Senior High School

Reading and
Writing Skills
Quarter 4 - Module 7
Determining Textual Evidence
Reading and Writing Skills
Alternative Delivery Mode
Quarter 4 – Module 7: Determining Textual Evidence
First Edition, 2021

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Published by the Department of Education- Region III

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

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 Senior High School

Reading and
Writing Skills
Quarter 4 - Module 7
Determining Textual Evidence
Introductory Message

This Alternative Delivery Mode (ADM) is prepared so that you, dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each
lesson.

Each ADM is composed of different parts. Each part shall guide you step-by-step
as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each ADM.
This will tell you if you need to proceed on completing this module or if you need
to ask your facilitator or your teacher’s assistance for better understanding of the
lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that
you will be honest in using these.

In addition to the material in the main text, Notes to the Teachers are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of
this ADM. Use a separate sheet of paper in answering the exercise and tests.
Read the instructions carefully before performing each task.

If you have any questions in using this ADM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

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 This module provides activities that will help you learn how to determine
textual evidence to validate assertions and counterclaims made about a text
read.
After going through this module, you are expected to:

• make inferences using the given details;

• state the claims and/or counterclaims in a text read; and
• specify textual evidences to validate assertions and counterclaims
made in a text read.

What I Know

A. Directions: Read each statement and write the letter of the correct answer on the
space before each number.

_____1. It involves presenting a reasoned argument that evaluates and analyzes what
you have read.
A. argument C. critical reading
B. counterclaim D. critical thinking

_____2. It refers to a claim that refutes previous claims in your readings.

A. argument C. critical reading
B. counterclaim D. critical thinking

_____3. It is information stated in a given text that is used to support inferences, claims,
and assertions made.
A. claim C. implicit idea
B. explicit idea D. textual evidence

_____4. It is information that is directly stated in a text.

A. claim C. implicit idea
B. explicit idea D. textual evidence

_____5. It is information that can be gathered through clues given through the text.
A. claim C. implicit idea
B. explicit idea D. textual evidence

_____6. It is a conclusion based on reasoning and textual evidence.

A. claim C. implicit idea
B. explicit idea D. inference

_____7. It is usually a main idea, often called a “claim” or “thesis statement,” supported
with evidence.
A. argument C. critical reading
B. counterclaim D. critical thinking

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 _____ 8. It is the evidence that the writers or speakers use to prove their point.
A. claim C. implicit idea
B. explicit idea D. textual evidence

B. Directions: Write T if the statement is correct and F if it is not. Write your answers on
the space provided before each number.

_____ 1. Realistically speaking, an individual who can support an opinion about a text
with textual evidence is taken more seriously than those who can only give a reason of
“just because."
_____ 2. Writers always tell everything explicitly so you have to “read between the
lines.”
_____ 3. One needs to use textual evidence and prior knowledge to understand the text
better.

C. Directions: Read and analyze the given arguments. Write the letter of the correct
answer on the space provided.

_____1. Argument: DepEd must allow some schools to conduct face- to-face classes.
Which could be a counterclaim for this argument?
A. Face-to-face classes are possible for those schools in remote and low-risks areas.
B. Face-to-face classes can expose the learners and teachers to the new variant of
COVID-19 virus which is more communicable.
C. Face-to-face classes can help sustain the resources of the schools.

_____2. Argument: DepEd must allow some schools to conduct face- to-face classes.
Which could be a claim for this argument?
A. Face-to-face classes are possible for those schools in the remote and low-risks
areas.
B. Face-to-face classes can expose the learners and teachers to the new variant of
COVID-19 virus which is more communicable.
C. Face-to-face classes can pose more worries and stress to parents, students, and
even the school personnel.

_____3. Argument: Sex education must be taught in high school. Which could be a
claim for this argument?
A. Sex education reduces chances of AIDS.
B. Sex education distracts students’ minds.
C. Sex education is a sensitive topic for high school students to handle.

_____4. Argument: Sex education must be taught in high school. Which could be
a counterclaim for this argument?
A. Sex education reduces chances of AIDS.
B. Sex education distracts students’ minds.
C. Sex education lessens the risks of unwanted pregnancy and early marriage.

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 What’s In
Directions: Recall the concepts you have learned from the previous lesson. Complete the
ideas presented in the given paragraphs by choosing the appropriate word/s from the list
below.

A. assertions C. facts E. evaluative statements

B. claims D. counterclaims

Readers can give their (1) ___________ on the text they have read. Such assertions
must be based on conventions, (2) ___________ opinions or preferences which can lead to
formulating (3) _________________.

As a critical reader, you should recognize and formulate (4) ______ which refers to
the claim that rebuts or contradicts previous claims in the texts you have read. Evidence
provided by the text whether explicit or implicit must be located to support your
counterclaim.

You must also formulate (5) __________________ to clarify your stance in giving
counterclaims. The texts must be carefully examined by looking for factual evidence that
support the writer’s position in the text.

After obtaining the skill of formulating evaluative statements, this module will help
you learn to determine textual evidence to validate assertions and counterclaims in the text
you have read.

What’s New

Directions: Read the paragraph and make inferences based on the given details. Write
your answers on the space provided before each number.

Gio suddenly woke up. He was startled that someone was banging at the front door. He
heard heavy footsteps stamped on the unadorned hallway and there was shouting of voices.
Kramer’s familiar growl echoed then the door banged. Gio shivered and covered himself with
the blanket. When he tried to peep on the cracked glass of the curtainless window, the sky
looked gray and dirty. A moan from the other tattered mattress told him that Gillian was
awake as well.
_____1. With whom is Gio living?
A. Kramer and Gillian C. Gio and Gillian
B. His parents D. No one

_____2. What can you infer about Kramer’s mood?

A. excited C. irritable
B. happy D. scared

_____3. Which of the following would be considered explicit textual evidence?

A. Gio was trying to sleep C. Gio and Gillian were cold
B. Gillian is Gio‟s sister D. "the sky looked gray and dirty"
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_____4. What can you infer about their dwelling?
A. brand new C. clean and happy
B. bright and colorful D. dirty and unkempt

_____5. Which phrase describes the setting?

A. banging at the front door
B. cracked glass of the curtain less window
C. heavy footsteps stamped
D. shouting of voices

In the previous lesson, you have learned that as a

critical reader, you can make assertions about a text you
have read. You must also learn how to determine
textual evidence to validate assertions and
counterclaims.
As you go through this module, you will learn
more about textual evidence that can help you better
understand the texts you have read.

What is It
Determining Textual Evidence

Picture yourself as a lawyer who is presenting a court case that will have a great
impact to people without any evidence. The judge calls on you to approach the bench and
present your case and you have no forensic data, no eye witness accounts, nothing. Does it
sound ridiculous? So is writing an essay without textual evidence. No matter how fluent,
grammatically correct, and organized the essay is, without evidence, any and all
argumentation will be useless.
Textual evidence is gathered from the original source or other texts that supports an
argument or thesis. There are two sides to every argument: (1) the “claim,” and (2) the
“counterclaim.” The first is a statement of the writer’s point or argument for something. The
second is a rebuttal, or argument opposing the claim. Once the parties have made their
claims and counterclaims, they introduce the reasoning behind their arguments, and present
evidence to support those claims. The claim/counterclaim system is used to make points in
essays and scientific papers. Although reasons are critical to supporting a claim, without
evidence they carry little weight. An audience is unlikely to be persuaded to accept a claim
on the basis of reasons alone, particularly if that audience holds a drastically different
position than you/the author(s).
Textual evidence is stated in two forms: explicit and implied. Explicit textual evidence
is information that is directly stated in a text. Implied textual evidence is information that can
be gathered through clues given thought the text. Textual evidence often requires a large
amount of critical thinking, especially when dealing with implied evidence.
Evidence include the following:
1. facts and statistics (objectively validated information on your subject);
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 2. opinions from experts (leading authorities on a topic such as researchers or
academics); and
3. personal anecdotes (generalizable, relevant, and objectively considered).

The following are the characteristics of good evidence:

1. unified;
2. relevant to the central point;
3. specific and concrete;
4. accurate; and
5. representative or typical

Finding evidence in fiction and non-fiction texts follows the same steps. No matter what
kind of text you are examining, follow these important steps as strategies:
1. Read and understand the question or claim.
2. Closely read the text to find the answer.
3. Note inferences and quotations from the passage that support the answer or claim.
4. Analyze the evidence. How does this textual evidence support a claim or idea from
the passage? What makes this evidence strong?
5. Cite the evidence by including quotations of the excerpted text or by using these
phrases:
• According to the text, _____
• On page _____, the author stated
• One example of this from the text is _____

Generally, textual evidence comes from a text (fiction or nonfiction) that you can use
to illustrate your ideas and support your arguments.

What’s More

Independent Activity 1
Directions: Infer the individuals who are being described in the following statements. Write
the letter of your answer on the space provided before each number.
________1. I can mend your broken pipes and taps.
A. chef C. miner
B. magician D. plumber

________2. I can fight terrorists and protect our country’s sovereignty.

A. beautician C. journalist
B. firefighter D. military personnel

________3. I clean your teeth and check for cavities.

A. dentist C. dental technician
B. doctor D. surgeon

________4. I help in taking care of your garden and lawn.

A. farmer C. rancher
B. gardener D. writer
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________5. I can show people around famous places.
A. tour guide C. welder
B. vet D. writer

Independent Assessment 1
Directions: Arrange the steps in determining evidence in fiction and non-fiction texts by
writing A – E before each item.
_____ 1. Closely read the text to find the answer.
_____ 2. Cite the evidence by including quotations of the excerpted text.
_____ 3. Read and understand the question or claim.
_____ 4. Analyze the evidence.
_____ 5. Note inferences and quotations from the passage that support the answer or claim.

Independent Activity 2
Directions: Read the poem, Do You Fear the Wind by Hamlin Garland. Make inferences by
answering the questions that follow based on the details given in the text.

1
Do you fear the force of the wind,
2
The slash of the rain?
3
Go face them and fight them,
4
Be savage again.
5
Go hungry and cold like the wolf,
6
Go wade like the crane:
7
The palms of your hands will thicken,
8
The skin of your cheek will tan,
9
You'll grow ragged and weary and swarthy,
10
But you'll walk like a man!

1. Which of the following does line 3 refer?

A. fear and force C. slash and force
B. face and savage D. wind and rain

2. What is the poet’s purpose in lines 3 to 6?

A. to give advice C. to relate an experience
B. to warn the readers D. to entertain the readers

3. How do lines 7 to 9 relate to lines 3 to 6?

A. All the lines convey the same meaning.
B. Lines 3 to 6 summarize the ideas expressed in lines 7 to 9.
C. Lines 7 to 9 give the consequences of lines 3 to 6.
D. The lines are not related to each other.

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 4. The poem is an extended metaphor. It is an implied comparison. To what does the
poet compare the ‘force of the wind and the slosh of the rain’?
A. Changing weather C. Everyday activities
B. Challenges and inconveniences in life D. Floods after the rain

5. What does the poet counsel the readers in the line ‘Go face them?’
A. Be obedient C. Be brave
B. Be humble D. Be beautiful

6. When do the palms of the hands thicken?

A. When a person is still young. C. When the nails are not manicured regularly.
B. When a person grows old. D. When the hands continuously work.

7. When does the skin of the cheek become tan?

A. When it is exposed to the sun. C. When the faced is not washed thoroughly.
B. When a person gets sick. D. When the hands continuously work.

8. When does a person grow ragged and weary?

A. When a person is having fun C. When a person does not do anything.
B. When a person is very tired. D. When a person stops working.

9. “You’ll walk like a man” means _________________ .

A. You’ll look manly. C. You’ll improve your posture.
B. You’ll have dignity. D. You’ll worsen your posture.

10. What is the real test for a human being as suggested by the lines of the poem?
A. Making life easy C. Making friends with everybody
B. Making everybody happy D. Overcoming trials and not giving up easily

Independent Assessment 2
Directions: Look for ten words that are related to textual evidence in the crossword puzzle.
Draw a line across each word.
R E U N I F I E D S E
E A B L I N A C D T T
L X S E M F G I O A E
E H P I P J K L M T R
V T E L L N O P Q I C
A Y C R I S T U V S N
N P I F C C W X Y T O
T I F A I Z I A D I C
G C I C T O U T K C L
I A C T U L I N A S C
L L R S T G U N I T A
C W E A C C U R A T E
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Independent Activity 3
Directions: Check ( / ) the space before each number if the claim presented in the text is
supported by textual evidence, then underline the textual evidence. If not, cross ( x ) it out,
then write a short explanation (2 pts. each).

_____ 1. According to research conducted by the AAOG, about 25% of men between the
ages of 20-35 prefer to spend their free time playing video games or watching television.
36% of men, according to the same research study, still give preference to
communication with their girlfriends or wives (AAOG website).

_____ 2. During research conducted at Wisconsin State University in 2012-2014,

psychologists came to the conclusion that people who suffer from light-to-average OCDs
can be treated with exposing them to their fears, which cause the compulsive behaviors;
as a result of prolonged regular exposures to consequential factors, compulsive rituals
gradually decrease (Wisconsin State University website).

_____3. Women may effectively deal with daily stresses by shopping.

_____4. In 2020, people will be able to live on the moon.

_____5. Dr. Chelsey Livingston from BAAR states that children and teenagers seem to
have less concerns about their lives and physical well-being than adults; she believes it is
connected with the ability to predict possible outcomes of one’s own actions, which adults
usually possess to a greater extent than younger generations (BAAR website).

Independent Assessment 3
Directions: Read the texts below and answer the questions based on the textual evidence
presented.

A. Gillian wasn’t quite sure what was going on. She had been sitting in the back of the
car for hours as it rolled up the highway’s four spotless lanes. There were not many
other cars. When they turned off the main highway, Gillian wasn’t very worried. This was
the way to the house her parents had far, far out in the country. She’d been there
before, for summers. Sometimes she got to bring her friend, Gia. Going to the house by
itself did not worry Gillian. The chains rattling around the back seat next to her, though,
were a different story.

Gillian’s mom and dad had said not to worry and that everything was fine. If
everything was fine, though, why had they gotten so upset when the phone had
rung last night? This time of month, Gillian usually spent the night with her
grandmother, watching old movies and eating popcorn that Grandma made on
the stove in a pot (not in the microwave). It was delicious. She couldn’t quite
make out what her mom had been saying into the phone. Something like, “What
do you mean, you can’t come, Mom? I need you. No, you don’t understand; it
has to be tomorrow night!” Later, her mom and dad told her that Grandma wasn’t
coming, and that she’d have to come on a little car ride with them.

1. What kind of road is Gillian on?

A. Dirty road B. 4 lane highway C. 6 lane highway D. one-way road
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 2. Where in the car is Gillian sitting?
A. Front B. Back C. Trunk D. Answer is not in the text

3. Where is the house?

A. far, far out in the country C. far, far away
B. in the city D. Answer not in the text

4. What is worrying Gillian?

A. Her friend Gia not being with her C. Her Grandma
B. Wolves D. The chains in the back seat

5. What are the chains for?

A. To lock the fence C. To tie trailer to the car
B. Crime D. Answer not available in this section of text

6. With whom does Gillian usually spend the night this time of month?
A. Mom C. Gia
B. Grandma D. Answer not available in this section of the text

7. How does Grandma make popcorn?

A. on the stove in a pot C. In the microwave
B. She does not: Grandma hates popcorn! D. Answer not available

B. It was a lovely summer morning as Mr. Reyes woke up and put on his very
expensive outfit. He walked out the front door and suddenly, a tragedy happened!

Buzzing outside his front door was none other than his worst enemy, a wasp. "No."
Mr. Reyes moaned. He was shaking and was really terrified. Then, that fear turned to
anger. His face turned red and his eyes flashed with violence. "Not...today..." He said,
before going back to his bedroom and preparing his materials.

Mr. Reyes wore three coats as protection from the wasp's deadly stings. He put on
sunglasses to protect his eyes. He put on blue shoes because, well, there wasn't really
a practical reason to wear the blue shoes. They just kind of looked nice.

He was ready to fight the wasp to DEATH! As he went back outside, though, he
noticed... his enemy had already flown away…

8. What text evidence tells you that it was warm outside?

Textual Evidence: __________________________________________________

9. What text evidence tells you that Mr. Reyes’ day was ruined?
Textual Evidence: __________________________________________________

10. What text evidence tells you that Mr. Reyes was ready to fight?
Textual Evidence: __________________________________________________

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 What I Have Learned

Directions: Reflect on what you have gained after doing all of the activities in this module.

What were your misconceptions about What new or additional learning have you
textual evidence prior to taking up this had after taking up this module in terms of
module? skills, content, and attitude?

I thought ___________________________ I learned that ________________________

___________________________________ ___________________________________
___________________________________ ___________________________________
___________________________________ ___________________________________

What I Can Do
Directions: Write an argumentative essay about a topic of your choice related to your
strand. Be sure to state your argument clearly and provide textual evidence to support your
claims. You will be graded based on the criteria.

Criteria:
Clearly Written Claim – 5 pts
Clear and Logical Order – 5 pts
Relevant Support – 5 pts
Grammar and Mechanics – 5 pts
Total – 20 pts

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 Assessment
Read and analyze each item. Choose the letter of the correct answer. Write your answer on
the space provided before each number.

1. What is textual evidence?

A. Your claim C. What the writer thinks of the topic
B. An explanation of the claim D. Proof from the text to support one’s answer

2. Why is it important to provide textual evidence?

A. It makes your paragraph longer.
B. It shows that you know what you are talking about.
C. It makes your claim stronger and helps prove your point.
D. It allows your reader to get the important facts from the article without reading the
whole thing.

3. What is an inference?
A. Something you have a gut feeling about C. Evidence that supports your claim
B. An educated guess D. What the story is mostly about

4. Why do we have textual evidence?

A. To prove a claim C. Because your teacher says so
B. To entertain the readers D. To express an opinion

5. Which is the central argument of the text?

A. Assertion B. fact C. claim D. opinion

6. What does counterclaim serve?

A. offer solutions to problems C. concur with the ideas of experts
B. discuss an issue D. provide an opposing viewpoint

7. Why are both the claim and the counterclaim essential in critical reading?
A. reading involves argumentation C. readers use them in decision making
B. both help determine textual evidence D. classroom interaction needs both

8. Sometimes the author ________ states evidence. It is clearly stated in the text.
A. vaguely B. strangely C. explicitly D. differently

9. Which is an example of being implicit?

A. hinting to your mom how much you would like to have a new cell phone without
actually asking for one
B. telling your friend her shirt is ugly
C. pretending that you are sick so that you can stay home from school
D. telling your mom you want a new cell phone for your birthday

10. Transportation vehicles should adhere to the state's standard protocol to ensure
safety among commuters. This statement is an example of what?
A. assertion B. Claim C. counterclaim D. expression
12
 11. Other nations started to send skilled and competent workers abroad. However,
many people around the world consider the Filipinos as the best human capital.
A. assertion B. Claim C. counterclaim D. expression

12. Most Local Government Unit (LGU) offices in the province received the 'Seal of
Good Governance' from the Department of Interior and Local Government (DILG).
However, certain practices in some government agencies still need to be improved.
A. assertion B. Claim C. counterclaim D. expression

13. Which piece of evidence supports that Zia is brave?

A. "Even slight miscalculations could send the Vulcan cruiser thousands of miles off
course."
B. Zia might never see her parents again.
C. Something could go wrong during take-off.
D. "Zia reassured them with a confident look as she logged onto the navigation
computer."

14. Which piece of evidence could be used to BEST support this claim: High school
students should be required to wear uniforms.
A. When adding everything up, a school uniform could end up costing more than
Php500.
B. A student reported, "Allowing us to wear our own clothes gives us a chance to
show our unique style and independence."
C. At one school that recently required students to wear uniforms, attendance rates
went up, and behavior incidents went down.
D. School uniforms can be ordered online.

15. The Barangay Recreation Center is only open through Sundays-Thursdays between
6:00 a.m. to 8:00 p.m. Gilbert wanted to play basketball there. Based on the
passage, at which time would Gilbert be allowed to play basketball?
A. At 9:00 a.m. on Monday C. At 2:30 p.m. on Friday
B. At 9:30 p.m. on Thursday D. At 4:30 p.m. on Saturday

Additional Activities

Directions: Look for an argumentative text that interests you from magazines, newpapers,
and/or the internet. Read and analyze the article carefully, then supply the needed data to
complete the table below.

Source:

Title of the Article:

Main Argument/Writer’s Claim:

Counterclaim:

Textual Evidence:

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 14
What I Know What’s In What’s New
1. C 1. A 1. A
2. B 2. C 2. C
3. D 3. B 3. D
4. B 4. D 4. D
5. C 5. E 5. B
6. A
7. A
8. D
9. T
10. F
11. T
12. B
13. A
14. A
15. B
What’s More
Independent Activity 1 Independent Assessment 1 Independent Activity 2
1. D 1. B 1. D 6. D
2. D 2. E 2. A 7. A
3. A 3. A 3. C 8. B
4. B 4. D 4. B 9. B
5. A 5. C 5. C 10. D
Independent Assessment 2
R E U N I F I E D S E
E A B L I N A C D T T
L X S E M F G I O A E
E H P I P J K L M T R
V T E L L N O P Q I C
A Y C R I S T U V S N
N P I F C C W X Y T O
T I F A I Z I A D I C
G C I C T O U T K C L
I A C T U L I N A S C
L L R S T G U N I T A
C W E A C C U R A T E
Answer Key
 15
What’s More
Independent Activity 3
___√__ 1. According to research conducted by the AAOG, about 25% of men between the ages of 20-
35 prefer to spend their free time playing video games or watching television. 36% of men, according to
the same research study, still give preference to communication with their girlfriends or wives (AAOG
website).
___√___ 2. During research conducted at Wisconsin State University in 2012-2014, psychologists
came to the conclusion that people who suffer from light-to-average OCDs can be treated with exposing
them to their fears, which cause the compulsive behaviors; as a result of prolonged regular exposures
to consequential factors, compulsive rituals gradually decrease (Wisconsin State University website).
__X___3. Women may efficiently deal with daily stresses with the help of shopping.
Explanation: Claim has no evidences
__X___4. In 2020, people will be able to live on the Moon.
Explanation: Has no evidences to support the claim
___√__5. Dr. Chelsey Livingston from BAAR states that children and teenagers seem to have less
concerns about their lives and physical well-being than adults; she believes it is connected to the ability
to predict possible outcomes of one’s own actions, which adults usually possess to a greater extent
than younger generations (BAAR website).
Independent Assessment 3 What I Have Learned What I Can Do
1. B - Answers vary - Answers vary
2. B
3. A
4. D
5. D
6. B
7. A
8. A lovely summer morning
9. Buzzing outside his front door was none other than his worst enemy...a wasp.
10. He was ready to fight the wasp to DEATH!
Assessment Additional Activities
1. D 6. D 11. C - Answers vary
2. C 7. B 12. C
3. B 8. C 13. D
4. A 9. A 14. C
5. C 10. B 15. A
 References
A. Books

Ambida, Roger, Clarence Ella Alipio and Richard Oandasan. Reading and Writing for Senior
High School. Malabon City: Mutya Publishing House, Inc. 2016.

Tiongson, Marella Therese and Maxine Rafaella Rodriguez. Reading and Writing Skills,
First Edition. Quezon City: Rex Book Store, Inc. 2016.

B. Online Sources

https://www.poemhunter.com/poem/do-you-fear-the-wind/

https://academichelp.net/samples/gwt-samples/essentials-writing-gwt-
samples/evidence/evidence.html

http://www.istianjinelearning.org/joeschaaf/seec/5-how-to-use-direct-quotations/

https://quizizz.com/admin/quiz/5bfd4ba69fe19b001ab3cbec/making-inferences-and-using-
textual-evidence

https://www.reference.com/world-view/textual-evidence-2e5523a825f478da
26/03/2020

http://www.writingsimplified.com/2009/10/4-types-of-evidence.html

https://writingcenter.unc.edu/tips-and-tools/evidence/

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 For inquiries or feedback, please write:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email Address: lrmdsbulacan@deped.gov.ph
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