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READING AND
WRITING SKILLS
Quarter 3 – Module 3: Claims
in Written Texts
(Second Semester)
Reading and Writing Skills – Grade 11
Alternative Delivery Mode
Quarter 3 – Module 3: Claims in Written Texts
First Edition, 2020

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Oro
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 11
READING AND
WRITING SKILLS
Quarter 3 – Module 3: Claims
in Written Texts
(Second Semester)

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Introductory Message
For the facilitator:

Welcome to Reading and Writing Skills Alternative Delivery Mode

(ADM) Module on Claims in Written Texts!

This module was collaboratively designed, developed and reviewed by

educators both from public and private 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.

In addition to the material in the main text, you will also see this box in
the body of the module:

For the learner:

Welcome to Reading and Writing Skills Alternative Delivery Mode

(ADM) Module on Claims in Written Texts!
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.
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the

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 lesson to take. If you get all the answers
correctly, you may decide to skip this module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to strengthen your understanding
and skills of the topic. You may check the
answers in the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or open-ended

statements to be filled in to process what you
learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also develops retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.

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 5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You can
do it!

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 What I Need to Know

By the end of this lesson, you are expected to:

1. identify claims explicitly and implicitly made in a written text

a. Claim of Fact
b. Claim of Policy
c. Claim of Value

What I Know

Before heading on to our lesson, let us first check what you already
know.

Instruction: Identify which type of claim the statement is making and put a
check (/) inside the box next to each sentence.

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 Lesson
Claims in Written Texts
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What’s New

To properly evaluate the ideas, you have gathered while reading, you
must be able to know the different kinds of information which explicit
information and implicit information are. Two Kinds of Information:

• Explicit Information is the information stated in the text. Readers can

see the piece of information stated in the given passage.
• Implicit information is the information 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.
Critical reading enables you to distinguish the explicit and implicit
information provided by the author.

Explicit information is information that is clearly stated in the text.

Implicit, on the other hand, are ideas suggested in the text but not
directly stated. This is where the ability to make inferences based on clues
within the text is applied.

Through proper identification of explicit and implicit information, the

critical reader can properly evaluate the claim/s made by an author. Claims
state the point or position of an author regarding a certain topic. The claim
statement is further proven by supporting details from various resources and
reliable evidence.

Tiongson (2016) gave the following characteristics of good claims:

1. A claim should be argumentative and debatable. It is expected for a

written text to yield objections and opposite perspectives to appear for
readers of a text that supports a certain stand on a topic. Completely
factual texts are not considered debatable.
2. A claim should be specific and focused. With the statement of claim
limiting the scope of the written text, it must be noted that claims must
be focused on a single topic alone to arrive at an equally concise and
specific result or conclusion.

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 3. A claim should be interesting and engaging. It should capture the
interest of readers at first glance and encourage a healthy discussion
on the topic.
4. A claim should be logical. The evidence supporting the claim must be
reasonable at its best.

What Is It

Claim of Fact

• Claims of Fact are pieces of information which are grounded on reliable

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

Claims of Fact are often qualified by such terms as generally, probably, or

as a rule. And, to verify whether these statements are claim of fact or not, ask
these questions:

Is it debatable? Is it verifiable? Is it specific? Can it be solve

objectively?

Types of factual claims (generally "objective")

1. Factual / historical
2. Relational - causal connections
3. Predictive
Proof requires:

• sufficient and appropriate grounds

• reliable authority
• recent data
• accurate, typical data
• clearly defined terms -no loaded language
• a clear distinction between fact and inference
EXAMPLES OF CLAIMS OF FACT

• The oldest known disease in the world is leprosy.

• Generally, obesity causes health problems.
• Neil Armstrong was the first man to step on the moon.

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 • The first Mindanaoan President is Rodrigo Duterte.
• The earth is warming rapidly.
Claim of Policy

• The Claim of Policy calls for some form of action.

• It states what the reader should or ought to do about a particular
situation/topic.
The Claim of Policy advocates a specific course of action. It asserts that
specific policies should be instituted as solutions to problems.

Claims of policy argue that certain conditions should exist. Almost

always "should" or "ought to" or "must" are included in this claim.

Claims of Policy are specific statements on procedures or laws that need

to be modified based on certain issues or conditions. Most of the time, claims
of policy ask for plans of action to solve current problems.

Proof requires:

• Making proposed action (clear), need (justification), plan (must be

workable), benefit (advantages) consider opposition / counter
arguments.
Consider this statement, for example: To attract more non-traditional
students, this college must review and revise its course offerings.

The given statement above is an example of a claim of policy. It calls on

action for the college referred to, regarding its course offerings to arrive at a
workable conclusion which is to attract more non-traditional students. The
author may choose to elaborate on this course of action to prove that this
claim can work for the college.

EXAMPLES OF CLAIMS OF POLICY

• The mayor should suspend the classes today.

• You must send your children to public schools.
• The government should legalize medicinal marijuana.
• The Boy Scouts should not have to include gay scout leaders.
• Local Malls should not open during the general community quarantine.
Claim of Value

• Claims of Value refer to statements that appeal to a person’s taste and

morals or the sense of what’s good and what’s bad.
• This type of claim weighs the values according to which is more
desirable. Claim of value deals with topics concerning moral,
philosophical, or aesthetic aspects.
Claims of Value involve judgments and evaluations. It judges whether
something is good/bad, right/wrong, just/unjust, ethical/non-ethical, and

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others. We judge the worth of something. It attempts to prove that some things
are more or less desirable than others.

Some claims of value are simply expressions of taste, preferences, and

prejudices. The most important in proving claim of value is by establishing
standards of evaluation.

Proof requires:

• Establishing standards of evaluation (i.e. a warrant that defines what

constitutes instances of the relevant value)
• note the priority of the value in this instance
• Establish the advantage (practical or moral) of your standards
• Use examples to clarify abstract values Use credible authorities for
support
The famous saying, honesty is the best policy, is one good example of a
claim of value. To prove the statements validity, the author may elaborate on
the examples that show how honesty holds advantage over other policies and
how it has been proven to be effective.

EXAMPLES OF CLAIMS OF VALUE

• It is better to be feared than loved.

• Cheating is not good.
• Gay marriage is immoral.
• Buying a house is a lot better than building it.
• Rock music sucks.
• The government is doing a great job during the Covid-19 pandemic.

What’s More

Activity 1
Direction: Read and identify the types of claims used in each statement. Write
COF for Claim of Fact, COP for Claim of Policy and COV for Claim of Value.
Write your answer on the space provided before each sentence.
______________1. The use of civil disobedience during the Martial Law struggle
was reasonable, moral, and necessary.
______________2.The private ownership of automatic and semi-automatic
weapons in the Philippines should be banned.
______________3. The possibility of an asteroid or meteor hitting Earth is great
enough that the Federal government should be finding plans to prevent it.

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______________4.The death penalty if used in the Philippines will be ineffective
and impractical.
______________5. The death penalty if applied in the Philippines will be
immoral.
______________6. Recovered memory should be disallowed as evidence in
Philippine courts.
______________7. Opera is not as entertaining as musical comedy.
______________8. Generally, public secondary schools in America are not
adequately preparing students for college.
______________9. Fetal tissue research should not be funded by the Philippine
government.
______________10. Fetal tissue research is wrong

What I Have Learned

What I Can Do

Activity 2
Direction: Read and analyze the following essay. And fill in the table with the
claims that are in the essay.

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 EDUCATION IN THE NEW NORMAL
Ching Jorge
If last year’s enrollment figures are to be a basis, the Philippine education
system will be expecting around 27 million students to enroll in the Basic
Education System in the coming school year. With the early closure of the school
year in March, the enhanced community quarantine in effect, and the still
unclear future that the COVID-19 pandemic will bring, the Department of
Education (DepEd) and our millions of learners are facing enormous challenges.
In a recent evaluation on ALS (Alternative Learning System) interventions done
in the Mindanao region during the quarantine period, platforms such as
ICT4ALS, FB Chat, Google Classroom, the Aral Muna app, and DepEd
Commons emerged as the most common technological interventions used. Also
popular are the use of radiobased intervention — partnerships with local radio
stations to announce questions or lessons that can be replied to by phone. There
are also the door-to-door delivery of worksheets, take-home learning activity
sheets, and take-home portfolio completions. These modalities are being used
and explored during the quarantine period and will serve as key learning points
for implementation in the bigger education system.
While home school and online learning are among the proposed solutions,
access to technology and the internet, especially in remote areas, remains a
challenge. In the public education system, it is not uncommon for students to
lack internet connection at home or be unable to afford to ―load‖ their phones
regularly. Some do not even have computers or phones at all. As this is a reality
that many schools, students, and communities will face, the DepEd proposes a
combination of different learning modalities and will be using the Blended
Learning approach.
In-classroom study and individual study/online classroom work, or Blended
Learning, will allow students to learn at their own pace under guided modules.
The DepEd has launched an online study platform called DepEd Commons,
accessible to both private and public schools, to help students continue their
lessons. It has also developed an ALS platform in partnership with Unicef called
ICT4ALS, a portal of learning resources, activity sheets, and online tutorials for
ALS teachers and learners.
However, the challenge of technology access still remains for public school
students. Other factors such as home environment (conduciveness to learning),
learner attitudes toward home learning, and technology competence can affect
learner outcomes and the effective use of Blended Learning. Learning at home
also requires parent participation and support.
Education’s new normal will not just be about operating in an environment that
secures the health of students; nor will it be about completely transitioning to
online modalities. Instead, it should be about using technology to increase
efficiency in areas with the capacity to do so, while empowering learners and

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communities to create positive learning environments in which the student can
grow. It should not sacrifice quality but continue to provide equal opportunities,
most especially to the marginalized and vulnerable sectors. It is not a one-size-
fits-all solution, but one that is dependent on the needs of each learning
community.
While the DepEd carries most of the burden for this challenge, the role of local
government units is crucial. An alignment of resources and education goals
within each community is needed to support the education ecosystem of
students, teachers, and parents and assist the adjustment to the new normal
— home schooling, parentas-teachers training, community internet centers, a
Citizen Watch for education, establishing LGU leaders as education champions.
While the future remains unknown, by working together to support and
empower the education ecosystems in our communities, we can help establish
the structures that our students will need to receive the quality education they
deserve, and bring stability in a time of uncertainty.
https://opinion.inquirer.net/129286/ph-education-and-the-new-normal Posted April 28,
2020

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 Assessment

Instruction: Identify which type of claim the statement is making and put a
check (/) inside the box next to each sentence.

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Activity 1 What I Know/Assessment
1. COF 1. COV
2. COP 2. COF
3. COP 3. COF
4. COV 4. COV
5. COV 5. COF
6. COP 6. COF
7. COF 7. COP
8. COF 8. COF
9. COP 9. COP
10. COF 10. COF
Activity 2 – answers may vary
Answers Key
References

Explicit and Implicit Information. Retrieved from

https://link.quipper.com/en/organizations/547ffb8bd2b76d0002002
618/curriculum#cur riculum

McGaan, L. PhD. (2016). Argumentation. Retrieved from

https://department.monm.edu/cata/mcgaan/classes/cata335/O-
claims.335.html

Olivieri, P. (n.d.). How to Teach Text Evidence: A Step-by-Step Guide.

[online] Rockin Resources. Available at:
https://blog.teacherspayteachers.com/teach-textevidence/ [Accessed
28 Aug. 2019]

Perez, R.E. (2014). Exit essay: Save the Filipino language. Retrieved
from http://rjaperez.tumblr.com/post/95149266012/exit-essay-save-
the-filipino-language

Reid, S. (n.d). Claims for Written Argument. Available

https://www.mesacc.edu/~paoih30491/ArgumentSampleClaimofFact
Def.html