youth and the older generation.
“We cannot let our youths navigate the road to positive change by themselves. We have to show them the
true north. We have to share our wisdom with them, culled from years of experience and learning from
mistakes,” he emphasized.
Source: 'Well-guided youth' hope of motherland: W. Visayas top cop (2017)
Reference to another work/source

▪ Writers may refer you to a different book, article, or sources for you to check.
▪ By citing other works, readers understand that authors used various sources to develop their ideas.
SYNTHESIS
✓ Intertextuality banks on the relationship of past, current, and future texts to shape
and develop a new text. It gives readers the context needed, or the back story to
put ideas in place.
✓ A work in hypertext also enable the reader to arrive at the intended interpretation,
because s/he is led to where the author wants him/her to go. The context is given
directly and is taken through links and commentaries connected to the text being
read.
LET’S CHECK
Read and analyze each statement. Identify the context development used. Write I if it used intertextuality
or H if hypertextuality. Write your answer in space before each number.
1. Fast City by Don Bosco is an interactive narrative which presents a set of conflicts and
psychological landscapes placed within a technology-obsessed urban space.
2. Wicked by Gregory McGuire revolves around the stoy of the Wicked Withc from the West form
Frank Baum’s The Wizard of Oz and reimagines her as the misunderstood protagonist, Elphaba.
3. Bridget Jones’s Diary by Helen Fielding is written in a diary format and chronicles events within a
year in the life of the protagonist Bridget in the 90s; it is loosely based on Jane Austen’s Pride
and Prejudice.
4. Snow, Glass, Apples is a short story by Neil Gaiman. This piece tells the story of Snow White
from the point of view of her stepmother, who was actually trying to save the kingdom from her
bloodthirsty stepdaughter.
5. The Museum by Adam Kenney emulates the experience of being in a museum by allocating a
page to each part of the museum and giving the reader free rein as to where s/he wants to go by
providing links to different ‘areas’ of the museum.
OUTPUT
HYPER-INTER
Read and analyze the text. Then, write a three to five (3-5) paragraph essay that will explain your analysis
of the context behind the article. Identify the hypertexts and intertexts that can be found in the article. Write
your essay in the space after the text. Be guided with the rubric.
Rubric
Paragraph 5
Organization 5
Content 5
Grammar & Language Use 5
Total 20
Duterte approves 'pilot' face-to-face classes in select low-risk areas
(3RD UPDATE) Attendance of students to face-to-face classes in 2021 will only be 'voluntary on the part
of the learner or parents,' says Presidential Spokesperson Harry Roque
Philippine President Rodrigo Duterte has approved a trial run of face-to-face classes in areas deemed at
"low risk" for COVID-19 to take place in 2021, Malacañang announced on Monday, December 14.
Duterte made the decision during a Cabinet meeting, said Presidential Spokesperson Harry Roque in a
message to reporters.
The approved proposal, put forth by the Department of Education (DepEd), involves the "pilot
implementation or dry run of face-to-face classes in select schools within areas with low COVID risk for the
whole month of January 2021."
It's not yet clear when in 2021 these face-to-face classes will start. But they will only take place in areas
categorized by the national government as low risk as of January.
Roque, however, later said the pilot test may happen in January. DepEd said it had asked "authority to
conduct pilot in January."
"The pilot shall be done under strict health and safety measures, and where there is commitment for shared
responsibility among DepEd, local government units, and parents," said Roque.
Attendance of students to face-to-face classes will only be "voluntary on the part of the learner or parents,"
said the Duterte spokesman.
Parents must issue a permit for a student to be allowed to participate in the physical classes.
What's a low-risk area?

The government defines a low-risk area using two indicators: average daily attack rate (ADAR) and two-
week growth rate (2WGR).
A low-risk area has an ADAR that is less than 1. ADAR is the number of new cases in a city or province
over a two-week period, divided by the population of the city or province.
It must also have a 2WGR that is less than, or equal, to 0.
Two-week growth rate is the percent increase or decrease of the number of new cases in the past two
weeks, compared to the number of new cases in the two previous weeks. It’s basically a comparison of the
new cases detected one week ago and two weeks ago, and those new cases detected 3 weeks ago and 4
weeks ago.
Change in decision
Duterte's latest decision goes against his declaration last May to prohibit face-to-face classes until a
vaccine is available to Filipinos. During that time, the DepEd had also been considering allowing face-to-
face classes in low-risk areas as the August school opening neared.
Last November 24, senators urged the government to consider resuming face-to-face classes, as they
expressed apprehensions about whether students, especially those unable to take online classes, are able
to retain much from the current modes of remote learning.
But student group Samahan ng Progresibong Kabataan or SPARK warned that resuming face-to-face
classes in the middle of a pandemic is dangerous given the lack of health infrastructure, as well as gaps in
testing and contact tracing.
The Department of Health, however, said it supported face-to-face classes in low-risk areas, or areas where
the pandemic is under control.
DepEd guidelines
In a statement on Tuesday, December 15, the Department of Education (DepEd) said that the dry run of
face-to-face classes will help them and policymakers to come up with “more comprehensive
recommendations and initiatives for learning continuity moving forward.”
“The Department would also like to emphasize that learners will not be compelled to participate and can
continue their distance learning setup. Selected schools will require consent from parents allowing their
children to join the limited face-to-face classes,” it added.
From December 14 to 18, regional field units of the DepEd will nominate schools for the pilot
implementation.
On December 28, Education Secretary Leonor Briones will choose the final pilot schools.
Below is the timeline of activities of the dry run:
Source:
Ranada, P. (2020, December 15). Duterte approves 'pilot' face-to-face classes in select low-risk areas.
Retrieved December 18, 2020, from https://www.rappler.com/nation/duterte-approves-pilot-face-to-
face-classes-select-covid-19-low-risk-areas
Place your essay here:
VALUES
1. What were your previous ideas about contexts, hypertexts, and intertexts?
I thought …..
I learned that….
LEARNING ACTIVITY
PLAN 6
Critical Reading
Photo by Omid Armin on Unsplash

➢ Explain critical reading as reasoning; and
➢ Use critical reading strategies.
ACTIVITY
PICTURE-IT
Rebus puzzles use visuals that put a different spin on words or parts of words that are well-known. Figure
out the words or phrases for each visual. Write your answer on the space provided.
Was it easy to identify the words/phrases in the visuals? Explain your answer
DISCUSSION
As we have learned about the different types of claims, authors present their version of "reality"
or their portrayal of "truth" in a text. They want readers to believe the arguments they present, so
they write it in the most convincing way. If not careful, a reader might simply agree to whatever a
text presents. This is why reading is not enough. There is a need for critical reading.
Critical Reading
As a student, it is essential for you to practice critically. Critical
reading goes beyond extracting information from a text; rather, it
involves recognizing the writer’s purpose, identifying the tone and
persuasive elements, and recognizing biases. Critical reading
provides high reflective skills which allow you to stand back and
look at the text from different perspectives. It lends you the ability
to see and evaluate how a text presents arguments. Without this
skill, a reader may run the risk of simply memorizing texts and
accepting them even if they are flawed, biased, and subjective.
Reading versus Critical Reading
Reading is the process of decoding a text and extracting meaning from it.
Critical reading, on the other hand, is a process of analyzing, interpreting,
reflecting, and evaluating a text. It is a more ACTIVE way of reading.
Source: University of Toronto Scarborough

Strategies for Critical Reading
Concentration
▪ Learning Environment: Find a quiet and well-lit place to read and think.
▪ Schedule: Strategize your reading by making a schedule of when to read
and what to read.
▪ Reflection: Set aside your personal bias and attitude on certain topics
when reading related texts.
▪ Purpose: Set a clear purpose when reading an active text to help you
focus on finding details that satisfy your need.
Habits
▪ Skimming: Identify the main idea of the text, the topic sentence of a
paragraph, or the focus of a section to save time in reading.
▪ Scanning: Locate specific information in a text without thoroughly reading
everything.
▪ Rereading: Reread parts of a text that is complex and hard to understand to
improve comprehension.
▪ Vocabulary: Improve vocabulary by consulting dictionaries and using
flashcards.
▪ Textbook Marking: Underline, highlight, and annotate to identify key ideas.
▪ Review: Review the text to reinforce key ideas and the “big” picture.
While texts are different from one another, an appropriate reading strategy for each may be helpful in
thoroughly examining a text. You may also consult experts or peers to help you get through a difficult
part of a text.
What Do We Do During Critical Reading?

Analysis
▪ Looking into the parts and how each influence to the whole
▪ Identifying claims and its supporting details
▪ Recognizing the strategies used (appeals to emotion, reason, authority, etc.)
▪ Recognizing the patterns used (organization: chronological, compare-contrast, etc)
Interpretation
▪ Knowing the context of the written work (the social, political, cultural background
on the time of writing)
▪ Identifying what the text is trying to do
▪ Making sense of what is presented in the text using different perspectives
(psychology, philosophy, science, etc)
▪ Knowing the values, bias, and perspective the author has
Evaluation
▪ Judging the merit of the author's arguments and claims

▪ Judging the quality whether the decisions made by the author is effective or can
be done in a different way
▪ Judging the value of the text (its contribution, importance to your purpose, etc.)
Checklist for Critical Reading
These are some of the important criteria to look for when reading academic texts:
CONTEXT
A publication is shaped by the context of the time and place where it is published,
or who wrote it. Knowing the context of a written work creates a clearer picture of
its intention and meaning.
When reading try to answer the following questions:

▪ When is it written?
▪ Where is it published?
▪ What are the political, social, and cultural events at the time of writing?
CLAIMS and EVIDENCE
A text presents the perspectives of a writer. Critical reading entails knowing the
claims of a writer and the pieces of evidence that support it.

▪ What is the argument of the text? What assumptions are made?
▪ What pieces of evidence are presented? Are the evidence enough or lacking?
▪ Where can these pieces of evidence be found for fact-checking?
AUTHORITY
Determine whether the author/publication of the text specializes on the topic

given. An expert or credible journal should be a reliable source of information.

▪ Who is the author? What is their specialization?
▪ Is the journal known for producing quality researches?
▪ Did the text undergo peer-review?
OBJECTIVITY
Check if the text observes being fair and objective about the topic. A subjective
and biased text does not present reliable and transparent information.

▪ What is the purpose of the author?
▪ Is there any possible agenda behind writing the text?
▪ Is the text commissioned by an institution (company, organization, etc),
how did the text maintain objectivity?
TIMELINESS
Ideas and concepts are innovated and updated through researches. Identify if the
text, or the information in the text, is updated.

▪ Is any updated research available?
▪ When is the text published?
▪ What changes have happened after the time of its publication?
SYNTHESIS
The key element in critical reading is treating it as looking for ways of thinking and as
reasoning.
By gathering important details, a reader can make logical judgments about a text. By
doing so, readers can create evaluative statements to either support or refute claims
made by the author. This is helpful especially on answering assignments or preparing
the information needed for a writing task.
OUTPUT
LET’S CHECK
I. STRATEGIES FOR CRITICAL READING

Identify the strategies for critical reading described in each statement. Write your answer in the space
provided.
1. Setting your goals when reading.

2. Looking for the main ideas found in the text.
3. Finding a conducive environment to read and think.
4. Locating specific information in your reading material.
5. Annotating the reading materials by highlighting important terms.
II. WHAT DO WE DO DURING CRITICAL READING?

Read and analyze each statement. Write A if it is an analysis, I if it is an interpretation, or E if it is an
evaluation. Place your response in the space provided.
1. Wilbert critiques the aesthetic value of a poem.

2. Ezra judges the moral standpoint of the author regarding a claim.
3. Aga explains his topic on education using a philosophical perspective.
4. Ryan identifies the context of the writer in the editorial of the newspaper.
5. Jingle determines the organization of the ideas of each paragraph in the essay.
III. CHECKLIST FOR CRITICAL READING

Read and analyze each statement. Identify the criteria achieved in each situation. Write C for context,
A for authority, O for objectivity, T for timeliness, or CE for claims and evidence. Place your response in
the space provided.
1. The topic on vaccines is continually updated in journal articles.

2. The topic of the essay was explained using political perspective.
3. The author was able to separate his/her own ideas in the argument.
4. Yohan looked for the proof and pieces of evidence in the arguments presented.
5. Marvin, a literature major graduate, writes a research focusing on literary studies.
VALUES
1. What were your previous ideas about critical reading?
I thought …..
I learned that….
LEARNING ACTIVITY
PLAN 7
Formulating Evaluative Statements
Photo by Scott Graham on Unsplash

➢ Write assertions about a text read;
➢ Write a counterclaim in response to claims in a text read; and
➢ Formulate evaluative statements about a text read.
ACTIVITY
WHAT’S YOUR TAKE?
Read each statement. Then, write your thoughts about it in not less than five (5) sentences. Place your
responses in the boxes provided.
COVID-19 is man-made.
Abortion is not bad.
School-freeze should be implemented in the time of the pandemic.

DISCUSSION
As stated, a critical reader is someone who does not accept everything that is stated in a text. A
critical reader asks questions and judges whether a claim, assumption, or argument is worthy to
believe in. If an author has made an assumption that is well-supported with evidence and has
explained the concept in a logical manner, a critical reader can point out these strengths as found
in the text. Also, if a text is faulty, without evidence, or illogical, a critical reader can identify these
weaknesses as well.
Evaluative Statements
These are judgments given by a reader that explain the strengths and
weaknesses of a text using a set of criteria. It may be about the logic used by
the author, the properties of a text, or the quality of the claims and arguments
presented.
Read this sample evaluative statement from a book review:
"For a reader who is already an expert in the field [of philosophy], one will find this book unhelpful
if one’s goal in reading is to add knowledge to what one has been studying for years... On the
other hand, for a beginner in Greek, Indian, and Chinese philosophy, one will find a great source
of introductory essays that will allow one to grasp ideas that may be difficult if the primary text is
consulted (J.M. Jose, 2015).”
This is an evaluative statement found in a critique of a philosophy book. The statement highlighted
both the strengths and weaknesses of the book. It explains that the book may not be helpful for
experts, but helpful for beginner readers of philosophy. It can be assumed that the author of the
review is an expert on the field of philosophy and see things through the eyes of an expert and a
beginner.
Remember to be objective and formal when writing evaluative statements.
KINDS OF EVALUATIVE STATEMENTS:
Assertions
Counterclaims
Both types may rely on textual evidence for support and validity.
Assertions
An assertion is a kind evaluative statement that expresses the quality of a text,
or parts of a text. Simply put, after critically reading a text, assertion answers
the question "What can you say about a text?"
Look at this sample:
"The text attempts to convince the reader that marijuana is a "gateway drug" that leads the users to
venture into much harder drugs. This intention is clearly stated in this sentence: 'Marijuana is the seed
from which the scourge of drug abuse grows.'"
This is an assertion found in an article review about the use of marijuana. The author of the review
asserts that the original author wants to persuade readers that marijuana directs users to harder drugs.
It can be assumed that the author of the review did an analysis of the original text and interpreted it as
persuasive in nature. To make the assertion convincing, the author of the review used textual evidence
by quoting a specific sentence from the text.
How to Write Assertions about a Text Read?
1. Carefully read the text.

2. Identify the strengths and weaknesses of the text (content and properties).
3. Use reporting verbs or descriptive words.
▪ Reporting verbs
The text. . .
attempts to explain. . .
describes process. . .
used (a technique, a method)...
failed to explain...
lacks a discussion on...
▪ Descriptive words
The text. . .
is comprehensive...
is detailed...
is up-to-date...
is successful...
is insightful...
4. Use hedging words or words that signal careful assumptions to make a statement look less
absolute. Here are some hedging words:
Modals: may, might, can, could, would, should
Adverbs: perhaps, possibly, probably, etc
Approximators: approximately, roughly, about, often, occasionally, some, etc
5. Cite textual evidence to support your assertion by doing the following techniques:
➢ Cite a phrase, sentence, or a paragraph from the original text.
➢ Refer to a specific section, chart or graph, page number of the text. (E.g .... as shown
in table 2 ... or as explained in section 5 of the text.)
Look at this example:
Examples of Assertions
TEXT EVALUATIVE STATEMENT EXPLANATION
The evaluative statement

People in English speaking comments on the quality of
The text seems to lack evidence
countries tend not to know evidence provided by the original
to support the conclusion made
another language. This indicates text. The hedging word used is
about native English speakers
that they are poor language "seems". Also, it described the
being poor language learners.
learners. text as something that "lacks
evidence".
The evaluative statement

comments on the spelling in the
Mx. Mercadez is the teacher for The author probably overlooked
original text. The hedging word
the summer class in academic the correct spelling of the
used is "probably overlooked" to
reading and writing. instructor's name.
politely describe the text's faulty
spelling.
NOTE:
Remember, to express evaluative statements politely and respectfully.
Counterclaims
A counterclaim is a critical response that contradicts the claim found in a text.
You can imagine two debaters arguing whether or not students should wear
uniforms during online classes. Someone on the pro side will say that uniforms
are important. However, the person on the opposite side will explain that such
a claim is weak or wrong. This response to the main claim is called a
counterclaim.
Look at this sample:
Pro-uniform: Students should wear uniforms during online classes because uniforms signify our pride
and love for our school.
Anti-uniform: While school uniforms represent pride and love for our school, we can still express the
same sentiments without giving financial burden on families during this time of the pandemic.
Also, uniforms are used to identify students in the community. However, since everyone stays at home,
uniforms no longer serve this purpose.
The counterclaim explains the weakness behind the claim that "students should wear uniforms"
in the context of online classes. Counterclaims explain why a certain claim is invalid, illogical, or
unreliable.
Remember that a counterclaim may respond against various kinds of claims. Also, a counterclaim
is another claim. However, it is a claim that contradicts the initial claim made by an author. Recall
the lesson about the different types of claims (claims of fact, value, policy, and mixed).
How to Write Counterclaims?
1. Carefully read the text.

2. Identify the claims made by the author that you find wrong, invalid, or weak.
3. Use introductory phrases to introduce the author's claim and transitional phrases for your
counterclaim.
For example:
Old textbooks said that there are 1,707 islands that create the Philippine
archipelago, however, new research suggests that there is a total of 7,641 islands.
▪ More introductory and transitional words or phrases

The text said that... however...
The author argued that... but...
The text mentioned that... yet new research says that...
Many believe that... although evidence suggests that...
4. Use or words that signal careful assumptions to make a statement look less absolute. Here
are some hedging words:
Modals: may, might, can, could, would, should
Adverbs: perhaps, possibly, probably, etc.
Approximators: approximately, roughly, about, often, occasionally, some, etc.
5. Cite textual evidence to support your counterclaims by doing the following techniques:
➢ Cite a phrase, sentence, or a paragraph from the original text.
➢ Refer to a specific section, chart or graph, page number of the text. (E.g .....as shown in table
2 ... or as explained in section 5 of the text.)
➢ Consult experts or other reliable resources for recent and accurate data.
6. Provide a clear reason or explanation of how the pieces of evidence contradict the author's
claim and support your counterclaim.
7. Give a strong conclusion.
Look at this example:

Examples of Counterclaims
TEXT COUNTERCLAIMS EXPLANATION
The text assumes that racism

has been resolved and is no The counterclaim contradicts the
Racism has been resolved by
longer relevant in today's time. assumption of the original text.
Abraham Lincoln in 1862. It is no
However, evidence suggests The counter-argument is then
longer a problem in today's time.
that racism is still a societal supported by evidence.
problem that everyone faces.
The author concluded that

studying homosexuality causes
people to become gay. However,
In the past, there were only a few the author seems to forget that
numbers of homosexuals in the LGBT people were rather afraid
The counterclaim contradicts the
community. However, due to the to come out as gays due to
claim of fact made by the author,
increasing campaigns for LGBT systemic intimidation, ridicule,
especially on the causal
awareness, a spike on the LGBT and violence. According to the
relationship between LGBT
population can be observed. It American Psychological
awareness and the increase of
can be concluded that studying Association (2014), this stigma
the gay population.
homosexuality causes people to makes LGBT members conform
become gay. to gender norms. Studying
homosexuality does not make
people gay, it rather makes gay
people more empowered.
SYNTHESIS
Every reader aims for satisfaction out of the material read. In the process of reading,
he/she needs to keep a watchful eye to the content, context, semantics, syntax, and
very importantly significance. In certain cases however, apart from being conscious
about these elements, readers have the natural tendency to evaluate the reading
material in general and some statements therein in particular.
It is essential that aside from evaluating statements read from a text, it is likewise
necessary to formulate evaluative statement about the text read.
OUTPUT
THIS IS MY ASSERTION
Read and analyze the text. Write four (4) assertions about it. Then, write a two to three (2-3) explanation
about your assertion. Place your responses in the table provided.
TEXT:
The level of the water of the Angat dam put the government into distress as they were forced to implement
a rational implementation. The level of the dam was below the ideal level that the they set to be, it was set
for the reason that the government wants to ensure the raw water supply would last beyond the summer
of 2020. The rotational water interruption is causing troubles for the residents affected by the said
occurance, which can vary from everyone in Brgy. Tugatog.
In conclusion, there are alternative ways of how they could handle a problem like this, In the present time,
the Maynilad announces that the Brgy. Tugatog. will experience water interruption everyday at 10 am - 2
pm. This problem really affects the wholeresidence.
that people who need to go to school and work have difficulties in taking a bath because sometimes the
water interruption time isn't being followed. There are instances that at early 9am the water is being cut
out. The water they've saved wasn't enough to reached the lunch time where the water was needed. Also
there are carinderias on Brgy. Tugatog, those carinderias are obliged to save more water. They need to
wash the dishes and also the need to provide water for the customer.
ASSERTION EXPLANATION
VALUES
1. What were your previous ideas about formulating evaluative statements?
I thought …..
I learned that….
LEARNING ACTIVITY
PLAN 8
Determining Textual Evidence
Photo by Russ Ward on Unsplash

➢ Validate assertions and counterclaims using textual evidence.
ACTIVITY
CHOOSE YOUR EVIDENCE
As a student of reading and writing, identify three (3) characteristics of a reference you would consider in
your written outputs. Explain your descriptions. Write your answers in the provided table.
Characteristics Explanation
DISCUSSION
Academic writing often requires students to use evidence, and learning how to use evidence
effectively is an important skill to master. Often, the evidence asked to use comes from textbooks,
course readings, or other written work by professional scholars. It is important to learn how to use
these writings responsibly and accurately.
Types of Evidence
✓ Firsthand research is a research you have conducted yourself such as
interviews, experiments, surveys, or personal experiences and anecdotes.
✓ Secondhand research is a research you are getting from various texts

that has been supplied and compiled by others such as books, periodicals,
and Web sites.
Regardless of what type of sources you use, they must be credible. In other words, your sources must
be reliable, accurate, and trustworthy.
Methods of Incorporating an Evidence
▪ Quotation
▪ Paraphrase
▪ Summary
In using these strategies, it is suggested to make use of ‘signal phrases.’ These signal phrases
indicate that an evidence will be incorporated in your paper.
Some words to use as signal phrases are: argued, asserted, emphasized, explained, observed,
suggested, and wrote.
Quotation
It is anything from a word to several sentences taken word-for-word from the
original source and enclosed in quotation marks.
Use quotation if:

✓ You are relying on the reputation of the writer of the original source to give
authority or credibility to your paper.
✓ The original wording is so remarkable that paraphrasing would diminish it.
Sample:
Paraphrase
It is a rephrasing in your own voice and sentence structure of one portion of
the original source and is about the same length as the original sentence or
sentences you are paraphrasing.
To paraphrase a source for use as evidence, you should use as little of the
original language as possible and put the passage in your own voice and
sentence structure. Also, because paraphrasing involves wrapping your words
around someone else’s idea, people often forget to give credit to the author.
Even though a paraphrase is in your words, it is not your idea. Remember to
cite your source when you paraphrase.
Sample:
Education combats easy overgeneralizations, and as the educational level rises we find a reduction in
stereotyped thinking (Allport, 2008).
WEAK PARAPHRASE: Learning fights against stereotypes, and as more people are more educated
we notice a decrease in prejudice (Allport, 2008).
STRONG PARAPHRASE: Allport (2008) explained that the more we learn, the harder we will find to
make unfair assumptions about groups of people, which means as more
people pursue more education, prejudice decreases.
Summary
It is shorter than the original source and gives the text’s central idea in your
own words.
When you summarize another writer’s idea to use as evidence in a paper of

your own, you are taking the essence of the writer’s idea and stating it more
briefly, with less detail and explanation, than in the original.
Sample:
While discrimination ultimately rests on prejudice, the two processes are not identical. Discrimination
denies people their natural or legal rights because of their membership in some unfavored group. Many
people discriminate automatically without being prejudiced; and others, the “gentle people of prejudice,”
feel irrational aversion, but are careful not to show it in discriminatory behavior. Yet in general,
discrimination reinforces prejudices, and prejudices provide rationalizations for discrimination. The two
concepts are most distinct when it comes to seeking remedies. The corrections for discrimination are
legal, or lie in a direct change of social practices; whereas the remedy for prejudice lies in education and
the conversion of attitudes. The best opinion today says that if we eliminate discrimination, then—as
people become acquainted with one another on equal terms—attitudes are likely to change, perhaps
more rapidly than through the continued preaching or teaching of tolerance (Allport, 2009).
WEAK SUMMARY: According to Allport (2009), discrimination is when people are denied their rights
because they belong to some unfavored group, and it is addressed with legal action
or a change in social practices. Eliminating discrimination from society would have
a drastic effect on social attitudes overall.
STRONG SUMMARY: Allport (2009) explained that discrimination occurs when an individual is refused
rights because he or she belongs to a group which is the object of prejudice. In
this way, discrimination reinforces prejudice, but if instances of discrimination are
ruled illegal or seen as socially unacceptable, prejudice will likely decrease along
with discrimination.
How do I know if a Source is credible?

You can ask the following questions to determine if a source is credible.
Who is the author?
Credible sources are written by authors respected in their fields of study.

Responsible, credible authors will cite their sources so that you can
check the accuracy of and support for what they've written.
How recent is the source?
The choice to seek recent sources depends on your topic. While sources on the
American Civil War may be decades old and still contain accurate information,
sources on information technologies, or other areas that are experiencing rapid
changes, need to be much more current.
What is the author's purpose?
When deciding which sources to use, you should take the purpose or point of
view of the author into consideration. Is the author presenting a neutral,
objective view of a topic? Or is the author advocating one specific view of a
topic? Who is funding the research or writing of this source? A source written
from a particular point of view may be credible; however, you need to be
careful that your sources don't limit your coverage of a topic to one side of a
debate.
What type of sources does your audience value?
If you are writing for a professional or academic audience, they may value peer-
reviewed journals as the most credible sources of information. If you are writing for a
group of residents in your hometown, they might be more comfortable with
mainstream sources, such as Time or Newsweek. A younger audience may be more
accepting of information found on the Internet than an older audience might be.
Be especially careful when evaluating Internet sources!
Never use Web sites where an author cannot be determined, unless the site
is associated with a reputable institution such as a respected university, a
credible media outlet, government program or department, or well-known non-
governmental organizations. Beware of using sites like Wikipedia, which are
collaboratively developed by users. Because anyone can add or change
content, the validity of information on such sites may not meet the standards
for academic research.
SYNTHESIS
While there is a wealth of information found in various sources electronically or non-

electronically, you should also keep in mind that not all of these pieces of information
are accurate, relevant or useful, and valid or credible. Hence, it is very important to
evaluate sources of information that you plan to include in your writing, specifically in
academic writing.
There is always a risk that the sources taken from the Internet or anywhere else have
biased or incorrect information, so you always have to evaluate and filter your sources
before using them. Not only does an incorrect source affect your research, it also affects
your credibility as a writer.
OUTPUT
ASSERTIONS AND COUNTERCLAIMS
Read and analyze the text. Then, write at least five (5) assertions and/or counterclaims and an
explanation for each evaluative statement. And, add your pieces of evidence for each evaluative
statement that will support your assertion or counterclaims. Place your responses on the table. Include
a list of references in APA citation format on a separate page.
The harm in fake news
We’ve said it before and we’re saying it again – at some point, all of us have fallen victim to fake news.
Clearly we see how rampant this has become and worse yet, we see many who take advantage of a
crisis to further perpetuate disinformation.
There are only two choices when it comes to fake news and it is either we break them or take them.
Surely, breaking them is the better choice. But why is fake news really harmful? Have any of us ever
really paused to think about why it can be so dangerous?
Studies have shown that many of us still believe in fake news by being unable to tell which news is
fake and which news is real, hence creating so much confusion and misunderstanding about very
important social and political issues. As a student, fake news can affect your grades by using a wrong
or misleading source.
Even when it comes to our health, fake news can affect us. There are so many fake and misleading
stories on medical treatments and major diseases that can affect our decisions and cause us harm,
most especially nowadays when we are all struggling for a cure for COVID-19.
The impact of disinformation is deep. So deep that social conflict, in my opinion, is the biggest threat
in our fight for unity. When news articles become intentionally designed to manipulate people’s
perceptions and used to stir up emotions, sadly, mistrust amongst people intensifies our problems as
the people’s faith is undermined.
Fake news also distracts people from more important issues, especially if they remain unresolved.
Malicious intent is usually the basis for fake news and it is purposely done to aggravate conflicts. We
all love to talk about democracy, but it seems we are forgetting how fake news affects the very same
thing we are trying to uphold because the public becomes vulnerable as fake news spreads.
Fake news is an issue all over the world and positive discourse on addressing issues within and along
nations become stifled. Fake news spreads like a virus and many people are susceptible to the
disease. However, while disinformation will never disappear, learning how it is propagated makes it
possible for us to fight back.
Fake news is surely, at this point in time, a national security issue, putting more and more people at
risk, such as the youth or the less educated. Providing constant general warnings, whether it be on
the national level or even among friends, enables us to combat disinformation.
We are constantly learning each day and so much information is pouring in by the minute. And while
we can all be good at ignoring or forgetting, social responsibility is still a must and it is absolutely
necessary if we want to unite our country.
Morato, P. (2021, February 05). The harm in fake news. Retrieved February 05, 2021, from
https://www.philstar.com/opinion/2021/02/05/2075443/harm-fake-news
ASSERTION/COUNTERCLAIMS EXPLANATION EVIDENCE
References:
VALUES
1. What were your previous ideas about determining textual evidences?
I thought …..
I learned that….
LEARNING ACTIVITY
PLAN 9
Book Review | Article Critique
Photo by Arianne Faber on New York Times

➢ Identify the unique features and requirements in composing a book review or
article critique,
➢ Identify the parts and functions of a book review or article critique; and
➢ Produce a book review or article critique.
ACTIVITY
WHAT’S YOUR TAKE?
Read this review by J.M. Houlahan (2010) about the accuracies of the book A Memoir of Survival
(Finch, A. L., 2007).
FACTS AND FICTION: FALSE MEMORIES OF WWII IN THE PHILIPPINES
https://ejournals.ph/article.php?id=5944
After reading the text, answer the following questions.
This activity will be done during the synchronous session.
1. How does the book review begin?

2. How the text and its idea are organized (compare-contrast, problem-solution, etc.)?
3. How did the text conclude?
4. How would you describe the style of writing of the author?
5. What is the main objective of the author?
6. What claims did the author make? Cite 2 claims.
7. What pieces of evidence did the author provide to support the claims? Cite 2 pieces of
evidence per claim.
8. What do you think would happen if no one did a review about the book A Memoir Of
Survival by Finch, A. L. (2007)?
DISCUSSION
A book review or article critique is an academic paper that presents a
reader's analysis, interpretation, and judgment about a book or an article. A book review or
article critique does not simply summarize ideas that are present in a book or article, rather it
is an opportunity for readers to contribute to the discussions, debates, issues, solutions as
forwarded by an author. These types of writing reports claims, reasons, and evidence presented
by an author, and evaluates them by commenting on their value, contribution, and importance in
a field of discipline.
NATURE OF A BOOK REVIEW OR ARTICLE CRITIQUE
The word review and critique may cause confusion. A book review is not simply
a summary of a book, and an article critique is not to write insults about an
article. A review or critique is not a simple task nor is it always negative. Rather,
it explains the ideas found in a book or article and informs readers about its
strengths, weaknesses, and even recommendations.
Particularly, reviews and critiques may explore the following:
• Context
• Authority
• Objectivity
• Timeliness
• Claims and evidence
• Purpose
It may also contain the following:
• Reader's evaluation (content and properties)

• Reader's recommendation
• Other outside information/references
Just like any other academic paper, a book review or an article critique is written
objectively presenting both the good and the bad about its subject. Remember that while book
review or article critique reports a reader's evaluation, these types of papers require authors to
be thoughtful and factual.
WHY WRITE BOOK REVIEWS OR ARTICLE CRITIQUE?
Readers write book reviews and article critiques to contribute to the ongoing discussions
about a specified topic. For one, it helps writers to improve their writing and develop better ideas.
Pointing out strengths and weaknesses in a book or article calls for immediate improvement.
Also, reviews and critiques guide readers, students like you, to know whether a book or article
is useful or not. This allows readers to see loopholes and problems that inexperienced readers
or beginners fail to see. Book reviews and article critiques engage professionals and students in
academic discussions. Remember, when writing a book review or article critique, the purpose is
to contribute to the advancement of knowledge in various fields.
STRUCTURE OF BOOK REVIEW OR ARTICLE CRITIQUE
There is no single definitive format for book reviews or article critiques. However,
here are the most common parts that writers usually use:
1. Bibliographical entry
2. Introduction
3. Content summary
4. Evaluation/analysis
5. Conclusion
6. References
STRUCTURE OF BOOK REVIEW OR ARTICLE CRITIQUE
Bibliographical Entry
Identify the details of the book or article that was reviewed or critiqued. Include the following
information:
• Author's name
• Book/article's title
• Publication date
• Publisher
• Volume number, page number, serial number, etc.
Example:
Leòn-Portilla, Miguel. Aztec Thought and Culture: A Study of the Ancient Nahuatl ...... Mind.
Translated by Jack Emory Davis. Norman: University of Oklahoma ...... Press, 1963
Introduction
Provide the background or context of the text.
• Identify the text and its author/s.

• Identify the text's genre, style, etc.
• Write your purpose (scope and limitation) in writing the review or critique.
Content Summary
• Identify the main idea of the text.

• Identify the book or article's purpose/intention.
Book:
• Overall idea
• Summary per chapter or article
Article:
• Overall idea
• Summary per section
• Method used (if any)
Evaluation/Analysis
Provide your general and specific comments about the book or article.
• Correctness of procedure
• Soundness of explanation
• Sufficiency of reasoning
• Other perspectives to explain the events or ideas in the book or review
• Organization, language use, mechanics, etc.
• Critique the strengths and weaknesses of its claims and pieces of evidence.
• Highlight its relevance, contribution, and importance of the book or article to the current
understanding of the subject being talked about.
• Give commendations or recommendations about the text.
• Cite sources that will prove your claims or counterclaims in the text.
Conclusion
• Synthesis all the points you presented.

• Restate your overall opinion of the text.
References
• Cite all the works you used in the review or critique
NOTE: Learn that the parts and subparts may not follow the structure as stated above. A
review or critique may be organized differently. This depends on the author's writing style,
purpose, and the requirement of the teacher/institution.
HOW TO WRITE A BOOK REVIEW OR ARTICLE CRITIQUE?
• Carefully read the text.

• Reread the text if needed.
• Read other related texts (about the author, history of the text, connected topics,
etc.)
• Annotate, highlight, take down notes.
• Ask questions.
• Have a clear purpose in writing.
What about the book or article that you wish to discuss? What do you wish to pay attention to
the most?
• Identify your intended readers.

• Prepare an outline.
• Write a draft.
• Peer-review the draft.
• Edit and proofread.
SAMPLE BOOK REVIEW OR ARTICLE CRITIQUE
Look at this sample book review. Observe how each section or paragraph contributed to giving
an evaluation of the book "Behind Closed Doors".
A PDF copy of the actual source is available for download here:
https://owll.massey.ac.nz/pdf/sample-book-review.pdf
SYNTHESIS
Readers write book reviews and article critiques to contribute to the ongoing
discussions about a specified topic. For one, it helps writers to improve their writing
and develop better ideas. Pointing out strengths and weaknesses in a book or article
calls for immediate improvement.
Also, reviews and critiques guide readers, students like you, to know whether a book
or article is useful or not. This allows readers to see loopholes and problems that
inexperienced readers or beginners fail to see.
Book reviews and article critiques engage professionals and students in academic
discussions. Remember, when writing a book review or article critique, the purpose is
to contribute to the advancement of knowledge in various fields.
OUTPUT
Read the sample book review below and analyze its structure. Then, identify what
function each section or paragraph does. Start your answers with "Line 1..." or "Paragraph
1" etc. Write your answers in the space provided. (Reference:
https://www.lonestar.edu/library/14863.htm)
Bolland, O. Nigel. Struggles for Freedom: Essays on Slavery, Colonialism and Culture......... in the Caribbean and
Central America. O. New York: Bantam, 1997.
by A Sample Author
One of the most common problems with the literature on the Caribbean is that it is limited to islands and, despite a common
history, does not include the West Indian communities on the mainland of Central and South America. Moreover, on those
occasions when the entire region receives the attention of a scholar, the product is often from the perspective of the Britis h
Caribbean and makes no attempt to understand Hispanic influences. The results of such scholarship are often disappointing
because it fails to recognize the significance of the circum-Caribbean region as a frontier between for the British West Indies
and Hispanic America. The coastal plains of the region are an historic meeting place where empires clashed, cultures fused and
new economies were created. With the arrival of the Europeans came the destruction of aboriginal society, the introduction of
African labour and the incorporation of the region into the North Atlantic world economy. The post-contact history of this stretch
of coastline is intertwined with stories of buccaneers, escaped slaves, indigenous monarchies and international political intrigue.
Moreover, it is the scene of one of the most spectacular intra-regional migrations in the modern history of Latin America because
as many as 500,000 West Indian migrants passed through or settled in the region between 1850 and 1950. Hundreds of years
of interaction between the English-speaking and Spanish-speaking cultures, with the added dimension of the African and
Amerindian peoples has produced a very different Caribbean society in this isolated region.
Over the years O. Nigel Bolland's research has offered a different perspective on Caribbean society and history because his
work often touches on the frontiers between the English and Spanish-speaking Western Caribbean. Struggles for Freedom, at
first glance, appears to be a book that attempts to come to terms with the histories of these two solitudes. The book is a collection
of articles by a sociologist who has made a career of the study Caribbean society and he makes an effort to expand his research
beyond Belize to the Miskito Coast, Central America and the British West Indies. Bolland's approach is valid because his starting
point is on the shores of Western Caribbean and, as a result, he is in a position to take the reader to the places where Hispanic
America and the British Caribbean meet.
Struggles for Freedomis divided into four parts that reflect Bolland's interest in the social construction and the history of
Caribbean society. The first section establishes the author's approach to the region's history by examining the concept of Creole
society as it is understood in the West Indies. Bolland argues that in addition to understanding Caribbean cultures as being a
blend of African and other influences, they must also be viewed in dialectical terms. As a consequence, Bolland's subsequent
analysis in the following three sections is framed within a model of class antagonisms in the period between 1492 and the
present. Part II, "Colonization and Slavery," is comprised of three chapters. One offers an overview of colonization and slavery
in Central America and the other two concentrate on Belize. The chapter on Central America is a survey which is based on
secondary sources published in English. The chapters on Belize are much stronger and informative. The third part, "From Slavery to
Freedom," is divided into two chapters that examine the problems and politics of freedom in the 19th century. Here, Bolland takes a more
general approach by looking at the transition to wage labour in the post-emancipation societies of the Americas, and at the politics of
control and freedom in the free societies of the Caribbean. Once again, the first chapter in this section offers a general overview which is
based exclusively on secondary sources printed in English. The two chapters that follow are more focused and offer well-researched
insights into British Caribbean society during the transitional period after emancipation. The final section of the book offers an analysis of
politics, society and the role of ethnicity at the end of the colonial period in the British West Indies. Here Bolland's scho larship is focused
on the topics he is most comfortable with. The final chapters also happen to be among the few in the collection that appear for the first
time and, therefore, reflect the author's most recent views on Caribbean society.
Although O. Nigel Bolland offers readers a solid analysis of the political and social history of creole society, and his insi ghts are applicable
to a broad spectrum of Caribbean societies, his book falls short of exploring the frontier between the Hispanic and English-speaking
communities that inhabit the region. Such an omission might be expected, but the book's title does promise to include Central America
and the expectation is that Bolland would venture beyond the confines of the only English-speaking country in the region. The author
looks out from Belize, but fails to take account of the West Indian communities in neighbouring countries. Bolland's dialectical analysis of
Creole society would be put to test if the antagonisms he identifies were examined in the context of an Hispanic environment. For
example, are there situations among West Indians in Central America where ethnicity takes precedence over class, and if so, what does
this tell us about Creole society in general? Moreover, in his surveys of Central America and the Americas the author did not explore
Spanish language sources despite the obvious depth that such material would provide to his analysis. The result is, once again, a study of
the history and society of the region from the perspective of someone who does not consider the relationship of Creole society with
Hispanic society. Though better than other publications that look across the Caribbean to Latin America, or that look at the region's
Atlantic coast from the Hispanic highlands, Struggles for Freedom is often as frustrating because it does.
VALUES
1. What were your previous ideas about writing book review or article critique?
I thought …..
2. What are your realizations upon taking this module?
I learned that….
LEARNING ACTIVITY
PLAN 10
Project Proposal

Define project proposal
Explain the purpose of a project proposal
Identify the types and parts of a project proposal
Determine the features of an effective project proposal; and
Write an effective project proposal
ACTIVITY
Let’s Think About This
A. Look around your barangay. Figure out what it still lacks. What does your barangay badly need? Think
of two problems your barangay is facing right now.
1.
2.
B. Now that you have identified two problems in your barangay, what possible solutions can you think of?
Problem # 1:
What are needed:
a.
b.
Problem # 2:
What are needed:
a.
b.
C. Select the problem which you think needs to be prioritized.

D. Describe the selected problem in detail using the space below.
E. Think of a project that would solve or address your selected problem. Describe the project and list the
steps that you will undertake to make the project successful. Write your answer on the space provided.
Name of the project: _ _

Steps:
1.
2.
3.
4.
Process Questions:
1. Why do you think the problem needs to be prioritized?
2. Do you think your project will significantly solve the problem? Why? What are its limitations and how
will you address them?
3. Have you experienced offering a proposal to another person? Was it successful? Why or why not?
DISCUSSION
Project Proposal
A project proposal is a highly persuasive and informative document that aims to address a particular
problem or issue. It is a bid or offer to initiate a project for an individual or a group. The purpose of the
project proposal, from the funding agency’s point of view, is to help applicants develop more
competitive proposals and to save time by eliminating proposals that are not likely to be funded. The
applicant’s purpose in developing a proposal is to capture the interest of the funding agency and
demonstrate that the idea they are proposing is worthy of further consideration.
A good project proposal specifies the following
items:
o Goals and objectives that the project wants to
accomplish;
o Project plan that details how the set goals and
objectives will be accomplished;
o Financial, human (e.g., experts, consultants),
and technical (e.g., equipment and facilities)
resources useful in implementing the project;
and
o Budget that specifies how much money is
needed and for what purpose it will be spent.
Types of Project Proposal

There are four types of project proposal which vary depending on the context of the problem and the
receiver and sender of the proposal.
1. Solicited internal
• It is used when the target reader is within the organization.
• It responds to a specific request within the organization.
• The problem has been identified within the organization and the decision to solve it
has been made.
2. Unsolicited internal
• It is used when the target reader is within the organization.
• It is a self-initiated proposal that no one asked for.
• The target reader has not yet identified that a problem exists within the organization;
hence, no decision has been made to solve the problem.
3. Solicited external
• It is used when the target reader is not within the organization.
• It responds to a specific request from someone who is not within the company.
• The problem has been identified within the organization and the decision to solve it
has been made.
• The institution or individual may ask for a proposal verbally or they may issue a written
Request for Proposals (RFP).
4. Unsolicited external
• It is used when the target reader is not within the organization.
• It is a self-initiated proposal that no one asked for.
• The target reader has not yet identified that a problem exists within the organization;
hence, no decision has been made to solve the problem.
What are the Parts of a Project Proposal?
A concept paper usually ranges from 1,000 to 2,500 words and is usually divided into several parts.
The following sections discussed in this lesson are merely suggestions for the content of the paper;
ultimately, the project proponent needs to follow the format and design required by the funding agency.
The parts of a concept paper may also vary depending on the nature of the project/activity.
1. Cover Letter
• Introduces the proposal to the reader.

• Specifies the subject and purpose.
• Describes the important aspects of the proposal.
• Includes the writer’s wish for the client’s positive response.
2. Title Page
• Includes the project title that is concise and informative.

• Includes the lead organization, place and date of the project, the client’s or donor’ name,
proponent’s name and the department or organization he/she represents, and date of
submission.
3. Executive Summary
• Includes the objectives, the implementing organization, the major project activities, and the
total project cost.
• Usually composed of 200-250 words, or more.
• Uses a paragraph format.
4. Context of the Proposal
• Describes the socio-economic, cultural, and political background in which the proposal is
situated.
• Presents data collected from other sources that are relevant to the planning stage.
5. Project Justification
• Provides the rationale for the project.

• Specifies the problem being solved.
• Explains why there is a need to address the problem.
• Presents the project being proposed and its plans.
• Describes why your organization is the best to solve the problem.
6. Personnel Involved
• Lists the people involved in the project, their corresponding roles, and their summary of
qualification.
7. Project Implementation
• Shows the activity plan and resource plan.

• Describes the allocation of activities and the resources needed for each.
• Indicates the time and place of activities.
8. Budget
• Presents the expected income and expenses over a specified time period.
• Itemizes the budget.
9. Monitoring and Evaluation
• Specifies when and how the team will monitor the progress of the project.
• Specifies the method for monitoring and evaluation.
• Specifies the personnel in charge of monitoring and evaluation.
10. Reporting Scheme
• Specifies the schedule for reporting the finances and progress of the project.
11. Conclusion
• Briefly describes the project, the problem it addresses, and its benefits to all stakeholders
through a summary.
• Directs the readers back to the good features of the project.
• Urges the readers to contact the proponent to work out the details of the project proposal.
12. References
• Lists all the references used in drafting the project proposal using the format required by
the funding agency.
Let’s try this!

Read and evaluate the following project proposal. Then, do the activity that follows.
STEM Camp 2020: A Project Proposal for Developing Awareness of
Science, Technology, Engineering, and Mathematics Courses
among Junior High School Students
Submitted by:
MX. MARIA SOPHIA NICOLE ABUBAKAR
President, STEM Ambassadors’ Club
Submitted to:
MS. MARIA BOOM SCHERZINGER
Marketing Head, University of the East - Caloocan
February 2, 2020
Executive Summary
As the world becomes more technologically advanced, informing citizens to become innovative
and be guided by mathematics and science has become important. Failure to generate graduates in
STEM related fields will cause slow development of solutions. Also, innovations will be slower and
more difficult to do. This will result to further problems to already existing ones. To address the growing
need of science, technology, engineering, and mathematics (STEM) related course graduates, the STEM
Ambassadors’ Club is proposing a six-week STEM summer camp for junior high school (JHS) students
of the University of the East – Caloocan.
The goal of this program is to teach Grades 9 and 10 students about the importance of STEM
courses through a summer camp to be held at Lucio C. Tan Library. Through experiments and
interactions with volunteers in related fields, the students will gain an appreciation of STEM and its
related fields that will hopefully lead to increased interest to STEM disciplines. The program will cover
different field of STEM related fields each week and will involve campers to various scientific activities
in food science, chemistry, aeronautics, engineering, and physics. Also, this might in turn increase the
number of enrollees in the University of the East – Caloocan in the succeeding years, especially for its
engineering courses. Thus, the club is requesting for a ₱10,000 grant from the University to implement
this program.
Context of the Proposal
Over the past few decades, interest in science, technology, engineering and mathematics (known
as STEM) has decreased among students. A 2011 study conducted by the Department of Education and
Commission of Higher Education showed that there is a decline on taking science and mathematics
related courses in the tertiary level. However, numerous other countries consistently produced higher
scores including China, Hong Kong, Korea, Russia and Japan (DepEd, 2011).
Other studies have shown that females are also falling behind their male counterparts in regards
to STEM. Females are less likely to take study mathematics and science in college and of those, only
in biology science and not hard sciences such as chemistry and physics. Within the workforce, women
only make up 13% of the engineering workforce and 25% of computer science with minorities making
up smaller percentages (National Girls Collaborative Project, 2015).
There are many possible explanations for these alarming statistics. Educational funding has been
cut in the past few decades and teachers qualified in teaching science and other fields in public schools
have dropped (Roberson, 2015). There is also a stigma against females in science classes in high school
and college. Females are not receiving the support they need due to the idea that females are not good
in these fields which causes many to drop out (Pollack, 2013). A more common reason is that students
do not receive the support to learn more about STEM outside of school. Instead of spending time during
the summer months taking part in programs that include scholastic work, students spend their time not
learning about new things. Many students also feel that science and mathematics are too hard and
complicated to become a career. If students are given the support and tools to see that science and
mathematics can be fun, they are more likely to enjoy these fields as they get older.
There have been numerous attempts to increase interest in STEM through government funding.
While the program was originally created to improve the grades and achievements of Filipino students
in mathematics and science, it also strives to maintain student interest in these fields for future careers.
Despite these efforts, there is still not enough being done to reach students.
Project Justification
From the discussion above, there is an obvious need to develop a sense of appreciation to STEM
courses among younger generation. For one, there is a need for more scientifically literate members of
the society who can solve immerging problems in a technologically - driven environment. If fewer
students take STEM related courses, development of solutions and innovations will be slower and more
difficult to do. This will result to further problems to already existing ones. Therefore, actions to make
students to appreciate and, hopefully, to take STEM related courses is a must.
STEM Ambassadors’ Club has developed a plan to inculcate a sense of appreciation among
students. The outcomes of the plan are students who will find interest in STEM related courses in their
SHS and tertiary education. To answer the problem of declining number of enrollees in STEM related
courses, the STEM Ambassadors’ Club proposes “STEM Camp 2020”.
STEM Camp 2020 is a deliberate way to expose participating students to the field of STEM. By
seeking help from professionals of the field, STEM Camp 2020 aims to expand what works, fill in the
gaps, and share learning, while contributing to save time, effort, and resources. It is with this
mindfulness that the club approaches this joint project with the University. Responding to the
Department of Education (DepEd) and Commission on Higher Education (CHED) directive to inform,
engage, recruit, retain and graduate more students and enhance their success in STEM pathway
programs, the club proposes a 6-week effort to explore STEM related courses among younger
generation. All these while promoting the quality education that the University offers, especially its
engineering courses renowned both in the country and abroad.
Through informed and deliberate planning, well-defined career pathways, up-to-date and
creative curricula, relevant technology and equipment, skilled educators, concentrated attention to the
needs of students, and the sharing among the colleges of best practices, all participants shall be interested
and directed towards STEM related courses.
STEM Ambassadors’ Club is an award-winning club of University of the East – Caloocan. It has
been recognized by the University and the Student Government Organization (SGO) as one of the best
clubs in the campus. Programs such as trainings, seminars, and networking are some of the club’s
priority all of which have positive results. The club, therefore, with its commitment to serve the STEM
community in the University, wishes to extend the love for mathematics and science to the younger
generation. This is the partnership that the club hopes to cultivate together with the University.
• Proposed Program
Here are the details of STEM Camp 2020.
• Project Goals
STEM Camp 2020 aims to:
1. Teach Grade 9 and 10 students about the importance of STEM through a summer camp
2. Perform experiments and interact with professional volunteers in related STEM fields
and,
3. Develop a sense of appreciation of STEM fields that will hopefully lead to increased
interest and enrollees to take STEM courses professionally.
• Program Specifics
The summer camp will run for six weeks from March to April this year. Registration will take place
from February 10 to 20 with camp starting on the first week of March. The camp will be marketed
through flyers within the campus, inter-department announcements, and through social media sites like
Facebook. Since this is the first year, only twenty students will be accepted into the program. The cost
will be ₱500 per child for the entire program. The camp will run once a week for three hours. The last
week will be a graduation ceremony where students will receive a certificate for completing the camp.
Involved in the program are Grade 9 and 10 students. This grade level is selected because this is the
time when students begin entertaining ideas of what they may want to take both for SHS and tertiary
education. The students are old enough to understand the science behind experiments and appreciate
seeing firsthand what STEM is capable of.
Each week will focus on a particular area of science. The volunteer in charge will ask the campers
what they know about the subject and spend some time going over the basics. The campers will then
divide into groups of two and take part in one of two activities for 50 minutes. These activities will be
hands-on experiments or activities that directly correlate to the topic. There will then be a half hour for
a snack break and then the groups will switch to the second activity. After the second activity the
campers will come together as group to go over what they have learned before being picked up. The
camp will either use the university rooms or the field for activities.
Another aspect of this program will be having the campers interact with people in STEM fields. We
will ask for volunteers to help oversee the activities and answer questions about their jobs. There are
several engineering professors in the University who are very willing to participate to this project.
Personnel
Name Roles Summary of Qualifications

Volunteer Successful food scientist who specializes in
Ms. Rex Villanueva
Nutritionist Banana preservation
Volunteer
Eng. Xhanthia Scherzinger Licensed Civil Engineer
Engineer
Volunteer
Eng. Rica Mae Aristorenas Licensed Aeronautical Engineer
Engineer
Ms. Lowe Dela Cruz Volunteer Chemist Licensed Chemist and Teacher
Volunteer
Ms. Mar Royo Licensed Physicist and Teacher
Physicist
Club members Facilitators University students
Project Implementation
Budget
T-shirts ₱7,500 (₱250.00 x 30 pcs)

Paper ₱80.00
Markers and pencils ₱100.00
Paper Plates, Cups, Utensils ₱200.00
Snacks (20 participants for six weeks) ₱1,100.00
Week One:
Q-tips ₱20.00
Groceries (Milk, vanilla, bread etc.) ₱200.00
Foil ₱30.00
Week Two:
Groceries (lemons, soda etc.) ₱285.00
Borax Powder ₱10.00
Food Coloring ₱15.00
Bowls and Cups ₱40.00
Week Three:
Manila Paper ₱100.00
Week Four:
Straws ₱30.00
Tape ₱15.00
Yardsticks ₱20.00
Week Five:
Cardboard Boxes ₱75.0
Balloons ₱30.00
Plastic Balls ₱100.00
Towels ₱50.00
Total: ₱10,000.00
Monitoring and Evaluation
The program will be evaluated in two different ways. At the end of each session there will be an
informal survey where the volunteers will ask the campers as a group what they thought of the weeks'
activities. They will use a thumbs up and thumbs down to indicate yes or no. This allows the campers
to indicate their opinions without putting them on the spot and provides a general census on the
popularity of each subject. During graduation the campers will get a survey and be asked in detail what
they like and do not like about the program and make recommendations. This information will be
important for creating new sessions. Parents will also be offered a survey which will include their
opinions of the topics, how they heard about the program and if they would have their students repeat
the camp.
Reporting Scheme
Every week, a designated camp facilitator will report the progress of the activities and the expenditures
of the entire program every end of the week. The project status will detail the completed tasks, and
development from the students’ survey results and parents’ suggestions.
Conclusion
There is a need to help students embrace mathematics and science if they are to consider these as
potential careers. The STEM Camp 2020 will cover a wide variety of fields and allow students to
experience various scientific activities firsthand. Students have the potential to learn and enjoy STEM
courses given the chance. With your help this program will engage the students’ potential and create
more opportunities for them in the future, and consequently increase the number of enrollees in the
University, especially to its world-renowned STEM and engineering programs.
References
Hopwood, J. (2012). Initiating STEM learning in libraries. Students & Libraries, 10(2). 53-55
Jensen, K. (2012). TPIB: Live angry birds (by Heather Booth). Retrieved from
http://www.teenlibrariantoolbox.com/2012/02/tpib-live-angry-birds-by-heather-booth/
Koester, A. (2012). Food science. Retrieved from

http://showmelibrarian.blogspot.com/2012/03/food-science.html
Koester, A. (n.d.). All things STEAM. Retrieved from

http://showmelibrarian.blogspot.com/p/all-things- steam.html
Libraries.org (n.d.). Township library of Lower Southampton. Retrieved from

http://librarytechnology.org/libraries/library.pl?id=23655
National Girls Collaborative Project. (2015). State of girls and women in STEM. Retrieved from
http://ngcproject.org/statistics
Pollack, E. (2013). Why are there still so few women in science? New York Times. Retrieved
from http://www.nytimes.com/2013/10/06/magazine/why-are-there-still-so-few-women-in-
science.html?_r=0
Roberson, T. (2015). "STEM"-ulating young minds: Creating science-based programming @

your library. Journal of Library Administration, 55. 192-201
Spencer, R. M., & Huss, J. (2012). Playgrounds for the mind: Invention conventions and STEM
in the library. Students & Libraries, 11(3). 41-46
White House (2009). President Obama launches "Educate to Innovate" campaign for excellence
in science, technology, engineering & mathematics (Stem) education. Retrieved from
https://www.whitehouse.gov/the-press-office/president-obama-launches-educate-
innovate- campaign-excellence-science-technology-en
YASLA. (2013). STEM programming toolkit. Retrieved from http://yalsa.ala.org/blog/tag/task-

force/
Answer each question using three to five (3-5) sentences.
1. Are the objectives clearly stated and attainable?
2. Does the proposal detail the activities needed in achieving the set goals and objectives?
3. Is the proposal’s budget completely stated and detailed? Does it present a reasonable amount?
Why/Why not?
4. If you were the funding agency, will you fund the project? Why or why not?
Preparing for a Project Proposal
Keep the following guidelines in mind when preparing for a project proposal.
1. Decide what the problem is and prepare a rough idea on how this problem can be addressed.
2. Develop or select a framework that will help you organize your ideas systematically.
3. Identify your specific activities, outputs, resources, and methodologies.
4. Build your project proposal team and appoint a project leader who is responsible for coordinating
activities and communicating with the funding agency.
5. Identify the organization that will probably fund your project. These can be government agencies, non-
government organizations, private companies and foundations, and international funding agencies.
6. Hold an initial meeting with your team to discuss the plans in preparing the project proposal.
7. Allot sufficient time for planning.
8. Involve all the team members by assigning specific responsibilities to them.
9. Be realistic with your project proposal. Make sure that your objectives and activities are within the given
time and resources.
10. Contact the funding agency if some items and requirements are not clear to you.
11.Always put yourself in the shoes of the receiver of the project proposal.
SYNTHESIS
A proposal is a document which persuades a donor for funding a specific project

to answer or solve a particular problem. It is a summary of what the project is all
about, the reasons for conducting the project and how it will be carried out. It is an
overview of the project to help the institution or agency to decide whether a certain
project or research is worth the investment
The requirements of proposals differ noticeably from one sponsoring agency to

another. Draft your proposal using the content, format, and design required by the
funding agency.
OUTPUT
I. Quiz: Read each item carefully and choose the letter of the best answer.
1. What is the main goal of a project proposal?
A. Find an idea for the project
B. Hire a team for the project
C. Monitor the progress of the project
D. Get approval and funding for the project
2. A proposal should be written to convince your reader of all but ONE of the following:
A. You have a good idea.
B. You have a good method for implementing the idea.
C. You are making good progress in the project.
D. You can achieve what you propose.
3. It describes the capability of the implementing organization by stating its track record.
A. Executive summary C. Title page
B. Cover letter D. Personnel involved
4. It includes the name of the proponent and the organization she/he represents.
A. Personnel involved C. Reporting scheme
B. Title page D. References
5. It is the detailed and clear explanations of the entire project and the procedure and specific
tasks involved in every stage.
A. Context of the proposal C. Executive summary
B. Monitoring and evaluation D. Project implementation
6. It describes the benefits of the project and directs the reader to the good features of the project.
A. Conclusion C. Reporting scheme
B. Project justification D. Monitoring and evaluation
7. It refers to the conditions or circumstances surrounding the problem.

A. Project implementation C. Executive summary
B. Context of the proposal D. Monitoring and evaluation
8. Which section needs to grab the reader's attention and explain what the project is about?
A. Title page C. Executive summary
B. Project implementation D. Cover letter
9. A proposal specifies the following resources EXCEPT .

A. technical C. logical
B. financial D. human
10. Draft the proposal using the format and design required by the funding agency.
A. True B. False
11. Ms. Rodriguez observed that many mothers in her barangay can actually earn a living while
watching their babies at home. So, she submitted a proposal to the barangay chairperson
making bags and wallets from recycled wrappers of junk food and juice packs.
A. Solicited internal C. Unsolicited internal
B. Solicited external D. Unsolicited external
12. After seeing the announcement of the principal to submit proposals on how to contribute to
environmental awareness and preservation, James David, the University of the West Ecoclub
president, submits a proposal to hold an outreach program for SHS graduating students by
planting trees in mangrove areas.
13. Richard Torres, the project manager of Moya Construction Industries, writes a proposal for the
construction of a new K-6 elementary school, including a 500-seat performing arts center after
reading the request from Mabuhay Public School.
14. Ms. Morales, a regular customer of Brownich Pizza House, observes that the number of
customers has greatly decreased after two months of its operation. She proposes to the owner
an advertising strategy to increase the sales.
15. Mr. Duran, a PE teacher in UW, submits a proposal of a fitness program to the faculty club
president to promote the physical well-being of his colleagues who are overweight.
II. TASK: Writing a Project Proposal (Group work)
1. As a group with five members, write a project proposal to solve a particular problem or respond to a
particular need in your barangay.
2. The proposal should be informative and persuasive enough for the funding agency (local government,
non-government organization or a private company or foundation) to approve and even fund your
proposed budget.
3. Be guided by the following format and rubric.
Format:
o Font size: 12 Font size for heading (for the title***): 14 ***Boldfaced for the Title only
o Font style: Times New Roman
o 1.5 spacing
o Justified
o 1-inch indention on all sides
o Maximum no. of pages - 4
Project Proposal Rubric

CRITERIA Excellent Proficient Basic Below Basic
4 pts 3 pts 2 pts 1 pts
Student shows a deep Student shows an Student shows some Student shows very
understanding of the understanding of the understanding of the little understanding of
Subject Matter subject matter and its subject matter and it is subject matter but the subject matter and
greater implications. evident in the execution confusion is evident in thoroughly
Proposal or plan of the proposal or plan. some aspects of the misinterprets the
shows integration of proposal or plan. requirements for the
some advanced or class.
researched concepts.
The project proposed The project proposed is The project proposed is The project proposed
is very original, original, creative and somewhat creative, is not creative, original
creative and somewhat ambitious. original or ambitious or ambitious, the
Creativity/ ambitious. The The student is the student is not very student is uninspired,
Ambition student is highly motivated about the excited but not bored, project has a low
motivated, and the project, and the project project has some potential for success.
project has a good has a good potential for potential for success.
potential for success. success.
Shows excellent effort, Shows good effort, care Shows some effort, Shows little or no
care and creativity. and creativity. care and creativity. effort, care or
creativity.
Final Product Final product is Proposal or plan is Proposal or plan is
complete and well- finished and turned in finished and turned in, Project proposal is
presented. Shows on time. Shows good but is rushed and is sloppy, illegible,
excellent research, research, some poorly presented. crumpled, unfinished
careful planning, and planning, vision, and or incomplete.
excellent execution. good execution.
Proposal or plan is Proposal or plan is well Proposal or plan makes Proposal or plan is
clear, concise, and organized, and has a general sense but vague, disjointed, and
has a logical structure sensible flow and requires some work to shows no sense,
Structure and Flow and flow. structure. organize and structure structure, or flow.
in a logical and
Work shows deep Minor elements may sensible manner. Confusing to read,
consideration of the need clarification but difficult to understand.
execution of the otherwise well-made
project after the and ready for execution.
proposal's approval.
Rules of grammar, Rules of grammar, Paper contains few Paper contains

usage, and usage, and punctuation grammatical, numerous
punctuation are are followed; spelling is punctuation and grammatical,
Grammar, followed. correct. spelling errors. punctuation, and
Punctuation & Paper is free of typos Language is clear; Language lacks clarity spelling errors.
Spelling and has clear, correct sentences display or includes the use of Language uses jargon
technical vocabulary. consistently varied some jargon or or conversational tone.
It follows strong use of structure. conversational tone; Language is not
correct language lacks professionalism. professional.
structure.
https://www.rcampus.com/rubricshowc.cfm?code=YX62W64&sp=yes&
VALUES
Based on what you learned about writing the project proposal, give 2 reasons why and how project
proposals can contribute to societal change. Provide specific scenarios to support your answer.
LEARNING ACTIVITY
PLAN 11
Letters and Electronic Mails
Photo by Stephen Phillips - Hostreviews.co.uk on Unsplash

➢ Identify the features of writing letters;
➢ Determine the parts of a letter and an electronic mail; and
➢ Write an effective letter.
ACTIVITY
WILL I SEND THIS?
You were tasked to organize an orientation for your outsourced editors at Abacus Publishing.
Read the three versions of the document that you will be sending to your immediate head. Then,
answer the following questions that follow.
Which of the following documents will you use to communicate the orientation details?
Justify your answer.
Do you think the message was properly communicated? Why or Why not?
What are the similarities and differences of the given documents in terms of format and
purpose?
DISCUSSION
Business Letters
An effective business letter elicits the expected response from readers. This can be achieved through a
concise, tactful and accurate writing style. A business letter serves several purposes: for sales efforts, for
complaints, for information dissemination for relationship building, for problem-solving, and many others.
Parts of a Business Letter
1. Letterhead – It identifies the writer, his/her address and contact numbers.
2. Date – It indicates the date the letter was written. The date is placed between the
letterhead and the inside address.
3. Inside Address – It identifies the reader’s name, position and company, and address.
The inside address is placed immediately below the date.
4. Salutation – It refers to the writer’s formal greeting to the reader.
Formats:
Dear Sir:
Sir:
Dear Mr. Garcia:
5. Body – It contains the message of the letter. Paragraphs are single spaced internally but
double-spaced to separate paragraphs.
6. Complimentary Close – It refers to the expression used to end a letter.
Level of formality of the complimentary close:
Highly Formal Respectfully yours, Respectfully, Very

respectfully
Polite and Formal Very truly yours, Yours very truly, Yours
truly
Less Formal Sincerely yours, Yours, Cordially yours
Informal and Friendly As ever, Best regards, Kindest regards,
Regard
7. Signature Block – It includes the signature and the typed name of the sender. The typed
name can be in all caps (e.g., HARRY DAMUS) or CLC format (e.g., Harry Damus)
8. Identification Initials – It indicates the typist’s initials if the sender is not the one who
personally typed the document.
9. Enclosure notation – It refers to the attachments to the letter.
Formats:
Enclosures (2)
Enclosure
enc./encl.
10. Copy notation – It indicates the name of the secondary recipients of the letter. The copy
notation is indicated by cc: which means carbon copy or courtesy copy.
Three Formats of a Business Letter
Writing a Letter
While writing a letter may seem simpler than writing an academic text, it still needs to follow
guidelines and standards. These are as follows:
1. Use correct format, punctuation, spelling and grammar.
2. Present your ideas clearly by using a language appropriate for the target readers.
3. Arrange your ideas logically
4. Use and active voice as much as possible. Apply a direct but tactful tone.
5. Focus on readers by using the “you” approach; this means writing in such a way that you
are talking directly to the reader.
6. Specify the name of the receiver of the letter. However, if it is impossible to get the name
of the receiver, use a generic title (e.g. Dear Sales Director).
7. Leave three to five blank lines for a signature before typing your name in the signature
block.
8. Never use plain numerals for dates as it may create confusion. Instead of using 01/02/19,
use January 2, 2019 or 2 January 2019
Electronic Mails
An electronic mail, more commonly known as e-mail, has been a vital part of our everyday
communication since its inception. We use it to send messages to everyone, from friends and
family to colleagues and superiors. Indeed, the email has revolutionized interpersonal
communication.
An email can serve many purposes. It can be used for directives, transmittals,
documentations, confirmations, explanations of procedure, recommendations, status reports and
inquiries.
Writing an E-mail
You may refer to the guidelines below when writing an e-mail:
1. Reflect if sending an e-mail is the best mode of correspondence compared to a face-to-face
meeting, phone conversation, or memo.
2. Connect the subject line to your reader’s needs and interests. Readers often delete
messages solely based on the subject line.
3. Do not change the subject line when you reply to an e-mail.
4. Make the subject line short and simple, but also specific. For example, instead of using
“Schedule.” use “Adjustment in Seminar Schedule”
5. The To line should only contain the names of the primary readers. Secondary readers must
be places in the cc line.
6. Be accurate in typing the e-mail addresses of the recipients.
7. Keep the messages brief and straightforward.
8. Never publish an e-mail without the permission of the creator.
9. State your business in the first sentence of the text.
10. Store both your sent and received messages in folders using descriptive names (e.g.,
trainings, directives, minutes)
11. Uses a standard memo format. Moreover, never capitalize all the letters of your text.
12. If the messages is important, try composing it first using a word processor.
13. Although an e-mail is less formal than a memo or a letter, maintain professionalism when
writing one. Avoid using emoticons and informal Internet jargon like LOL and BRB.
14. If attaching a file, make the filename of the attached document meaningful. For instance,
instead of using “jsbletter,” use “jessiebarrot-coverletter.”
15. If your email has an attachment, be sure that it is accurate and can be easily downloaded
or accessed by the receiver.
SYNTHESIS
A business letter is a professional, formal document that is sent by one company to

another. These letters can be used for professional correspondence between clients,
employees, stakeholders as well as individuals.
Email, short for "electronic mail," is one of the most widely used features of the Internet,
along with the web. It allows you to send and receive messages to and from anyone
with an email address, anywhere in the world.
OUTPUT
QUIZ TIME!
Read and analyze each statement. Identify what part of the letter is described in each item.
Write your response on the blank before each number.
1. It is the expression used to end the letter.

2. It is the sender’s format greeting to the receiver.
3. It includes the name and the signature of the sender.
4. It indicates the name/s of the secondary recipient of the letters.
5. It identifies the reader’s name and his/her necessary information.
Read and analyze each statement. Write T if the statement is true; otherwise, write F if false.
6. Dates can be written in plain numerals.

7. “Regards” is a formal complimentary close.
8. Enclosures are also known as attachments.
9. Full block and modified block formats use paragraph indentation.
10. The body of the letter and e-mail contains the message of the said documents.
VALUES
1. What were your previous ideas about letters and e-mails?
I thought …..
2. What are your realizations upon taking this module?
I learned that….
LEARNING ACTIVITY
PLAN 12
Application Letter for College Admission
Photo by Pang Yuhao on Unsplash

➢ Identify the features of an effective application letter for college; and
➢ Write an effective college admission application letter.
ACTIVITY
WHAT’S MY PLAN?
Look at these pictures. Identify what these pictures convey. Then, answer the questions that
follow.
What do you think does the following pictures mean?
What are your plans after finishing senior high school?
Besides your credentials, what else do you think is needed when applying for college?
DISCUSSION
College Admission Application Letter
A college admission application letter shows your interest in the university while justifying why you are
qualified at the same time. It also serves as a cover letter for all your other college admission documents.
As with any other correspondence, it follows a standard letter format. Generally, a college admission
application letter presents your academic qualifications, accomplishments, and reasons for applying for
admission.
Parts of a College Admission Application Letter
Introduction Body Conclusion
• State who you are and • Present academic • Indicate your interest for
what you are applying qualifications, extracurricular an interview.
for. involvement, community • Indicate how the
• State an eye-catching engagements, and personal interviewer can contact
statement about qualities with specific you.
yourself. evidence. • Express your hope for a
• Show your enthusiasm • Organize your thoughts and positive response from
to study in the univerity segregate them accodrding the Admission Director.
you are applying for. to theme per paragraph. • Say thank you.
• Stare the benefits the
university can obtain by
admitting you.
Tips in Preparing the Application Letter

A. Content
1. The application letter must not simply repeat the content of your academic records. You
need to emphasize concrete example.
2. Address the letter to a specific person. If you don’t know the specific addressee, call the
university or check in their website.
3. Market yourself by presenting your academic qualifications, extracurricular activities, and
community engagements. Tell the university that you have a unique or special skills to
offer and how these skills are relevant to the university.
4. Do not begin with an awkward statement such as: “Let me tell you something about
myself. My name is…”
5. Highlight two or three of your most significant accomplishments or abilities. Avoid
superfluous or unnecessary information.
6. Be realistic and provide specific reasons why you believe the university is perfect for you.
7. Be factual. Do not exaggerate your experience and skills.
8. Minimize opinions about yourself. When you claim one, be sure to support it with specific
and factual evidence.
9. Do not beg for admission.
10. Read everything there is about your target college or university. Be sure to match your
letter to the mission-vision of the university.
11. Focus on your strength and avoid mentioning any weaknesses.
B. Language
1. Use active voice and verbs that denote action.
2. Be sure to have correct grammar, spelling, vocabulary, and usage. Avoid jargons,
clichés, and verbosity.
3. Be direct to the point so as not to lose the interest of your reader.
C. Format and Mechanics
1. Use letter-sized bond paper (8.5 x 11’’) with a 1 to 1.5 inch margin on all sides; limit the
letter to one to two pages.
2. Do not forget to put your signature above your name.
3. Use a letterhead. Include your full name, address, phone number, and email address.
4. Use a business letter format (block, full block, semi-block, or simplified).
5. Do not cram the text at the upper half or lower half of the page. Be sure to have
appropriate page fill; avoid making your letter look crammed and dense.
6. Use a font size of at least 10 points and maximum of 12.
SYNTHESIS
A college admission application letter shows your interest in the university while
justifying why you are qualified at the same time. It also serves as a cover letter for all
your other college admission documents. As with any other correspondence, it follows
a standard letter format. Generally, a college admission application letter presents your
academic qualifications, accomplishments, and reasons for applying for admission.
OUTPUT
QUIZ TIME!
Read and analyze each statement. Identify the part of the letter each item belongs. Write I if it is
found in the introduction; B if body; or C if conclusion. Place your response on the blank before
each number.
1. Volunteer work
2. Desired course
3. Academic honors
4. Purpose of the letter
5. “Thank you” statement
6. Extracurricular activities
7. Anticipation for an interview
8. Restatement of contact details
9. Expectation on positive response
10. Name of current school and date of graduation
Read and analyze each statement. Write E if the statement shows an effective way of writing an
application letter or I if it does not. Write your response on the blank before each number.
1. Write in a conversational tone.

2. Affix your signature in the letter.
3. Use as many adjectives as possible.
4. Use a font size of 12 points in your letter.
5. Use ‘To whom it may concern’ in your letter.
6. Use a generic letter for different universities.
7. As much as possible, limit the letter to one page.
8. Align the letter to the needs and aims of the university.
9. Mention any special skill that might be of interest to the university.
10. Include at least eight major accomplishments with their corresponding details.
VALUES
Using three to five sentences, share your thoughts about the quotation.
“The man who graduates today and stops

learning tomorrow is uneducated the day after.”
- Newton D. Baker
LEARNING ACTIVITY
PLAN 13
Resume vs. Curriculum Vitae
Application Letter for Employment
Photo by Clem Onojeghuo on Unsplash

➢ Determine contents of an application letter for employment;
➢ Distinguish a resume from a curriculum vitae;
➢ Write an effective application letter for employment; and
➢ Prepare an effective curriculum vitae.
ACTIVITY
KEEP OR CLIP?
Analyze each sample of a resume. Then, identify whether you will keep it if it is an accepted
document or will clip it if it is an unaccepted document.
DISCUSSION
Before you can secure a job you want after graduating from college, you need to undergo
the application process first. It all starts with your job application letter and resume.
Job Application Letter

It is a type of personal business correspondence which states your intention to work in a particular
organization. It should be enclosed every time you send your resume. While some online job application
do not require an application letter, corporate experts say that employers are most likely to read a resume
which is accompanied by a cover letter.
A cover letter can be a response to a job advertisement, an unsolicited inquiry to a prospective employer
as part of your direct mail strategy, or a letter to a recruitment agency. Regardless of the circumstance you
may find yourself in, it is wise to research about the company and the job you are interested in. You may
call the company’s HR department for further information or to get a copy of the company brochure.
Parts of a Job Application Letter
Introduction
Sample:
Body
Sample:
Conclusion
Sample:
Sample Cover Letter:
Tips in Preparing a Cover Letter:

1. Address the letter to a specific person.
2. Be specific with the position you are applying for.
3. Focus on what you can do for the company.
4. Be direct to the point.
5. Be factual.
6. Do not beg for the job.
7. It must not repeat the content of the resume.
After completing a job application letter, you will now secure and organize the
attachment/text that sets you apart from other applicants.
Preparing and Writing the Resume/Curriculum Vitae
Resume
A French word meaning ‘Summary’
A personal summary of your professional history and qualifications
A written sales tool that summarizes the applicant’s skills, educational background, experiences, and
other qualifications (Barrot, 2016).
Curriculum Vitae (CV)

A document presenting your qualifications for academic employment or graduate school.
Addresses your education, research, teaching, publications, presentations, professional development,
and academic accomplishments.
It is rather lengthy and detailed.
It is a guide to where you have been academically and professionally.
Curriculum Vitae Resume
▪ A CV is used in academic and research- ▪ A resume is used in business, non-profit,

oriented job searches. government and other types of job searches.
▪ A CV is of flexible length ▪ A resume should be 1 page, 2 pages max.
▪ A CV is a record of your academic ▪ A resume is not all-embracing; it should be
accomplishments and credentials. targeted to a particular job in a particular field.
Components of a Resume
SYNTHESIS
A job application letter is a type of personal business correspondence which states

your intention to work in a particular organization. It should be enclosed every time you
send your resume.
A resume is a written sales tool that summarizes the applicant’s skills, educational
background, experiences, and other qualifications.
A curriculum vitae is a document presenting your qualifications for academic

employment or graduate school. Also, it addresses your education, research, teaching,
publications, presentations, professional development, and academic
accomplishments
OUTPUT
A. LET’S APPLY!
Write an application letter for employment to your chosen company/institution/employer. Follow
the format suggested by your teacher. This is type written. Be guided with the rubric.
B. LET’S APPLY!
Prepare a curriculum vitae. Follow the format suggested by your teacher. This is type written. Be
guided with the rubric.
VALUES
Using three to five sentences, share your thoughts about the quotation.

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READING AND

SENIOR HIGH SCHOOL

Senior High School

At the end of the learning experiences,

▪ Define reading; and

▪ Determine properties of a well-

▪ Explain critical reading as

Week Project Finalization/Submission

▪ Identify the unique features and

▪ Identify the features of an effective

Week Project Finalization/Submission

Online Reading Materials:

Image by Comfreak from Pixabay

At the end of the lesson, you are expected to:

Text across Disciplines

Humanities Science Business

Look at the list of some patterns used across disciplines

Six Aspects in Writing across Disciplines

To understand these concepts better read this sample text.

Therefore, to become an effective reader, it is not enough to know a number of

1. How might you sum up the passage’s main idea?

2. What could be the writer’s purpose for writing the passage?

3. What is the tone and style of the writer?

Photo by Aaron Burden on Unsplash

At the end of the lesson, you are expected to:

Biology has always been a passion of mine. Ever

This extended essay is focused on investigating the

The outcome of my investigation could inform the

Organization refers to the arrangement of ideas,

Strong organization constitutes proper

Now, read this:

In the previous lesson, we learned about organizations of texts.

Coherence and Cohesion

LET US EVALUATE THE TEXT

Now read this improvised version of the text:

To understand better the concept of cohesion, let us read these examples:

LET US EVALUATE THE TEXT

Now, let us read the improved version of the text.

LET US EVALUATE THE TEXT

How to detect cohesion? Cohesion can be achieved in three ways:

1. Clear use of a pronoun referring to a key noun in the first sentence.

2. Use of transitional devices.

3. Use of repetition of keywords to tie up ideas or use synonyms.

McLaren considered paragraphing as organizing of ideas. To make a paragraph reader-

Handling Water Interruption by the Residents of Brgy. Tugatog

5 Organization is clear and ideas are easy to follow.

3 There is an organization but important sections are misplaced.

0 The text has no clear organization.

5 The text effectively used coherence.

3 The text has coherence, but it can be improved further.

0 The text has no coherence.

5 The text effectively used cohesion.

3 The text has cohesion, but it can be improved further.

0 The text has no cohesion.

How might you relate this quotation to our lesson?

Photo by Sticker Mule on Unsplash

At the end of the lesson, you are expected to:

Pluto was demoted to a dwarf planet in 2006 after the

Pluto was demoted to a dwarf planet in 2006 after the