READING AND

WRITING SKILLS 11
3rd Quarter
Week 5

LEARNING ACTIVITY SHEET

Division of Surigao del Sur
Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning
Modules, Learner’s Materials, Textbooks and Teaching Guides released by DepEd
Central Office. Furthermore, utilization of duly acknowledged external resources
is purely of non-profit, for educational use and constitutes fair use. All Rights
Reserved.

Development Team Quality Assurance Team

Developer: Maria Lourdes C. Tilos Evaluator/s: Maricel G. Baja

Rose May V. Cabusas

Learning Area EPS: Camela G. Lerio

LAS Graphics and Design Credits:

Title Page Art: Marieto Cleben V. Lozada
Title Page Layout: Bryan L. Arreo
Visual Cues Art: Ivin Mae M. Ambos

For inquiries or feedback, please write or call:

Department of Education – Division of Surigao del Sur

Balilahan, Tandag City

Telephone: (086) 211-3225

Email Address: surigaodelsur.division@deped.gov.ph
Facebook: SurSur Division LRMS Updates
Facebook Messenger: Learning Resource Concerns

Telefax:

Email Address:
 Competency: Identify claims explicitly or implicitly made in a written text
a. Claim of fact (EN11/12RWS-IIIij-6; EN11/12RWS-IIIij-6.1)

Objectives: At the end of the week, you shall have

o determined claim of fact from the given statements;
o formulated claim of fact for own write-up; and
o expressed the importance of identifying claims of fact made in a written
text.

Learner’s Tasks

Lesson Overview

When you practice critical reading, as a student, you are not just gathering information;
you are also judging the value, importance, and legitimacy of the information you have
gathered by considering the manner of presentation, purpose, and holistic development
of the arguments presented in the text because ‘Readers interact with the material
through critical reading’.

This Learning Activity Sheets was designed to help you understand the importance of
formulating claims in writing and to properly evaluate the ideas you have gathered while
reading. The scope of this LAS permits it to be used in many different learning situations
on identifying claims explicitly or implicitly made in a written text. There are three types of
claims, namely, claims of facts, claims of value, and claims of policy. This LAS will focus
on the claim of fact and how you will be able to properly evaluate the evidence that
supports your claim.

Two Kinds of Information

Explicit Information is the information that is clearly stated so there is no room for confusion
or questions. Readers can see the piece of information specified in the given passage.
For example, the phrase “it was a sunny and refreshing morning,” uses explicit information
that leaves no room for debate.

Implicit information is the information implied or suggested, but not clearly stated or not
directly presented in the text. As readers, we need to read between the lines to
understand the details that the writer is trying to tell us.

Sometimes, we read because we need to perform a particular task after reading. The
different kinds of information we have gathered through reading may be used as a basis
for our next task. We can sufficiently discuss our opinion depending on the evidence that

1
we have collected from the texts we have read. Proofs, or claims can be used based on
the type of presentation or argumentation that you wish to do.

Identifying Claims

In a meaningful reading engagement, a reader verifies issues, affirms one’s values and
even stands on a decision. It is in this context that the reader be made conscious that in
order to engender fruitful reading engagement, one has to take note that one’s opinion
about the text covers certain claims-claim of fact, claim of value and claim of policy.

Claim is an arguable statement—an idea that a writer or speaker asks an audience to

accept (Del Gandio, 2008). It is an opinion, idea or assertion. In strategic discourse, a
claim is a statement we make to an audience with an anticipation that they should
agree with it.

• It is a statement. A claim is discourse.

• The very idea of a claim encompasses a wish about an audience. It involves a
speaker’s awareness of an audience.
• It deals with a search for agreement. The appeal is that the audience will approve
or agree with the statement.
• It involves anticipation. To anticipate the audience’s agreement signifies that we
look thoroughly to it, but we are worried that they may not give it.
• A claim thus forwards a statement that we feel anxious that the audience will not
agree to, but wish them to agree to.
• A claim is supported by evidence, which can be challenged or debated.
Remember that not all claims are created equal, and though a claim may be
arguable, the best claims are specific, complex, focused, and relevant.

✓ Claims of Fact are pieces of information or evidences which are grounded

on reliable authority such as history or science.
✓ Claims of Fact relate to statements that are not dependent on a person's
preference and can be easily verified.
. It also asserts that a condition has existed, is existing, or will exist and is based
on facts or data.
o Facts that are generally accepted are not considered claim of fact
but instead a statement of fact.
✓ Claims of Fact are claims that assert some empirical truth.

Example:
The devastation experienced by the Philippines during Typhoon Yolanda shows the
readiness of disaster relief protocols established by the government.
https://allcarsbrands.net/thc8zotw/factual-claim-example-585fd3

2
Explanation:
This claim can be defended or refuted using events as proof, and the existence or non-
existence of the protocols may be discussed using specific incidences as evidence.

Types of factual claims

1. Factual / historical

2. Relational - causal connections

3. Predictive

Formulating Evaluative Statements

This lesson includes what an evaluative statement is, how you can also formulate one,
and what part of the text you should include in your statement.

Evaluative Statement

An evaluative statement is an assertion that you can make to reflect your generalization
and judgment about a text that you have read.

You may use evidence from the text you have read in formulating evaluative statements.
One way of formulating evaluative statements is by formulating positive statements or
what we called ‘assertions’ about the content of a text and properties of a text that you
have read. Another way of formulating evaluative statements is by formulating
counterclaims.

For you to be able to formulate assertions about the content and properties of a text you
have read, you must identify the claim or claims made in the text. A claim suggests and
proposes an idea to the reader who may or may not agree with it. It is a debatable
statement that replicates the writer’s position about a topic. It is usually supported by
reasons by the writer.

Determining Textual Evidence

Textual Evidence

In formulating counterclaims and assertions about a text, it is important that you back
your statements with textual evidence. Textual evidence is information gathered from the
text that supports your counterclaim or assertion about the text.

In stating and expressing your judgment about the text, the following should be
considered:

3
1. First, state your idea about the text.

2. To determine evidence from the text, look for clues and keywords that support your
idea about the text.

3. Quote or paraphrase the part of the text that helped you come up with your idea.

4. Use quotation marks to quote a part of the text. If it is from a book, indicate the page
number at the end of your sentence.

5. Lastly, express how the quote supports your idea.

Types of textual evidence:

Paraphrasing is restating the text in your own words.

Summarizing is restating the text in a shorter way using your own words or give a brief
statement of the main points of (something).

Referencing is mentioning a specific section of the text or provide (a book or article) with
citations of sources of information.

Quoting is stating a part of a text in the exact way it was written.

Support your statements with textual evidence to come up with a verified or solid
argument, and make your ideas more credible and reliable. You can come up with good
textual evidence by selecting the most appropriate and important section of the text
that strongly supports your statement about the text.

Example:

An excerpt of Meat Culture

By Steve Pavlina

When I see a piece of flesh on someone’s plate, I also see the processes that brought it
to their plate. Some people argue that plants may be harmed by being eaten. I happen
to agree. If we care about minimizing harm to plants, then we’ll do much less harm by
eating them directly as opposed to grinding them up, feeding them to animals, and then
grinding up and eating the animals. If we stopped growing crops to feed to animals and
fed those crops to people directly, it’s estimated that we’d have enough food to feed
the whole planet five times over. So, if you do actually care about plants, then you can
greatly reduce your plant harm by eating plants directly. Another way to reduce harm
to plants is to favor fruits that can be eaten without killing the plants. You can eat a wide
variety of fruits, both sweet and non-sweet, without seriously hurting the plant that
spawned it. And that same plant will often continue to bear even more fruit. I think a

4
more sensible and realistic approach is to keep leaning towards a more conscious,
compassionate, and ecologically sound way of eating.

If you want to argue that we should model predators’ diets to justify meat culture, I
encourage you to go ahead and try being a truly predatory person for a while. Do it
consciously. Prey on the weak. See where that takes you.
Source: (Pavlina, 2014) https://stevepavlina.com/blog/2014/06/meat-culture/

What textual evidence can you determine from the text to support your assertions and
counterclaims about the text?

Explanation:

Determining textual evidences in the excerpt of Meat Culture:

I agree with the writer that animals are being subjected to cruelty when they are killed to
become our food. This claim of the writer is reflected in the first part of the text wherein
the writer makes the readers think of how the meat ended up on their dinner plates. The
writer deliberately chose to say that whenever he looks at the food on his plate, he also
has mental images of what had to be done to the animal for it to become someone’s
food. By using the phrase “processes that brought it to their plate,” the readers are made
to imagine what an animal goes through just to end up on our dinner plates.

In the assertion above, the reader starts by saying that he or she agrees with the claim of
the writer in the text. This dictates that the statement is an assertion. The reader used
referencing, paraphrasing, and quoting to support his or her statement. Of all the words
in the text, the reader chooses “processes that brought it to their plate.” to support his or
her assertion. It is effective because the reader explains how the quote supports his or her
assertion about the text.

I disagree with the writer when he challenged some people to copy predatory behavior
of animals and prey on the weak. This is reflected in the sentence “Prey on the weak. See
where that takes you.” Although he might have been sarcastic to prove a point when he
said this, it paints an unnecessary violent mental picture for the readers and some readers
might actually take it literally.

In the counterclaim above, the reader states his or her counterclaim and identifies the
statement of the writer that he or she opposes. The reader determines the textual
evidence that would support his or her counterclaim by quoting a portion of the text and
explaining how the sentences “Prey on the weak. See where that takes you.” supports
the counterclaim that the sentences are too violent. Of all the types of textual evidence,
the reader chose quoting to make his or her statement credible.
Source: https://link.quipper.com/en/organizations/547ffc3cd2b76d000200295e/curriculum#curriculum

5
Activity 1: Identifying Claims
Directions: Read the statements below carefully, then identify the claim of fact for each
item. Write your answers on your answer sheets.

1. You need to search for some information to support your homework

on the uses of electricity. Which of the following is a claim of fact about electricity?
a. People cannot cook without electricity.
b. Electricity travels at the speed of light.
c. Families could be using more electricity than necessary.
d. Everyone should save on their usage of electricity.

2.Which of the following is a claim of fact about COVID-19?

a. Chloroquine cures COVID-19.
b. COVID-19 is the same as the flu.
c. COVID-19 can survive temperatures higher than 25 0 C.
d. Once I receive the COVID-19 vaccine, I no longer need to wear a mask.

3. Architectural engineers found computers as useful tool in their work. Which of the
following does NOT support the claim of fact on the importance of computers in the
field of architecture?
a. Architect firms employ computers to complete business functions.
b. Computers made the work easier but made the workers inefficient in their works.
c. Computer-generated designs allow the architects to know more information about
the projects.
d. Advances in computer modeling have made it possible to create completely new
types of architectural structures.

4. Which of the following is a claim of fact about over population?

a. Increasing population threatens the environment.
b. Overpopulation makes a happier place to live in.
c. Overpopulation is too large of an issue to solve.
d. Rapid population growth keeps poor countries poor.

5. The government of different countries in the world are intensifying the COVID-19
vaccination towards its clientele. Which of the following claims of fact justifies the stand
of the government towards COVID-19 vaccination?
a. Relieves the worries of people on the spread of virus.
b. Provides immunity and reduces risks in developing the illness and its consequences.
c. Decreases the number of infected cases since vaccines underwent rigorous safety
testing.
d. Reduces the risks in developing the illnesses thereby reducing the number of
affected individuals.

6
Activity 2: Formulate Your Own

Directions: Choose one topic from the list provided below. Formulate your own claims of
fact based on your chosen topic. Use the table below to present your claims.

List of Topics

1. New Normal in Education

2. COVID-19 Pandemic
3. Climate Change
4. Air Pollution
5. Corruption

TOPIC: _________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

7
Activity 3. Time to Ponder

Directions: Write a five- sentence paragraph about the importance of identifying claims
of fact explicitly or implicitly made in a written text. Use a separate paper for your answer.

___________________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Formative Test

Multiple Choice.
A. Direction: Read the sentences below, then choose the most appropriate answer for
each item. Write your answer on your answer sheet.

1. Which of the following evidence best supports your claim that Soda is bad for one’s
health?

A. Soda is not good for a person’s health because it contains lots of sugar.
B. Soda is delicious.
C. Soda quenches our thirst and restores our strength.
D. Soda helps in reducing weight.

2. Which of the following is a good claim of fact?

A. Honesty is the best policy.
B. Global warming will impact future generations and eventually ruin the
environment.
C. Britania islets are the most beautiful spots in the Philippines.
D. My teacher is my hero.

3. Which of the following evidence best supports your claim that COVID-19 is
contagious?
A. It spreads easily.
B. It is a worldwide phenomenon.
C. It affects different people in different ways.
D. COVID-19 particles may linger in the air longer than the flu.

8
4. Choose the best explanation about “The devastation experienced by the
Surigaonons during Typhoon Auring shows the readiness of disaster relief protocols
established by the government”.
A. The claim can be defended by the reports of the LGU officials alone.
B. The claim can be defended or refuted by the reports covered by mass
media.
C. The claim can be defended by pictures, attendance from the locality,
calls from the government on the help extended to the people.
D. This claim can be defended or refuted using events as proof, and the
existence or non-existence of the protocols may be discussed using
specific incidences as evidence.

5. Why is it important to Identify claims of fact explicitly or implicitly made in a written

text?
A. It is important to identify claim of fact to formulate assertions about the
content and properties of a text you have read.
B. It is important to identify claim of fact to confuse the readers about your
claim.
C. It is important to identify claim of fact to express your own idea about the
topic.
D. It is important to identify claim of fact to leave a room for a debate.

Answer Key

Activity 1.

1. b
2. c
3. b
4. a
5. d

Activity 2 Answer may vary

Activity 3 Answer may vary

9
 References

Book

Almonte, Liza R., Flandez, Lerma L., Hermosa, Angelina Lourdes.,Lagustan, Nedia.,et al.
Celebrating Diversity through World Literature. Pasig City: Rex Book Store, Inc. 2015.

Colanggo ,Jessamae A. English Quarter 2 - Module 4: Claims of Fact, Policy and Value,
Department of Education Regional Office IX, Zamboanga Peninsula: 2021 Eng-10-Wk-
4.pdf (zdnorte.net)

Online

“English Exercises: Fact and Opinion.” www.englishexercises.org. Accessed August 21,

2020.

https://www.englishexercises.org/makeagame/viewgame.asp?id=2508. “English 103

Notes.” www.sccollege.edu. Accessed August 21, 2020.

https://www.sccollege.edu/Faculty/MRoe/Documents/english_103_notes.htm

“Legalization of Marijuana | Law Essays | Essay Sauce Free Student Essay Examples.”
ESSAY SAUCE, August 18, 2020. https://www.essaysauce.com/law-
essays/essaylegalization-of-marijuana/.

“Types of Claims | College Writing.” courses.lumenlearning.com. Accessed August 21,

2020. https://courses.lumenlearning.com/suny-esc-wm-
englishcomposition1/chapter/typesof-claims/

Objective and Subjective Claims - TIP Sheet - Butte College

10