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St. Francis College

Allen Northern Samar

Learning Module in Reading and Writing

Module 5
Text and Context Connections

DURATION: 1 WEEK
SUBMISSION DATE: MARCH 29, 2021
GRADE LEVEL: 11
LEARNING COMPETENCIES:

 Identify claims explicitly or implicitly made in a written text EN11/12RWS-IIIij-6

a) Claim of Fact EN11/12RWS-IIIij-6.1
b) Claim of Policy EN11/12RWS-IIIij-6.2
c) Claim of Value EN11/12RWS-IIIij-6.3

I. CONCEPT

Readers like you, interact with a material through critical reading. In the practice of
critical reading, the readers are not just gathering information; they also judge the
importance and legitimacy of the information gathered by judging the purpose, manner of
presentation, and holistic development of the arguments presented in the text. This is
what you are going to learn to do in this module.

II. EXAMPLES AND DISCUSSION

Text and Context Connections: Claims in Written Texts

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

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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.

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.

Text and Context Connections: Claim of Fact

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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 solved 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.
 The earth is warming rapidly.

Text and Context Connections: Claim of Policy

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.

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 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.

Text and Context Connections: Claim of Value

Claims of Value involve judgments and evaluations. It judges whether something is good/bad,
right/wrong, just/unjust, ethical/non-ethical, and 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.
III. EXERCISES

Activity 1: 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.

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______________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.
______________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.

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

Claim of Claim of Claim of

Statements
Fact Value Policy

1. Honesty is the best policy.

2. Staying late at night can cause obesity.

3. Smoking can lead to respiratory infection.

4. Be kind for everyone has a hard battle to win.

5. Social media makes every youth share common goals.

6. Extra Judicial Killings lessen the crimes in our community.

7. All students must be strictly prohibited to bring any

gadgets at school.

8. Barkada Kontra Droga would eradicate drug addiction in

the community.

9. Zero Waste Management should be strictly implemented in

the school campus.

10. To compete globally, the Department of Education

adapted the K to 12 curriculum.

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V. REFERENCES

Explicit and Implicit Information. Retrieved from

https://link.quipper.com/en/organizations/547ffb8bd2b76d0002002618/curriculum#curriculum

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-text-evidence/ [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/ArgumentSampleClaimofFactDef.html

St. Francis College

Allen Northern Samar

Learning Module in Reading and Writing

Module 6
Text and Context Connections: Contexts of Written Texts

DURATION: 1 WEEK
SUBMISSION DATE: APRIL 5, 2021
GRADE LEVEL: 11
LEARNING COMPETENCIES:

 Identify the context in which a text was developed EN11/12RWS-IVac-7

 Hypertext EN11/12RWS-IVac-7.1
 Intertext EN11/12RWS-IVac-7.2

I. CONCEPT

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Being a critical reader also involves understanding that texts are always developed with a certain
context. A text is neither written nor read in a vacuum; its meaning and interpretation are affected by a
given set of circumstances. Thus, there is a need to identify the context of text development.

II. EXAMPLES AND DISCUSSION

The way writers shape their texts is dramatically influenced by their CONTEXT. Writers decide
how to shape their sentences by considering their contexts.

Context is important as a foundation for the author in constructing his/her written text. This
includes how the writer has researched the topic and how he/she organized the content.

Moxley posed the following questions on the analysis of context:

1. What is going on in the world of readers that will influence the reader’s thoughts and
feelings about the document?
2. Does the intellectual content of the document rest on the shoulders of other authors? Will
readers expect the author to mention particular scholars or researchers who did the original, ground-
breaking work on the subject you are exploring?
3. What background information can you assume your reader is already familiar with?

 Context refers to the occasion, or situation that informs the reader about why a document was
written and how it was written.
 The way writers shape their texts is dramatically influenced by their context.

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Typically, a text is written in a linear fashion. This linear progression only enables the reader
to read the material the way the author designed it from the beginning to end. HYPERTEXTUALITY
allows readers to study a text in a different manner.

In a hypertext, pieces of information are connected semantically. There is an undefined

beginning, middle and end.

Hypertext creates a network of materials linked because of various connections they share.
This encourages and, at times, requires readers to go through the material at their pace.

Hypertextuality according to Amaral, 2010 is simply a non-linear way of presenting

information. Rather than reading or learning about things in the order that an author, or editor, or
publisher sets out for us, readers of hypertext may follow their own path, create their own order –
their own meaning out the material.

This is accomplished by creating “links” between information. These links are provided so
that the readers may “jump” to further information about a specific topic being discussed (which may
have more links, leading each reader off into a different direction).

Instead of reading or learning about things in the order predefined by an author, an editor or a
publisher, the readers of a hypertext can follow their own path, create their own order – their own
meaning out of the material.

Hypertext is text which contains links to other texts. The term was coined by Ted Nelson
around 1965. It is when you type a word and attach a link to that word so that upon clicking on that
word, the reader is sent to the site attached.

Hypertext is the foundation of the World Wide Web enabling users to click on link to obtain
more information on a subsequent page on the same site or from website anywhere in the world.

Hypertext materials include pictures, video materials animated and audio illustrations. All
those possibilities make hypertext materials content high and suitable for educational purposes.

Hypertext connects topic on a screen to related information, graphics, videos, and music –
information is not simply related to text.

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This information appears as links and is usually accessed by clicking. The reader can jump to
more information about a topic, which in turn may have more links. This opens up the reader wider
horizon of information to a new direction.

A reader can skim through sections of a text, freely 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 and personalization because you get to select the order in which you read the text and
focus on information that is relevant to your background and interests.

Take a look at this example:

Every time you search on the web, you see words or clusters of words that are underlined and are in
blue. When you click these words, you will be transported to another site.

Hypertext is a new way of reading a text online. It collects every available data but this
exhaustive inclusion exposes the reader to a wealth of irrelevant material. While intertextuality banks
on its text-generated constraints on the reader’s perceptions, hypertextuality is a reader-generated
loose web of free association.

Information directly/indirectly related to the topic written may be referenced through

hyperlinks in which the reader can access the direct source or reference through a single click.

Hypertextuality, although opens up to a wide variety of mostly irrelevant information, gives

the reader the free will to personalize his or her analysis of the text. The reader may choose to focus
only on the information that is related to his/her background, thus creating a personal meaning out of
the given material.

When reading, the readers try to make meaning of the material that they are absorbing
through many different processes. Unintentionally, sometimes, the patterns in the materials read are
apparent in another text. Theorists term this as intertextuality.

Intertextuality, is also the modelling of a text’s meaning by another text.

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It is defined as the connections between language, images, characters, themes, or subjects

depending on their similarities in language, genre and discourse.

Intertextuality, as defined by Tiongson (2016), is the modeling of a text’s meaning by another text.
Intertext is the relationship between texts and how culture and other writers influence a text. This is
often seen on works wherein the author borrows and transforms an existing text or when one
references a text on his own written work. The text will then contain a wide accumulation of cultural,
historical and social knowledge.

Intertextuality, as a literary device, “is the complex interrelationship between a text and
other texts taken as fundamental to the creation and interpretation of the text” (Merriam Webster
Dictionary, 2015).

Intertext excludes irrelevant data. It underscores the main point/s of the text by making
explicit those data that are only implied or presupposed in the text, thus defining their relevance.
Spurred by this context, a healthy dialogue among different texts and interpretations, audience, is
born.

As readers, the ability to create connections among various texts enhances the meaning of the
reading material.

Let us see if you can see the connections between these two literary works:
III. EXERCISES

Directions: Read the following essay and identify the context with which the text was written by
answering the questions that follow.

DIGITAL BAYANIHAN AMID COVID-19

Experts all over the world believe that to mitigate the effects and end the spread of the Novel
Coronavirus disease (COVID-19), all sectors of the society must work hand in hand to fight the
deadly virus.

It is not the sole responsibility of the government to stop the global pandemic, and it is
imperative for people to join in the efforts and collectively stop the virus from further infecting
anyone.

This rings true in the Philippines, where the spirit of bayanihan is slowly being revived amid
the onslaught of natural and man-made catastrophes that struck the whole country during the first
three months of 2020.

Various non-government organizations and even individuals have started calling on Filipinos
to help in the war against the pandemic, whether it’s through volunteerism or through monetary
donations.

Donations drives have been launched by various groups to help protect frontline healthcare
workers from the virus. These came amid the reported scarcity of personal protective equipment
(PPEs) in hospitals.

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Likewise, groups and individuals are seeking support to fund relief goods for the families that
are in need of food and personal hygiene kits, as major cities and provinces and provinces impose in
their own community quarantine protocols.

There are hundreds of more donations drives that are hundreds of more donations that are
happening across the Philippines today, signaling the strong revival of the Filipino culture of
Bayanihan—only that with the strict implementation of community quarantines and social distancing
protocols, donations are facilitated through mobile phones.

Source: globalnation.inquirer.net (posted March 2019)

1. What is going on in the Philippines while this text was written?

__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________

2. What is meant by BAYANIHAN?

__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________

3. How is bayanihan during the pre-colonial Philippines different from bayanihan during the
pandemic?
__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________

4. How are things different in the Philippines during the pandemic?

__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________

IV. EVALUATION
Directions: Read the statements carefully, and determine what is being referred to, then write your
answers on the blanks provided before each number.

____________________1. This creates a network of materials linked because of various

connections.
____________________2. It is the complex interrelationship between a text and other
texts.
____________________3. This refers to the occasion or situation that informs the reader
about why a document was written and how it was written.
____________________4. This is the modeling of a text’s meaning by another text.
____________________5. It is a non-linear way of presenting information.
V. REFERENCES

Dayagbil, Felomina, et. Al. (2016). Critical Reading and Writing for the Senior
High School. Lorimar Publishing, Inc., Quezon City.

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https://en.wikipedia.org/wiki/Text_(literary_theory)

https://www.slideshare.net/KatrinaClaireLandich/

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