Quarter 4 – Module 7:

Context of Text Development

Development Team of the Module

Writer: Renzy Russel D. Reyes

Editor: Noelyn A. Ingayan

Reviewer: Rolylyn H. Dado

Layout Artist: Ralph Berly A. Pineda

Management Team: SDS Zenia G. Mostoles, EdD, CESO V

ASDS Leonardo C. Canlas, EdD, CESE
ASDS Rowena T. Quiambao, CESE
CID Chief, Celia R. Lacanlale, PhD
SGOD Chief, Arceli S. Lopez, PhD
June D. Cunanan, EPS-I, English
Ruby M. Jimenez, EPS-I, LRMDS

Published by: Department of Education, Schools Division of

Pampanga
Office Address: High School Boulevard, Brgy. Lourdes, City o
f San Fernando, Pampanga
Telephone No: (045) 435-2728

E-mail Address: pampanga@deped.gov.ph

 Introductory Message

Welcome to The Reading and Writing Skills for Grade 11 Alternative Delivery Mode (ADM)
Module on Context of Text Development.

This module was collaboratively designed, developed and reviewed by educators from public
institutions to assist you, the teacher or facilitator in helping the learners meet the standards
set by the K to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.
This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.
As a facilitator you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do the
tasks included in the module.

Welcome to the Reading and Writing Skills for Grade 11 Alternative Delivery Mode (ADM)
Module on Context of Text Development.

We live in a world where information is just a click away and is within reach of every person.
Internet provides people a variety of information. They rely on the Internet for education,
socialization and entertainment among others. 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. However, a number of readers especially those
who belong to the millennial period are more attuned to the latter because undeniably, it
offers an array of information.
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
 In this module, students obtain information in a customized way – through
hypertext and make connections between a text and the context in which the text is
developed, intertextuality.
Being a critical reader also involves understanding that texts are always
developed in a certain text. A text is neither nor read in a vacuum; its meaning and
interpretation are affected by a given set of circumstances.
Please help the learners in sharing their ideas and knowledge from their
experiences so that there will be collaboration and learning will be easy.
Answers are written at the back of this module. Inculcate to the learners the
value of honesty while answering this module.

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. Knowledge of
the text’s context helps in appreciating the text’s message more deeply.

At the end of this module, you are expected to:

1. Explain the concept of hypertext and intertextuality;
2. Obtain information in a customized way through hypertext; and
3. Make connections between a text and the context in which the text is
developed.

Read the following statements below. Write IT if the statement is Intertext and HT if
it is Hypertext. Write your answer on a separate sheet of paper.
1. The ability to create connections among various texts that enhances the meaning of
the reading material.
2. Allows readers to study a text semantically.
3. Unintentionally seeing patterns (that are apparent in another text) in the materials
being read.
4. Creates a network of linked materials and encourages readers to go through the
material at their pace.
5. The complex inter-relationship between a text and other texts taken as fundamental to
the creation and interpretation of the text.
6. Removes the burden of making meaning from the author to the reader.
7. Uses the reference of the full story in another text or story as its backbone.
8. It is the way that one text influences another.
9. It is simply a non-linear way of presenting information.
10. This can be a direct borrowing such as a quotation or plagiarism, or slightly more
indirect such as parody, pastiche, allusion, or translation.
 Context is defined as the social, cultural, political, historical and other related
circumstances that surround the text and form the terms from which it can be better
understood and evaluated through hypertext and intertext.

In the Venn Diagram, cite the similarities and differences between

Intertextuality and Hypertextuality.
Intertextuality Hypertextuality

Do you think that an author’s personal background, as well as the

environment where he/she lived in, influence his/her writing? If so, can you cite 3-5
authors you know and the proof of their work? An example is done for you.
Author Work Proof
He described Spanish-era
Philippines, from the
Jose Rizal Noli Me Tangere architecture to the culture,
even though he used
fictional characters.
 Identifying the Context of Text Development

Intertextuality
In considering the text of a text’s development, one essential technique is
describing its intertextual link to another text. Intertextuality defines as comparing
the meaning of a text by another text. It deals with the influences between language,
images, characters, themes or subjects depending on their similarities in language,
genre or discourse. This is evident when you read one text and you reference
another, or when you adopt and changes a prior text. This sight emphasizes that the
text is always influenced by previous texts and in turn anticipates future texts. A text
surrounds with cultural, historical and social knowledge, which enhances to and
affects one another. Thus, intertextuality develops a discussion among various texts
and explanations of the writer, the audience and the recent cultural contexts.

For example, there are local legends of folk heroes which have many versions
of these tales exist. One of these is the folk hero, Bernardo Carpio which says he is a
giant of earthquake mythology. There is also Poseidon, in Greek mythology, who is
the god of sea and earthquakes. Different cultures also attribute natural disasters to
legendary figures. That’s an example of intertextuality.
Hypertext

On the other hand, hypertext is a comparatively different way of reading a text

online. Reading was usually viewed as a linear process where you read from the
beginning to the end. However, the advent of using internet and technology has
created new ways of reading and processing a text, which includes hypertext.
Therefore, hypertext is simply defined as a nonlinear way of presenting
information.
It associates topics on a screen to related information, graphics, videos and
music where information is not simply connected to the text. This information shows
as links and is usually accessed by clicking. The reader can find more information
about a topic, which may have more links. This opens up the reader to a wider
horizon of information to a new direction.
A reader can browse through segments of a text, easily 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 because you get to select the order in
which you read the text and focus on information that is relevant to your interests.
Therefore, you create your own interpretation out of the material.
For instance, you are researching about the Philippine eagle. It would lead
from a quick Google search to a Wikipedia article on it. A picture and a brief written
description would be on the information. While reading about the Philippine eagle,
you will also encounter links to its conservation status. This may lead you to
more information about conservation status. Hence, depending on your purpose and
interests, the article on the Philippine eagle could lead you to a series of different
detailed paths.
Source: https://elcomblus.com/identifying-the-context-of-text-development/

Discussion of Activity 1
Synthesis Eggs – Watch A New Idea Hatch!
1. Write the things you know about the topic: Hypertext and Intertextuality
on the first egg.
2. Write the new information you have learned after the discussion of the
lesson on the second egg.
3. Synthesize your understanding and write it in the third egg.
Topic:

PRIOR NEW SYNTHESIS

KNOWLEDGE INFORMATION (My new
(What I already (What I read in understanding
know) the text) is)
 Looking at the topic which is the picture pasted in the middle of the graphic
organizer below, look for related terms and pictures (cut out from old magazines,
newspapers and the like available in your home) that best represent the terms. Paste
the cut-out pictures of the related terms in the surrounding boxes around the topic.

Pick one photo below and think of other characters or stories which resemble
to the story of your chosen character.

(Photos from Google images)

 Example: Beowulf is an interesting example of intertextuality because the monster,
Grendel, is said to be a descendant of the Biblical figure of Cain. The first Beowulf poet
would probably have assumed his reader would have understood this allusion and, indeed,
know a great deal about the Bible stories.

Intertextuality

Fill out the figure below with the advantages and disadvantages of both the
intertext and hypertext at least 5 each.
INTERTEXT HYPERTEXT
ADVANTAGES DISADVANTAGES ADVANTAGES DISADVANTAGES
Ex.: It focuses on Ex.:It seems to Ex.:It is useful for Ex.: It is not
the process of require specialist technical skills. essential in the
composition. knowledge. broader sense of
learning.

Read any topic of your interest from newspaper or any reading materials
available in your home. Enhance it either through intertext or hypertext with your own
interpretation by writing a 100-word paragraph.

.
 There are three given texts below. Identify what kind of intertextuality is found
in each text and briefly explain why. Answers may be different as long as you can
justify your answer.
Text 1: Abraham Lincoln’s Gettysburg Address
Four score and seven years ago, our fathers brought forth upon this continent
a new nation: conceived in liberty, dedicated to the proposition that all men are
created equal. Now we are engaged in a great civil war … testing whether that
nation, or any nation so conceived and so dedicated … can long endure.
We are met on a gret battlefield of that war. We have come to dedicate a
portion of that field as a final resting place for those who here gave their lives that
this nation might live. It is altogether fitting and proper that we should do this.
Source: https://www.historynet.com/gettysburg-address-text

Text 2. A Successful Failure (by Glenn Frank)

Several years ago, there appeared a series of papers that purported to be
confessions of a succesful man who was under no delusion as to the essential
quality of his attainments. The papers are not before me as I write, and I must trust to
memory and a few penciled notes made at the time of their appearance, but it will be
interesting to recall his confessions regarding his education. I think they paint a fairly
faithful picture of the mind of the averge college graduate.
He stated that he came from a family that prided itself on its culture and
intellectuality and that had always been a family of professional folk. His grandfather
was a clergyman; among his uncles were a lawyer, a physician and a professor; his
sisters married professional men. He received a fairly good primry and secondary
education, and was graduated from his university with honors.
He was, he stated, of a distinctly literary turn of mind, and during his four
years at college imbibed some slight information concerning the English classics as
well as modern history and metaphysics, so that he could talk quite glibly about
Chaucer, Beaumont and Fletcher, Thomas Love Peacock, and Ann Radcliffe, and
speak with apparent familiarity about Kant and Schopenhauer.
Source: https://www.scribd.com/document/445305195/Creus-Billy-Joy

Text 3. I Have a Dream (by Martin Luther King, Jr.)

I am happy to join with you today in what will go down in history as the
greatest demonstration for freedom in the history of our nation.
Five score years ago, a great American, in whose symbolic shadow we stand
today, signed the Emancipation Proclamation. This momentous decree came as a
great beacon light of hope to millions of Negro slaves who had been seared in the
flames of withering injustice. It came as a joyous daybreak to end the long night of
their captivity.
Source: https://www.americanrhetoric.com/speeches/mlkihaveadream.htm
 From the three given texts from the Independent Activity 3, choose one which
you can enhance through intertext or hypertext.
Reading Text Enhanced Output
Example: Intertext
I Have a Dream Anger lasts a little while, but
(by Martin Luther King, Jr.) kindness lasts for a lifetime. At night
we may cry, but when morning
comes, we will celebrate.
 Note down at least 5 guidelines each as learned needed for reading and
writing through Intertext and Hypertext.
Context of Text Development Guidelines
Intertext Example: Interrelationship between
texts.

Hypertext Example: Creating links between

information.
 Reflect on what you have accomplished in this module by completing the
following phrases:

• What I did:

• What I enjoyed:

• What I found difficult:

• What really worked:

• Next time:
 Put a tick ( / ) mark if the statement is true and an (x) mark if it is not, then
correct or paraphrase the statement to make it true.

1. The meaning of a text is dependent on the other texts.

2. Authors tend to build on previous authors have published or started.
3. We can gain full understanding of a concept by referring to one text.
4. A well-written research paper has several references.
5. If you want to know more about the topic, you need to
read references tackling the same thing.
6. Intertextuality requires citing or referencing punctuation (such as
quotation marks) and is often mistaken for plagiarism.
7. When using context, try to represent several perspectives – by
citing different sources.
8. There is only one way by which a text is developed.
9. Look at an author’s references and read them, too.
10. Hypertext helps people understand better by referring to multiple
texts to compare meaning.

In one whole sheet of paper, write a 200-word critique of a song of your own
choice (it can be OPM or English) and point out the intertextuality present in its
lyrics/music video. Write it in a tablet paper, along with the lyrics of the song.
References
1. Anudin, Ali, et al., Reading and Writing Teacher’s Manual, Department of Education, 2016

2. Dayagbil, Filomena, et al., Critical Reading and Writing for the Senior High School, 2016

3. Creus, Billy Joy. “Context of Text Development”. Scribd. Accessed February 3, 2020.
https://www.scribd.com/document/445305195/Creus-Billy-Joy

4. “Context, Hypertext, and Intertext (Lesson Guide)”. Elcomblus. Accessed April 11, 2019.
https://elcomblus.com/context-hypertext-and-intertext/

5. “Identifying the Context of Text Development”, Elcomblus, Accessed November 19, 2019,
https://elcomblus.com/identifying-the-context-of-text-development/

6. “I Have a Dream”. American Rhetoric. Accessed February 14, 2019.

https://www.americanrhetoric.com/speeches/mlkihaveadream.htm

7. “The Gettysburg Address”. HistoryNet.

https://www.historynet.com/gettysburg-address-text

8. Illustrations
https://www.freepik.com/

For inquiries or feedback, please write or call:

Department of Education – Schools Division of Pampanga, Learning
Resource Management System
High School Boulevard, Brgy. Lourdes, City of San Fernando
Pampanga, Philippines 1200
Telephone No: (045) 435-2728
Email Address: pampanga@deped.gov.ph