10

English
Quarter 2 – Module 1:
Evaluative Comprehension of
Texts

Department of Education • Republic of the Philippines

English– Grade 10
Alternative Delivery Mode
Quarter 1 – Module 6: Evaluating Texts
First Edition, 2019

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
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ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Assistant Secretary: Alma Ruby C. Torio

Development Team of the Module

Author: Vanessa L. Abubo
Editor: Patricio Dawaton – Regional EPS-English
Reviewer: Lillian S. Pagulongan – Division EPS-English
Illustrator:
Layout Artist:
Management Team: May B. Eclar, Ph.D. CESO V - Regional Director
Marie Carolyn B. Verano, CESO V, SDS, SDO-Baguio
Carmel F. Meris – Chief Education Supervisor - CLMD
Ethielyn Taqued, Ed.D., Regional EPS-LRMDS
Edgar H. Madlaing, Regional EPS – AP/ADM Focal Person
Juliet H. Sannad, Ed.D., Chief Education Supervisor, CID, SDO-Baguio
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Department of Education – Cordillera Administrative Region

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Telefax: (074) 422-4074
E-mail Address: car@deped.gov.ph
 10

English
Quarter 1 – Module 6:
Evaluative Comprehension of
Texts
This instructional material was collaboratively developed and
reviewed by educators from public and private schools, colleges, and
or/universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department of
Education at action@deped.gov.ph.

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

Introductory Message
For the facilitator:

Hi. As the facilitator of this module, kindly orient the learner on how to go about
reading and answering this learning material. By the way, do not forget to remind
the learner to use separate sheets in answering all the activities found in the
learning module.

For the learner:

Hello learner. I hope you are ready to progress in your Grade 10 English by
accomplishing this learning module. This is designed to provide you with
interactive tasks to further develop the desired learning competencies prescribed in
our curriculum. In this module, you are expected to learn about the characteristics
of good fiction and non-fiction texts, and to apply these criteria in evaluating other
texts.

Here is a guide on the parts of the learning modules which you need to understand
as you progress in reading and analyzing its content.

ICON LABEL DETAIL

What I need to know This contains the learning objectives

which you need to accomplish
What I know This assesses what you know about
the lesson you are to tackle
What’s In This connects the current lessons
with the previous lessons
What’s New This introduces the lesson through
an activity
What Is It This contains a brief discussion of
the lessons
What’s More These are activities to check your
understanding of the lesson
What I have Learned This summarizes the important ideas
presented in the lesson
What I Can Do This is a real life application of what
you have learned
Assessment This is a post assessment of what
you have learned
Additional Activities This is an activity that will
strengthen your knowledge about the
lesson

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 What I Need to Know

This module was designed and written with you in mind. It is here to
help you to critically analyze the content of a range of texts in order to
appraise their value and make sense of their meaning. The scope of this
module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of the course. But the
order in which you read them can be changed to correspond with the
textbook you are now using.

This module focuses on the lesson about evaluating the content of a

range of texts, both literary and informative. It presents you with some
characteristics to look for in a text, be it a short story or an essay.

After going through this module, you are expected to:

1. determine the elements that add value to a text;
2. compare arguments in persuasive essays; and
3. evaluate and make judgments about a range of texts using a set of
criteria;

4.

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 What I Know

Read the following excerpts and answer the questions that follow. Write the
letter of the correct answer on a separate sheet of paper.

God Sees the Truth but Waits

Leo Tolstoy
That night, when Aksionov was lying on his bed and just beginning to doze,
someone came quietly and sat down on his bed. He peered through the darkness
and recognized Makar, the man he vowed to take revenge on.
“What more do you want of me?” asked Aksionov. “Why have you come here?”
Makar Semyonich was silent. So Aksionov sat up and said, “What do you
want? Go away, or I will call the guard!”
Makar Semyonich bent close over Aksionov and whispered, “Ivan Dmitrich,
forgive me!”
“What for?” asked Aksionov.
“It was I who killed the merchant and hid the knife among your things. I meant
to kill you too, but I heard a noise outside, so I hid the knife in your bag and
escaped out of the window.”
Aksionov was silent, and did not know what to say. Makar Semyonich slid off
the bed and knelt upon the ground. “Ivan Dmitrich,” he said, “forgive me! For the
love of God, forgive me! I will confess that it was I who killed the merchant, and
you will be released and can go to your home.”
“It is easy for you to talk,” said Aksionov, “but I have suffered for you for
twenty-six years. Where could I go now? …My wife is dead, and my children have
forgotten me. I have nowhere to go…”
Makar Semyonich did not rise, but beat his head on the floor. “Ivan Dmitrich,
forgive me!” he cried. “When they flogged me with the knot, it was not so hard to
bear as it is to see you now…yet you had pity on me, and did not tell. For Christ’s
sake forgive me, wretch that I am!” And he began to sob.
When Aksionov heard him sobbing he, too, began to weep. “God will forgive
you!” said he. “Maybe I am a hundred times worse than you.” And at these words
his heart grew light, and the longing for home left him. He no longer had any
desire to leave the prison, but only hoped for his last hour to come.
In spite of what Aksionov had said, Makar Semyonich confessed his guilt. But
when the order for his release came, Aksionov was already dead.

1. What makes Makar and Aksionov well-rounded characters?

a. Makar and Aksionov developed faith in a supreme being as a
result of their suffering.
b. Makar spared Aksionov’s life, and Aksionov did not sell-off
Makar during the interrogation.
c. Makar and Aksionov are the exact opposite of each other, but
both of them are at the mercy of the law.
d. Makar chose to rectify his evil deeds, and Aksionov found
enlightenment despite having lost everything he had.

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2. What important element symbolized the problems on absence of true
justice, as well as lack of freedom from clinging too much on material
values?
a. The prison setting
b. The act of flogging
c. The character Makar
d. The final dialogue between Makar and Aksionov
3. What is the appropriate theme of the story?
a. Forgiveness is given only to those who ask for it.
b. Forgiveness sets free both the victim and the offender.
c. Repeatedly asking forgiveness is a sign of the offender’s
sincerity.
d. Forgiveness does not change the past, but it lets people move on
to a better future.
4. What makes the plot different from other stories?
a. Divine intervention helped the characters resolve the conflict.
b. The protagonist never succeeded in anything he did or
attempted to do.
c. The denouement seems open-ended, but the conflict was clearly
resolved.
d. The plot was developed with various literary techniques such as
foreshadowing, flashback and plot twists.
5. What is the relevance of the title to the entire story?
a. It means that justice will be served, but it may come too late
sometimes.
b. It means that trials in life are God’s way of making us
acknowledge his existence.
c. It implies that supreme beings do not intervene with the affairs
and problems of humans.
d. It suggests that, even if the whole world is against us, God
knows the truth and acts at the right time.
But first, better internet
(1) Suddenly, it’s now digital or bust; the past two months of lockdown
have highlighted the need for technology that can sustain business operations
and keep people connected and engaged.... (2) But this shift to the digital
economy will only be possible with reliable internet connectivity — and this is the
challenge as government policies and business solutions work to adapt to the new
normal.
(3) In terms of mobile internet speed, the Philippines fell six notches to 121
out of 139 countries, its 12.09 mbps far below the global average of 30.89 mbps.
(4) The Department of Information and Communications Technology (DICT) has
vowed to improve internet service after the quarantine, but it would need critical
infrastructure support to reach about 40 percent of the population that has still
no access to internet.
(5) In the necessary shift to digital, the government must not only prod the
process forward, it must also lead its own operations. The battered economy
needs fast, affordable, and stable internet to get back to its feet. (6) Society will
need to depend more on digital ways of doing things as the pandemic lingers.
Philippine Daily Inquirer/ May 23, 2020

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 6. Based from the given text, what is the structure of persuasive writing?
I. Make a stand or state you position.
II. State an issue and make a stand about it.
III. End with a strong argument or an urgent call for action.
IV. Support your argument with reasons and evidence.
a. I, II, III, IV c. III, II, I, IV
b. II, I, IV, III d. IV, III, II, I
7. Which part of the essay states the writer’s stand about the issue?
a. Sentence 1 c. Sentence 4
b. Sentence 2 d. Sentence 6
8. What did the writer use to support his argument?
a. opinions of experts or authorities
b. testimony of reliable witnesses
c. a verifiable evidence or fact
d. a valid appeal to logic
9. What is the problem with the evidence presented in the text?
a. It may be an outdated information from an unknown source.
b. It doesn’t show how internet speed relates to productivity in
business and education.
c. It is not enough to strengthen the claim that the country needs
reliable internet connection.
d. It is not presented in a language that can be understood by
non-experts such as students and parents.
10. Who is the target audience of this article?
a. online sellers
b. government officials
c. teachers and students
d. telecom company owners

For items 11-15, determine if these elements are characteristics of a great

fictional story or an effective persuasive text. Write A for fictional stories and
B for persuasive essays.
11. clear and valid arguments
12. well-developed characters
13. interesting plot and conflict
14. varied evidences from credible sources
15. meaningful themes about human experience

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 Lesson
Critiquing Short Stories
1 based on Their Elements

What’s In

When you were a child, certainly you were told several stories about
heroes, prince and princesses, exciting adventures and many more.
Sometimes, you would even dream of becoming like the characters you loved
and embarking on an amazing journey like they did. But as you grow up,
you become aware that not all reading texts are alike, whether in terms of
content or structure. You realize that there are literary texts — or fictional
pieces such as poems, epic, and short stories — and informational texts —
or nonfiction writing such as essays, newspaper articles, reference books
and the like.

As you begin to expand your choices of texts to read and you also
become more critical of the content of what you are reading, noting that
great literary texts are not always about happy endings, remarkable feats,
superpowers and adventures. Likewise, in informational texts, you will learn
to evaluate arguments, evidence, and biases and you will find yourself either
agreeing with the writer or questioning his writing.

Being able to do all these means that you are on the right track
towards becoming a successful reader. According to Thomson, De Bartoli
and Buckley (2013), successful reading involves the following: retrieving,
interpreting, integrating, reflecting, and evaluating information. That
is why, to be able to really appreciate what a story or an essay offers, you
need to move beyond being a passive reader and become critical consumer
of the text. You have to read between and beyond the lines in order to mine
the treasures hidden in any piece of writing.

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 What’s New

Activity 1: My Ideal Text

Read each statement and decide if it is an important characteristic of a great
story. If yes, put a check (P) on the box before each number.
It has a clear and predictable plot with a happy ending.
It uses simple language and can be read in a few minutes.
It contains themes about human nature and human experience.
It conveys messages that will appeal to any generation of readers.
It is about the hottest topics that most teenagers are interested in.
It expresses meanings that are true for different groups of readers.
It gives morals or lessons that the reader may adopt to change his life.

What is It

There are many kinds of literary texts but among the genres that
young readers like you are most exposed to are short stories, particularly its
subgenre: the myth. A myth is an ancient story created to explain natural
events, present a lesson on how to live, or serve as warning to follow the
rules of the society.
Many readers prefer short stories because they can be read in one
sitting; their plots are usually easy to follow; and the characters are
interesting. However, these criteria are superficial. What a critical reader
must look for in a short story or in a myth are the following:
A. Short Story
 There is a powerful setting that transports the reader into the
tale by appealing to all of the senses. It also plays an important
role in advancing the plot as well as in character development.
 The characters, including characterization, are well-drawn and
well-developed. The readers should find them relatable in terms
of the values they embody and the principles they live by.
 The plot of the story is original and not predictable. It should be
interesting enough for the reader to find himself drawn to it.
Also, the plot is best enhanced by literary techniques such as
suspense, foreshadowing (using hints or signs that a threat
may lie ahead in the story), flashback, cliffhanger (abruptly

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 ending the story without a clear resolution for the
characters)and plot twist.
 There should also be an interesting conflict that will move the
plot. It should clearly show how the opposing forces (such as
man versus himself, man versus society, etc.) confront one
another and how it can be resolved.
 The story should have a relevant theme — one that provides
profound insights about life. The theme is generally timeless,
which means that it will remain true for different generation of
readers and across different backgrounds.
B. Myth
*Myths generally share the same characteristics with short stories,
but they differ in terms of the added features such as having gods and
goddesses as characters, heroes possessing special abilities, and humans
transforming into a different creature. Specifically, these are the
characteristics to look for in a myth:
 The characters are comprised of a hero with special skills,
monsters who play the villain, and gods and goddesses who may
help, reward, or punish the hero. The hero must be a well-
drawn character, showing relatable traits while displaying great
feats.
 The plot and conflict usually revolve around the hero’s
adventure or quest, and his success or failure will determine
whether he really is a true hero. One of the common twists in
the plot of a myth is metamorphosis, or the transformation of a
character into a different creature such as a bird, a monster, or
a plant. These transformations are, of course, the gods’ doing.
On the sidelines, the plot may also present a tradition or local
belief of the community where the myth originated.
 The setting plays a very important role in helping the readers
visualize the hero’s environment especially during his quest. It
should be very vivid for the reader to picture places such as the
Underworld, the forest, or the abode of the gods.
 The myth should leave the readers with a life lesson. Anchored
on the general theme that good deeds are rewarded and evil is
punished, the lessons are usually about moral conduct.

What’s More

Activity 2: Quality Check

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Read the myth “Orpheus” and the story “The Two Brothers”, and then
analyze whether they possess the characteristics discussed by answering
the questions that follow.

Orpheus
Alice Low
There were nine goddesses called Muses. Born out of Zeus and a Titaness
named Mnemosyne, each muse presided over a different art or science.
Calliope, one of these sisters, was the
inspiration of poets and musicians. She was the
mother of Orpheus (a mortal because his father was
one) and gave to her son a remarkable talent for
music.
Orpheus played his lyre so sweetly that he
charmed all things on earth. Men and women forgot
their cares when gathered around him to listen.
Wild beasts lay down as they gathered around him
as if they were tame, entranced by his soothing
notes. Even rocks and trees followed him, and the
rivers changed their direction to hear him play.
Orpheus loved a young woman named Eurydice, and when they were
married, they looked forward to many years of happiness together. But soon after,
Eurydice stepped on a poisonous snake and died.
Orpheus roamed the earth, singing sad melodies to try to overcome his grief.
But it was no use. He longed for Eurydice so deeply that he decided to follow her to
the underworld. He said to himself, “No mortal has ever been there before, but I
must try to bring back my beloved Eurydice. I will charm Persephone and Hades
with my music and win Eurydice’s release.”
He climbed into a cave and through a dark passage that led to the
underworld. When he reached the river Styx, he plucked his lyre again, and
Cerberus, the fierce three-headed dog who guarded the gates, heard the sweet
music and lay still to let him pass.
Orpheus continued to play his lyre tenderly as he made his way through the
gloomy underworld. The ghosts cried when they heard his sad music. Sisyphus,
who had been condemned to roll a rock uphill forever, stopped his fruitless work to
listen. Tantalus, who had been sentenced to stand in a pool of receding water,
stopped trying to quench his thirst. And even the wheel to which Ixion was tied as
punishment stopped turning for one moment.
At last Orpheus came to the palace of Hades and Persephone, King and
Queen of the underworld. Before they could order him to leave, he began his gentle
song, pleading for Eurydice.
When stern Hades heard Orpheus’s song, he began to weep. Cold
Persephone was so moved that, for the first time in all her months in the
underworld, he heart melted.
“Oh, please, my husband,” she said to Hades, “let Eurydice be reunited with
Orpheus.”

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 And Hades replied, “I, too, feel the sadness of Orpheus. I cannot refuse
him.”
They summoned Eurydice, and the two lovers clasped each other and turned
to leave.
“Wait!” said Hades to Orpheus. “Eurydice is yours to take back to earth on
one condition.”
“What is that?” asked Orpheus.
“She must follow you, and you must not look back at her until you are on
earth again.”
“I understand,” said Orpheus, “and I am forever grateful.”
Orpheus and Eurydice left the underworld and made their way through the
dark passage that led to the upper world. At last they reached the cave through
which Orpheus had descended.
“I can see daylight ahead,” called Orpheus to Eurydice. “We are almost
there.” But Eurydice had not heard him, and so she did not answer.
Orpheus turned to make sure that she was still following him. He caught
one last glimpse of her arms stretched out to him. And then she disappeared,
swallowed by darkness.
“Farewell,” he heard her cry as she was carried back to the underworld.
Orpheus tried to follow her, but this time the gods would not allow it. And so
he wandered the earth alone. He sang his sad songs to the trees and long for the
time when he, too, would die and be reunited with his beloved Eurydice in the
underworld.
1. Who among the characters exemplified courage and true love?
a. Hades c. Eurydice
b. Orpheus d. Persephone
2. Which of these characteristics of a myth is not present in the story?
a. The hero went on an adventure or quest.
b. A meaningful lesson was imparted to the readers.
c. One of the characters transformed into a different creature.
d. The setting is very vivid for the reader to visualize the scenes.
3. What universal belief is implied in the story?
a. Great music does wonders, even in the afterlife.
b. Life and death are not something to be trifled with.
c. Supreme beings play important roles in the lives of mortals.
d. No kind of love can transcend the boundaries of life and death.
4. Which is the best theme that can be inferred from the story?
a. Death is not an end, but the beginning of another journey.
b. True love defies all odds and makes things possible.
c. Life is short; hence it is meant to be treasured.
d. Disobedience to a god comes with a great cost.
5. What can the young generation learn best from the story?
a. Pray to the gods and heed their warnings.
b. Turn to music instead of engaging in any form of vice.

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 c. There are places that men are not supposed to set foot on.
d. The loss of a loved one does not mean the end of everything.

6. How does the plot of the story differ from typical love stories?
a. The hero failed to save his ladylove, which is why they did not
end happily together.
b. Love stories are usually never set in the Underworld, but rather
in gardens and palaces.
c. There were no disapproving parents who could have made the
love story more interesting.
d. There was no third party involved to make the characters really
weigh their feelings for each other.
7. How do you feel about the ending of the story, especially with the fate
of the lovers? Is this kind of ending appropriate for the story? Justify
your answers in no more than three sentences.

The Two Brothers

Leo Tolstoy

Two brothers set out on a journey together. At noon they lay out on a forest
to rest. When they woke up they say a stone lying next to them. There was
something written on the stone, and they tried to make out what it was.
“Whoever finds this stone, let him go straight to the forest at sunrise. In the
forest, a river will appear; let him swim across the river to the other side. There he
will see a she-bear and her cubs. Let him take the cubs from her and run up the
mountain with them, without looking back. On the top of the mountain he will see
a house, and in that house he will find happiness.”
When they had read what was written on the stone, the younger brother
said: “Let us go together. We can swim across the river, carry off the bear cubs,
take them to the house on the mountain, and together they find happiness.”
“I am not going into the forest after bear cubs,” said the elder brother, “and I
advise you not to go. In the first place, no one can know whether what is written on
this stone is the truth —perhaps it was written in jest.... In the second place, even
if what is written here is the truth — suppose we go into the forest and night
comes, and we cannot find the river. We shall be lost. And if we do find the river,
how are we going to swim across it? In the third place, even if we swim across the
river, do you think it is an easy thing to take her cubs away from a she-bear? She
will seize us, and instead of finding happiness, we shall perish and all for nothing.
And, most of all, the stone does not tell us what kind of happiness we should find
in that house. It may be that the happiness awaiting us there is not at all the sort
of happiness we would want.”
The younger brother replied, “In my opinion, you are wrong. What is written
on the stone could not have been put there without reason. And it is all perfectly
clear. In the first place, no harm will come to us if we try. In the second place, if we
do not go, someone else will read the inscription on the stone and find happiness,
and we shall have lost it all. In the third place, if you do not make an effort and try

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hard, nothing in the world will succeed. In the fourth place, I should not want it
thought that I was afraid of anything.”
And so the younger brother followed all the instructions on the stone. When
he reached the top of the mountain the people came out to take him to the city,
where they made him their king. He ruled for five years, but in the sixth year,
another king waged war against him. The city was conquered, and he was driven
out.
Again the younger brother became a wandered, and he arrived one day at
the house of the elder brother. The brother was living in a village and had grown
neither rich nor poor. The two brothers rejoiced at seeing each other, and at once
began telling of all that happened to them.
“You see,” said the elder brother, “I was right. Here I have lived quietly and
well, whole you, though you may have been a king, have seen a great deal of
trouble.”
“I do not regret having gone into the forest and up the mountain,” replied the
younger brother. “I may have nothing now, but I shall always have something to
remember, while you have no memories at all.”
1. What is the best description of ‘happiness’ based on the context of the
story?
a. Happiness means living a simple life without any complications.
b. Happiness is achieved by being in power and having great
wealth.
c. Happiness depends on what gives contentment and satisfaction
to an individual.
d. Happiness requires heading towards a future without knowing
what lies ahead.
2. Which of the characters regretted his decision about taking or not
taking the journey?
a. The elder brother c. Both the two brothers
b. The younger brother d. Neither of them
3. What philosophy of life does the younger brother live by?
a. Life, with all its ups and downs, must be lived and enjoyed.
b. One’s comfort zone is the safest and best place to grow.
c. One wrong decision will lead to a life full of regret.
d. Nothing is permanent in life.
4. What type of conflict is evident in the story?
a. Man versus man c. Man versus society
b. Man versus himself d. Man versus nature
5. What detail in the story hints the type of conflict present?
a. The title c. The dialogues
b. The setting d. The inscriptions on the stone
6. What challenge does the story want to leave to the readers?
a. Helping one’s brother
b. Looking back to one’s roots
c. Making life-changing decisions

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 d. Knowing the right time for everything
7. If you were one of the brothers in the story, would you also take the
journey? Why or why not? (Answer in no more than three sentences.)

What I Have Learned

Activity 3: Journeying thru the Text

Take the hero’s journey towards the full appreciation of texts. In this
activity, you will fill-in the blanks by rearranging the jumbled letters
provided in the boxes. Write the complete statement on you answer sheet.

NESSNE 1. The setting must be described vividly to appeal to the

____________.
TEALBELRA 2. The characters may or may not have special abilities
but they still show ______________ human traits or
qualities.
3. The plot is not ___________________ to draw the readers
DICERTAPLBE and keep them interested.
4. There must be an __________________ conflict that will
TRIGSENTEIN test whether the character will fail or succeed.
5. The theme is about the __________________ of human
SHUTRT experience, making it meaningful and timeless for its
readers.

What I Can Do

Activity 4: Critic’s Choice

Congratulations for coming this far! You took the journey, just like
Orpheus and the younger brother. Now here is another activity that will ask
you to critique further the stories you previously read.
Answer the questions and justify your response by providing details
based on the guides enclosed in parentheses. Write your answers on the
table below.
Orpheus The Two Brothers
1. Is the main character relatable
to you? (Cite some qualities that

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 make you similar or different.)
2. Is the setting effective or useful
making you visualize the scenes?
(Cite some lines that appeal to
your senses)
3. Is the plot interesting? (Cite
aspects of it that make it good or
dull.)
4. Is the conflict clear and
realistic? (Indicate if it is
something that people are likely to
experience in life.)
5. Is the theme relevant to human
experiences? (Instead of an
explanation, write the theme you
inferred from each story.)

Lesson
Critiquing Short Stories
2 based on Their Elements

What’s In

In Lesson 1, you learned to critique two very common genres of

literary texts, namely: short story and myth. To do so, you were guided in
scrutinizing the elements of these genres —setting, characters, plot,
conflict and theme — to fully appraise the value of the texts. By now, it
should already be clear to you that great stories and myths have a setting
that is vividly described and appeals to more than one of the senses; a set of
characters that are well-rounded; an interesting plot that is original and
unpredictable; a conflict that is effective in getting the plot to move; and a
theme that reflects human nature and human experience.
These five elements, however, are not applicable in informational texts
such as essays or newspaper and magazine articles. Since an informational
text is nonfiction writing, it does not have characters that you might root for;
the setting is not imaginary but a real-life context; and the conflict is an

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actual issue or problem that needs to be addressed. Here in Lesson 2, you
will learn to evaluate a particular type of informational text, a persuasive
essay, by looking into the arguments presented and their effectiveness in
persuading critical readers.

What’s New

Activity 1: Lo and Order!

Read the following paragraphs and arrange them according to how they
should be organized in a persuasive essay. Afterwards, label each paragraph
according to the parts of a persuasive writing. Choose from the options given
below.
THESIS ARGUMENT EVIDENCE CALL FOR ACTION

a. “Our students do not know how to process the text,” opined Frederick
Perez, current president of the Reading Association of the Philippines.
b. The dismal performance of the Philippines in the 2018 Program for
International Student Assessment (PISA) sends the message that the
country’s educational system need to take reading instruction seriously,
particularly in upskilling teachers and developing effective materials for
reading instructions.
c. Teachers themselves are unable to cascade the concept of critical literacy
to their students. Many teachers’ training institutions still focus on the
gathering of details as opposed to the analysis of materials in order to
enable students to visualize, synthesize, and make connections to and
beyond the materials they are given.
d. The PISA report also revealed that expenditure per student in the country
is 90 percent lower than the global average, and this limited funding
results in the absence of viable teaching materials. This hampers the
ability of each student to learn and comprehend the materials presented.
e. The reading problem is a national issue, so there has to be an immediate
evaluation of the curriculum. Also, the government must consider
allocating more funds to the education sector to make possible the
training of teachers, as well as the creation and evaluation of teaching
and learning materials.
f. Moreover, the Department of Education should develop materials that
would introduce the learners to expository texts which deal with
information. Filipino learners performed poorly in the PISA because the
test is mostly made up of expository texts and calls for the processing of
information, and they are not prepared for it.
- Adapted from “What’s to blame for the low reading comprehension of the Filipino youth?”
by Marga Manlapig (CNN Philippines, April 21, 2020)

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 What is It

What does it take to convince you to do or not do something? You

would probably ask for evidences such as facts, experts’ opinions,
testimonies, and effective persuasive techniques. All these are components
of a persuasive text.

Persuasive essay refers to the kind of writing, which presents

reasons and examples to affect thought and/or action. It requires the clear
statement of an opinion and reasons or specific examples to support said
opinion. With the intention to persuade or to convince the readers, the
writers usually follow this structure:
1. Statement of the thesis, or the theme/topic of an argument. It
usually presents a controversial topic and the writer’s stand
about it. A good thesis should state a truth (e.g. Divorce is not
allowed in the Philippines.) or advocate a cause of action (e.g.
English should be used as the medium of instruction in all
public and private institutions.) Likewise, the thesis should be
something that can be proven.
2. Enumeration of a set of reasons supporting the thesis. This part
elaborates on the necessity of the proposal, its advantages and
workability.
3. Presentation of evidences that substantiate the reasons and
strengthen the thesis. Evidences and arguments must be laid
down carefully for a persuasive effect. They should appeal to
reason or logic, to ethics, and to emotions. Logical appeal
involves making conclusions from a set of specific examples or
applying a generalization to a specific case. Ethical appeal
relates to the character and credibility of the writer, which he
could establish by using only credible and reliable sources and
acknowledging the opposing side of an argument. Finally,
emotional appeal involves appealing to the audience’s values
and emotional sensibilities by using sources such as interviews
or individual stories to paint a moving picture of reality.
4. Conclusion which reinforces the thesis and calls for action.
These parts are interrelated, but the value and effectiveness of
persuasive essays rely heavily on arguments. This is why, as a critical
reader, you need to know how to evaluate arguments before you can say
that the text is convincing or not. An easy way to do this is to remember the
acronym TELLS (thesis, evidence, logic, language and style), and ask the
following questions:

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 Evidence
Are there varied range of
Thesis evidences (such as scientific
Is it specific and reasonable? studies, expert testimonies,
Does it clearly present only the statistics, and personal
scope that needs to be proven? anecdotes) from credible sources?
Are they verifiable? Do the
evidences strengthen the
Persuasive argument?
Logic Argument
Are the analogy or comparisons, Language and Style
if any, and conclusions clear and
valid? Are opposing views Is the writing style and tone
acknowledged and suited for the subject/topic and
countered/refuted to minimize the intended audience? Are the
the writer’s personal bias? word choice and language
appropriate?

Let’s take a look at this example and evaluate the arguments and evidences
presented based on the TELLS component. Before you read the text, here
are some guide questions that will help you come up with a sound
judgment of the content:
1. What is the topic of the argument? Is it clearly stated?
2. What are the evidences presented? Do they strengthen the
thesis? Are they from credible sources?
3. Are the arguments and the conclusions drawn valid and
logical?
4. Who is the target audience of the essay? Will they be able to
understand the writing and word choice?
Bullies are Criminals (Abridged)
Bullying is a constant problem in schools today. We’ve seen it happen,
and a lot of us know how it feels. People might say they are just ignorant kids,
but bullies truly are criminals, stealing self-esteem and at times ending lives.
First of all, bullying is a crime because of the serious effects it can have
on an individual. Diane Dimond wrote on her blog, “And once robbed of their
self-esteem, they can suffer from mental and physical problems, drop out of
school and even commit suicide.” No one likes the way insults feel, and this is
why bullies are criminals.
Secondly, bullying can end in a tragic death. Though it does not happen
often, it has happened. The usual even is suicide of the victim, or a violent act
by the bully that may end in murder. Bullies are criminals; they terrorize and
harass their victims, ripping apart their self-esteem and attacking their
insecurities until the unthinkable happens.
Bullying is abuse. Bullying is a criminal act. Bullying needs to stop! We
need to stand up to bullies and not let them strip us of our self-esteem. Bullies
must face the consequences of their actions with either therapy or some version
of criminal punishment.

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You probably have a lot to say about how the content and writing of this
persuasive essay, and you may be right. Here are some points evaluated:
 The thesis is clearly about bullying, and the writer is trying to
convince readers that bullies are criminals. However, this comparison
makes the scope a little hard to prove.
 There is very limited evidence, which is merely a quoted statement
from a blog. It does not clearly support the thesis, and the credibility
of the source was not established. Is Diane Dimond a psychologist, a
legal expert, or a victim of bullying?
 In terms of logic, the analogy between a bully and a criminal is
difficult to prove, especially if it is substantiated only by the writer’s
opinions which clearly shows her bias. The arguments lack legal
underpinnings to strengthen the comparison. Further, the writer
could have used emotional appeal to strengthen the points she made.
 Language and style, on one hand, is appropriate for the target
audience who are most likely students. It is simple, direct to the point,
and somewhat aggressive.

What’s More

Activity 2: Convince Me!

Read this excerpt from an essay about homework, and evaluate the soundness of
the arguments by answering the questions that follow.
Homework Ban Yet Again
Homework is necessary, especially if it is reasonable, well-planned,
and monitored or checked properly. Students themselves agree to this,
adding that doing homework keeps them away from gadget addiction. In
fact, based on the survey of American researcher Denise Letterman about
the perception of students towards homework assignments, 80 percent of
the respondents said that the assignment is necessary to understand course
material.
Homework can also encourage the involvement of parents, especially
when they tutor or assist their children in doing the task -- a bonding time
of sorts. It also lets them see how the child is progressing and what topics
are taught in school.
In cases of class suspension due to inclement weather, or when a
student incurs many days of absence from school, homework assignments
are important in ensuring that no student will be lagging behind in
mastering the necessary competencies.
Quite obviously, whether or not teachers should give homework
assignments is not the million-dollar question. It’s about the quality of
instruction.
If policy makers only intend to allow learners to have quality time
with their families, or to help them balance academic development and
personal growth, perhaps they should look first into how homework
assignments can be regulated (not prohibited) so as not to compromise the
students’ family time. They could also organize programs that would help
educators in improving the quality of their instruction so that every
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discussion, task and homework maximizes student learning.
 1. Which of the following is the most accurate thesis statement for the
passage?
a. Homework should be totally banned.
b. Home works are beneficial to students.
c. Home works promote bonding time among parents and
children.
d. Home works do not improve the quality of instruction in the
classroom.
2. Based on how the essay was written, which of the following is not
among the intended audience?
a. Students c. Teachers
b. Parents d. Education Experts
3. Which of these evidences could have further strengthened the writer’s
arguments?
a. scientific studies c. expert’s testimonies
b. specific examples d. official documents
4. What details should have been included to make to make the
arguments more balanced?
a. The parents’ personal views about homework
b. Teachers’ feedback about the quality of the homework
submitted
c. The negative effects of homework and a counterargument about
it
d. The DepEd memorandum banning the giving of homework on
weekends
5. What is the greatest weakness of this essay if it intended to convince
readers that homework should not be banned?
a. It failed to present and refute opposing ideas.
b. There is not enough evidence to support the thesis.
c. It lacks a strong conclusion that reiterates the importance of
homework.
d. The language and writing style is not appropriate for its
intended audience.

What I Have Learned

Activity 3: Nix and Match

Exercise further your critical thinking skill in this activity. Read the given
thesis, and then choose from the table two valid and strong arguments and
three accompanying evidences that would support the thesis. Write your
answers on your answer sheet.

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Thesis: In times of a pandemic, and in a place where discipline is not part of
every citizen’s vocabulary, a lockdown is still the Philippine’s best option to
keep the coronavirus disease under control.
Arguments: Evidences:
1. Limiting the movement of 1. At least 7.3 million Filipinos lost
people in public spaces their jobs because of the pandemic
minimizes the spread of the based on the record of the
virus. Philippine Statistics Authority.
2. A lockdown compels the 2. According to a study by the
leaders to prove their worth in University of the Philippines, there
extending public service. is an 83 percent decrease in Covid-
3. Staying at home allows for a 19 cases during the implementation
much needed bonding time of the lockdown.
among family members. 3. Philippine National Police record
4. Imposing curfews and window shows that crime rate dropped to
hours help ensure public 55 percent during the lockdown
order and safety among period.
residents. 4. The ozone layer was reported to
5. A time off from public spaces have recovered, and Manila Bay is a
allows the environment to lot cleaner now.
heal itself. 5. Former health secretary and dean
6. All countries who successfully of Ateneo School of Medicine
contained the virus Manuel Dayrit said, “Not imposing
implemented a lockdown. community quarantine will risk a
Wuhan-like situation.”
6. In March alone, over 17,000
lockdown violators were arrested.

What I Can Do

Activity 4: Reader’s Choice

Choose a persuasive essay, or an editorial article from a local or national
newspaper, and then rate its content using the rubric below. Justify your
rating by writing a two to three-sentence feedback about the essay,
particularly on the arguments presented. (Note: If the total score is below 12
points, suggest ways on how the persuasive essay can be improved.)
Needs
Criteria Excellent (5) Good (3) Improvement
(1)
Focus/ Content The writer’s The writer’s The writer
stand about the stand about the doesn’t have a
issue is very issue is clear; clear stand about
clear. Problems, however, he the issue.

21
 solutions and failed to clearly Likewise, he
call for action present and failed to discuss
are presented. discuss the the problems and
problems and possible
solutions, hence solutions, and
the conclusion is didn’t make a
rather vaguely call for action.
related.
Clarity of Ideas The text Most of the The arguments
presents clear arguments are are not quite
and sound clear and sound, related to the
arguments, as but there are issue, and the
well as authentic some evidences facts and
evidences that that do not evidences
support the support them, or provided do not
arguments are not related to support the
the topic. arguments.
Development/ There is logical There is logical The content of
Organization arrangement of arrangement of the essay/article
statements, and statements, but is not organized,
the topic is the topic is not from the thesis
developed very well to the arguments
thoroughly with developed and evidences;
examples and because of lack hence the text is
supports. of examples and not
support. comprehensible
to the readers.
Language Use The writer used The writer used The language
and Mechanics language that is appropriate used and word
appropriate for language, and choice are not
the target word choice is appropriate for
audience, and generally suited the audience and
has good choice for the audience the topic. There
of words and and the topic. are also too
expressions. The However, there many errors on
text displays are quite a few the text, making
very minimal glaring errors in reading and
errors in spelling, comprehension
spelling, punctuation and difficult.
punctuation and grammar.
grammar.
Score
Adapted from Celebrating Diversity through World Literature (Learner’s Material)

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 Assessment
Choose the letter of the correct answer on a separate sheet of paper.
God Sees the Truth but Waits
Leo Tolstoy
That night, when Aksionov was lying on his bed and just beginning to doze,
someone came quietly and sat down on his bed. He peered through the darkness
and recognized Makar, the man he vowed to take revenge on.
“What more do you want of me?” asked Aksionov. “Why have you come here?”
Makar Semyonich was silent. So Aksionov sat up and said, “What do you
want? Go away, or I will call the guard!”
Makar Semyonich bent close over Aksionov and whispered, “Ivan Dmitrich,
forgive me!”
“What for?” asked Aksionov.
“It was I who killed the merchant and hid the knife among your things. I meant
to kill you too, but I heard a noise outside, so I hid the knife in your bag and
escaped out of the window.”
Aksionov was silent, and did not know what to say. Makar Semyonich slid off
the bed and knelt upon the ground. “Ivan Dmitrich,” he said, “forgive me! For the
love of God, forgive me! I will confess that it was I who killed the merchant, and
you will be released and can go to your home.”
“It is easy for you to talk,” said Aksionov, “but I have suffered for you for
twenty-six years. Where could I go now? …My wife is dead, and my children have
forgotten me. I have nowhere to go…”
Makar Semyonich did not rise, but beat his head on the floor. “Ivan Dmitrich,
forgive me!” he cried. “When they flogged me with the knot, it was not so hard to
bear as it is to see you now…yet you had pity on me, and did not tell. For Christ’s
sake forgive me, wretch that I am!” And he began to sob.
When Aksionov heard him sobbing he, too, began to weep. “God will forgive
you!” said he. “Maybe I am a hundred times worse than you.” And at these words
his heart grew light, and the longing for home left him. He no longer had any
desire to leave the prison, but only hoped for his last hour to come.
In spite of what Aksionov had said, Makar Semyonich confessed his guilt. But
when the order for his release came, Aksionov was already dead.

1. What makes Makar and Aksionov well-rounded characters?

a. Makar and Aksionov developed faith in a supreme being as a
result of their suffering.
b. Makar spared Aksionov’s life, and Aksionov did not sell-off
Makar during the interrogation.
c. Makar and Aksionov are the exact opposite of each other, but
both of them are at the mercy of the law.
d. Makar chose to rectify his evil deeds, and Aksionov found
enlightenment despite having lost everything he had.

23
2. What important element symbolized the problems on absence of true
justice, as well as lack of freedom from clinging too much on material
values?
a. The prison setting
b. The act of flogging
c. The character Makar
d. The final dialogue between Makar and Aksionov
3. What is the appropriate theme of the story?
a. Forgiveness is given only to those who ask for it.
b. Forgiveness sets free both the victim and the offender.
c. Repeatedly asking forgiveness is a sign of the offender’s
sincerity.
d. Forgiveness does not change the past, but it lets people move on
to a better future.
4. What makes the plot different from other stories?
a. Divine intervention helped the characters resolve the conflict.
b. The protagonist never succeeded in anything he did or
attempted to do.
c. The denouement seems open-ended, but the conflict was clearly
resolved.
d. The plot was developed with various literary techniques such as
foreshadowing, flashback and plot twists.
5. What is the relevance of the title to the entire story?
a. It means that justice will be served, but it may come too late
sometimes.
b. It means that trials in life are God’s way of making us
acknowledge his existence.
c. It implies that supreme beings do not intervene with the affairs
and problems of humans.
d. It suggests that, even if the whole world is against us, God
knows the truth and acts at the right time.

But first, better internet

(1) Suddenly, it’s now digital or bust; the past two months of lockdown
have highlighted the need for technology that can sustain business operations
and keep people connected and engaged.... (2) But this shift to the digital
economy will only be possible with reliable internet connectivity — and this is the
challenge as government policies and business solutions work to adapt to the new
normal.
(3) In terms of mobile internet speed, the Philippines fell six notches to 121
out of 139 countries, its 12.09 mbps far below the global average of 30.89 mbps.
(4) The Department of Information and Communications Technology (DICT) has
vowed to improve internet service after the quarantine, but it would need critical
infrastructure support to reach about 40 percent of the population that has still
no access to internet.
(5) In the necessary shift to digital, the government must not only prod the
process forward, it must also lead its own operations. The battered economy
needs fast, affordable, and stable internet to get back to its feet. (6) Society will
need to depend more on digital ways of doing things as the pandemic lingers.
Philippine Daily Inquirer/ May 23, 2020
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 6. Based from the given text, what is the structure of persuasive writing?
I. Make a stand or state you position.
II. State an issue and make a stand about it.
III. End with a strong argument or an urgent call for action.
IV. Support your argument with reasons and evidence.
a. I, II, III, IV c. III, II, I, IV
b. II, I, IV, III d. IV, III, II, I
7. Which part of the essay states the writer’s stand about the issue?
a. Sentence 1 c. Sentence 4
b. Sentence 2 d. Sentence 6
8. What did the writer use to support his argument?
a. opinions of experts or authorities
b. testimony of reliable witnesses
c. a verifiable evidence or fact
d. a valid appeal to logic
9. What is the problem with the evidence presented in the text?
a. It may be an outdated information from an unknown source.
b. It doesn’t show how internet speed relates to productivity in
business and education.
c. It is not enough to strengthen the claim that the country needs
reliable internet connection.
d. It is not presented in a language that can be understood by
non-experts such as students and parents.
10. Who is the target audience of this article?
a. online sellers
b. government officials
c. teachers and students
d. telecom company owners

For items 11-15, determine if these elements are characteristics of a great

fictional story or an effective persuasive text. Write A for fictional stories and
B for persuasive essays.
11. clear and valid arguments
12. well-developed characters
13. interesting plot and conflict
14. varied evidences from credible sources
15. meaningful themes about human experience

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 Additional Activities

Choose a short story or a persuasive essay and write a critique about it.
Follow the following guide in writing your critique.
A. Short Story
CONTEXT: What genre is it? Adventure? Science fiction? Fantasy? Literary?

AUTHOR'S INTENTION: What is the author trying to accomplish with the

story? If the story is meant to be funny but isn’t or is meant to be a morality
tale but doesn't quite pull it off, then it has failed in at least one respect.

YOUR REACTIONS: Note your reactions as you read. Do you find something
interesting about the characters and the plot?

LITERARY DEVICES/TECHNIQUES: Identify if there are figures of speech used

in the story, and infer their purpose. Ask yourself if the literary techniques
make the reading experience more enjoyable or strengthen the story.

ENDING OF THE STORY: Decide how the ending relates both to the story as a
whole and to its beginning. Does the ending resolve the plot and bring closure
to the crisis of the characters?

B. Persuasive Essay

1. Is the main point clear? Are the assertions clear? Cite the main point
and assertions and then comment on their clarity.
2. What evidence is presented? Are the sources of the evidence reliable?
Is the evidence convincing and sufficient? Justify your answers.
3. Are the inferences based on the evidence logical? Are there any errors
in logic?
4. Is the other side of the issue presented? What would be the other side
of the argument?
5. Is the language, as well as word choice, suited for the target audience?
Identify first the intended audience and comment on the
appropriateness of the language used.

26