Senior High School

Reading and Writing Skills

Quarter 3 & 4 - Module 2
Text and Context Connections

Department of Education • Republic of the Philippines

 Weekly Learning Plan
Day and Mode of
Learning Learning
Time Delivery
Area Competency

Identify claims QUARTER 3- MODULE 2

explicitly or implicitly
WEEK 5 READING made in a written Modular
What I know 1-10 Page 10
Day 1-4 and text Distant
SO, WHAT ARE THE TYPES OF CLAIMS? Page 12
WRITING a. Claim of fact Learning
What is it Activity 1 1-10 Page 16
b. Claim of policy
c. Claim of value

Identify claims QUARTER 3- MODULE 2

explicitly or implicitly Modular
WEEK 6 – made in a written Activity 2 1-10 Page 18 Distant
Day 1-4 text. What I Have Learned: Learning
a. Claim of fact Assessment 1-10 Page 19-20
b. Claim of policy
c. Claim of value
QUARTER 3- MODULE 2

Identify the context in What I Know 1-5 Page 25 Modular

which a text was Can you think of the differences between these two ways in identifying Distant
developed the context of text development? Try to fill this table with your ideas. Learning
WEEK 7 – READING a. Hypertext Page 25
Day 1-4 and b. Intertext
WRITING Activity 3: Read the following essay and identify the context with which
the text was written by answering the questions that follow.
Page 28

Activity 4: Try to research the 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. Page 31

Identify the context in QUARTER 3- MODULE 2

which a text was What is it? Modular
WEEK 7 – READING developed Activity 5: Are you familiar with the Harry Potter Series and the Lord of Distant
Day 1-4 and the Rings Trilogy? If so, can you discuss what their similarities are? Learning
WRITING What I Have Learned: Page 33
Assessment 1-5 Page 34

Prepared by: Verified by: Approved by:

Eric P. Miso/Dy D. Salahid EUGENE O. MAGHUYOP, III JERSON B. HERRERO

Teachers Assistant to the Principal Secondary School Principal II

Address: Fr. William F. Masterson Avenue, Upper Balulang, Cagayan de Oro City
Telephone: (08822) – 8550048
Reading and Writing - Senior High School
Alternative Delivery Mode 2020
Quarter 3&4 – Module 2: Text and Context Connections
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition the
payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis- Briones
Undersecretary:
Assistant Secretary:

Development Team of the Module

Author’s Name: MILGER A. BAANG & ANADESI L. BUHISAN

Reviewers: JOSEPHINE D. LADERES & SHEILLA B. DIANGO

Illustrator: VINCENT R. CAILING

Layout Artist: MYCO B. MACAMIMO

Management Team: ROSELYN E. LAZALITA

Printed in the Philippines by:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

Office Address:
Telefax:
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2
 Lesson Text and Context Connections:
3 Claims in Written Texts

What’s New

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

What I Need to Know

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

1. identify claims explicitly and implicitly made in a written text
a) Claim of Fact
b) Claim of Policy
c) Claim of Value

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.

9
 What I Know

Before heading on to our lesson, let us first check what you already know.
Instruction: Identify which type of claim the statement is making and put a check (/)
inside the box next to each sentence.

Claim Claim Claim

Statements of of of
Fact Value Policy
1. Honesty is the best policy.
2. Staying late at night can cause obesity.
3. Smoking can lead to respiratory infection.
4. Be kind for everyone has a hard battle to win.

5. Social media makes every youth share common

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

7. All students must be strictly prohibited to bring any

gadgets at school.
8. Barkada Kontra Droga would eradicate drug addiction
in the community.

9. Zero Waste Management should be strictly

implemented in the school campus.
10. To compete globally, the Department of Education
adapted the K to 12 curriculum.

Great job! Later we will see if your answers are correct by

reading the rest of this module.

10
Lesson Text and Context Connections:
3.1 Claims in a Written Text

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

Explicit Information is the information stated in the text. Readers can see the
piece of information stated in the given passage.
Implicit information is the information not directly presented in the text.
As readers, we need to read between the lines to understand the details that
the writer is trying to tell us.
Critical reading enables you to distinguish the explicit and implicit information
provided by the author. Explicit information is information that is clearly stated in the
text. Implicit, on the other hand, are ideas suggested in the text but not directly stated. This
is where the ability to make inferences based on clues within the text is applied.

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

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

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

yield objections and opposite perspectives to appear for readers of a text that
supports a certain stand on a topic. Completely factual texts are not considered
debatable.
2. A claim should be specific and focused. With the statement of claim limiting the
scope of the written text, it must be noted that claims must be focused on a single
topic alone to arrive at an equally concise and specific result or conclusion.
3. A claim should be interesting and engaging. It should capture the interest of readers
at first glance and encourage a healthy discussion on the topic.
4. A clai m should be l o g i ca l . The evidence supporting the claim mu st b e
reasonable at its best.

SO, WHAT ARE THE TYPES OF CLAIMS?

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 Lesson Text and Context Connections:
3.2 Claim of Fact

What’s New

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

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

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

a rule. And, to verify whether these statements are claim of fact or not, ask these
questions:
Is it debatable? Is it verifiable? Is it specific? Can it be solve objectively?
Types of factual claims (generally "objective")
1. Factual / historical
2. Relational - causal connections
3. Predictive

Proof requires:
• sufficient and appropriate grounds
• reliable authority
• recent data
• accurate, typical data
• clearly defined terms -no loaded language
• a clear distinction between fact and inference

EXAMPLES OF CLAIMS OF FACT

 The oldest known disease in the world is leprosy.

 Generally, obesity causes health problems.
 Neil Armstrong was the first man to step on the moon.
 The first Mindanaoan President is Rodrigo Duterte.
 The earth is warming rapidly.

12
 Lesson Text and Context Connections:
3.3 Claim of Policy

What’s New

The Claim of Policy calls for some form of action.

It states what the reader should or ought to do about a particular
situation/topic.

The Claim of Policy advocates a specific course of action. It asserts that

specific policies should be instituted as solutions to problems.
Claims of policy argue that certain conditions should exist. Almost always
"should" or "ought to" or "must" are included in this claim.
Claims of Policy are specific statements on procedures or laws that need to
be modified based on certain issues or conditions.
Most of the time, claims of policy ask for plans of action to solve current
problems.
Proof requires:
 Making proposed action (clear), need (justification), plan (must be workable),
benefit (advantages) consider opposition / counter arguments.
Consider this statement, for example:
To attract more non-traditional students, this college must review and revise
its course offerings.

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

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

EXAMPLES OF CLAIMS OF POLICY

 The mayor should suspend the classes today.

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

13
 Lesson Text and Context Connections:
3.4 Claim of Value

What’s New

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

morals or the sense of what’s good and what’s bad.
This type of claim weighs the values according to which is more desirable.
Claim of value deals with topics concerning moral, philosophical, or aesthetic
aspects.

Claims of Value involve judgments and evaluations. It judges whether

something is good/bad, right/wrong, just/unjust, ethical/non-ethical, and others. We
judge the worth of something. It attempts to prove that some things are more or less
desirable than others.

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

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

Proof requires:
• Establishing standards of evaluation (i.e. a warrant that defines what
constitutes instances of the relevant value)
• note the priority of the value in this instance
• Establish the advantage (practical or moral) of your standards
• Use examples to clarify abstract values
 Use credible authorities for support

The famous saying, honesty is the best policy, is one good example of a claim
of value. To prove the statements validity, the author may elaborate on the
examples that show how honesty holds advantage over other policies and how it has
been proven to be effective.

EXAMPLES OF CLAIMS OF VALUE

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

14
CHECK THIS OUT!
Claim of Fact Claim of Value Claim of Policy
Facebook is better Facebook must be doing
Generally, Facebook than Twitter and well considering the
received most visits than Instagram. number of visitors it has
Twitter and Instagram.
every day.

debatable, verifiable, Requires a “standard” Suggests a solution or a

specific, objective to verify policy

What is it?

Activity 1: Read and identify the types of claims used in each statement. Write
COF for Claim of Fact, COP for Claim of Policy and COV for Claim of Value.
Write your answer on the space provided before each sentence.

1. The use of civil disobedience during the Martial Law struggle

was reasonable, moral, and necessary.
2.The private ownership of automatic and semi-automatic weapons
in the Philippines should be banned.
3. The possibility of an asteroid or meteor hitting Earth is great
enough that the Federal government should be finding plans to prevent it.
4.The death penalty if used in the Philippines will be ineffective and
impractical.
5. The death penalty if applied in the Philippines will be immoral.
6. Recovered memory should be disallowed as evidence in
Philippine courts.
7. Opera is not as entertaining as musical comedy.
8. Generally, public secondary schools in America are not
adequately preparing students for college.
9. Fetal tissue research should not be funded by the Philippine
government.
10. Fetal tissue research is wrong.

15
 What is it?

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

EDUCATION IN THE NEW NORMAL

Ching Jorge

If last year’s enrollment figures are to be a basis, the Philippine education

system will be expecting around 27 million students to enroll in the Basic Education
System in the coming school year. With the early closure of the school year in
March, the enhanced community quarantine in effect, and the still unclear future that
the COVID-19 pandemic will bring, the Department of Education (DepEd) and our
millions of learners are facing enormous challenges.

In a recent evaluation on ALS (Alternative Learning System) interventions

done in the Mindanao region during the quarantine period, platforms such as
ICT4ALS, FB Chat, Google Classroom, the Aral Muna app, and DepEd Commons
emerged as the most common technological interventions used. Also popular are the
use of radio- based intervention — partnerships with local radio stations to announce
questions or lessons that can be replied to by phone. There are also the door-to-door
delivery of worksheets, take-home learning activity sheets, and take-home portfolio
completions. These modalities are being used and explored during the quarantine
period and will serve as key learning points for implementation in the bigger
education system.

While home school and online learning are among the proposed solutions,
access to technology and the internet, especially in remote areas, remains a
challenge. In the public education system, it is not uncommon for students to lack
internet connection at home or be unable to afford to ―load‖ their phones regularly.
Some do not even have computers or phones at all. As this is a reality that many
schools, students, and communities will face, the DepEd proposes a combination of
different learning modalities and will be using the Blended Learning approach.

In-classroom study and individual study/online classroom work, or

Blended Learning, will allow students to learn at their own pace under guided
modules. The DepEd has launched an online study platform called DepEd Commons,
accessible to both private and public schools, to help students continue their lessons.
It has also developed an ALS platform in partnership with Unicef called ICT4ALS, a
portal of learning resources, activity sheets, and online tutorials for ALS teachers and
learners.

However, the challenge of technology access still remains for public school
students. Other factors such as home environment (conduciveness to learning),
learner attitudes toward home learning, and technology competence can affect
16
learner outcomes and the effective use of Blended Learning. Learning at home also
requires parent participation and support.

17
 Education’s new normal will not just be about operating in an environment that
secures the health of students; nor will it be about completely transitioning to online
modalities. Instead, it should be about using technology to increase efficiency in
areas with the capacity to do so, while empowering learners and communities to
create positive learning environments in which the student can grow. It should not
sacrifice quality but continue to provide equal opportunities, most especially to the
marginalized and vulnerable sectors. It is not a one-size-fits-all solution, but one
that is dependent on the needs of each learning community.

While the DepEd carries most of the burden for this challenge, the role of local
government units is crucial. An alignment of resources and education goals
within each community is needed to support the education ecosystem of students,
teachers, and parents and assist the adjustment to the new normal — home
schooling, parent- as-teachers training, community internet centers, a Citizen Watch
for education, establishing LGU leaders as education champions.

While the future remains unknown, by working together to support and

empower the education ecosystems in our communities, we can help establish the
structures that our students will need to receive the quality education they
deserve, and bring stability in a time of uncertainty.

https://opinion.inquirer.net/129286/ph-education-and-the-new-normal
Posted April 28, 2020
Paragraph Key Claim Type of Claim (Fact,
Number Policy, Value)

18
 What I Have Learned

 A claim is a statement that is not considered accepted by all. It may be

unverified or controversial to a certain degree.
 There are claims rooted in history or science (claims of fact).
 There are claims that demand action because the present conditions for
certain policies are no longer effective (claims of policy).
 There are claims that assert the morality of an idea based on certain
standards or preferences (claims of value).

Assessment
After our lesson, let us now check what you have learned.

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

Claim
Claim of Claim of of
Statements VALUE
Fact Policy
1. Honesty is the best policy.
2. Staying late at night can cause obesity.
3. Smoking can lead to respiratory infection.
4. Be kind for everyone has a hard battle to win.
5. Social media makes every youth share common goals.
6. Extra Judicial Killings lessen the crimes in our
community.

7. All students must be strictly prohibited to bring any

gadgets at school.
8. Barkada Kontra Droga would eradicate drug addiction
in the community..
9. Zero Waste Management should be strictly
implemented in the school campus
10. To compete globally, the Department of Education
adapted the K to 12 curriculum.

19
 Congratulations!
You have completed your journey in this
module.
You did a great job!
It’s now time to go on to the next
adventure…
Good
luck!

REFERENCES

Explicit and Implicit Information. Retrieved from

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

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

https://department.monm.edu/cata/mcgaan/classes/cata335/O -claims.335.html
Olivieri, P. (n.d.). How to Teach Text Evidence: A Step-by-Step Guide. [online]
Rockin
Resources. Available at: https://blog.teacherspayteachers.com/teach-
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

22
 Lesson Text and Context Connections:
4 Contexts of Written Texts

What’s New

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.

What I Need to Know

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

1. identify the context in which a 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.

24
 What I Know

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.

Great job! Later we will see if your answers are correct by reading the
rest of this module… but before that….

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.

HYPERTEXT INTERTEXT

25
 What’s In

In the previous lesson you have learned that in exploring a text, it is

important that you understand what you are reading to get the message of the text,
for you to develop the skill in verifying issues, affirming one’s values or even make
a decision if necessary. Critical reading also means that you are able to distinguish
the information that is clearly stated (explicit) in the text from ideas that are
suggested (implicit). This will help you make inferences about what you read and
challenges you to give reactions.

Knowing how to identify explicit and implicit information will help you in
developing one of the most important skills needed in critical reading: evaluating
the claims made by an author. This involves going back to the text to recognize the
writer’s arguments and evidence so that you can begin judging the writer’s work.

Intertext is putting a text in relation to another text, usually through direct

quotes or references. A book that quotes another book to compare, contrast, or
expand on a pointis using intertext.

Hypertext by it’s nature is purely a computer construct. It’s a way of

providing clickable links to other sections of a document, or other documents on
the internet. It’s the basis of what we know of as the world wide web, but it started
it’s life as more basic links within a document - for example clicking on a line in the
table of contents would take you to that chapter. It even pre-dates WYSIWIG and
mouse driven interfaces.

26
 What’s New

Activity 1: Three Things Directions: Study the given text and do what is asked.

You are doing a research about Environmental Issues in the Philippines. A quick
Google search would lead you to a Wikipedia article. While reading about it, you
also encounter links that lead you to more information depending on your purpose
and interest. Then, place your answer on your answer sheet.

Environmental issues in the Philippines

From Wikipedia, the free encyclopedia
Jump to navigation Jump to search

The Philippines' evident risk to natural disasters is due to its location. Being a country that
lies in the Pacific Ring of Fire, it is prone to earthquakes and volcanic eruptions. In addition,
the country is surrounded by large bodies of water and facing the Pacific Ocean where 60%
of the world's typhoons are made. One of the most devastating typhoons that hit the
Philippines in 2013 was Typhoon Haiyan, or "Yolanda," that killed over 10,000 people and
destroyed over a trillion pesos worth of properties and damage to various sectors. Other
environmental problems that the country is facing include pollution, illegal
mining and logging, deforestation, dynamite fishing, landslides, coastal erosion, wildlife
extinction, global warming and climate change.

Write down 3 texts Write down 3 underlined Write down 3 things you
information in blue font terms related to can do with the given
environmental issues Google search link

1. 1. 1.

2. 2. 2.

3. 3. 3.

27
What is it?

A. HYPERTEXT

What is Hypertext? It is simply a non-linear way of presenting information, rather than the
traditional linear process of reading from beginning to end. Readers of hypertext may follow their
own path , create their own order- their own meaning out of the materials that connect topics on
a screen to related information, graphics, videos, and music- the information is not simply
related to text.

How can you identify hypertext? This information appears as links and is usually accessed by
clicking and shifting to different web pages in a matter of seconds and minutes. The reader can
navigate around the internet and jump to more information about a topic, which in turn may have
more links that open up the reader to a wider horizon of information or to a new directions.

B. INTER TEXT
What is Intertextuality? It is the interconnection between similar or related works of literature in
terms of language, images, characters, themes, or subjects depending on their similarities in
language, genre, or discourse, which reflects and influences an audience’s interpretation of the
text. Intertextuality is the relation between texts that are inflicted by means of quotations and
allusion.

Example:
1. Tailor Swift’s song “ Love Story” makes intertextuality references to Romeo and Juliet and
the “ Scarlet Letter”:
“ Cause you were Romeo, I was a scarlet letter and my daddy said stay away from Juliet.

2. Another example of Intertextuality is also seen in the local legend of folk hero Bernardo
Carpio. Many versions of his tale exist, but local folklore says he is a giant who is the cause of
earthquakes. In Greek mythology, there is also Poseidon, who is the god of the sea and
earthquakes. Many cultures also attribute natural disasters to legendary figures.

28
What’s More Activity 1: Agree –Disagree

Directions: Put a check on the column to show your alternative response. Write
your answe on your English notebook.

STATEMENTS AGREE DISAGREE ACTUAL

ANSWERS

1. Hypertext is defined as a
word or words that
contains a link to a
website.

2. Hypertext and
Intertextuality are
techniques used in text
development.

3. Intertextuality is relatively
a new way of reading and
processing a text online.

4. Hypertext is a non-linear
way of presenting
information

5. Schema or prior
knowledge is important in
text development.

29
Activity 2: Parody

Directions: Show intertextuality in music by composing a short song about

our lesson for the day. Be ready to sing the learned concept using
the melody or tune of a popular song or nursery rhyme. Write your answer in
your English notebook.

Context, Hypertext, Intertext

Sample: (Lesson for the Day)

Someday, you’ll gonna realize;

Why we must learn this text development;
I know you’ll gonna need it;
So try to use the Hypertext as well as the Inter text.

Tune: “Someday” by Nina

30
Activity 3: Intertextuality: “ Cinderella” vs “The Necklace”

Directions: Read the familiar fairy tale of Cinderella and compare and contrast it to
Guy de Maupassant’s “ The Necklace.” In what ways are the two stories alike? And
how does “ The Necklace” invert the story of Cinderella? Fill the table with details
to show intertextuality. Write your answer on your answer sheet.

31
Comparison Cinderella The Necklace

1. godmother

2. stairs

3. carriage

4. glass slipper

5. social class

8
 What I Have Learned

Here are some key points to sum up our lesson:

➢ Critical reading is not merely reading and comprehending the information given
by the author.
➢ Being a critical reader also involves understanding that texts are always
developed with a certain context.
➢ Context is defined as the social, cultural, political, historical, and other related
circumstances that surround the text and form the terms from which it can be
better understood and evaluated.
➢ Knowledge of the text’s content helps in appreciating the text’s message more
deeply.
➢ Hypertext is a non-linear way of showing information which is relatively a new
way of reading a text online.
➢ Readers of hypertext can jump from the original text to another connected text
using a link.
➢ Intertextuality is the modeling of a text’s meaning by another text.

What I Can Do

Transforming the Context of Manuel L. Quezon’s Speech into Hypertext

Directions: Collaborate with a group of 5 members. Read the full speech of President
Quezon, and research on its cultural, historical, and political context. .After you have
read and researched on the text, create a Wiki entry inspired by President Quezon’s
speech. Decide which aspect of the speech you find interesting ( e.g ., traits of Filipinos,
values education in schools) and then come up with text describing that aspect. Link
together relevant pictures, videos, or music that you think your readers would find
interesting.

9
 Assessment

Directions: Read each item carefully and answer the following questions. Write the
letter that corresponds to your answer. Answer on a separate sheet of
paper.
1. Which of the following refers to the ability of text to be linked with other texts as its
inherent quality?
a. context clues c. hypertext
b. inter text d. hyperlink

2. Which is the ability of text to be linked with other texts by means of electronic links?
a. context clues c. inter text
b. hypertext d. hyperlink

3. Intertextuality can take place

a. within the same medium or style c. across cultures
b. across medium or style d. All of these

4. Which of the following allows the readers to jump to more information about a topic,
by clicking more links and to create meaning out of the material?
a. text c. hypertext
b. context d. inter text

5. Which of the following focuses on the process of composition and allow the readers to
produce the meaning of a text?
a. context clues c. hypertext
b. inter text d. hyperlink

6. Which type of intertextuality takes the form of a literary device which involves direct
reference to something else, often another literary text?
a. Allusion c. Personification
b. Irony d. Hyperbole

7. Which of the following sentences make use of intertextuality?

a. In this time of pandemic crisis, we have in front of us a herculean task.
b. The rise in poverty will unlock the Pandora's box of crimes.
c. As I walk through the valley of the shadow of death, I take a look at my life and
realize there’s nothing left.
d. All of the above

8. Which statement in true?

a. Hypertext allows for a non-linear movement within a document with the option
of quickly returning to the point of origin.
b. Readers of hypertext can skim through sections of a text, freely jumping from
one part to another depending on what aspect of the text interests him/her.

10
 c. The advent of the Internet and Technology has created new ways of reading
and processing a text.
d. All answers are correct.

9. Which of the following is most likely to happen when the readers use hypertext?
a. The reader will find connections between language, genre , or discourse.
b. The author borrows or transforms a prior text or use in reference to another.
c. The reader cannot relate with the context because he/she has no schema or
prior knowledge.
d. The reader can get lost through the ocean of information and misinformation.

10. Which of the following best describes a critical reader?

a. one who knows how to evaluate the arguments in the text
b. one who is aware of the positive and negative assumptions of the text
c. one who can identify the context of text development
d. All answers are correct.

Additional Activities

Directions: Do a quick Google Search that would lead you to a Wikipedia article on
each of the following topics. Write three hypertext references for each of
the topics below.
1. bitcoin
a.
b.
c.

2. blended learning
a.
b.
c.

3. Impact of the COVID-19 Pandemic in Education

a.
b.
c.

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