INTERNACIONAL COLEGIO DE TECNOLOGIA

DATU PANAS, BUUG, ZAMBOANGA SIBUGAY

Phone Numbers: 0917-6505-980/0998-978-7784
CN201540111 Email Add.: ict.college@yahoo.com

NAME: ______________________________________________________

GRADE & TRACK/STRAND: __________________________________

SECTION: ___________________________________________________

ADDRESS: __________________________________________________

CONTACT NUMBER: ________________________________________

ARJANE T. SENANGOTE S.Y: 2020-2021

Subject Teacher

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 Grade -11
Second Semester
(March 12 – 26)
Hi, Welcome to our Second
Semester!

If you have encountered any difficulty in

answering the task in this module, do not hesitate to
consult your teacher/ facilitator. Always bear in mind
that you are not alone.
We hope that through this material, you will
experience meaningful learning and gain deep
understanding of the relevant competencies.
You can do it!

How to Learn from this Module

 To achieve the learning competency cited above, you are to do the
following:
 Take your time reading the lessons carefully.
 Follow the directions and/or instructions in the activities and exercises
diligently.
 Answer all the given tests, questions and exercises that you encounter.
 Review your answers thoroughly before you submit
 Do the suggested tasks with patience and industry.
 Take your time to study and learn.
 Celebrate each completed activity

Happy
reading
and
writing!

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LESSON 1

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

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

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

What I need to know

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

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

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

________1. The concept of intertextuality refers to the idea that authors can use
literary relationships as way to…
A. communicate C. pass time
B. make money D. read
_________2. Who was the originator of the theory of intertextuality?
A.Sigmund Freud C. Julia Kristeva
B.Karl Jung D. William Shakespeare
________3. Which of these is NOT a type of intertextual relationship?
A. parody C. Both A and B
B.allusion D. tribute
________4. Intertextuality can take place
A. within the same medium or style C. none of the above
B. across cultures D. at home
________5. Which of the following is a “text”
A. Novels C. None of the above
B. Songs D. Rap
_________6. Which of the following statements is the best intertextuality definition?
A. The relationship between texts.
B. Allusions from one text to another.
C. The translation of a text into a different language.
D. A ridiculous imitation of a genre
_________7 Which of the following would not be an example of intertextuality?
A. A translation of one work into a different language.
B. A poetic homage to an earlier writer by adopting that writer’s theme &
tone.
C. The main characters of two unrelated works coincidentally both named
Bob.
D. An author ridicules a well-known work by imitating it in a comedic way.
________8.Choose the correct parody definition from the following statements:
A. A harsh, biting attack on a more famous author.
B. A work that imitates the style of another work or author, for comedic
effect.
C. A critique of government officials or current events in a piece of
literature.
D. An indirect or passing reference.
________9.Which of the following statements is not a reason an author might choose to
use parody?
A. To mock or ridicule another author’s style.
B. To pay homage to a more famous author by imitating his or her style.
C. To change an original work so entirely that it’s no longer a clear
influence on the parody.
D. To give honor to a writer by adopting the writer’s theme and tone
________10. The term was coined by Ted Nelson around 1965.
A. Intertextuality C. Context
B. Hypertextuality D. Allusion
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 What is New
INTERTEXTUALITY
Being a critical reader involves understanding that texts are always developed with a c e r t a i n
text developed with certain text. Critical reader involves understanding that texts are always
developed with a certain text.

What are the synonyms or the other

words of intertextuality?

The synonyms of intertextuality

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

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

A text contains many

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

It means that any text can be considered a work of Intertextuality because it builds
on the structures that existed before it.

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

What is Parody?
The term parody (pronounced par–uh-dee) is derived from the Greek phrase parodia
which referred to a type of poem which imitated the style of epic poems but with mockery and
light comedy.

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

fun of or comment on the original work. It can be used in everyday life as well as by
authors, celebrities, politicians, and cultural commentators. Parody mimics a subject
directly, to produce a comical effect. It is often exaggerated in the way it imitates the
original in order to produce a humorous effect.
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 Parody as imitation, is sometimes exaggerated for comic effect. Parody is poking fun
at something in hopes the audience will find it amusing. But first, the audience must make
the connection between the parody and the subject/topic being parodied.
A parody is just meant for entertainment.

What is the importance of using Parody?

Parody is important because it allows us to criticize and question without being
aggressive or malicious. Rather, we use comedy. Parody imitates, stresses, and draws
attention to certain features, characters, or plot points which are weak, silly, strange, or
subject to criticism of any sort. Whereas serious criticism of politicians, artwork,
celebrities, or literature can be boring or complicated, parody draws in an audience with a
sense of humor and a lighter take on serious issues. Parody allows comedians to take on
serious issues while still making us laugh.
Example

Gaugie puts on her father’s big shoes and stomps around, saying, “I need to make a
business call. I am a very busy, very important businessman!”
In this example, the girl is parodying her own father who she knows works as a
businessman. She is making the comment that the image many business people have is
overly serious and self-important.

What is it?

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

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

Your answer:

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_____
What is Allusion?
Allusion is a brief and indirect reference to a person, place, thing or idea of historical,
cultural, literary or political significance. It does not describe in detail the person or thing to
which it refers. It is just a passing comment and the writer expects the reader to possess
enough knowledge to spot the allusion and grasp its importance in a text.

Example

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

Quixotic means stupid and impractical derived from Cervantes’s “Don Quixote”, a
story of a foolish knight and his misadventures.

What is the importance of using Allusion?

Allusions in writing help the reader to visualize what's happening by evoking a mental
picture. But the reader must be aware of the allusion and must be familiar with what it
alludes to.
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Example: “Don’t act like a Romeo in front of her.”
“Romeo” is a reference to Shakespeare’s Romeo, a passionate lover of Juliet, in
“Romeo and Juliet”.
What is New
HYPERTEXTUALITY

What is Hypertextuality?

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

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

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

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

Hypertext is a nonlinear way of showing information.

What is Hypertext?

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

in the order predefined by an author, an editor or a publisher, the readers of a hypertext can
follow their own path, create their own order – their own meaning out of the material.
Hypertext is text which contains links to other texts. The term was coined by Ted
Nelson around 1965. It is when you type a word and attach a link to that word so that upon
clicking on that word, the reader is sent to the site attached.

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

Hypertext materials include pictures, video materials animated and audio illustrations.
All those possibilities make hypertext materials content high and suitable for educational
purposes.
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 Hypertext connects topic on a screen to related information, graphics, videos, and
music – information is not simply related to text.

This information appears as links and is usually accessed by clicking. The reader can
jump to more information about a topic, which in turn may have more links. This opens up
the reader wider horizon of information to a new direction.

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

Example

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

Why use Hypertext?

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

What I Have Learned

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

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

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

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

LESSON 2:

What’s New
Whether you're reading a textbook or difficult novel, critical reading is very important in
getting a full understanding of the text.

Critical reading is a more active way of reading. It is a deeper and more complex
engagement with a text. It is a process of analyzing, interpreting and, sometimes,
evaluating. When we read critically, we use our critical thinking skills to question both the
text and our own reading of it.
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 What I Need to Know
At the end, you are expected to explain how critical reading is used in
reasoning. (EN11/12RWS-IV AC-8).

First, you will answer some questions to find out if you are familiar about the topic.

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

background knowledge about the topic. Should we start exploring them?

What I Know
A. Directions: Using the answer key below, identify the function of critical
reasoning as presented in each of the given sentences. Write a letter only
on the space provided.
A = Thinking for oneself

B = Informed Reasoning
C = Critical Self-Reflection

______1. My blood pressure is high; therefore I should be on medication.

______2. I was raised as a Muslim. Islam teaches that homosexuality is a sin. I don’t
approve of any marriage.
______3. Exposure to the sun causes skin cancer. If I use sunscreen when I sunbathe, I
won’t get skin cancer.
______4. My religion teaches that abortion is a sin therefore I think abortion is a sin.
______5. Every time I talk to Nicole, she tells me she doesn’t understand what I mean. I
must be a poor communicator.
______6. A policeman was videoed beating up a homeless man along the side of the free
way. He must have been guilty.
______7. My religion teaches that I should not marry someone of a different faith therefore I
should not marry someone not of my faith.
______8. Legalizing marijuana will lead to increased use of heroine and cocaine. We should
not legalize marijuana.
______9. My political party is opposed to universal health care therefore I think we should
not have universal health care coverage.
______10. I have been a hospice volunteer for four years. Now that many of the patients
admitted to hospice have AIDS, I don’t want to work for hospice any longer. I don’t want to
contract the disease and need hospice care myself.
B. Directions: Read the given sentences and write Agree or Disagree
on the space provided before every number.

1. You need to be able to determine how the several parts of an argument

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

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 What’s New
What is a critical reader?
A critical reader is someone who defends something by giving out reasons. (Ms.
Katrine M. Belino). A critical reader should be able to use textual evidence when asked to
support analysis of the implicit and explicit information presented by a writer in a text.
Textual evidence
When you analyze a text, you want your readers to know what the author actually
says rather than merely your interpretation of the author's ideas.
This means that you quote, paraphrase, and/or summarize the author's words to
support your points.

How do you use textual evidence?

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

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

Where can I get some books?

You can get some books at

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

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

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

Questions for Critical Reading

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

AM I REALLY THINKING ABOUT WHAT I'M READING?

This question can be broken apart into many other questions:

A. CONSIDERING THE SOURCE

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

A. RECOGNIZING INTENT, ATTITUDE, TONE, BIAS

1. Why is the author writing this? motive? purpose?
2. What is the author's attitude? tone? biases?
3. Does the author mean what he says or is he
making his point in a roundabout way through
humor, satire, irony, or sarcasm?
4. Are the author's words to be taken exactly as
they appear, or are they slang, idioms, or figures
of speech?
5. Which of the author's statements are facts? Opinions?

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 A. ANALYZING ARGUMENTS

1. Does the author write emotionally? Using

sentiment? Horror? Name-calling? Flag waving?
2. Which of the author's statements does he
support? Which does he leave unsupported?
3. What conclusions does the author reach?
4. Of the author's conclusions, which are justified?
Which ones are not justified?

A critical reader...
1. Does not believe everything he reads.
2. Questions everything which doesn't make sense to him.
3. Questions some things even though they do make sense to him.
4. Rereads when he thinks he may have missed something.
5. Considers the type of material he is reading before deciding how
much weigh to give to it.
6. Admits that the effect on him of what the author says may be
caused more by the author's style of writing than by the facts
presented
7. Analyzes arguments.
8. Discounts arguments based on faulty reasoning.
9. Has good reasons for believing some things and disbelieving
others – for agreeing with some authors and disagreeing with
others.

Kurland (2010) noted that to non-critical readers, text provide facts. Readers gather
knowledge in a way of memorizing the statements in a text. Critical readers recognize not
only what a text says, but also how a text describes the subject matter.
According to him, there are three steps or modes of analysis which can be
reflected in three types of reading and discussion:
As a critical reader you should think
What the text says: (restatement)
After critically reading a piece you should be able to take notes, paraphrasing - in your
own words – the key points.

What the text does: (Description) you should be confident that you have understood
the text enough to be able to use your own examples and compare and contrast with
other writing on the subject in hand.

What a text means (interpretation):this

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

This essential skill helps the reader to develop his/her critical thinking by
reasoning and vice-versa. In relation to this, he/she can realize that a certain text is
connected to human experiences. In effect, they can be guided on how to see things
both in micro and macro levels. To attain this, a reader must be ready or has the
ability to be equipped with ways for thinking.

It is important therefore, that you not only learn to read critically but also
efficiently. To read efficiently is to become selective by choosing carefully what you will
read. And to start with, you need to know what you are looking for. You can then
examine the contents page and/or index of a book or journal to find out whether a
chapter or article is worth to be read further.

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 It is essential to read critically because it requires you to evaluate the arguments in the
text. This also means being aware of your opinions and expectations (positive and negative)
of the text you are reading so you can evaluate it honestly.
What is Reasoning?
Reasoning is an act of giving statements for justification and explanation. It is the
abilityof someone to defend something by giving out reasons justifying a stand based on
prior and existing knowledge and experiences needed to arrive at a decision.

What is critical reading for reasoning?

Critical reading involves presenting a reasoned argument that evaluates and analyses
what you have read.

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

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

This essential skill in reading leads to the development of critical thinking by

reasoning and vice-versa. To become a critical reader, it is important to know some tips /
techniques of becoming a critical thinker.

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

Some Techniques to Develop in Reasoning

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

Evaluation Guide for Critical Reading

Elements for Explanation Guide

Evaluation

Content This is the substance of the text.

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

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Objectivity This is the stand of the author on an issue/article. Are facts included on
it? Does it present both sides of an argument? Does the author have
ethical and moral consideration in his/her article?

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

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

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

Lizzy learned from the story. It means that the tigers will eventually all be gone, if
something isn’t done to save them. National save the Tiger Month was begun to help create
awareness about the problems the tigers are having. At the end of the book, Lizzy suggested
that her family adopt a tiger. Her mother smiled and reminded her that they live in a very
small house with no room for a great big tiger. They would have to find another way to help
the tigers.
Directions: Please choose the correct answer and write its alphabet letter on the space in
front of the appropriate questions.

1. How old is Lizzy in the story? a. adopt

2. What were Lizzy and her mother reading about? b. extinct
3. The tiger is an species. c. tigers
4. Tigers are in danger of becoming . d. endangered
5. Lizzy suggested her family a tiger. e. four years old

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LESSON 3

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

________________1. Social media is defined as the Internet and mobile-based tools and
devices that facilitate the integration of technology, telecommunications, and social
interaction.
2. Facebook is a cooler social media platform than Twitter.
3. In 2012, there were 1.4 billion users of social media worldwide.
4. Teachers should use social media in their lessons to get more students
interested.
5. Another name for social media is “Web 2.0” because both terms
emphasize the social aspects of the Internet as avenues for communication, collaboration,
and creative expression.
6. Many teenagers’ present obsession with taking selfies shows they are the
most narcissistic generation.
7. Social networks are the most distracting websites on the internet.
8. In the first quarter of 2014, nearly 300 million smartphone units were
sold all over the world.
9. Parents ought to enforce stricter guidelines in social media to safeguard
their children’s privacy.
10. Children are learning how to operate mobile devices at increasingly
younger ages; many of them have an idea of how to use a touchscreen tablet before they are
two.

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

The lesson you are about to learn focuses on evaluative

statements

So, read on!

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

How are you going to formulate evaluative statements?

14
You may compose your evaluative statements in two steps:
1. Formulating Assertions about the content and properties of a text read
2. Formulating a meaningful counterclaim in response to a claim made in the text
read

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

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

and needs.

Types of Assertion
1. Statement of Fact
This is a statement that can be proven objectively by direct experience,
testimonies of witnesses, verified observations, or the results of research.
Example: The sampaguita’s roots are used for medicinal purposes, such as an
anesthetic and a sedative.
This statement is a fact because it can be directly verified by experience or reliable
research reports.
2. Statement of Opinion
Opinions are based on facts, but are difficult to objectively verify because of the
uncertainty of producing satisfactory proofs of soundness.
Example: The popularity of sampaguita flowers is most evident in places of
worship.
The above statement is an opinion because it is based on an observation that
needs to be proven by studies and repeated observation; there are too many factors
involved that makes explicit judgment difficult.

3. Statement of Convention
A convention is a way in which something is done, similar to traditions and
norms. Conventions depend on historical precedent, laws, rules, usage, and customs.
Example: The sampaguita belongs to the genus Jasminum of the family
Oleaceae.
This statement is a convention because it is based on a classification system
made up by scientists and is acceptable to the scientific community.
4. Statement of Preference
Preferences are based on personal choice; therefore, they are subjective and
cannot be objectively proven or logically attacked.
Example: Sampaguitas are the most beautiful and most fragrant of all flowers.
This statement is a preference because it says a lot about the type of flowers that
the writer likes, instead of objectively comparing the qualities of sampaguitas to that of
other flowers.

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

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

contrasting perspective to the main argument.

The following example questions will help you formulate a counterclaim:

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

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

________________1. Import liberalization means allowing foreign goods to enter

Philippine markets and directly compete with domestic products.
________________2. According to the Minister of Defense, NPA armed insurgents now
total some 16,000 men and women.
________________3. Roses grow best in soil made of ¾ clay and ¼ sand and loam.
________________4.The rose belongs to the genus Rosa of the family Rosaceae.
________________5. The export of cut rose can easily become one of the most lucrative
businesses in the Philippines.
________________6. Many more will die because of political
considerations and unwise aid-spending.
________________7. Roses are more beautiful, smell sweeter and are easier to grow than
any other flower.
________________8. The previous government should have toughened its stand against
the burgeoning insurgency.
________________9. Eyewitness testimony is generally unreliable.
__________________10.Camel’s hair brushes are made of Siberian squirrel fir.

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

_1. Social media is defined as the Internet and mobile-based tools and
devices that facilitate the integration of technology, telecommunications, and social
interaction.
_2. Facebook is a cooler social media platform than Twitter.
_3. In 2012, there were 1.4 billion users of social media worldwide.

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 _4. Teachers should use social media in their lessons to get more students
interested.
_5. Another name for social media is “Web 2.0” because both terms
emphasize the social aspects of the Internet as avenues for communication,
collaboration, and creative expression.
_6. Many teenagers’ present obsession with taking selfies shows they are the
most narcissistic generation.
_7. Social networks are the most distracting websites on the internet.
_8. In the first quarter of 2014, nearly 300 million smartphone units were
sold all over the world.
_9. Parents ought to enforce stricter guidelines in social media to safeguard
their children’s privacy.
_10. Children are learning how to operate mobile devices at increasingly
younger ages; many of them have an idea of how to use a touch screen tablet before
they are two.

LESSON 4

What’s New
Reading is not only limited by being able to recognize what is in the text. Most
importantly, you will be able to comprehend what the writer is saying through the text.
Reading skill like determining textual evidence to validate assertions and
counterclaims made about a text read and the like must be learned and eventually
mastered.
The relevance of honing your skill in the English language in general plays a very important
role before engaging yourself in the workforce, in business, entrepreneurship or to any life’s
venture in the future. Thus, this module is specially designed in order for you to
understand and use the skill you will acquire after doing the various activities that will help
you possess your proficiency in determining textual evidence in the written text.

WHAT IS TEXT EVIDENCE?

Text evidence refers to any proof of an argument, a claim, a counterclaim, a
contention or an assertion cited in the text leading to a conclusion. In citing textual
evidence, you need to quote, paraphrase or refer to the very specific part of the text where
you can use to support your own thoughts and ideas.

Why do you need to determine textual evidence?

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

Textual Evidence is citing proof from the text in the reading.

What I Have Learned

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

References:
Olivieri, P. (n.d.). How to Teach Text Evidence: A Step-by-Step Guide. [online] Rockin Resources. Available at:
https://blog.teacherspayteachers.com/teach-text- evidence/ [Accessed 28 Aug. 2019].
Perez, R.E. (2014). Exit essay: Save the Filipino language. Retrieved from http://rjaperez.tumblr.com/post/95149266012/exit-
essay-save-the-filipino- language

Dayagbil, Felomina, et. Al (2016). Critical Reading and Writing for the Senior High School. Lorimar Publishing, Inc., Quezon
City.

http://ollie.dcccd.edu/Services/StudyHelp/StudySkills/sub/rdgcri.htm https://www.slideshare.net/marykatrinebelino/critical-
reading-as-reasoning- 7847430https://www.citeman.com/9187-evaluative-statements.html
https://www.youtube.com/watch?v=YguqKdC1q8whttps://literarydevices.net/assertion/ https://dmh.mo.gov/dd/docs/chapter2.pdf
https://www.aljazeera.com/programmes/talktojazeera/2016/10/exclusive-rodrigo-duterte-war-drugs-
161015100325799.htmlhttps://en.oxforddictionaries.com/definition/assertion https://prezi.com/nm4ou_jglck5/the-logic-of-
assertions/ http://www.senate.gov.ph/press_release/2018/1106_prib3.asp
"Stephen Crane" Accessed August 28, 2019. https://voetica.com/voetica.php?collection=1&poet=17&poem=549

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