Module Reading Writing Quarter 4

Module Text and Context Connections:
1 Hypertext and Intertext
What I Need to Know
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.
This module 1 contains:

 Lesson 1: Text and Context Connections : Context
 Lesson 2: Text and Context Connections : Hypertext
 Lesson 3: Text and Context Connections : Intertext
After going through this module, you are expected to:
1. Identify the context in which text was developed

a.) Hypertext
b.) Intertext
To achieve the objectives of this module, do the following:
 Take your time reading the lessons carefully.

 Follow the directions and/or instructions in the activities and exercises
diligently.
 Answer all the given tests and exercises.
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(PLEASE DO NOT WRITE ANYTHING IN THIS MODULE)
What I Know
Activity 1
Directions: Before heading on to our lesson, let us first check what you
already know. 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.
What’s New
Activity 2
Directions: Can you think of the differences between these two ways in
identifying the context of text development? Try to fill this table with your
ideas. Copy and answer in your notebook.
HYPERTEXT INTERTEXT
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What is It
LESSON Text and Context Connections :
1 Context
LESSON Text and Context Connections:

1 Context
What is CONTEXT?
 Context is defined as the social, cultural, political, historical, and other
related circumstances that surround the texts and form the terms from
which it can be better understood and evaluated.
 It also refers to the occasion or situation that informs the reader about
why a document was written.
 Context, according to Moxley, refers to the occasion, or situation that
informs the reader about why a document was written and how it was
written. The structure, organization and purpose of a written text is
heavily influenced by its context.
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.
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 The way writers shape their texts is dramatically influenced by their
context.

2 Hypertext
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).
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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.
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:
5|Page
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.
 Context is defined as the social, cultural, political, historical, and other

related circumstances that surround the text.
 Hypertext is a non-linear way of presenting information. 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.
 Intertext on the other hand, is defined as the connections between
language, images, characters, themes, or subjects depending on their
similarities in language, genre or discourse.
What I Have Learned

Activity 3
Directions : Research about a word that you were curious about. You can
start with WIKEPEDIA, then click on the hyperlinks on the article and see
what sites the hyperlinks sent you. List the sites that you were able to
explore.
1. WORD/PHRASE THAT YOU WANT TO RESEARCH OR READ

FURTHER ABOUT:
__________________________________________________________________
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2. SITES THAT YOU WERE ABLE TO VISIT BY CLICKING THE
HYPERLINKS:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________

3 Intertext
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.
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 Disctionary, 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.
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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
What I Can Do
Activity 4
Directions: Are you familiar with the Harry Potter Series and the Lord of the
Rings Trilogy? If so, can you discuss what their similarities are? Write your
answers in your activity notebook.
Similarities:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_________________________________________
Assessment
Activity 5
8|Page
Directions: After our lesson, let us now check what you have learned. Read
the statements carefully, and determine what is being referred to, then write
your answers on the blanks provided before each number.
____________________1. This refers to the occasion or situation that

informs the reader about why a document was written and how it was written.
____________________2. This creates a network of materials linked
because of various connections.

2 Critical Reading as Reasoning
____________________3. It is a non-linear way of presenting information.
____________________4. It is the complex interrelationship between a text
and other texts.
____________________5. This is the modeling of a text’s meaning by
another text.
What I Need to Know
It is
arguments in the text. You need to distinguish fact from opinion, and look at
arguments given for and against the various claims. This also means being
aware of your opinions and assumptions (positive and negative) of the text
you are reading so you can evaluate it honestly. It is also important to be
aware of the writer's background, assumptions and purposes.

 Lesson 1: Text and Context Connections : Critical Reading
 Lesson 2: Text and Context Connections : Facts versus Opinions
 Lesson 3: Text and Context Connections : Author’s Purpose and Tone
 Lesson 4: Text and Context Connections : Making Inferences
By the end of this lesson, you are expected to:

1. explain critical reading as reasoning.
 Take your time reading the lessons carefully. 9|Page

 Follow the directions
(PLEASE and/or
DO NOT instructions
WRITE ANYTHING in IN
theTHIS
activities
MODULE)and exercises
diligently.
What I Know
Activity 6
Directions: Before heading on to our lesson, let us first check what you
already know. Read the statements carefully, and determine if they are TRUE
or FALSE, then write your answers on the blanks provided before each
number.
____________________1. Critical reading is simply recognition of the text’s

meaning and restating it in your own w Critical reading is simply recognition of
the text’s meaning and restating it in your own ords.
____________________2. Critical reading examines the author’s choice of
content, language and structure.
____________________3. Critical reading teaches the readers to accept all
the presented facts without further examination.
____________________4. A statement of fact can be verified through
experimentation, personal observation or credible sources.
____________________5. A statement of opinion needs further evidence
and other valid supporting details to be proven true.
What’s New
Activity 7
Directions: Can you think of the similarities and differences between critical
reading and reasoning? Try to fill this Venn Diagram with your ideas. Copy
and answer it on your activity notebook.
Reasoning
Critical Reading
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What is It

1 Critical Reading
 Critical reading goes beyond recognition of the text’s meaning and

restating it in your own words.
 A critical reader does not merely skim the text at hand.
 To reach a solid interpretation of a text, the critical reader must
dwell on what the text does by making such remarks beyond what it
says. From this, the critical reader must identify what the text wholly
means based on the previous analysis.
Critical reading advances the understanding of the reader by not taking the
text by its face value. It studies the composition’s every nook and cranny until
you find the author’s inconsistencies, oversights, limitations and other
reasonable arguments that is often overlooked by a normal reader.
According to the website criticalreading.com, there are three steps of

analysis reflecting the three types of reading and discussion:
1. What a text says – restatement (wherein the reader merely restates what
is said in the original text)
2. What a text does – description (wherein the reader discusses aspects of
the discussion itself)
3. What a text means – interpretation (wherein the reader analyzes the
meaning of the text as a whole).
Critical reading does not simply ask what the text says but more of
how the topic is presented and why. Critical readers dwell on the distinctive
qualities of the text. Readers normally read texts to obtain facts and
knowledge. A critical reader, on the other hand, mulls over the unique
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perspective of the author on a particular text and how the facts the author
presented arrived at his/her conclusion.
Goals of Critical Reading

Prentice Hall has enumerated the following critical reading skills:
1. The ability to distinguish between fact and opinion
2. The ability to identify the author’s purpose
3. The ability to make inferences
4. The ability to recognize the author’s tone
5. The ability to recognize persuasive techniques
Critical reading ultimately examines the author’s choice of content,

language and structure. The basis of recognizing the purpose of an author is
their choice of content and language to use. The critical reader analyzes the
tone and persuasive elements of a text through reviewing the choice of
language used. In recognizing the bias of the text, the critical reader must
identify the nature of patterns of choice of content and language. Critical
reading teaches the reader how to not blindly accept all the presented facts
without further examination. This technique allows you to confirm and present
your own argument. The practical starting point of every critical reader is to
question everything you read.
To read critically is to make judgments about how a text is argued.

This is a highly reflective skill requiring you to stand back and gain some
distance from the text you are reading.
It is not recommended to read just to look only or primarily for

information; instead, read to look for ways of thinking about the subject
matter.
 Critical reading is a more active way of reading. It is a deeper and
more complex engagement with a text.
 When we read critically, we use our critical thinking skills to question
both the text and our own and others’ interpretation of it.
 Critical reading teaches the reader how to not blindly accept all the
presented facts without further examination.
2 Facts versus Opinions
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Facts are statements that can be checked or proved. We can check facts by
conducting some sort of experiment, observation or by verifying (checking)
the fact with a source document.
Facts often contain numbers, dates or ages and facts might include
specific information about a person, place or thing.
An opinion, on the other hand, is a statement that cannot be proved or

checked. It tells what someone thinks, feels or believes.
Clue words for opinion statements are: think, believe, seem, always,
never, most, least, worse, greatest.
To recognize a fact or an opinion, ask yourself, “Can this statement
be proved?”. If your answer is YES, then that statement is a fact; if your
ANSWER is NO, then that statement is an opinion.
What I Have Learned

Activity 8
Directions: Identify whether the following statements are statements of fact
or opinion. Write SOF for statement of fact and SOO for statement of opinion.
Write your answers in your activity notebook.
________1. Chocolate cake is the most delicious kind of dessert.

________2. Belo Medical Clinic is the best clinic that can reverse skin aging.
________3. LBC is the most reliable express delivery company in the
Philippines.
________4. BDO is the best bank in the Philippines.
________5. Listerine is a mouthwash.
________6. Listerine is a dynamite against bad breath, plaque and gingivitis.
________7. Globe handy phone makes great things possible.
________8. Natural fibers boost the immune system and improve digestive
health.
________9. Paula’s Hotel is perfectly suited for your family vacation.
________10. Paula’s Hotel is located at Tagoloan, Misamis Oriental.
________11. BMW is the fastest and most sporty car ever.
________12. Winston Cigarette is the “spirit of the USA”.
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________13. Hope is the largest-selling luxury cigarette.
________14. Hope is a brand of cigarette.
________15. Palmolive is a brand of shampoo and conditioner.
3 Author’s Purpose and Tone
 An author’s purpose is his reason for or intent in writing. An author’s

purpose may be to amuse the reader, to persuade the reader or to
inform him.
 An author’s purpose is reflected in his tone.
 Tone reflects the author’s attitude in approaching the topic. According
to Forlini, “an author chooses words according to his/her attitude
toward the topic and how the author expects the reader to respond to
the material.”
Purpose is the reason an author writes about a topic. An author may have a
more specific purpose in mind other than to inform, entertain or persuade
him. To figure out the author’s purpose, you as the reader, must consider the
main idea, thought pattern and tone.
The author’s tone, on the other hand, may be evident in his/her choice
of words either expressing its connotation or denotation.
The author uses various persuasive techniques to color the

presentation of facts and to appeal to the reader. Authors use jargons and
slanting to make the readers lean towards their position/argument.
 Jargons are “specialized vocabulary used by people in a particular

field.” While often misused to conceal meaning, jargons may prove
effective in solidifying an argument if defined and explained
appropriately.
 Slanting “is the writing of a passage so that it leans toward one point of
view.” Words with either positive or negative connotations may be used
as slanting. Another example of slanting is purposefully leaving out
information of a different perspective on a similar issue.
Analyzing a Written Text
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In analyzing a written text, it is important to take note of the following
elements as well as the guide questions that come with it:
 Purpose/Context – What does the text aim to do? Does it mean to

persuade or does it contribute to a discussion of an existing topic? What
content does the text cover? What purpose does it serve its readers?
 Author/s – Who wrote the text? What are his qualifications for writing
about the topic?
 Audience – What is its target audience? Where is the text found? What
does the author expect the reader to get from his/her composition? Are
you a part of the author’s audience?
 Topic and Position – Is the author’s argument on the topic at hand

supported by valid evidence? Is the author’s position clear? Is it
presented as objective? Is his/her stand based on other author’s
position or simply from personal observation/experience?
 Research/Sources – Do previous researches have a role in supporting

the author’s argument? Which of the references elicits further
discussion?
 Proof/Evidence – What are the proofs/evidence presented by the

author throughout the text? Did they come from credible sources? What
type of proof is used by the author (e.g. references to other work,
interpretations of other work, original research, personal experience,
author’s opinions, critical analysis, etc.)? Do these proofs validate the
argument? Which of the evidence carries the most weight?
 Organization – How are the information organized in the text? For what
particular reason are they arranged in this particular way? Where did
the author plainly states his/her stand on the topic? Is the organization
driven more by the content (the information that needs to be presented),
by the authors' argument, by the needs of the audience, or by some
combination of the three?
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 Style – What can you infer from the author’s choice of words? From
what perspective did the author write the text? Was he/she inclusive
with his/her choice of words? Did they use jargons or slanted
meanings? If there are, were they properly defined for the reader’s
convenience and understanding? What other writing techniques did the
author apply in writing the text? Analyze each sentence structure,
figurative language and rhetorical questions existing in the text.
 Drawing Conclusions – What does the author want to highlight?

Compare and contrast the text with other similar ones. Identify the
similarities and differences in their approach of the same topic
What I Have Learned

Activity 9
Directions: Read the following passage and analyze the author’s purpose,
tone and persuasive techniques used by completing the table that follows it.
Use the guide questions we have discussed in the previous page to help you
in analyzing the text.
Exit Essay: Save the Filipino Language
The Filipino language plays a huge part in the lives of the

countrymen. It is the heart and soul of the country as it symbolizes oneness in
words, speech, and thought. Language is something one continuously learns
as he/she grows up. Truly, a country’s language paves way for bigger and
better opportunities that will benefit everyone. But what will happen to this
optimistic view of the future if the means of learning one’s language is taken
away from him? This has been one of the hottest issues present in Philippine
society today – the exclusion of the Filipino subject in the tertiary level.
Commission on Higher Education (CHED) has already released a

revised general education (GE) curriculum that implements the dropping of
the mandatory Filipino subjects on the tertiary level. The CHED memorandum
order on the new curriculum notes that the integration of GE courses in senior
high school – Grades 11 and 12 – has created a window for the revision of
the current curriculum in colleges. According to CHED, the revision of the
curriculum aims to promote the development of a student’s intellectual
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competency, personal and civic competency, and practical skills. CHED also
claims that the Filipino subjects taken under the K to 12 program are
sufficient given that students already have 108 hours under the said subject
in Grade 11 alone. “The proposed GEC strips away remedial courses, those
that duplicate subjects in Grades 11 and 12, and introductory courses to the
disciplines,” CHED explained in CMO 20-2013.
The new curriculum includes the following core courses:

Understanding the Self; Readings in Philippine History; The Contemporary
World; and Mathematics in the Modern World. Also included are Purposive
Communication; Art Appreciation; Science, Technology and Society; and
Ethics. It requires three courses on the Arts & Humanities; Social Sciences &
Philosophy; and Mathematics Science and Technology clusters. It also
mandates the three-unit Life and Works of Rizal course. As a whole, the
number of GEC units has been reduced from the current 63-51 units down to
36 units for all college students.
The revision of the curriculum has met various violent reactions and
oppositions from stakeholders, linguists, academics, and even students
themselves. Movements from different universities concerned are currently in
motion in order to fight for the life of the Filipino subjects in the tertiary level.
David San Juan (2014), a professor in De La Salle University-Manila, pointed
out that while the memorandum stated that the optional provision for the
teaching of the courses in Filipino dilutes its purpose as most universities in
the country uses English as its default language. In addition to the statements
of oppositions, the Kagawaran ng Filipino of the Ateneo de Manila University
avers that “Hindi lamang midyum ng pagtuturo and Filipino. Isa itong disiplina.
Lumilikha ito ng sariling larang ng karunungan na nagtatampok sa pagka-
Filipino sa anumang usapin sa loob at labas ng akademya.” UP DFPP also
reacted on the revision of the curriculum expressing, “Ang pagtatanggal ng
siyam na yunit ng Filipino sa kolehiyo ay isang anyo ng karahasang
pangkamalayan. Nilulusaw nito ang pagpapahalaga sa kasaysayan at
kabihasnang tanging Filipino ang makakapagpaliwanag.”
On a personal account, being a student myself makes me think

twice about the revision of the GE curriculum in college. Through the years of
my schooling, the Filipino language has been one of the most important
factors that shaped me as a person. It is the language I use at home, in
school, and nearly in everywhere I go every day. I couldn’t stress even more
the fact that I am a Filipino living in the Philippines. I grew up in a family that
treasures the native language of the Philippine culture.
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Hearing about the mandatory exclusion of the Filipino subjects in
college irks me mostly because I cannot see the point if it is really necessary
to remove the Filipino language when in fact; it plays a big role in the
development of the country. Resorting to dropping these subjects in favor of
others, let alone its mere deletion, is senseless. There are far more ways to
address the issue of the student’s incompetence and the revised curriculum is
not one of them. It is a shameful act to kill the nurturing of the native
language.
We are Filipinos and our language is something we should be proud

of – something that we must treasure. Save the country from senseless
actions by fighting for the life of the Filipino subjects. It is not impossible to
oppose such acts if all countrymen are united towards achieving one goal.
The time to act is now – before it is all too late.
(Perez, R.E. (2014). Exit essay: Save the Filipino language. Retrieved
from http://rjaperez.tumblr.com/post/95149266012/exit-essay-save-the-
filipino-language)
Purpose/Context
Author
Audience
Topic & Position
Research/Sources
Proof/Evidence
Organization
Style
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Drawing
Conclusions

4 inference is an ideaMaking
 An Inferences
or conclusion that’s drawn from evidence
and reasoning.
 An inference is an educated guess.
 When you are making an inference, you are reading between the
lines or just looking carefully at the facts and coming to conclusions.
The text, by itself, does not contain meaning. It is up to the reader to

interpret the meaning of the words, their usage and structure in the text. The
reader infers an
interpretation of the text through prior knowledge, social conventions,

shared experience or shared values.
Inferences are essential in both written and spoken communication. A

single sentence may contain a variety of assertions. Reading is “an active,
reflective, problem-solving process.” Readers do not simply read the words,
but ideas from a collection of assertions.
Some examples of inferences are the following:

 A boy is wearing a Led Zeppelin T-shirt, glasses, and his shoes have
mud on them. One can infer he likes Led Zeppelin, his eyesight is poor
and he walked through mud.
 You adopt a puppy from the shelter and he seems nervous and scared.
He hides from loud noises and had some noticeable scars. You can
infer that he was abused by his former owner.
 Critical reading goes beyond recognition of the text’s meaning

and restating it in your own words
 A critical reader must be able to do the following
a. Distinguish between fact and opinion
b. Identify the author’s purpose
c. Make inferences
d. Recognize the author’s tone 19 | P a g e
e. Recognize
(PLEASE DO persuasive
NOT WRITEtechniques.
ANYTHING IN THIS MODULE)
Assessment
Activity 10
Directions: Let’s try if you can infer where I am and what I am doing, and
what can you infer about the feelings of the people in the situations that I’ll be
giving you. The first one has been done for you. Write your answers in your
notebook.
Can you infer where I am and Can you infer where I am and
what I’m doing? what I’m doing?
1. I see bubbles rising. I hear my 2. I hear screaming. My stomach

own breathing. There are fish feels funny. Can you see my hair
swimming above me. I feel the blowing? I’m feeling excited.
seaweed swaying.
Answer: Scuba diving in the sea! Answer:

________________________
Can you infer where I am? Can you infer where I am?
3. It’s so dark in here. What’s that 4. I hear the crowd cheer as the
spooky sound? Oh I feel ball gets inside the ring. The
somebody on my back! I’m players whop with glee.
getting nervous.
Answer: Answer:
______________________ ________________________
What can you infer about
What can you infer from this? Anna’s father?
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5. Rey always carries his guitar 6. After Anna broke the vase, her
with him. father turned and walked away
without saying anything.
Answer: Answer:
_______________________ ________________________
What can you infer about the What can you infer about what
relationship of the speaker and Grandma is feeling?
whom she is speaking to?
Module Text and Context 8. Grandma’sConnections:
mouth dropped
3 Assertion and Counterclaims
7. If you won’t go, I won’t either. open. Her hands flew to her face.
Answer: Answer:
_______________________ ________________________
What I Need to Know

Reading as a critical element of literacy is very essential for
individuals’ success. It is one of the ways that we use language in our daily
life to gather information, communicate with others and for enjoyment. Hence,
reading always occurs in context. Thus, when you read and evaluate the text
you are reading, it is
important to validate your assertions and counterclaims with valid evidences
to produce meaningful evaluative statements.
This module is all about formulating evaluative statements about a text read
which will be broken down into two lessons.
 Lesson 1: Assertions about the content and properties of text

 Lesson 2: Counterclaims in response to claims made in a text
1. Formulate evaluative statements about a text read
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a.) assertions about the content and properties of a text read
b.) counterclaims in response to claims made in a text read
What I Know
Let’s see how much you know before we tackle the lesson.
Activity 11
Direction: Identify the following assertions as statements of convention,
fact, opinion, or preference.
___________1. Social media is defined as the Internet and mobile-based

tools and devices that facilitate the integration of technology,
telecommunications, and social interaction.
___________2. Facebook is a cooler social media platform than Twitter.
___________3. In 2012, there were 1.4 billion users of social media
worldwide.
___________4. Teachers should use social media in their lessons to get
more students interested.
___________5. Another name for social media is “Web 2.0” because both
terms emphasize the social aspects of the Internet as avenues for
communication, collaboration, and creative expression.
What’s New
Activity 12
Directions: Guess the word based on the pictures /clues presented.
1 2
. .
Source: https://www.slideshare.net/VanessaRamones/formulating- Source: https://www.slideshare.net/VanessaRamones/formulating-

assertions assertions
3 4
. .
Source: https://www.slideshare.net/VanessaRamones/formulating- Source: https://www.slideshare.net/VanessaRamones/formulating- 22 |Page

assertions assertions
1 Formulating Assertions
What is an Assertion?
Becoming a good critical reader means that you are able to logically
evaluate the claims of the writer. Assertions become the primary channel for
a reader to assent to a claim.
Assertion is a stylistic approach or technique involving a strong
declaration, a forceful or confident and positive statement regarding a belief
or a fact. Often, it is without proof or any support.
It is a confident and forceful statement of fact or belief. Its purpose is
to express ideas or feelings directly, for instance, “I have put my every effort
to complete this task today. “Standing up for your rights and not being taken
advantage of is one definition of being assertive. It also means
communicating what you really want in a clear fashion, respecting your own
rights and feelings and the rights and feelings of others.
Assertion is an honest and appropriate expression of one’s feelings,
opinions, and needs.
A way to convince a critical reader to accept the writer’s claim is to
formulate assertions. Assertions, as defined by Tiongson (2016), are
“declarative sentences that claim something is true about something else.”
These sentences may either be statements of truths or opinions. There are
four common types of assertion enumerated by Tiongson.
Tiongson’s Types of Assertion
1. Statement of Fact
This is a statement that can be proven objectively by direct
experiences, testimonies of witnesses, verified observations, or the results of
research.
Example: The sampaguita’s roots are used for medicinal purposes, such as
an anesthetic and a sedative.
This statement is a fact because it can be directly verified by experience or
reliable research reports.
2. Statement of Opinion
Opinions are based on facts, but are difficult to objectively verify
because of the uncertainty of producing satisfactory proofs of soundness.
23 | P a g e
Example: The popularity of sampaguita flowers is most evident in places of
worship.
The above statement is an opinion because it is based on an observation that
needs to be proven by studies and repeated observation; there are too many
factors involved that makes explicit judgment difficult.
3. Statement of Convention
A convention is a way in which something is done, similar to traditions
and norms. Conventions depend on historical precedent, laws, rules, usage,
and customs.
Example: The sampaguita belongs to the genus Jasminum of the family
Oleaceae.
This statement is a convention because it is based on a classification system
made up by scientists and is acceptable to the scientific community.
4. Statement of Preference
Preferences are based on personal choice; therefore, they are
subjective and cannot be objectively proven or logically attacked.
Example: Sampaguitas are the most beautiful and most fragrant of all
flowers.
This statement is a preference because it says a lot about the type of flowers
that the writer likes, instead of objectively comparing the qualities of
sampaguitas to that of other flowers.
An assertion is a statement used to make a declaration or to express

strong belief on a particular topic, often without evidence. According to
Tiongson, it has 4 types:
Statement of Fact
This is a statement that can be proven objectively by direct experience,
testimonies of witnesses, verified observations, or the results of research.
Statement of Opinion
Opinions are based on facts, but are difficult to objectively verify because of
the uncertainty of producing satisfactory proofs of soundness.
Statement of Convention
A convention is a way in which something is done, similar to traditions and
norms. Conventions depend on historical precedent, laws, rules, usage, and
customs.
Statement of Preference
Preferences are based on personal choice; therefore, they are subjective and
cannot be objectively proven or logically attacked.
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What I Have Learned
Activity 13
Directions: Formulate assertions based on the given pictures. The first one
is done for you.
Example: Statement of Convention: GMA, being the vice president,
advance to the presidential position when Estrada stepped
down from his office.
Statement of Fact: GMA is the second woman president of
the Philippine Republic
Statement of Opinion: I think our country's situation will
continue to become worse under Gloria's administration.
Statement of Preference: Estrada was more concerned with
the masses compared to GMA.
Source: https://images.app.goo.gl/tKUS44RpZ5NVPEzZ7
Statement of Convention: _________________________

________________________________________________
Statement of Fact: ________________________________
________________________________________________
Statement of Opinion: _____________________________
________________________________________________
Statement of Preference: __________________________
________________________________________________
Statement of Convention:
________________________________________________
Statement of Fact: ________________________________
________________________________________________
Statement of Opinion: _____________________________
________________________________________________
Source: https://images.app.goo.gl/ViW8Fve4g4fhAsit9 Statement of Preference: __________________________
________________________________________________
25 | P a g e
2 Formulating Counterclaims
To be an effective critical thinker, it is not enough just to be able to identify
claims and assertions. It is also important to have the ability to analyze an
argument and counterclaims.
Counterclaims are claims made to rebut a previous claim. They provide a
contrasting perspective to the main argument.
Counterclaims – answer the question “What are other credible possibilities?
The following questions will help you formulate a counterclaim:

 What are the major points on which you and the author can disagree?
 What is the strongest argument? What did they say to defend their
position?
 What are the merits of their view?
 What are the weaknesses or shortcomings in their argument?
 Are there any hidden assumptions?
 Which lines from the text best support the counterclaim you have
formulated?
Steps in Writing a Counterclaim

Step One – Ways to begin counterclaim paragraphs
 Many people believe that . . .
 It is often thought that . . .
 It might seem as if . . .
 While it is common . . .
Step Two – Ways to transition from the opposite side back to your opinion
 What this argument fails to consider is . . .
 This view sounds convincing at first but . . .
 Although the core claim is valid, it suffers from the flaw in
its . . .
Step Three – Write a counterclaim. Use one of the sentence starters in step
one.
Remember to transition back to your opinion. Use one of the sentences
starters in step two.
Counterclaim example:
It is often thought that social studies is the favorite academic class for junior
high school students. However, what this argument fails to consider is that
science allows for more hands-on activities. For example, when studying
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amphibians, you get to dissect a frog rather than just read about an event
from the past.
To be an effective critical thinker, it is not enough just to be able

to identify claims and assertions. It is also important to have the ability
to analyze an argument and counterclaims. Counterclaims are claims
made to rebut a previous claim. They provide a contrasting perspective
to the main argument. Counterclaims – answer the question; “What are
other credible possibilities?
What I Have Learned
Activity 14
Directions: Read each sentence carefully. Then write T if the statement is
true and F if false.
__________ 1. Being able to make an assertion is enough to formulate

counterclaims.
___________2. Analyzing an argument is important in formulating
counterclaims.
__________3. Claim is a statement that addresses opposing viewpoints.

__________4. Critical thinking concerns in determining the quality of our
beliefs.
__________5. Counterclaim is a contrasting perspective to the argument.
27 | P a g e
What I Can Do
Activity 15
Directions: Solve the puzzle using the definition provided.
R C
Assessment
Activity 16
Directions: Read the given claim. Write your counterclaim based on the
given claim. The first one is done for you.
Example:
Claim: Hybrid cars are an effective strategy to fight pollution.
Counterclaim:
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Many people believe that hybrid cars are an effective strategy to fight
pollution. This view sounds convincing at first but instead of focusing on cars,
which still encourages a culture of driving even if it cuts down on pollution, the
nation should focus on building and encouraging the use of mass transit
systems.
1. Claim: Tracking devices on phones is a good

idea because if you go somewhere your parents
will know your whereabouts.
Counterclaim: ____________________________________
//www.freepik.com
2. Claim: Being grounded is a good idea

depending on what they did.

4 Textual Evidence
Counterclaim: ____________________________________
Source: https://images.app.goo.gl/WkWwJXapgCy3sePX8
What I Need to Know

Reading as a critical element of literacy is very essential for individuals’
success. It is one of the ways that we use language in our daily life to gather
information, communicate with others and for enjoyment. Hence, reading
always occurs in context. Thus, when you read and evaluate the text you are
29 | P a g e
reading, it is important to validate your assertions and counterclaims with
valid evidences to produce meaningful evaluative statements.
This module is all about determining textual evidence to validate

assertions and counterclaims made about a text read

 Lesson 1: Text and Context Connections : Determining Textual Evidence

1. determine textual evidence to validate assertions and counterclaims
made about a text read

 Follow the directions and/or instructions in the activities and
exercises diligently.
What I Know
Activity 17
Directions: Read each item carefully. Choose the correct answer by writing
the letter on the space before each number.
_______ 1. It is information gathered from the text that supports your

evaluative statements.
A. Assertion C. Textual Evidence
B. Evaluative Statement D. Counterclaim
_______ 2. It is a statement used to make a declaration or to express strong

belief on a particular topic, often without evidence.
30 | P a g e
_______ 3. It is a statement that you can make to reflect your judgment and
generalization about a text that you have read.
_______ 4. These are statements that oppose the claims of the writer in the
text.
_______ 5. In formulating assertions and counterclaims about a text, it is
important to support one’s statement with __________.
What is It

1 Determining Textual Evidence
In formulating assertions and counterclaims about a text, it is important
that you support your statements with textual evidence.
What is textual evidence?

Textual evidence is information gathered from the text that supports
your assertion or counterclaim about the text. It refers to any proof of an
argument, a claim, a counterclaim, an assertion cited in the text leading to a
conclusion.
In expressing your judgment about the text,

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.
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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.
In citing textual evidence, you need to quote, paraphrase or refer to the

very specific part of the text where you can use to support your own thoughts
and ideas.
Below are types of textual evidence:
Referencing
This is the act of mentioning a specific section of the text like an event
or action.
Examples:
 According to Fussell, ‘The Oxford Book of English Verse presides
over the Great War in a way that has never been fully appreciated’
(159).
 Strickland tells the story of Minty Nelson, a 27-year-old Seattle
University employee and student, whose encounter with a census
worker epitomizes the identity battle faced constantly by multiracial
people.
Paraphrasing
This is restating an author’s or someone else’s work using your own
words without losing the original idea of the text.
Example:
The original passage: The paraphrase:

Students frequently In research papers
overuse direct quotation in taking students often quote
notes; as a result they overuse excessively, failing to keep
quotations in the final (research) quoted material down to a
paper. Probably only about 10% desirable level. Since the
of your final manuscript should problem usually originates
appear as directly quoted matter. during note taking. It is
Therefore, you should strive to essential to minimize the
limit the amount of exact material recorded verbatim
transcribing of source materials (Lester, 1976 p. 46 – 47)
while taking notes (Lester, 1976 p.
46 – 47)
Source: https://www.youtube.com/watch?v=Fbb4Ch7nDJc Source: https://www.youtube.com/watch?v=Fbb4Ch7nDJc
32 | P a g e
Summarizing
This is stating the essential ideas together of the text in a shorter way.
Example:
The original passage: The summary:

Students frequently Students should take
overuse direct quotation in taking just a few notes in direct
notes; as a result they overuse quotation from sources to help
quotations in the final (research) minimize the amount of quoted
paper. Probably only about 10% material in a research paper
of your final manuscript should (Lester, 1976 p. 46 – 47)
appear as directly quoted matter.
Therefore, you should strive to
limit the amount of exact
transcribing of source materials
while taking notes (Lester, 1976 p. Source: https://www.youtube.com/watch?v=Fbb4Ch7nDJc
46 – 47)
Source: https://www.youtube.com/watch?v=Fbb4Ch7nDJc
Quoting
This is stating a part of a text in the exact way it was written.
Example:
 Samantha King, a forensic specialist, stated that “DNA evidence is
usually indisputable.
 According to Confucius, “You can’t open a book without learning
something.”
Support your statements with textual evidence to come up with strong
or solid arguments, and make your ideas more credible. You can come up
with good textual evidence by selecting the most relevant section of the text
that strongly supports your statement about the text.
Why do you need to determine textual evidence?
33 | P a g e
The need to answer questions after reading a text and or to share our
ideas enables us to go back to what we have read and give evidence from it
to prove that you are not just manufacturing your thoughts. Oftentimes, when
we you are asked about how nice a movie was, you need to cite part or parts
of the movie which could support your thoughts that it was indeed a very nice
movie worthy to be watched. What you are doing is using textual evidence.
Example:
Eric often gets wet on Saturdays. He wakes up at 6 o’clock in the
morning and goes straight to the faucet. He prepares a basin, soap, shampoo
and a stool. One by one, he calls out his fur friends for the Saturday mornings
“ritual”.
Question: Based on the text, what is Eric’s work on Saturday mornings?
a. Washes clothes
b. Cooks for breakfast
c. Baths his pets
d. Preparing for work
Textual Evidence: One by one, he calls out his fur friends for the Saturday
mornings “ritual”
What I Have Learned

Activity 18
Directions: Read the passages carefully. Write the letter of your choice on
A lot of people waste time driving around when they are lost. This can
be avoided by asking other people for direction. The trick is to find a
person who would point the right direction.
the space before the number.

_____ 1. Which of the following is an assertion regarding this text?
A. People should ask directions from strangers when they are lost
so that they do not waste time driving.
B. I agree with the claim of the writer that people should ask
directions from strangers to save time by asking someone
reliable such as gas station attendant.
34 | P a g e
C. I disagree with the claim of the writer that people should ask
directions because they might end up getting lost longer if a
stranger gives them wrong directions.
D. All of these are correct.
_____ 2. Which of the following is a counterclaim about the text above?
A. People should ask directions from strangers when they are lost
so that they do not waste time driving.
B. I agree with the claim of the writer that people should ask
directions from strangers to save time by asking someone
reliable such as gas station attendant.
C. I disagree with the claim of the writer that people should ask
directions because they might end up getting lost longer if a
stranger gives them wrong directions.
_____ 3. “A handshake does not mean the same thing around the
world.”
Which of the following is the best paraphrase?
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A. A handshake does not mean the same thing around the world.
B. Internationally, a greeting by shaking hands is not the same.
C. A handshake means something different around the world.
_____ 4. “Climbing a mountain is a dangerous activity.”

Which of the following is the best paraphrase?
A. A perilous sport is climbing mountain

B. Climbing mountains is dangerous activity.
C. Climbing mountains can be an unsafe activity.
D. None of these are correct.
The Leboyer method of childbirth seeks to protect a newborn’s
delicate senses from the shock of bright lights, harsh sounds, and rough
handling. After the baby’s head has begun to emerge, lights are dimmed
and the delivery room is quieted. The baby is not held by the ankles and
slapped to encourage the first breath; Leboyer states that since the
fetus’’ spinal column has never been in a straight position; this kind of
handling is a severe shock to the infant. Instead, the baby, with the
umbilical cord still attached, is gently placed on the mother’s abdomen
until breathing begins naturally. At this point, the baby is rinsed in a tepid
bath, rather than weighed on a cold scale. Babies born this way are
usually relaxed and smiling, not tensed and screaming. Some studies of
_____
Leboyer5. Which
babiessentence best summarizes
and standard-delivery havethe selection?
shown that Leboyer children
are slightly more physically advanced and quicker to learn. Parents of
Leboyer children, in general,
A. The usual methodsaw
of the birth as
childbirth a positive
subjects and exhilarating
newborns to bright
experience. lights, harsh sounds, and rough handling.
B. In the Leboyer method of childbirth, a newborn’s first breath is
never encouraged by the common process of holding the infant
by the ankles and slapping it.
C. The Leboyer method of childbirth, designed to protect a
newborn’s delicate sense from the shock of standard
deliveries, has positive effects.
Activity 19
36 | P a g e
Directions: Practice choosing the strongest piece of textual evidence to
support the claim. Write the letter of the correct answer on your notebook.
_____ Claim #1: Simple changes can cut your carbon emissions greatly!
A. I think that we need to do something quickly to help save the
environment.
B. If you hang your clothes outside on the clothesline instead of using the
electric dryer, you can cut your carbon emissions by 351 lbs./year.
C. Kids can help parents by doing some household chores.
_____ Claim # 2: Exercise is important for the growth and development of

children.
A. Children watch too much television.
B. All children love to ride their bikes outside and on trails through the forest.
C. Children who are active will have stronger muscles and bones.
_____ Claim # 3: A diet rich in fruits and vegetables has many benefits.
A. Fruits and vegetables taste good.
B. Eating lots of fruits and vegetables lowers your risk of heart disease.
C. There are many colorful fruits and vegetables for you to try.
_____ Claim # 4: Smoking cigarettes is harmful to your health.

A. The mixture of nicotine and carbon monoxide in cigarettes temporarily
increases your heart rate and blood pressure, causing strain on your
heart and blood vessels.
B. Cigarette smoke smells really bad and that smell sticks to your hair
and clothes.
C. Secondhand smoke is bad for the people around you
_____ Claim # 5: Bullying is a common problem in schools across the

province.
A. Children who are bullied experience suffering that can interfere with
their emotional and social development.
B. Surveys indicate that as many as half of all children are bullied at some
time during their school years.
C. Action needs to be taken to stop bullying now!
What I Can Do
Activity 20
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Directions: Practice more. Read the passage and answer the questions
below. Cite the strongest piece of textual evidence to support your answer.
Passage # 1
Welcome! The tour is about to begin. First stop is the cornfield. It

must be time to pick the corn crop. The cow pasture is near the
cornfield. The cows eat grass and drink water. This helps them
produce milk. A flock of sheep grazes in their pasture. The sheep have
coats of soft wool. At the barn, the pigs are squealing at a dog that’s
bothering them. The henhouse is the last stop on the tour. The farmer
is collecting the eggs. It’s time to say goodbye.
A. Define Words
Match the words with their definitions. Use a dictionary if you need help.
_____ 1. Pasture a. textile fiber obtained from sheep

and other animals
b. high-pitched cry or noise
_____ 2. graze
c. land covered with grass and
other low plants suitable for
_____ 3. wool grazing animals
d. a large farm building for storing

_____ 4. Barn crops, or for keeping animals in
_____ 5. Squealing e. to feed on land covered by grass
B. Analysis
✦ Where is this tour taking place?
____________________________________________________________
____________________________________________________________
_______________________________________________
38 | P a g e
✦ Cite the strongest piece of textual evidence to support your answer.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_________________________________________________
Passage # 2
Smoking cigarettes is a bad habit. People begin to smoke for the

fun of it. They think that it’s easy to stop all of a sudden. The truth is that it
is very difficult to quit smoking. My uncle began smoking one cigarette a
day. He now smokes more than thirty cigarettes a day. Some people get
addicted to smoking and needs to smoke cigarettes continuously. It is
called chain smoking. When we sit beside a smoker, we unknowingly
breathe in smoke. This is called passive smoking which is equally bad for
our health. If a pregnant woman smokes it is harmful for her child.
Smoking is bad for our skin and cause cancer. Smokers have dark lips
and bad breath. Constant smoking destroys our lungs. It causes mouth
and lung cancer and slowly leads to loss of appetite. When we smoke the
tobacco in the cigarette burns and we inhale the smoke. Smoking
gradually destroys our body part and so it is a silent killer.
A. Context Clues
Directions: Circle the meaning of the underlined word used in the sentence.
1. Having lost nearly all of his savings, he finally realized he was addicted to
gambling.
A. apathetic B. clearheaded C. dependent D. sober
2. She returned to her room to clean herself up, cursing peanut butter for
ruining her appetite as she went.
A. craving B. satisfaction C. fullness D. satiety
3. When we sit beside a smoker, we unknowingly breathe in smoke. This is
called passive smoking.
A. protesting B. involuntary C. resistant D. willful
Assessment
39 | P a g e
Activity 21 Writing Sentences
Directions: Use the given words in a sentence based on the given definition.
Observe proper capitalization and correct punctuation.
1. justified – (adj.) done for, or marked by a good or legitimate reason

__________________________________________________________
2. enslavement – (n.) the action of making someone a slave; subjugation.

__________________________________________________________
3. mutineer – (n.) a person, especially a soldier or sailor, who rebels or

refuses to obey the orders of a person in authority
__________________________________________________________
4. deprivation – (n.) the state of being kept from enjoying or using

something; the state of being deprived
__________________________________________________________
5. liberty – (n.) the state of being free within society from oppressive
restrictions imposed by authority
__________________________________________________________
Module Purposeful Writing in the

5 Disciplines
What I Need to Know
40 | P a g e
This part of the module discusses about the unique features of
composing academic writing. It helps you to learn the foundational concepts
and to gain familiarity with the different writing disciplines. Each writing
discipline is followed by writing activities to practice and engage your critical
thinking, reading and writing.

 Lesson 1: Writing a Book Review or Article Critique
 Lesson 2: Writing a Literature Review
 Lesson 3: Writing a Research Report
 Lesson 4: Writing a Project Proposal
 Lesson 5: Writing a Position Paper

1. identify the unique features of and requirements in composing texts that
are useful across disciplines
a) Book Review or Article Critique
b) Literature Review
c) Research Report
d) Project Proposal
e) Position Paper

diligently.
What I Know
Activity 22
41 | P a g e
Directions: Read each sentence carefully. Choose your answer by writing
the letter of your choice on the space before each number.
_________ 1. It is an evaluation report of previous studies related to the

subject matter of an academic paper.
A. Book Review C. Article Review
B. Literature Review D. Movie Review
_________ 2. It is a problem-solution text that aims to persuade its reader to

grant funding on the project.
A. Project Proposal C. Project Material
B. Project Cost D. Project Budget
_________ 3. It is a critical assessment, analysis, or evaluation of a work

_________ 4. It is an expanded paper that presents interpretations and

analysis of a phenomenon based on experiments and previous information
A. Book Report C. Scientific Report
B. Research Report D. Survey Report
_________ 5. It contains a summary and synthesis of all available sources.

_________ 6. The main purpose of this writing is to persuade book readers of

a particular genre or researchers in a specific field.
A. Article Review C. Book Review
_________ 7. It expresses a writer’s position on an issue and the reasons for

the writer’s stand.
A. Review Paper C. Position Paper
B. Book Paper D. Term Paper
_________ 8. It has a purpose to persuade or make the readers believe that

the writer’s opinion is probable or should be considered by a decision-making
group.
A. Position Paper C. Book Paper
B. Review Paper D. Term Paper
42 | P a g e
_________ 9. It is a laborious work produced through formal investigation
and scientific inquiry.
_________ 10. It is highly persuasive and informative document that aims to

address a particular problem or issue.
What is It
LESSON Writing a Book Review or Article

1 Critique
What is a Book Review or Article Critique?

A book review or article critique is a
specialized form of academic writing in
which a reviewer evaluates the contribution
to knowledge of scholarly works such as
academic books and journal article. A book
review or article critique, which is usually
ranges from 250 to 750 words, is not simply
a summary. It is a critical assessment,
https://www.freepik.com/search?
dates=any&format=search&page=2&query=book+review&sort=po analysis, or evaluation of a work. However,
take care not to equate the word “critique” to cynicism and pessimism. As an
advance form of writing, it involves your skills in critical
thinking and recognizing arguments. A book review or article critique is

different in movie review that you see in a newspaper. Although movie review
involves the analysis of one’s work, they are written for a general audience
and primarily aim to offer a persuasive opinion. An academic book review or
43 | P a g e
article critique, on the other hand, addresses a more specific audience and
usually offers a critical response to a published scholarly work. Moreover,
book review must not be mistaken for book reports. Book reports focus on
describing the plot, characters, or idea of a certain work.
Book and article reviewers do not just share mere opinion; rather, they
use both proofs and logical reasoning to substantiate their opinions. They
process ideas and theories, revisit and extend ideas in a specific field of
study, and present analytical responses.
Structure of a Book Review or Article Critique

Introduction (around 5% of the paper)
 Title of the book/article
 Writer’s name
 Writer’s thesis statement
Summary (around 10% of the paper)
 Writer’s objective or purpose
 Methods used (if applicable)
 Major findings or claims
Review/Critique (in no particular order) (Around 75% of the paper)

 Appropriateness of methodology to support the arguments
 Theoretical soundness
 Soundness of explanation in relation to other available information and
experts
 Sufficiency of explanation
 Other perspectives in explaining the concepts and ideas
 Coherence of ideas
Conclusion (around 10% of the paper)

 Overall impression of the work
 Scholarly value of the reviewed article/book
 Benefits to the intended audience
Suggestion for future directions
When writing a book review or article critique,

make sure to ask the following:
1. What is the topic of the book or article?
2. What is its purpose?
44 | P a g e
3. Who are its intended readers?
4. Does the writer explicitly state his/her thesis
statement?
5.What theoretical assumptions (i.e., a
rch?
uery=book
scientific/logical explanation without evidence)
=popular&type=vec are mentioned in the book or article? Are they
explicitly discussed?
6. What are the contributions of the book or article to the field (e.g., language,
psychology) it is situated in?
7. What problems and issues are discussed in the book or article?
8. What kind of information (e.g., observation, survey, statistics, and historical
accounts) are presented in the book or article? How they are used to
support the arguments or thesis?
9. Are there other ways of supporting the arguments or thesis aside from the
information used in the book or article? Is the author silent about these
alternative ways of explanation?
10. What is your overall reaction to the work?
Guidelines in Writing a Book Review or Article Critique

1. Read the article or book to be reviewed carefully to get its main
concept.
2. Reread it to get the arguments being presented.
3. Relate the content of the article or book to what you already know about
the topic. This will make you more engaged with the article or book.
4. Focus on discussing how the book treats the topic and not a topic itself.
Start your sentences with phrases such as “this book presents…’ and
“The author argues…”
5. Situate your review. This means that your analysis should be anchored
on the theories presented by the book or article writer.
6. Examine whether the findings are adequately supported or not.
7. Analyze the type of analysis the writer use (e.g., quantitative,
qualitative, case study) and how it supports the arguments and claims.
8. Suggest some ways on how the writer can improve his/her reasoning or
explanation.
9. Discuss how the same topic is explained from other perspective.
Compare the writer’s explanation of the topic to another expert from the
same field of study.
10. Point out other conclusion or interpretations that the writer missed
out. Present other ideas that need to be examined.
11. Examine the connections between ideas and how they affect the
conclusions and findings.
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12. Show your reactions to the writer’s idea and present an
explanation. You can either agree or disagree with the ideas, as long as
you can sufficiently support your stand.
13. Suggest some alternative methods and processes of reasoning
that would result in a more conclusive interpretation.
Completing a book review or article critique means that you can

pinpoint the strengths and weaknesses of an article or book and that you
can identify different perspectives. This task also equips you with more
skills to engage in discussions with an expert and makes you a part of a
community of scholars.
What I Have Learned
Activity 23
Directions: Write T if the statement is true and F if false.
_______ 1. A review or a critique involves higher-order thinking skills.

_______ 2. A book description is similar to a book review.
_______ 3. A book review or article critique uses the organization of ideas.
_______ 4. A book review or article critique presents the strengths and
weaknesses of a reading material.
_______ 5. A book review is exclusive for professionals.
_______ 6. More than half of the review should be devoted to the summary.
_______ 7. The name of the author and title of the reviewed article is placed
at the end of article critique.
_______ 8. The purpose of an article critique is to inform and persuade
readers.
_______ 9. The reviewer’s overall impression of the work should be placed in
the introduction.
_______10. When reviewing a book or article, only one perspective should be
used.
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LESSON Writing a Literature Review
2
What is Literature Review?

A literature review is a type of academic writing that provides an
overview of a specific topic. It surveys scholarly work such as academic
books (but not textbooks), computerize databases, conference proceedings,
dissertation’s/theses, empirical studies government reports, historical records,
journal article, monographs, and statistical handbooks.
As an advance form of academic writing, a literature review critically
analyzes the relationship among the scholarly works and the current work. It
can be written as a stand-alone paper or as part of a research paper
explaining a theoretical framework and related studies. Unlike an annotated
bibliography which presents a summary and synthesis (i.e., linking different
sources).
Below are the differences among the sources.
Annotated Book Review Literature Review

Bibliography
Summarizes the Evaluates a book Reviews a significant
references and Review number of scholarly work in
explain how important order to identify what is
they are in addressing known and not known about
the research a topic
questions
Doing a literature review will test your ability to seek literature efficiently
and identify useful scholarly work. It will also test your ability to evaluate
studies for their validity and reliability. Hence, writing a literature review
involves research, critical appraisal, and writing. Everything else included, a
student may take 40 hours to finish a well- written literature review.
Functions of a Literature Review
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This type of a review has the following roles.
 Justifies a research questions, method or theoretical and conceptual
framework
 Establishes the relevant of the topic
 Provides necessary information to better understand a specific topic or
study
 Shows reviewers familiarity and mastery of the topic
 Establishes a niche of the study
 Resolves conflict among contradictory studies
Structure of a Literature Review

Introduction
 Purpose for writing literature review and the importance of the topic
being reviewed
 Scope of the review
 Criteria used for selecting the literature
 Organizational pattern of the review
Body
 Historical background
 Relevant theories
 Relationship between and among the studies, and how each study
advanced a theory
 Strengths and weaknesses of each paper
 Various viewpoints on the topic
Conclusion
 Restatement of the main argument or thesis
 Main agreements and disagreements in the literature
 If stand-alone paper: conclusions; implications; and direction for future
studies
 If part of a thesis or research paper: linking of the literature review to the
research questions
 Overall perspective on the topic.
Guidelines in Writing a Literature Review

Writing a literature review is composed of three distinct parts ---
literature search, evaluation and analysis of articles and writing the literature
review –all of which are discussed below.
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Literature Search
1. Review the documentation style (e.g., APA, MLA, Chicago) that you will
adopt and be familiar with its format in relation to writing a literature
review.
2. Choose and focus on a topic that you will explain.
3. Determine the kind and number of sources you will be using. Will your
literature review be exclusive to articles or will it include other
documents? Will you focus on experimental studies or will you also
include theoretical papers that explain a theory?
4. Survey the available online databases relevant to your topic. These
include Proquest, Science Direct, JSTOR, or Google Scholar. As much
as possible, include only the references published by top journals and
publishers.
5. Use relevant keywords when searching for scholarly documents or
article. For example, if you topic is about the impact of Facebook-based
e-portfolios on the writing skills of ESL learners, your possible keywords
are Facebook, ESL writing, e-portfolio, portfolio assessment, Facebook-
based e-portfolio, and social networking site.
6. Always include landmark studies or papers (i.e., studies which had
remarkably changed the field) related to your topic.
7. Always evaluate the sources for coverage and currency. Include only
those article directly related to your topic.
Evaluation and Analysis of Articles

Once you have identified and obtained the articles for your review,
analyze them before writing the actual literature review. To do this, you may
apply the following steps.
1. Skim the articles and read their abstracts.
2. Group the articles and other documents according to their categories.
3. Take down notes. Focus on the research questions, methodology used,
major findings and their explanation, and conclusion.
4. Summarize the details using a concept map. In this way, you will see
the relationship, similarities and differences among the articles.
5. Write a synthesis of the references you have read before writing the
actual literature review.
6. Create an outline. You may look for other literature reviews to serve as
models for writing the outline.
Writing the Literature Review

Once all the materials are ready and you have clear outline of the ideas
you want to express, you may now start the actual writing process.
State clearly your thesis or main argument and be guided by it accordingly.
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1. State clearly your thesis or main argument and be guided by it
accordingly.
2. Below is an example of a thesis statement for a literature review.
Because of Facebook’s popularity, many educators have explored its educational use
in the tertiary level.
3. If you say that no studies have been conducted on one aspect of your
topic, justify it.
4. Direct the readers to other related literature reviews that cover items
which you do not intend to cover. You may use the citation format “(see
Author, year)” or follow the format prescribed by your chosen
documentation style.
5. Never treat a literature review as a series of annotated bibliography.
6. Use headings and subheadings to classify the parts of your topic. For
each topic heading, analyze the differences among studies and look for
gaps.
7. Note that each paragraph should focus on one aspect of the topic.
8. Use effective transitions to make your review easier to read and
understand.
9. The body of the literature review can be organized thematically,
methodologically or chronologically.
10.Use direct quotations sparingly.
11.Classify important definitions.
.
What I Have Learned
Activity 23
Directions: Write T if the statement is true and F if false.
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_______1. A literature review require skills in summarizing but not in
synthesizing information.
_______2. A literature review is an example of academic writing.
_______3. A literature review is limited only to articles.
_______4. A literature review requires skills in selecting sources.
_______5. A literature review shows a research gap.
_______6. Direct quotation should be used as frequently as possible.
_______7. Writing a literature review involves higher-order thinking skills.
_______8. The main purpose of making a literature review is to analyze
literary texts such as short stories and novels.
_______9. The quality of review is dependent on the quality of the reviewed
articles.
_______10. The scope of the review should be indicated in the introduction.
LESSON Writing a Research Report

3
What is a Research Report?
A research report is an expanded paper that

presents interpretations and analyses of a
phenomenon based on experiments and previous
information so that the readers can better understand
it. It is a laborious work produced through formal
investigation and scientific inquiry.
Parts of a Research Report

1. Title Page – contains an informative title that https://www.freepik.com/search?
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submission. Examples of an informative title are the following:
a. Effects of Facebook on the Academic Achievement of first Year
Students
b. Development and Validation of a Software for Detecting
Plagiarism
2. Abstract – contains the summary of the research findings and

conclusions. It briefly presents the context of the study, research
questions or objectives, methodology, major findings, conclusions, and
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sometimes implications. An abstract does not contain any citation or a
great deal of statistical results. Its length ranges from 100 to 250 words.
3. Introduction – explains the current state of the field and identifies

research gaps. It is also the part where the research focus is presented
by addressing the identified gaps in the topic. It puts the research topic
in context. It is usually three to five paragraphs long.
4. Literature Review – contains the summary and synthesis of all
available sources directly related to the study. In a research report, the
literature review is divided into two sections: related concepts and
related studies.
Related concepts present some of the fundamental concepts

needed by the readers to better understand the study. Concepts and
theories are defined, explained, and described. Unlike related concepts,
related studies are based on previously conducted studies directly
related to the paper. Both the related concepts and studies will help the
writer explain the phenomena that may arise in the study.
This section ends with a paragraph that synthesizes all of the studies
presented and puts the study in context. Hence, the last paragraph may
include the topic and specific research problems. The length may range
from two to three pages. Note that some cases, the literature review is
integrated in the introduction section.
5. Methodology – describes how the experiments or tests in the research

were conducted. It presents the context within which the study was
conducted, the participants, the instruments used, data gathering
procedure, and the data analysis. In discussing the context of the study
and the participants, the number and the demographic profiles of the
participants are explained as well as the place where the study was
conducted.
The discussion of the instrument used presents the tools in

gathering data. These tools may be in the form of a questionnaire,
interview, focus group discussion, survey, and tests, among others. All
of the instruments used should be described in detail, along with the
explanation of how they were validated. The data gathering sections
present the details on how the data were collected while the data
analysis section presents how the data were analyzed, either
qualitatively (coding scheme) or quantitatively (statistical tools). The
past tense is used in writing the methodology.
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6. Results – factually describes the data gathered and the tables and
graphs that summarize the collected data. Along with the tables and
graphs are their respective interpretations. The flow of the results
section should follow the flow of the research
questions/problems/objectives. It is expected that for each research
problem or objective, corresponding results are presented.
7. Discussion – provides an explanation of all the results in relation to the

previous studies presented in the literature review.
In this section, the research problems or objectives, as well as the
major findings, are restated in the first paragraph. The succeeding
paragraphs should explain whether the study supports or rejects the
previous findings and explain the reasons for this. New findings
uncovered in the research should also be stated. Similar to the flow of
the results, the discussion part follows the flow of the research
problems or objectives.
8. Conclusion – contains the restatement of the major findings, the

limitations of the study, the recommendations, and the implications.
Note that in some cases, the conclusion is integrated into the
discussion.
9. References – contain the different sources used in the study. These

may be academic books, journals, and other online sources. Its format
depends on the school, teacher, or field of study.
Steps in Writing a Research Report
Writing a research report may seem

like a daunting task, but if you break
down the process into small steps, you
will be able to accomplish it effectively.
The stages of writing a research report
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address the different parts of the report.

1. Select and narrow down the topic. Use any of your preferred prewriting
activities to generate ideas.
2. Conduct a preliminary research by gathering the initial references.
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3. Formulate the thesis statement and research questions. A good thesis
statement effectively guides and controls the flow of your paper.
4. Prepare a preliminary outline.
5. Gather additional references. Use the preliminary outline as a guide for
this stage.
6. Prepare the pre final outline.
7. Prepare your instruments, such as your questionnaire. Below are some
guidelines in preparing a survey instrument.
Preparing a Survey Instrument

A survey instrument is a document that lists planned questions used to measure
attitudes, perceptions, and opinions of the respondents. It contains responses directly
related to each specific research questions. It can either be in the form of an interview
guide or a questionnaire.
A survey instrument usually has four parts:
 Personal information section for participants/respondents (this is usually optional
since, except for disclosing the gender and age and other general demographic
information, most participants wish to remain anonymous)
 Basic questions that establish the eligibility of the participants/respondents
 Main questions that are directly linked to the research questions.
 Open-ended questions (optional)
When preparing a survey instrument, follow these steps:
a. Do a preliminary research. You may visit your library or use online
sources for this.
b. Talk to a person who is knowledgeable in preparing survey instruments.
c. Master the guidelines in preparing a questionnaire or interview guide.
d. Clarify your research questions. Be sure that the items indicated in your
survey instruments are directly related to each specific research
questions.
e. Write the instrument using the appropriate format. Get model instruments
if needed.
f. Edit your instrument and match it with your research questions.
g. Revise when necessary.
h. Pilot your survey instrument to further improve its quality. This means that
you have to get some respondents (colleagues or a small sample of the
target respondents) to try to answer the instrument and give you
feedback. Then, revise the instrument accordingly.
8. Implement the instrument and gather the data.

9. Analyze the collected data and interpret it through tables and graphs.
10. Write the methodology and result sections.
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11. Write the introduction and literature review.
12. Write the discussion. Be sure to link the literature review to the discussion
section.
13. Write the conclusion.
14. Prepare the reference list. Be sure to list all the items citied in the body of
your paper. It is useful to keep a separate word document or physical
notebook where you can list your reference as you come across them to
make sure you do not leave anything out when you have to prepare the
reference list
15. Edit and format your paper. Observe the proper mechanics.
Guidelines in Writing a Research Report
Now that you are aware of the steps in writing a research report, follow the
writing guidelines below to ensure that your report is well-written.
1. Fifty to seventy-five percent of the paper should be devoted to results
and discussion.
2. Be sure to cite all your sources whether they are paraphrased or
directly quoted.
3. As with the previous types of written works, use direct quotations
sparingly; paraphrase as much as possible.
4. Strictly follow the required documentation style.
5. Topics should be relevant, interesting, current, and manageable in
terms of resources, skills needed, and time. They should not be too
sensitive and too controversial.
6. Research questions should directly address the given topic or thesis
statement.
Example:
Title: Effect of Facebook on the Academic Performance of Senior High
School Students
Thesis statement: Facebook has an effect on the academic
performance of senior high school students
Research questions:
(1) Does exposure to Facebook affect students’ performance during
examination?
(2) Does exposure to Facebook affect students’ attention span during
class activities?
(3) Does exposure to Facebook affect students’ participation in
curricular activities?
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LESSON Writing a Project Proposal
4
WRITING A PROJECT PROPOSAL

A project proposal is a highly persuasive and informative documents
that aims to address a particular problem or issue. It is a bid or offer to initiate
a project for an individual or a group. It usually ranges from 1,000 to 2,500
words depending on the complexity of the project being proposed.
A good project proposal specifies the following:

 Goals and objectives that the project
wants to accomplish;
 Project plan that details how the set
goals and objectives will be
accomplished;
 Financial, human (e.g., experts,
consultants), and technical (e.g.,
equipment and facilities) resources
useful in implementing the project; and
 Budget that specifies how much money is
needed and for what purpose it will be https://www.freepik.com/free-vector/
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Types of Project Proposal
There are four types of project proposals which vary depending on the
context of the problem and the receiver and sender of proposals.
1. Solicited internal
 It is used when the target reader is within the organization.
 It responds to a specific request within the organization.
 The problem has been identified within the organization and the
decision to solve it has been made.
2. Unsolicited internal
 It is used when the target reader is within the organization.
 It is a self-initiated proposal that no one asked for.
 The target reader has not yet identified that a problem exists within
the organization; hence, no decision has been made to solve the
problem.
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3. Solicited external
 It is used when the target reader is not within the organization.
 It responds to a specific request from someone who is not within the
company.
 The problem has been identified and the decision to solve it has
been made.
4. Unsolicited external
 It is used when the target reader is not within the organization.
 It is self-initiated proposals that no one ask for.
 The target reader has not yet identified that a problem exists; hence, no
decision has been made to solve the problem.
Parts of a Project Proposal

1. Cover letter
 Introduces the proposals to the reader
 States the project proposal title, date the proposal was requested (if
solicited), general purpose and scope of the proposal, and
acknowledgement of people who have contributed to the completion
of the proposals
 Includes the highlights of the proposal and directs the readers to this
highlights
2. Title Page
 Includes the project title that is concise and informative
 Includes the lead organization, place and date of project, client’s or
donor’s name, proponent’s name and the department or organization
he/she represents, and date of submissions
3. Abstract of Executive Summary

 Includes the objectives, implementing organization, major project
activities and total project cost
 Usually composed of 200 to250 words and highlights only the major
points; some abstract may be longer depending on the culture of the
funding agency
 Uses a paragraph format
4. Context of the Proposal

 Describes the socio-economic, cultural, and political background in
which the proposal is situated.
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 Presents data collected from other sources that are relevant to the
planning stage
5. Project Justification
 Provides a rationale for the project
 Includes the problem statement that specifies the problem addressed
by the project
 Points out why the problem is an issue that requires immediate
attention
 Specifies the target group’s needs that arise from the adverse effect of
the described problem
 Presents the approach or strategy that will be used to address the
problem
 Describes the capability of the implementing organization or group by
stating its track record
Note: When writing this section, justify why your organization or group is
the best group to implement the project.
6. Personnel Involved
 List the people involved in the project, their corresponding roles, and
their summary of qualifications
7. Project implementation
 Is divided into an activity plan which specifies the schedule of activities
and a resource plan which specifies the items needed to implement the
project
 Describes the activities and resource allocation in detail, as well as the
person in charge of executing the activities
 Indicates the time and place of activities
8. Budget
 Presents the expected income and expenses over a specified time
period
 Itemizes the budget
9. Monitoring and Evaluation

 Specifies when and how the team will monitor the progress of the
project
 Specifies the method for monitoring and evaluation
 Specifies the personnel in charge of monitoring and evaluation
10. Reporting Scheme
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 Specifies the schedule for reporting the finances and progress of the
project
11. Conclusion
 Briefly describes the project, the problem it addresses, and its benefits
to all stakeholders through a summary
 Directs the readers back to the good features of the project
 Urges the readers to contact the proponent to work out the details of
the project proposals
12. References
 Lists all the references used in drafting the project proposal using the
format required the funding agency
Guidelines in Preparing for a Project Proposal

1. Decide what the problem is and prepare a rough idea on how this
problem can be addressed.
2. Develop or select a framework that will help you organize your ideas
systematically.
3. Identify the organization that will probably fund your project. These can
be government agencies, non-governmental organizations, private
companies, and foundations, and international funding agencies.
4. Build your project proposal team and appoint a project leader who is
responsible for coordinating activities and communicating with the
funding agency.
5. Identify the organization that will probably fund your project. These can
be government agencies, non-governmental organizations, private
companies and foundations, and international funding agencies.
6. Hold an initial meeting with your team to discuss the plans in preparing
the project proposal.
7. Allot sufficient time for planning.
8. Involve all the team members by assigning specific responsibilities to
them.
9. Be realistic with your project proposal. Make sure that your objectives
and activities are within the given time and resources.
10. Contact the funding agency if some items and requirements are not
clear to you.
11. Always put yourself in the shoes of the receiver of the project proposal.
Guidelines in Writing a Project Proposal
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1. The title page must be unnumbered but it is considered page I; the back
page of the title page is unnumbered as well; but it is considered page
ii. The abstract, which follows after the title page, is considered page 1
and must already be numbered.
2. Do not use abbreviations on the title page.
3. Attach the curriculum vitae of the personnel who are part of them.
4. In the project implementation section, use a Gantt chart for presenting
the timeframe.
5. Write the abstract after you have completed the report.
6. Study the successful proposals that are similar to yours.
7. Be factual but use technical terms sparingly.
8. Choose a reader-friendly format
9. Use section words to make your proposal more dynamic.
A project proposal is basically a problem-solution text that aims to

persuade its reader to grant funding on the project or the accomplishment of
the solution to the problem. It has five basic parts, namely, title page, project
summary, qualification budget justification, and project narrative. It includes
visual such as Gantt charts, for timetable, and tables for budget justification
and avoids confusing terms such as jargons, acronyms, and abbreviations
specific to a field of study.
LESSON Writing a Position Paper

5
What is a Position Paper?

A position paper is a type of academic writing that presents one’s stand
or viewpoint on a particular issue. The main objective of writing a position
paper is to take part in a larger debate by stating your arguments and
proposed course of action.
Parts of a Position Paper

1. Introduction
 Write the specific issue, together with its importance and effect to the
society.
 Use a lead that grabs the attention of readers.
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 Define the issue and provide a thorough background.
 Provide a general statement of your position through a thesis statement.
 End the introductory paragraph with a position statement or a stand on
the issue. Keep in mind that one could take only one side of the
argument.
2. Body
 The part may have several paragraphs. It may begin with short
background information or a discussion of arguments on both sides of
the issue. In each paragraph, an explanation or observation to clarify
the portion of the position statement must be written and then followed
by the supporting evidence.
 State your main arguments and provide sufficient evidence.
 The evidences that can be used are the primary source- quotation,
interviews with field experts, recommendation from scholarly articles
and position papers, historical dates or events, and statistical data.
 Provide counterarguments against possible weaknesses of your
arguments.
3. Conclusion
 On the last part of writing the paper, summarize and reinforce the
concepts and facts presented without repeating the introduction and its
content. It is also optional to include the procedure used to deal with the
issue and your suggested possible solution or recommendation.
 Explain why your position is better than any other position.
 End with a powerful closing statement (e.g., a quotation, a challenge, or
a question).
Choosing an Issue
1. The issue should be debatable. You cannot take any position if the
topic is not debatable.
2. The issue should be current and relevant.
3. The issue should be written in a question form and answerable by yes
or no.
4. The issue should be specific and manageable
Guidelines in Writing a Position Paper

1. Begin the writing process with an in-depth research about the issue at
hand.
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2. Be aware of the various positions about the issue and explain and
analyze them objectively.
3. Reflect on your position and identify its weaknesses.
4. Establish your credibility by citing reliable sources.
5. Present a unique way of approaching the issue.
6. Limit your position paper to two pages.
7. Analyze your target readers and align your arguments to their beliefs,
needs, interest, and motivations.
8. Summarize the other side’s counterarguments and refute them with
evidence.
9. Define unfamiliar terms at first mention.
10. Use an active voice as much possible. This will make your tone
dynamic and firm.
11.Arrange your evidence logically using an inductive or deductive
approach.
12.Check your paper for fallacies and revise accordingly.
13.Use ethical, logical, and emotional appeals. Ethical appeals relate to
your credibility and competence as writer; logical appeal refers to the rational
approach in developing and argument; emotional appeals pertain to feelings
evoked during arguments. Make sure to check your appeals to ensure that
they are not fallacious.
What I Can Do
Activity 23
Directions: Write a position paper. Research evidences to support your
claim on the issue provided below.
Should parents limit teenager’s use of Social Media?

Issue
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________________________
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Assessment
Activity 24
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_________ 1. It is an evaluation report of previous studies related to the
subject matter of an academic paper.

_________ 2. It is a problem-solution text that aims to persuade its reader to
grant funding on the project.
_________ 3. It is a critical assessment, analysis, or evaluation of a work
_________ 4. It is an expanded paper that presents interpretations and
analysis of a phenomenon based on experiments and previous information
_________ 5. It contains a summary and synthesis of all available sources.
_________ 6. The main purpose of this writing is to persuade book readers of
a particular genre or researchers in a specific field
A. Article Review C. Book Review
_________ 7. It expresses a writer’s position on an issue and the reasons for
the writer’s stand.
A. Review Paper C. Position Paper
B. Book Paper D. Term Paper
_________ 8. It has a purpose to persuade or make the readers believe that
the writer’s opinion is probable or should be considered by a decision-
making group.
A. Position Paper C. Book Paper
B. Review Paper D. Term Paper
_________ 9. It is a laborious work produced through formal investigation
and scientific inquiry.
_________ 10. It is highly persuasive and informative document that aims to
address a particular problem or issue.
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Module Purposeful Writing for
6 Professions
What I Need to Know
This part of the module discusses about the unique features of

composing professional correspondence. It helps you to learn the purpose,
guidelines and different parts in writing resume, application letter both for
employment and college admission, and office correspondence. Each
professional correspondence is followed by writing activities to practice and
enhance your writing skills.

 Lesson 1: Writing a Resume
 Lesson 2: Writing an Application for Employment
 Lesson 3: Writing an Application for College Admission
 Lesson 4: Writing an Office Correspondence
1. identify the unique features of and requirements in composing texts that

are professional correspondence
a) Resume
b) Application for College Admission
c) Application for Employment
d) Various forms of Office Correspondence

diligently.
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What I Know
Activity 25
_____1. It is a piece of paper which contains a summary of an applicant’s

personal information, educational background, skills and work experiences.
A. Business Letter C. Resume
B. Application Letter D. Memo
_____2. A type of resume format used to emphasize the applicant’s work
experiences progress. It starts with complete work experiences
followed by the educational background.
A. Application Letter C. Chronological Format
B. Functional Format D. Hybrid
_____3. This is the most common layout used in writing cover letter. In this
format, all parts are justified to the left.
A. Full block C. Semi-block
B. Modified Block D. Normal
_____4. This is the least used format in writing an application letter. It is
almost the same as the modified block format; however, the difference is that
the first sentence in each paragraph is indented.
A. Full block C. Semi-block
B. Modified block D. Normal
_____5. It is one of the components of a letter which includes the applicant’s
address to make it easier for the employer to easily contact the applicant.
A. Heading C. Complimentary close
B. Body D. Date
_____6. The most important and critical part in the components of a letter. It
includes the information on the job the applicant is applying for, where the
job posting was seen, and the skills and experiences the applicant
possesses.
A. Heading C. Complimentary Close
B. Body D. Date
_____7. It is referred to as the “letter of intent”, and is a one page letter
required for college and university admission. The sender writes a letter to
briefly discuss his intention for attending the college program.
A. College Admission Letter C. Business Letter
B. Application Letter D. Letter of plea
_____8. Referred to as ‘career summary’ or ‘career profile’, it is one of the

features in writing a resume.
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A. Professional summary C. Work Experience
B. Body D. Objective
_____9. This is considered to be the last part of the letter. The name is
written on the first line (also the title if applicable) on the second line then, a
signature above the first line.
A. Heading C. Body
B. Signature D. Date
_____10. It is the traditional way of communicating information from one
company to another or used external correspondence.
A. Business Letter C. Business Email
B. Business Memo D. Friendly Letter
What’s New
Activity 26
Directions: Label the documents below. Choose your answer in the box.
 Resume
 College Admission
 Office Correspondence - Memo
https://images.app.goo.gl/ https://images.app.goo.gl/
https://images.app.goo.gl/joiE4TSTTr1zwRPt7
AwncQ9dbbSxRSGSa7 xr5UmgyQQKJ5T4x26
67 | P a g e
What is It
LESSON Writing a Resume

1
What comes to your mind when you hear the word résumé? Do you
think it is important for you to learn how to write a résumé? Why?
Résumé Formats
When you apply for a job or for any work, hiring administrators like the
managers usually require applicants to submit a résumé. To give them an
overview of yourself, you need to know the different formats in making a
résumé so that it fits their standard. Below are the three types of résumé
format for you to follow.
1) Chronological Format
The chronological format is used to emphasize the applicant’s
work experiences progress. It starts with the complete work
experiences, followed by the educational background. It is best used if the
applicant is applying for a job related to his previous experiences, and has
ten to fifteen years work experiences.
Heading
-------------------------------------
Objective:
Work Experience:
Educational Background:
Skills/Expertise:
Voluntary
Activities/Involvement:
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2) Functional Format
Functional format, on the other hand, focuses on the skills, not on
the work history. It is best used if the applicant changed career or if re-
entering the industry after a long absence. It is also used by the high
school or college students entering the industry.
Heading
----------------------------------------------
Objective:
Professional Summary:
Work Experience:
Skills and Expertise:
3) Combination or Hybrid Format

Combination or Hybrid combines the chronological and
functional format. It works best if the applicant is aiming for a career
change or wants to present both skills and accomplishment.
Heading
--------------------------------------------------
Objective:
Professional Summary:
Expertise and Achievements:
Work Experience:
Writing your Resume
Below are the important features of a resume.
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1) Heading
The resume heading includes the applicant’s complete name, current
address and contact details such as cell phone number or e-mail address.
The heading can be written in the centre or on the left-side. Make sure that
the formatting style, especially the font type, looks professional.
 Example:
Ronan T. Kina-adman
Los-libertadores St. Comon, Mambajao, Camiguin
Phone: (088) 387-000
Mobile: (+63) 967 570 1927
e-mail: ronankinaadman@yahoo.com
 Explanation:
The heading contains basic information about the applicant.
2) Objectives
An objective also referred to as job objective or career
objective, reflects the applicant’s career goals and intention for applying
for the job. Remember to write a direct and specific objective that contains
what you want to achieve in your career and what the employer could expect
from you.
 Example:
To land a job as hotel chamberlain, making every room a home of their own.
 Explanation:
The objective given as an example includes the position and its detailed
description.
3) Professional Summary
Professional summary, also referred to as ‘career summary’ or ‘career
profile’, showcases your knowledge and abilities. It includes short recent
job summary, together with your soft skills (e.g. problem-solving capability,
adaptability to change, etc.).
 Example:
Good cleaner, a flexible and hardworking. Hotelier with one year
experience in providing customer service, preparing beds and
maintaining cleanliness of the hotel rooms.
 Explanation:
This highlights the most valuable and recent job experience of the
applicant.
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4) Expertise and Achievement
This also refers to the ‘professional skills’ and ‘qualification’ of the
applicant. It includes personal and technical skills including the
certifications and recognition received.
 Example:
Order Taking Skills
Received recognition as best housekeeper dated October 2004
excellent in finishing room make up on time
 Explanation:
This is the part where the applicant, with or without experience, can
write a detailed description of his abilities and skills.
5) Work Experience
This is also called "employment history," "relevant experience", or "work
history." Work experience is a part of a résumé where the applicant states
all previous employment. If you have no work experience yet, write first the
educational background, and include the optional part Training and Seminar
Attended.
 Example:
Housekeeper
Camiguin Highland Resort
(August 2002- October 2005)
 Explanation:
The example shows the applicant’s job title, the employer and the
length of service.
6) Educational Background
The educational background section can also be labelled as Academic,
Academic Qualification or Education and Certifications. Write the degree
together with your major, minor or concentration (if there is any), school and
year attended.
 Example:
TESDA
Camiguin School of Arts and Trades
2001-2002
 Explanation:
The inclusion of educational background from preschool to junior high
school is not required in this part. Mentioning only the details on where
and when the applicant got his senior high school and college degree
would be enough.
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Tips
 Pass the resume with a cover letter. A cover letter gives the employer
an overview why they are receiving the resume, job posting the
applicant is applying for and the matching skills related to the position.
 A resume is used to apply for a job that contains a summary of an
applicant’s personal information, educational background, skills and
work experiences while a Curriculum Vitae (CV) is used to apply for an
academic training or grant that contains a detailed description of a
person’s educational background, academic credential, and
achievement.
 It is optional to include the following sections on the resume: Training
and Seminar Attended, Activities and Honors and References.
Here’s a sample resume you can refer to:
Sample Resume – Middle School- Minimal Work Experience
Ima J. Gaudia
Andalucia Street, Opol, Misamis Oriental
home: 904.555.5555
cell: 566.486.2222
email: studentiam@fakemail.com
Education
Currently enrolled in My Town Middle School
My Town, Florida
Work Experience
Pet Sitter
2005 – Present
• Provide pet sitting services including dog walking, feeding, and yard care.
Child Care
2005 – Present
• Provide child care for several families after school, weekends and during
school vacations.
Achievements
• National Honor Society: 2005, 2006, 2007
• Academic Honor Roll: 2005-2007
Volunteer Experience
• Big Brother / Big Sisters
• Food Drives
• Run for Life
Interests / Activities
• Member of My Town Tennis Team
• Girl Scout
• Piano
Computer Skills 72 | P a g e
• (PLEASE
ProficientDO
withNOT WRITE
Microsoft ANYTHING
Word, IN THIS
Excel, and MODULE)
PowerPoint
Resume is a summary of your educational qualification details. It
highlights your skills and experience relevant to the field. It highlights your
objective and accomplishments. Its purpose is to get you an Interview call. A
resume should reflect more than just work experience. It has three types of
resume format: chronological format, functional format and combination or
hybrid format.
LESSON Writing an Application for

2 Employment
What is an employment application letter?

Employment Application Letter is a one-page letter, also referred to
as the "job application letter" or "cover letter” attached to the resume when
applying for jobs. The purpose of writing the employment application letter
is to highlight the applicant’s experiences and personal qualities for him
to be considered for an interview schedule, as well as with the available job
position.
Different Letter Formats

The format, including the content and tone of the employment
application letter, depends on the applicant’s preference. Employment
application letter or cover letter has three different formats: full
block, modified block and semi-block format. The content in a cover letter
are all the same and will vary on the format or on the placement of each part.
Applicant’s Address
Date
1) Full Block Format
Hiring Person’s Name and Company Address
This is the most common Salutation
layout used in writing cover
letter. In this format, all parts Body
are justified to the left.
Complimentary Close 73 | P a g e
Signature
Applicant’s Address 2. Modified Block Format
Date Another common format used
is the modified block format.
Modified block is a type of
Hiring Person’s Name and Company
format where applicant’s
Address
address, complementary
Salutation
close, signature and sender’s
identification is shifted to the
Body
right side. Note that the first
sentence in the body or in
each paragraph is not
Complimentary Close
indented.
Signature
Applicant’s Address
3. Semi-Block Format
Date
The least used format is
the semi-block. It is almost the Hiring Person’s Name and Company
same as the modified block format; Address
however, the difference is that the Salutation
first sentence in each paragraph is
indented.
Body (First line is indented)
Complimentary Close
Signature
If there is no required format, it is recommended to write it in full-block

with one-inch margin on all sides, single spaced and preferably using Times
New Roman font and twelve point font size.
Components of a Letter
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1) Heading, Date and Inside Address
The heading includes the applicant’s address to make it easier for the
employer to easily contact the applicant. The date written below the heading
indicates the date when the letter was written. The inside address refers to
where and to whom the letter is addressed. Ensure that there is a line in
between heading, date and inside address.
 Example:
Jerome C. Villa
Andalucia St. Lumbia
Cagayan de Oro CIty
April 03, 2002
Mr. Chris S. Lopez

Human Resource Manager
Springhills Mountain Resort
Gitago, Cagayan de Oro City
 Explanation:
Written on the first two lines of the heading is the address of the
applicant. This includes the street number, city, state and zip code. The
format in writing the date is month-day-year. The inside address
includes the name of the employer or the human resource manager, his
job title, name of the company and address.
2) Greeting or Salutation
Greeting or salutation is written to indicate for whom the letter is. It
should start with the word "Dear" followed by the last name of the receiver.
End the salutation with a colon (:). If the name has not been obtained,
address it as “Ma’am/Sir.”
 Example:
Dear Mr. Rozales:

or
Dear Ma’am/Sir:
 Explanation:
The greeting or salutation addresses the person concerned with the
hiring process.
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3) The Body
The most important and critical part in writing the employment
application letter is its body. It includes information on the job the
applicant is applying for, where the job posting was seen, and the skills
and experiences the applicant possesses. You can also highlight the
reason for a career change, if there is any. Finalize the letter in two to
three sentences by including the reason why the applicant is perfect for the
job and the statement of the applicant’s desire to meet the employer or
human resource person.
 Example:
I am writing to express my interest in the Managerial Position posted at
Jobstreet.com last February 12, 2016. As per the qualification posted in
your advertisement, I consider myself as one of the qualified applicant
for the said position.
Aside from being a graduate of University of the Philippines, I also have

five-year industry experience in managing a local fast-food chain. I am
applying in your good office because I am seeking for a career growth
which I believe your company can provide.
My skills and experiences are included in the resume attached on this

letter. Thank you for taking time in processing my job application papers
and I look forward to meet you at your earliest convenience.
 Explanation:
The body of the letter contains information not seen in the applicant’s
resume. In this example, the applicant clearly indicates the desired
position, source of information, qualification and experiences and
reason of career shift.
4) Complimentary Close
Complimentary Close is done to politely finish the letter. Note that
the complementary close ends with comma (,).
 Example:
Sincerely,
or
Yours truly,
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 Explanation:
Writing the complimentary close shows that the letter has already
ended.
5) Signature and Sender’s Identification

This is considered as the last part of the letter. Write your name on
the first line and your title (if applicable) on the second line. Then sign
directly above the first line.
 Example:
(Signature)
Shella Mae B. Cayacap, LPT
 Explanation:
It shows the name of the job applicant
Tips
 Make sure the letter is free of errors and does not contain any slang or
informal language. This should be written in a professional manner so it
would be considered as a good employment application letter.
 Limit the letter up to one page only. The employer or human resource
person will not have time to read letter longer than this.
 It is advisable to computerize the letter so that it can be read easily and
print it in a good quality paper.
 The cover letter must not repeat elaborated details written in the
resume.
 The applicant must not assume that he is hired after submitting the
cover letter.
 The employment application letter is attached to the resume and not the
curriculum vitae. Curriculum Vitae are submitted for academic purpose
and not for job application purpose.
Employment Application Letter is a one-page letter, also referred to as

the "job application letter" or "cover letter” attached to the resume when
applying for jobs. The purpose of writing the employment application letter
is to highlight the applicant’s experiences and personal qualities for him
to be considered for an interview schedule, as well as with the available job
77 | P a g e
position. It has different letter formats: full block format, modified block format
and semi-block format.
LESSON Writing an Application for

3 College Admission
College Admission Letter and Essay
College Admission Letter also referred to as the "letter of intent," is
a one-page letter required for college and university admission. The sender
writes a letter to briefly discuss his intention for attending the college
program. College Admission Essay, or known as "statement of purpose"
or "personal statement," is an essay written by the student applicant to
answer the essay topics given by the admission office.
Pre-writing
Before you write a college admission letter and essay, you must first
determine the program you want to take, followed by a thorough research
on program structure. Then reflect on your purpose in enrolling the
course, your achievements, and future goals. Decide the format to use
in writing a letter. If there is no required format, write the letter in a full-block
style, meaning all parts are aligned to the left, with the format of one-inch
margin, twelve-point font size, and single-spaced paragraph.
Writing your College Admission Letter
1) Heading, Date and Inside Address

Write on the top left the heading that includes your complete address
and zip code. It is the address of the sender. The date should be fully spelled
out. The inside address contains the name of the college or university
admission head, his job title (if applicable) and the address of the university. It
is the address of the receiver. Skip a line between the heading, date, and
inside address.
 Example:
a) Heading:
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B15 L21 Amarillo St.
Brgy. Rizal, Makati 1218
b) Date:
February 16, 2016
c) Inside Address:
Ms. Katarina Katigbak

Officer-in-Charge, Admission Section
Office of the Registrar
University of Science and Technology of Southern Philippines
Lapasan, Cagayan de Oro City
 Explanation:
The heading is a receiver’s quick reference to the sender’s address
and can be used if the letter has to return. The date indicates when the
letter is written, and the inside address refers to whom and where the
letter is addressed.
2) Greeting or Salutation
It starts mostly with the word "Dear" followed by the last name of the
receiver. End the salutation with a colon (:). If the name has not been
obtained, address it as “Ma’am/Sir”.
 Example:
Dear Ms. Katigbak:

or
Dear Ma’am/Sir:
 Explanation:
The greeting or salutation addresses the person concerned with the
admission process.
3) The Body
The body is the main part of the letter which includes the course
you are interested in, reason for choosing the university, description of
academic interest, the basis for them to consider your application, and
plans, if any. Last part will be your request to consider your application for
admission and information on how to contact you.
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 Example:
I am writing to inform you of my interest in applying for Bachelor of
Science in Biology at your prestigious school – University of Science
and Technology of Southern Philippines.
I am enthusiastic to conduct researches in science. As shown in my

scholastic achievements and the documents attached, I am part of the
team that ranked second in the recent National Science Investigatory
Project. The university offers the best tertiary education in the country
and is at its prime in research and publication. Because of this, studying
at the university would help me improve my research skills as I deepen
my knowledge of biological science.
I plan to allot most of my time, during and after my studies, in

conducting biological research. I envision myself doing research for the
benefit of my countrymen.
I hope for your kind consideration. For any questions or concern,

contact me at this number 09675701927
 Explanation:
The body of the letter entails the course chosen and the reason for
choosing the college as part of his academic career. The academic
achievements related to the course, future goal and a contact detail of
the applicant are also included.
4) Complimentary Close
Complimentary Close is a polite way of finishing the letter.
Remember that it always ends with comma (,).
 Example:
Sincerely,
or
Yours Truly,
 Explanation:
Writing the complimentary close shows that the letter has already
ended.
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5) Signature and Sender’s Identification
This is the last part of the letter. Write your name on the first line
and your title (if applicable) on the second line. Then sign directly above
the first line.
 Example:
(Signature)
Shella Mae B. Cayacap
 Explanation:
It shows the name of the college applicant.
Writing a College Admission Essay
Most admission essays have a limit of two hundred to five hundred
words and usually answers assigned topic. The challenge here is to
showcase you - as the right candidate - for their university in a limited number
of words. Remember that the purpose of this essay is to know more of
your personality without repeating what is written in the profile or
registration form. It should answer the question or topic clearly.
Introduction
The introduction should catch the attention of the reader. It should
contain the main concept for your essay. You can also restate the question
without repeating the exact words.
 Example:
Topic: Explain why you would like to pursue a program in our college.
My goal is not just to finish a degree. It should be finishing a degree in

this college.
 Explanation:
This shows the main idea of the essay. It is short, but it captures the
attention of the reader.
Content
This is the part where you should answer the topic or question with
clarity. Provide justification based on the experience you have undergone.
You can also incorporate the factors that drive you into finishing your studies.
81 | P a g e
 Example:
To be enriched holistically to serve the country cannot be possible if
without the help of the college. It is because the college has the best
professors in the country – professors that are not only into teaching but
also in moulding the students.
 Explanation:
In this example, the applicant states the personal reason for
pursuing a degree. It answers the question or topic clearly.
Conclusion
To end the essay, write your plans after you graduate from their
college. You could also include the reinforcing statement stating that you are
one of the best applicants to their college.
 Example:
After finishing my degree, I am looking forward to working with a
research laboratory to be of aid to our country in adding more scientific
knowledge of the world around us. All of this would be possible with the
help of the college.
 Explanation:
The conclusion in this example depicts the long term goal of the
college applicant.
Tips
 In writing a college admission letter, use a full-block style or the format

prescribed by the college.
 In writing a college admission essay, answer the questions directly and
state specific experiences and or achievements to support your answer.
 Make sure that it is written in a positive tone, well-written and free of
errors.
Sample College Application Letter Writing Tips:
 As it is a formal letter, words and phrases should be chosen carefully.

 The language should be simple and easy to understand.
 The content should be short and straightforward.
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__________ (Dean’s name)
__________ (College address)
__________
__________
From:
______________ (Your name)
______________ (Your address)
______________
Date __________ (date of writing letter)
Dear Sir/Madam:
I came to know through one of your college students that you are conducting
a special workshop for management students. I am studying ……………….
(name of course) in …………….(name of institute) and would like to attend it.
I would like to know if there is any application to be submitted. If so, I request
you to send me the application form to my address.
The training programs you conduct are popular in the industry and I want to
take advantage of this opportunity. I understand that several big names in the
industry are associated with the program. Many students belonging to various
colleges are interested to participate in the training program and get
benefitted.
Please inform me through email or you can contact me on my telephone
number_______.
I’m looking forward to hear from you.
Yours sincerely,
___________ (Your name)
College Admission Letter also referred to as the "letter of intent," is a

one-page letter required for college and university admission. The sender
writes a letter to briefly discuss his intention for attending the college
program. College Admission Essay, or known as "statement of purpose" or
"personal statement," is an essay written by the student applicant to answer
the essay topics given by the admission office.
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LESSON Writing an Office
4 Correspondence
Office correspondence, also known as the ‘business correspondence’, is a

written exchange of internal and external communication to support all
business processes. It has three major forms including the business letter,
business memo and business e-mail that may be used for internal or external
communication. Internal correspondence means that there is a
communication or agreement between departments or branches of the same
company, while external correspondence means that the communication is
between the company and another organization or firm. The purpose of the
correspondence is to communicate the information in a clear and professional
way.
1) Business Letter
Business letter is the traditional way of communicating information
from one company to another or used in external correspondence.
The format can either be full block, modified block and semi-block. The
format used in writing a business letter depends on the requirements set by
the company. Different types of letters are sales letter, order letter,
complaint letter, inquiry letter, adjustment letter, acknowledgement
letter, follow-up letter, acknowledgement letter, cover letter, letter of
recommendation and letter of resignation.
Example of an Inquiry Letter
Andalucia St., Lumbia

Cagayan de Oro City
April 26, 2019

Mr. Dehren Jun L. Perez
Human Resource Manager
Springhills Mountain Resort
Cagayan de Oro CIty
Dear Mr. Perez:

I am writing to ask if you have found a person to fill up the position of Operations
Manager as posted on your website. We currently have two qualified applicants that fit
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the position.
Attached herewith are the resumes of the applicants, for your perusal. We look forward
to work with you again and hope to hear feedback from you.
Thank you and more power!
Sincerely,
Explanation:
The letter of inquiry as an example includes the heading, date, inside
address, salutation, body, complimentary close, signature and sender’s
information. This letter is an external correspondence between two difference
companies.
2) Business Memo
Business memo is a written communication strictly between the
company’s offices to another, or used in internal correspondence. The
difference between a memo and a letter is that the memo has its title line and
series number. The employees tend to read the if the title line is related to
their job description. It is also used to implement internal guidelines or
procedures that the employees must follow. Some types of memos
are operational memo, financial memo, request for action, directives,
trip report, field report and dress code memo among others.
Example of Announcement Memo
Happy Learning Center

Analucia St. Lumbia, Cagayan de Oro City
Series No. 17 - 261
To: All School Teachers
From: The Head Teacher
Date: February 26, 2019
Subject: School Party

In line with the approved budget for the year 2018 - 2019 is the pursuance of the
proposed company outing this coming March 21 to 22 at the San Gregorio Farms
and Leisure. We advise everyone to prepare your sports outfit and toiletries. We
look forward to see you enjoy in our two day company outing.
Thank you for your continuous support.
(signature)
Flynt Verlie L. Perez
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Explanation:
The announcement memo includes information about the company
outing of the employees. The company also uses their own letterhead.
3) Business e-mail
Business e-mail is an office correspondence that can either be internal
or external. There is no required format in writing e-mail correspondence but
it is expected that the writer maintain a professional tone. Note that the
header of the letter is written on the blank fields including the ‘from’ and ‘to’
fields. ‘From’ contains e-mail from the sender while the field ‘to’ contains the
email of the recipient.
Example of a Business e-mail
From: Flnt Verlie P.

To: Jessa H. jessa@hr.heping.com
Subject: Re: Vacant Position for supervisorship
Dear Ma’am Jessa:
Good day!
In behalf of Areflor Funeral Homes, we extend our deepest gratitude for helping us
scout qualified applicants in the industry. We hope to work again with you.
Cheers!
Best regards,
Flynt Verlie L. Perez
Human Resource Personnel
Flora Homes Caven
Cagayan de Oro City
Tel. No. (088) 123-234-345
Explanation:
In the above example, the e-mail correspondence is informal and
external. It expresses gratitude towards the effort made by the manpower
agency.
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Tips
 Make sure the office correspondence is concise and easy to

understand. It is recommended for a correspondence to have brief
sentences and paragraphs for the employees tend to read it quickly.
 Controlling the tone of writing is important in any office correspondence.
It should not sound too formal or too informal.
Office correspondence is a written exchange of internal and external

communication to support all business processes. It is also known as the
business correspondence.
A business letter is a traditional way of communicating information

from one company to another or used in external correspondence.
A business memo is a written communication strictly between the

company’s offices to another.
A business e-mail is an office correspondence that can either be

internal or external. There is no required format in writing e-mail
correspondence but it is expected that the writer maintains a professional
tone.
What I Have Learned
Activity 27
Directions: Write T if the statement is true and F if false on the space provided
before the number.
_______ 1. The effectiveness of taking risks with the opening paragraph of

your letter depends greatly on the field in which you are seeking a job.
_______ 2. Employers like candidates to express a willingness to perform

any available job.
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_______ 3. If you are not fully qualified, it's always best to discuss the
reasons why you aren't fully qualified in the letter.
________ 4. It's okay to mention skills gained in school even if they have nothing to
do with the job sought.
_______ 5. Transferable skills should be portrayed both in the resume and in the
cover letter.
Source: https://www.livecareer.com/resources/cover-letters/basics/cover-letter-quiz
Activity 28
Directions: Read each item carefully. Write the letter of the correct answer
on the space provided before the number.
______ 6. A good cover letter will . . .

A. make a good first impression
B. answer the question "Why should I hire you?"
C. present your qualifications directly
D. all three
_______ 7. In which paragraph of a cover letter does the reader sell himself
or herself?
A. First C. Third
B. Second D. Fourth
_______ 8. Applications are used by

A. some employers C. most employers
B. all employers C. only large firm
__________9. This is considered to be the last part of the letter. The name is
written on the first line (also the title if applicable) on the second line then, a
signature above the first line.
A. Heading C. Body
B. Signature D. Date
_____10. It is the traditional way of communicating information from one

company to another or used external correspondence.
A. Business Letter C. Business Email
B. Business Memo D. Friendly Letter
88 | P a g e
What I Can Do
In module 6, we discussed about the Purposeful Writing for

Professions.This part of the module discusses about the unique features of
composing professional correspondence. It helps you to learn the purpose,
guidelines and different parts in writing resume, application letter both for
employment and college admission, and office correspondence. Each
professional correspondence is followed by writing activities to practice and
enhance your writing skills.
Directions: As one of your performance tasks which is equivalent to 65% of

your grades, make your own Resume, Employment Application Letter,
College Admission Letter, Inquiry Letter, and Business Memo.
Submit all your outputs in the given schedule of retrieval and distribution of
Learning Modules. Deduction of points will be given to those who will not
pass in the given date.
Reminders:
 Your outputs must be printed.
 Follow this format in making your outputs:
 A4 size Bond paper
 Font size 12
 Font style: Arial
 Put all your outputs in a short brown folder.
 Refer to the rubrics below for your points system.
89 | P a g e
Below are your rubrics for your points system.
Rubric in Letter Writing
Excellent Very Good Satisfactory Needs Improvement

20 pts. 15 pts. 10 pts. 5 pts.
Format is One of the Two of the Three of the
correct, following parts is following parts are following parts are
including your incorrectly incorrectly incorrectly formatted:
address, date, formatted: your formatted: your your address, date,
Format
inside address, address, date, address, date, inside address,
salutation, body, inside address, inside address, salutation, body,
closing, and salutation, body, salutation, body, closing, and
signature. closing, and closing, and signature.
(Following signature. signature.
directions)
Body includes at Missing one Missing two Missing three or

least three component from components from more components
complete the following: at the following: at from the following: at
paragraphs. A least three least three least three complete
Body clear purpose is complete complete paragraphs,
(Content) clearly stated paragraphs, paragraphs, clearly stated
and conveyed to clearly stated clearly stated purpose
the reader. purpose purpose
(Following
directions)
Grammar Grammar and Grammar and/or Several errors in Many errors in

and spelling are spelling errors are grammar and/or grammar and/or
Spelling correct. minimal (<2 spelling (>2 spelling (>4 errors).
(Following errors). errors).
directions)
Language/ The language is One word is not Two words are More than three
Audience appropriate for appropriate for the not appropriate for words are not
Language is the audience. audience. the audience. appropriate for the
formal and (Following audience.
appropriate. directions)
The letter is free The letter The letter The letter contains
of redundant contains no more contains more so much redundant
and/or than two cases of than two cases of and/or superfluous
superfluous redundant and/or redundant and/or information that the
Conciseness wording. superfluous superfluous message is
(Following wording. wording, but they weakened.
directions) do not distract
from the
message.
90 | P a g e
References
Book
Rex Publishing, Inc., First Edition, 2016, Reading and Writing Skils 11,
Marella Therese A. Tingson, Maxine Rafaella C
Module 1
https://en.wikipedia.org/wiki/Text_(literary_theory)
https://www.slideshare.net/KatrinaClaireLandich/
Module 2
Analyzing a written text. Retrieved from:
https://writing.colostate.edu/guides/teaching/co301aman/pop7b3.c fm
Inference reading. Retrieved from: http://www.criticalreading.com/inference_reading.htm
Critical reading strategies. Retrieved from:
http://www.salisbury.edu/counseling/new/7_critical_reading_strategies.ht ml
Forlini, et.al., (2004) Prentice Hall: Grammar and Composition.
Module 3
http://studentsofenglish.blogspot.com/2004/12/students-of-english-10-mhr1-mhu1.html
https://prezi.com/nm4ou_jglck5/the-logic-of-assertions/
https://prezi.com/ewf9w9v0fefu/kinds-of-statement-comm2g/
https://link.quipper.com/en/organizations/547ffba0d2b76d000200267d/
curriculum#curriculum
https://www.slideshare.net/VanessaRamones/formulating-assertions
ttps://www.academia.edu/6361626/
ASSERT_YOURSELF_ASSERT_YOURSELF_Module_Four_How_to_Behave_More_Ass
ertively_Assertiveness_Techniques_Basic_Assertion
https://www.businessbusinessbusiness.com.au/harness-five-types-assertion-get-voice-
heard/
http://rhe306.drw.utexas.edu/sites/rhe306.drw.utexas.edu/files/Worksheet_Claim-
counterclaim.pdf
Module 4
Explicit and Implicit Information. Retrieved from
https://link.quipper.com/en/organizations/547ffb8bd2b76d0002002618/
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
Dayagbil, Felomina, et. Al (2016). Critical Reading and Writing for the Senior
High School. Lorimar Publishing, Inc., Quezon City.
91 | P a g e
http://ollie.dcccd.edu/Services/StudyHelp/StudySkills/sub/rdgcri.htm
https://www.slideshare.net/marykatrinebelino/critical-reading-as-reasoning-
https://www.citeman.com/9187-evaluative-statements.html
https://www.youtube.com/watch?v=YguqKdC1q8w
https://literarydevices.net/assertion/
https://dmh.mo.gov/dd/docs/chapter2.pdf
https://www.aljazeera.com/programmes/talktojazeera/2016/10/exclusive-rodrigo-duterte-
war-drugs-161015100325799.html
https://en.oxforddictionaries.com/definition/assertion
https://prezi.com/nm4ou_jglck5/the-logic-of-assertions/
http://www.senate.gov.ph/press_release/2018/1106_prib3.asp
"Stephen Crane" Accessed August 28, 2019.
https://link.quipper.com/en/organizations/547ffba0d2b76d000200267d/
https://modules.arvicbabol.com/files/ENGL112/Lesson%2010%20Formulatin
%20assertions%20and%20counterclaims.pdf
https://voetica.com/voetica.php?collection=1&poet=17&poem=549
https://scholar.google.com/scholar?
cites=15111645981185774840&as_sdt=2005&sciodt=0,5&hl=en
Module 5
https://link.quipper.com/en/organizations/547ffb8dd2b76d0002002621/curriculum#curricul
http://www.uwlux.edu/uploadedFiles/Academics/Deparments/
Political_Science_and_Public_Admin/journal_article_critique_example.pdf
http://yuwritingcenter.wikispaces.com/file/view/Writing+a+Literature+Review+-
+Exercises.pdf
http://www.slideshare.com
http://www.eeaconsultants.com/news/globalwarming/global_warming.pdf
Dayagbil,F., Abao, E., & Bacus, R., (2016) Critical reading and writing for senior high
school, Metro Manila
Module 6
https://link.quipper.com/en/organizations/547ffb8dd2b76d0002002621/
https://www.letters.org/application-letter/sample-college-application-letter.html
https://topformtemplates.com/job-application-letter-sample-pdf-free-download/
file:///F:/ohsp%20inventory%20and%20eval/functional%20resume%20format
%20Sample.pdf
file:///F:/ohsp%20inventory%20and%20eval/Sample_Chronological_Resume_132.pdf
file:///F:/ohsp%20inventory%20and%20eval/Communicating_Hybrid_Resume_Sample.pdf
https://images.app.goo.gl/joiE4TSTTr1zwRPt7
https://images.app.goo.gl/AwncQ9dbbSxRSGSa7
https://images.app.goo.gl/xr5UmgyQQKJ5T4x26
https://careerwardrobe.org/wp-content/pdf/08%20Resume%20Quiz%20-%20Robin
%20Rodin.pdf
https://www.livecareer.com/resources/cover-letters/basics/cover-letter-quiz
:https://wps.prenhall.com/chet_lamarre_career_1/31/8105/2075107.cw/content/index.html
http://www.readwritethink.org/files/resources/30847_cover.pdf
92 | P a g e
https://www.ivywise.com/ivywise-knowledgebase/resources/article/quiz-do-you-know-the-
truth-about-college-admissions/
93 | P a g e

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Module Text and Context Connections:

1 Hypertext and Intertext

What I Need to Know

Being a critical reader also involves understanding that

This module 1 contains:

After going through this module, you are expected to:

1. Identify the context in which text was developed

To achieve the objectives of this module, do the following:

 Take your time reading the lessons carefully.

LESSON Text and Context Connections:

Context is important as a foundation for the author in constructing

Moxley posed the following questions on the analysis of context:

LESSON Text and Context Connections :

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

This is accomplished by creating “links” between information. These

Hypertext materials include pictures, video materials animated and audio

This information appears as links and is usually accessed by clicking. The

Hypertext is a new way of reading a text online. It collects every

Information directly/indirectly related to the topic written may be

 Context is defined as the social, cultural, political, historical, and other

What I Have Learned

1. WORD/PHRASE THAT YOU WANT TO RESEARCH OR READ

LESSON Text and Context Connections :

When reading, the readers try to make meaning of the material

Intertextuality, as defined by Tiongson (2016), is the modeling of a text’s

Intertextuality, as a literary device, “is the complex interrelationship between a

____________________1. This refers to the occasion or situation that

Module Text and Context Connections:

What I Need to Know

This module 2 contains:

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

To achieve the objectives of this module, do the following:

 Take your time reading the lessons carefully. 9|Page

____________________1. Critical reading is simply recognition of the text’s

LESSON Text and Context Connections:

 Critical reading goes beyond recognition of the text’s meaning and

According to the website criticalreading.com, there are three steps of

Goals of Critical Reading

Critical reading ultimately examines the author’s choice of content,

To read critically is to make judgments about how a text is argued.

It is not recommended to read just to look only or primarily for

An opinion, on the other hand, is a statement that cannot be proved or

What I Have Learned

________1. Chocolate cake is the most delicious kind of dessert.

 An author’s purpose is his reason for or intent in writing. An author’s

The author uses various persuasive techniques to color the

 Jargons are “specialized vocabulary used by people in a particular

Analyzing a Written Text

 Purpose/Context – What does the text aim to do? Does it mean to

 Topic and Position – Is the author’s argument on the topic at hand

 Research/Sources – Do previous researches have a role in supporting

 Proof/Evidence – What are the proofs/evidence presented by the

 Drawing Conclusions – What does the author want to highlight?

What I Have Learned

Exit Essay: Save the Filipino Language

The Filipino language plays a huge part in the lives of the

Commission on Higher Education (CHED) has already released a

The new curriculum includes the following core courses:

On a personal account, being a student myself makes me think

We are Filipinos and our language is something we should be proud

Topic & Position

LESSON Text and Context Connections:

The text, by itself, does not contain meaning. It is up to the reader to

interpretation of the text through prior knowledge, social conventions,