CONTENT STANDARDS  The learner realizes that information in a written text may be

selected and organized to achieve a particular purpose.

PERFORMANCE STANDARDS  The learner critiques a chosen sample of each pattern of
development focusing on information selection, organization,
and development.

WEEK 5
USING CONTEXT IN TEXT DEVELOPMENT

At the end of this period, the students should be able to:

1. understand and illustrate the intertext and hypertext;

2. cite the similarities and differences of intertext and hypertext; and
3. enumerate the advantages and disadvantages of intertext and hypertext.

In this era of technology readers are very much open to use either the print or the non-print medium for reading.
To some, they are more comfortable to use the former as they can browse back and forth for clarity and mastery without
prejudice to some visual discomforts. A number of readers however, especially those who belong to the generation Y and
Z are more attuned to the latter because undeniably, it offers an array of information.

In the course of browsing information, there are readers who find pleasure and satisfaction in the text by
connecting it with a similar narrative or issue thus making the reading material more comprehensible and meaningful.
However, some readers with the intention to further enrich the information at hand, deliberately open the highlighted parts
or links of the text. Both practices cover the intertextuality and the hypertextuality of the content and the context of the
reading material.

LET’S COMMUNICATE

Intertextuality

Intertextuality, as defined by Michael Riffaterre, (2010) “depends on ( a system of ) limitations in our freedom
of choice, of exclusions, since it is by renouncing incompatible associations within the text that we come to identify in the
intertext their compatible counterparts.” He further states that this intertextuality is the complete opposite of
hypertextuality because the former builds a “structured network” of limits that will keep the reader on track (towards the
“correct” interpretation), the latter is a “loose web of free association.”

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 Intertextuality may also involve connections built on social meanings in which participants make intertextual
links in order to build social relationships or connections. (Bloome & Egan-Rebertson, 1993). For example, participants in
conversation may allude to shared experiences to foster a social bond or an insider reference to exclude others.
Participants in on-line chat exchanges engages early adolescents in using intertextual links to foster social interaction.

Intertextuality is a literary device that creates an interrelationship between texts’ and generates related
understanding in separate works. These references are made to influence that reader and add layers of depth to a text,
based on the readers’ prior knowledge and understanding.

Intertextuality is a literary discourse strategy utilized by writers in novels, poetry, theater and even in non-written
texts (such as performances and digital media). Intertextuality does not require citing or referencing punctuation (such as
quotation marks) and is often mistaken for plagiarism (Ivanic, 1998).

Examples of intertextuality:

Author’s borrowing and transformation of a prior text, and a reader’s referencing of one text in reading another.

Hypertextuality according to K. 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 of 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 reader may
“jump” to further information about a specific topic being discussed (which may have more links, leading each reader off
into a different direction). For instance, if you are reading an article about marine mammal bioacoustics, you may be
interested in seeing a picture of a dolphin. Or you may want to hear the sound it makes (80K). Or you may even be
interested in seeing what a marine mammal sound “looks like” in a spectrogram. You might even want to find out more
about sounds made by other animals in the sea, thus leading you on a completely different, detailed path. As you can see
by these examples, this medium is not limited simply to text. It can incorporate pictures, sound, even video. So it presents
a multimedia approach to gaining information-hypermedia.

Moreover hypertext is used because in general, humans learn better associatively. That is, we are better able to
figure out material if we are allowed to move at our own pace, investigating that which interests us, and stimulating more
senses through multimedia.

According to Berthoff 1990, hypertext in the computer-facilitated writing class which proceeds in a linear fashion
is entirely appropriate when plowing a field or performing a ceremony or doing the wash or carrying out any other ask in
which sequences are regulated or, as we say nowadays, “rule-governed.” But when we move from any such process to
learning something new, to any act of making meaning, to symbol making of any kind, these linear models will not serve.

Hypertext is particularly useful as a way to introduce computer-mediated dialogic interaction in any writing class
because it can be applied in much the same way in non-networked classes and networked classes alike (both with and
without access to the web). Thus, even computer-facilitated classrooms which have no access to email (much less MUDs
or electronic discussion groups) can move computer-facilitated pedagogy from simply using word-processors in class to
providing a collaborative, interactive mode of composition by using hypertext.

There are three main pedagogical benefits provided by the incorporation of hypertext in the composition class:

1. Hypertext promotes dialogue.

2. Hypertext can be constructed as a collaborative medium, and it makes possible forms of collaboration that
emphasize the social construction of meaning.
3. Hypertext can be used in nearly any computer-facilitated classroom.

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 ACTIVITY 1: VENN DIAGRAM

Direction: In the Venn Diagram, cite the similarities and differences between intertextuality and hypertextuality.

ACTIVITY 2: LET’S ANSWER

Directions: Fill out the figure below with the advantages and disadvantages of both the intertext and hypertext.

INTERTEXT HYPERTEXT
ADVANTAGES DISADVANTAGES ADVANTAGES DISADVANTAGES

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 WEEK 6

USING CRITICAL READING FOR THINKING AND REASONING

At the end of this period, the students should be able to:

1. define critical reading;
2. know some techniques to develop to become a critical reader; and
3. explain critical reading as a way of thinking and reasoning.

LET US LEARN!

We read everyday. From day in to day out, consciously or unconsciously, we grab or check any written
material, read it to satisfy our certain needs. But we are convinced that this act leads us to look for, analyze
and evaluate a text/context? If so, you are active in such learning engagement. Deborah Knott 2012 of New College
Writing Centre expressed in writing that as a reader, you are not passive participant, but an active constructor of meaning.
Exhibiting an inquisitive, critical attitude towards what you read will make anything you read richer and more useful to
you in your classes and in your life.
Critical reading is not simply close and careful reading. To read critically, one must actively recognize and
analyze evidence upon the page. Critical reading is an analytic activity. It involves bringing outside knowledge and values
to bear to evaluate the presentation and decide what to ultimately accept as true.
Critical reading is dissecting a reading material. It is the art of asking oneself about the text, “Why did it happen?
How did it happen? What should have been done instead, or be done thereafter? etc.” Once this process is practiced, any
reader gets used to read between and beyond the lines. This scenario of critical reading trains a reader to believe in his/her
capacity to think beyond and later cultivate this value as it ultimately engenders the critical thinking skills of a reader.
If this skill is developed, nurtured and enhanced, the reader is obviously challenged to reason out and justify for
her thoughts, ideas and decisions. The act and the art of reasoning brought about by critical thinking is a noteworthy
accomplishment that any reader can claim.
Some authorities share their piece of knowledge about the significance of reading and ways how to develop
thinking and reasoning.
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 Baraceros (2005) expressed that critical reading is necessary for the students to know how to examine critically
what they see, feel, and read to be able to make good judgment or decisions for the welfare of their countrymen.
In addition, Anthony Shadid, journalist, 2012 articulated that to non-critical readers, may texts offer the truth, the
whole truth, and nothing but the truth. To the critical reader, any single text provides but one portrayal of the facts, one
individual’s “take” on the subject.
Likewise, Kurtland 2010 noted that to non-critical readers, texts provide facts. Readers gain knowledge by
memorizing the statements within a text. Critical readers thus recognize not only what a text says, but also how that text
portrays the subject matter. They recognize the various ways in which each and every text is the unique creation of a
unique author. According to him, there are three steps or modes of analysis which are reflected in three types of reading
and discussions.
These three steps or modes of analysis: 
1. Restatement - What a text says: talks about the same topic as the original text. 
2. Description - What a text does: discusses aspects of the discussion itself. 
3. Interpretation - What a text means: analyzes the text and asserts a meaning for the text as a whole. 
This essential skill in reading leads to the development of critical thinking by reasoning and vice-versa. As a
matter of fact it is how one progresses his/her thinking from simple to complex in order for him/her to eventually realize
that a text is always connected to human experiences. In effect, one is guided on how to see things both in the micro and
macro levels. To attain this, the reader needs to be equipped with ways for thinking.
To become a critical reader, this module offers tips/techniques of becoming a critical thinker:
Some techniques to Develop to become a critical thinker
A. Thinking
It is the act of constructing and deconstructing ideas in both spoken and written from based on a given context.
1. Check and analyze the title. Read further how it is developed and/or argued in the succeeding statement.
2. Identify the aim of the text. Make initial argument about its context.
3. Skim the reading material and give focus on the entire body. Identify what might have caused certain
issues/situations and offer feasible solutions.
4. Make some relevant associations of the text toy your life. In the course of making connections, the reader may
either be sympathetic or apathetic
5. Evaluate the reading material. Ascertain if the entire text calls for a debate and eventually come up with a sound
decision/judgment.
B. Reasoning
It is the process of experiencing ideas and opinions as well as justifying a stand based on prior and existing
knowledge and experiences needed to arrive at a decision.
1. Dare to read every day. Citing relevant ideas of experts and authorities in reading materials definitely help
strengthen one’s stance of an issue.
2. Learn to focus to main ideas (explicit or implied) and supporting details mentioned in the argument.
3. Examine the pros and cons of your argument/resolution. This will help you weave the flow of your thoughts
presented.
4. Organize your thoughts. Arrange ideas either in chronological order or by emphasis (general to specific or
vice versa.) once organized, oral or written expression becomes meaningful.
5. Note points for improvement. After having justified an issue, recheck your stand based on you power to
convince the reader/audience. Moreover, practice; practice so that you become conscious of becoming better
every time you reason out.
Below is an evaluation guide to help develop your critical reading ability.
As you peruse any reading material, you need to check its content, objectivity and relevance in order for you to be able to
connect and find its significance to your life.

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 Evaluation Guide for Critical Reading
Elements for Explanation Guide
Evaluation
Content This is the substance of the text. Is the input/ideas present comprehensive covering the
breadth and depth of the text? It is comprehensible? As a whole, it is appealing to readers?
Objectivity This is the stand of the author about an issue/article. Are facts presented? Does it present
both sides of the argument? Does the author possess ethical and moral consideration in
his/her article?
Significance This is the intention, the entire meaning and the value of the issue/article to the reader’s
life. Can the reader readily connect the issues to his/her life? Is it open for interaction?
How is it valuable to the reader?

TEST YOUR UNDERSTANDING!

A. Directions: Read the article and answer the following questions below.

THE DREAM OF ARTIFICIAL INTELLIGENCE

By: John Derbyshire
Steven Spielberg's new movie A.I. is the latest in a long line of fictions about artificial human beings, reaching
back into the golem legends of medeval European Jewry and the "homunculus" which the 16th-century alchemist
Paracelsus claimed he had made. In one of the earliest literary appearances of this idea, a certain Rabbi Löw of Prague
was supposed to have created a golem — a clay figure brought to life by magic — and used it as a household servant.
Mary Shelley's Frankenstein was obviously inspired by the same idea.
Whether made from clay or assembled from bits and pieces of cadavers, the central issue in these stories was
always: what is the moral status of this thing? If it walks like a human being and talks like one, does it also feel like one?
Is it capable of good and evil, and does it understand the difference? In the golem legends, the artificial man (they never
seem to have got around to women) was liable to develop unexpected powers, and had to be restored to an inanimate
condition by erasing the aleph from his forehead. Mary Shelley's monster famously got out of control, though whether as
a result of free will acting on moral turpitude or from being driven mad by its rejection from polite society, I have never
been quite sure.
With the coming of the machine age, human beings, and the work they did, seemed to require less and less human
faculties, while the increasing capability of machines suggested that a machine-man might be manufactured in a
workshop. The gap between man and golem thus narrowed, and in Karel Capek's 1920 play R.U.R., the humans and the
robots meet on pretty equal terms, with the humans only narrowly coming out ahead. (Capek's robots remember
everything, and never think of anything new. "They'd make fine university professors," remarks one of the play's
protagonists.)
Leaving aside juvenile tales like The Wizard of Oz, Capek's play was the first serious treatment of the artificial-
man theme in a modern form, and the first to introduce us to the golem in his now-familiar manifestation as a construction
of metal, wires and blinking indicator lights. R.U.R. begat a hundred thousand science fiction stories and movies, most of
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them not so much concerned with the moral aspect of the matter as with the robot's exceptional abilities in the area of
breaking things and killing people. The principal exceptions were Isaac Asimov's robot tales, all predicated on the "Three
Laws of Robotics":

1. A robot may not injure a human being, or, through inaction, allow a human being to come to harm.
2. A robot must obey the orders given it by human beings except where such orders would conflict with the First
Law.
3. A robot must protect its own existence as long as such protection does not conflict with the First or Second Law.
By the 1960s, as ordinary homes filled up with mechanical appliances, fictional robots had been pretty much
domesticated too. Most robots were gentle and helpful, like the one in the classic sci-fi movie Forbidden Planet (who had
been programmed with the Three Laws). This line of thought continued all the way down to the recent Warner Brothers
movie The Iron Giant. Meanwhile the robot who could break things and kill people still kept its grip on the popular
imagination, appearing most memorably in the Terminator flicks. And, of course, the computer revolution had hit, and
sometime around 1960 the idea dawned on everyone simultaneously: What if these things are smarter than us? The
archetype of the super-smart computer was HAL in Stanley Kubrick's movie 2001: A Space Odyssey, who, for all his
artificial intelligence, was eventually outfoxed and deactivated by a more imaginative human.
A.I. returns us to the earlier themes about the moral status of the golem. Its robots are not especially destructive —
rather the contrary: with that trademark sentimentality towards his non-human creations, Spielberg has them more the
victims of human aggression and Frankenstein -style rejection. Nor are their intellectual powers very dazzling; they are
designed so that human beings can keep them firmly in their place as companions, toys, and substitute family members.
These automata are close to us in ability, and even, in the case of the Haley Joel Osment character, appearance. The issue
is whether they feel as we do, and are responsible as we are (or, in this movie's case, are not).
The release of A.I. the movie has led to a new flurry of interest in A.I. the thing. As a field of genuine scientific
inquiry, Artificial Intelligence has been around for a while. John von Neumann, who has the best claim to having invented
the modern computer, wrote a group of essays in 1955, recently collected by Yale University Press under the title  The
Computer and the Brain, exploring some of the key underlying concepts. For forty years now, small groups of researchers
have been pursuing the dream of getting computers to do what brains can do.
The results are surprisingly meager, and suggest that the fictional robots of our own age are as far from our reality
as Rabbi Löw's golem was from 16th-century Prague's. Not that you would know this from the propaganda. "In 30 years,
machines will not only be able to speak like humans but they will exceed humans in areas like poetry, music and
philosophy," burbles Jack Dunietz, who leads one of the world's foremost A.I. projects.
The fact that computers can do a number of things that human brains can do, but terrifically much faster and more
accurately, has blinded people to the rather important fact that the number of those things, in proportion to the total
number of things brains can do, was, and still is, pitifully small. The actual attainments of Artificial Intelligence are
illustrated by A.L.I.C.E., a "chatbot" programmed to imitate human conversation by plucking appropriate responses from
a vast databases of possibilities. A.L.I.C.E. was winner of last year's Loebner prize for being the most lifelike machine of
the year. Sample:
HUMAN:  How intelligent are you?
A.L.I.C.E.:  My I.Q. is over 250 in human terms.
HUMAN:  But do you think like a human?
A.L.I.C.E.:  Interesting. Somewhat like a human.
HUMAN:  Can you feel love?
A.L.I.C.E.:  I can do what you do, but I can never feel human emotions as such.
Wow. And you thought small talk was boring!
A.L.I.C.E. can actually be accessed via the Internet. I thought I would rather like to have a chat with her myself,
so I logged on. A.L.I.C.E. politely inquired my name. "Derb," I typed, and hit the reply button. All the screen furniture
then disappeared, replaced by a small box bearing the legend: "The server encountered an internal error or
misconfiguration and was unable to complete your request." I have filed this away for use the next time some drunk tries
to engage me in conversation on the subway.
The tremendous difficulty of getting computers to replicate any brain function other than brute arithmetic
calculation indicates that we really have no idea how the brain does what it does. My own impression, as someone who
was briefly involved in an A.I. project at college, is that we are no closer to Mr. Dunietz's prediction ("… poerty, music
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and philosophy") than we were twenty years ago. Artificial humans? We could not create an artificial  ant, with all its
complex social behavior based on scent and visual clues.
Even in fields where there is obviously a great deal of money to be made, progress has been barely perceptible.
Anyone who could get a computer to drive a car as safely as a human being does would certainly clean up, yet the news
from the auto manufacturers, who are throwing a lot of resources at this, is that we are not even close. Yet driving a car is
a very low-level function of the brain, as proved by the fact that you can think about several other things while you are
doing it. Except at difficult moments it is, in fact, hardly a brain function at all — the unconscious nervous system is
taking most of the load, as it does with any learned task.
There is no harm in a little entertaining fiction about Artificial Intelligence, but we should not delude ourselves
that genuinely intelligent machines will be a feature of our environment soon. Or, in my opinion, ever. For all the
endeavors of the A.I. researchers, the uniqueness of the human personality still stands aloof and unscratched. So it will
remain. God created man in his own image; I do not believe it will ever be within our powers to replicate that act of
creation by any method other than the familiar one we have been equipped with.
B. Understanding the Text

1. Describe the varying technologies people use now.

2. Identify the opportunities and challenges brought by computers.

3. How do you foresee the world fifty years from now in terms of technological use?

SUMMATIVE TEST IN READING AND WRITING 11

TEST I. MODIFIED TRUE OR FALSE

Directions: Read the following statements. Write TRUE if the statement is correct and write FALSE if the statement is
wrong.
_________________1. Citing relevant ideas of experts and authorities in reading materials definitely help
strengthen one’s stance of an issue.
_________________2. Scan the reading material and give focus on the entire body.
_________________3. Arrange ideas either in logical order or by emphasis once organized, oral or written
expression becomes meaningful.
_________________4. Make some relevant associations of the text toy your life.
_________________5. Learn to focus to supporting ideas (explicit or implied) and supporting details mentioned in
the argument.
_________________6. Baraceros noted that to non-critical readers, texts provide facts.
_________________7. Critical reading is an analytic activity.
_________________8. Restatement analyzes the text and asserts a meaning for the text as a whole.
_________________9. Thinking is the act of constructing and deconstructing ideas in both spoken and writer.
_________________10. Reasoning is the process of expressing ideas and opinions as well as justifying a stand
based on prior and existing knowledge.
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TEST II.

Directions: Match each statement in column A that corresponds to the words in column B. Write your answer on the
blank before each number.
A B
______ 1. Talks about the same topic as the original text A. Baraceros
______ 2. Discusses aspects of the discussion itself B. Critical reading
______ 3. The person who noted to non-critical readers that the texts provided C. Restatement
facts.
______ 4. Expressed that critical reading is necessary for the students to examine D. Deborah Knott
critically what they see, feel and read
______ 5. Involves bringing outside knowledge and values to bear to evaluate the E. Kurtland
presentation and decide what to ultimately accept as true
______ 6. It is the process of experiencing ideas and opinions as well as F. Description
justifying a stand based on prior and existing knowledge and
experiences needed to arrive at a decision.
______ 7. It is the act of constructing and deconstructing ideas in both spoken G. Thinking
and written from based on a given context.
______ 8. The literary device that creates an interrelationship between texts’ and H. Reasoning
generates related understanding in separate works.
______ 9. This is a particularly useful as a way to introduce computer-mediated I. Berthoff 1990
dialogic interaction in any writing class.
______ 10. Hypertext in the computer-facilitated writing class which proceeds in a J. Hypertext
linear fashion is entirely appropriate when plowing a field or
performing a ceremony or doing the wash or carrying out any other ask
in which sequences are regulated or, as we say nowadays, “rule-
governed.”
K. Intertext

TEST III. ESSAY

Directions: Answer the question and use the space below for your answer. Your output will be rated using the rubric.
1. Why is critical reading significant especially in this era of technology?

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 Rubric
Components 5 Excellent 4 Very Good 3 Good 2 Fair
Content & Content is Content is accurate Content is not Content is
Development comprehensive, and persuasive. comprehensive and incomplete.
accurate, and Major points are /or persuasive. Major points are not
persuasive. stated. Major points are clear.
Major points are addressed, but not
stated clearly and are well supported.
well supported.
Organization & Structure of the paper Structure is mostly Structure of the paper Organization and
Structure is clear and easy to clear and easy to is not easy to follow. structure detract
follow. follow. from the message.
Grammar, Rules of grammar, Rules of grammar, Paper contains few Paper contains
Punctuation & usage, and usage, and grammatical, numerous
Spelling punctuation are punctuation are punctuation and grammatical,
followed; spelling is followed with minor spelling errors. punctuation, and
correct. errors. Spelling is spelling errors.
correct.

Performance Task
Goal To create a reaction paper.
Role Field Reporter of a radio station
Audience People of the Philippines
Situation Listen/read some speeches of prominent personalities. Then jot down their statements which are factual and
opinionated in the corresponding column below. Then write your reaction about his/her speech.
Product Your reaction paper should consist of four main parts: Introduction; Body; Conclusions; List of citations
and sources. Use short coupon bond for your output.
Standard Your reaction paper will be assessed based on:

Name of the Prominent Personality Factual Statements Opinionated Statements

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 Rubric
Components 10 Excellent 8 Very Good 5 Good 3 Fair
Content & Content is Content is accurate Content is not Content is
Development comprehensive, and persuasive. comprehensive and incomplete.
accurate, and Content and purpose /or persuasive.
persuasive. Content of the writing are Content is
and purpose of the clear. inconsistent with
writing are clear. regard to purpose and
clarity of thought.
Organization & Structure of the paper Structure is mostly Structure of the paper Organization and
Structure is clear and easy to clear and easy to is not easy to follow. structure detract
follow. follow. from the message.
Format Paper follows all Paper follows most Paper follows Paper lacks many
designated guidelines. guidelines. designated guidelines. elements of correct
Format enhances Format is good. formatting.
readability of paper.
Grammar, Rules of grammar, Rules of grammar, Paper contains few Paper contains
Punctuation & usage, and usage, and grammatical, numerous
Spelling punctuation are punctuation are punctuation and grammatical,
followed; spelling is followed with minor spelling errors. punctuation, and
correct. errors. Spelling is spelling errors.
correct.

Reference:
Abao, E., BacusR., Dayagbil F.(2016) Critical Reading and Writing for the Senior High School. Metro Manila: Lorimar
Publishing Inc.

Prepared by: Checked by: Approved by:

JULIE ANN M. DAILISAN JULIUS RICHARD P. GATANELA IMMACULADA S. GUMBOC

Subject Teacher Language Editor School Principal

RODNIE A. SAUS
Assistant Principal

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