CONTENTS 01 Determining claims made in

a written text
02 Context of Text Development
03 Critical Reading
04 Evaluative Statements
05 Assertions
06 Claims and Counterclaims
 DETERMINING
CLAIMS MADE IN
A WRITTEN TEXT
Reading becomes meaningful when readers
don’t only rely on author’s offered
information but also challenges themselves
to get the message of the text by verifying
issues, affirming one’s values, and even
standing by a decision whether they
[readers] agree or not.
 DEFINITION
OF CLAIMS
01

CHARACTERISTICS
OF A 02 03
TYPES OF CLAIM
GOOD CLAIM
▪del Gandio J. 2008, said that:
▪A claim is an arguable statement- an idea that
a rhetor (that is, a speaker or a writer) asks an
audience to accept.

-an opinion, idea, or assertion

-to say that (something) is true when some
people say it is not true
▪Campbell and Huxman define a claim as an
assertion.
✓A claim is a discourse.
✓It involves speaker’s awareness of an
audience.
✓It deals with a search for an agreement.
✓It involves anticipation.
✓A claim thus forwards a statement that we
worry the audience will not agree to, but
wish them to agree to.
▪ It should be argumentative or debatable.
▪ It should be specific and focused.
▪ It should be engaging and interesting.
▪ It should be logical.
▪If we are certain that an audience will agree,
it is not really a claim.
▪If we are certain that they will not, it also is
not a claim.
▪A claim works with contingency (a case or
possibility)- a question of whether the
audience will agree or not.
FACT VALUE POLICY

01 02 03
1. Claim of Fact
- When an author is claiming that a particular
statement is true.
- There must always be the potential for
controversy, conflict and conversion.
- Something that can be determined by
careful observation of past, present, and
future.
▪Is it debatable?
▪Is it verifiable?
▪Is it specific?
 Is it
debatable?
Is it
verifiable?
Is it specific?
Can it be
solved
There is one God. objectively?
2. Claim of Value
- It judges whether something is good/bad,
right/wrong, just/unjust, ethical/non-ethical,
etc.We judge the worth of something
- Look for keywords that are a matter of
judgments rather than fact: good, well, kind
useful, desirable, etc.
- A claim is based on the things we like or
dislike. Thus, it deals with goals, with things
we find attractive.
Claim of Value
- examine your topic in terms of the
phrases,
“It is better to…
It is unethical that…
It is wrong to…
…is more beautiful than…”
▪1. Musical Comedy is the best form of
entertainment.
▪2. Staying with the family with a limited
income is more valuable than being away
earning a lot.
▪3.Communication is better than
computation.
3. Claim of Policy
- When an author is claiming in the argument that
something should be implemented
- is something should or should not be done
-It typically provides a solution or another series
of questions in response to the claims of fact
- be sensitive to calls that some action be taken
 - Look for key words “should” or “ought”.
These words may not always be present, but if
they are, actions are usually called for.
1. The government should continue to offer
scholarship programs especially to the poor
but bright students.
2. Gender equality needs to be strengthened
in the academe.
3. The mayor should suspend the classes today.
We should respect
everyone in school.
Directions: Identify the type of claims in the given
statements below. Write Fact, Value and Policy.
Example: Following healthy diet, with enough rest
and exercise will make you healthy.
Answer: Claim of Fact
1. Calbayog City must ban tourists from places
with high cases of COVID-19. (policy)

2. Calbayog City has the best tourist attractions in

Region VIII. (value)
3. Parents and guardians should properly wear their
face masks every time they visit the school.
(policy)

4. Studies have shown that exposure to violent media

is a risk factor for violent behaviors. (fact)

5. Private Schools are better than Public Schools.

(value)
At the end of the lesson, the students shall
be able to:
Identify the context in which a text was
developed
a. Define Intertextuality and Hypertext;
b. Value the importance of innovation; and
c. Locate similarities of one story to the
other using intertextuality.
▪Intertext or intertextuality is technically defined as a
process of text development that merges two more
processes such as imitation and creation in doing
a text.
▪It involves imitation because the author, as highly
influenced by another author comes up with his
version of the text consciously or unconsciously
incorporating the style and other characteristics of
the text done by that author.
▪Intertextualityhas its
roots in the work of a
Swiss linguist Ferdinand
de Saussure (1857-
1913).
▪Meanwhile, the term itself was
first used by Bulgarian-French
philosopher, semiotician, and
psychoanalyst Julia Kristeva
in the 1960s.
1. Mina is the Helen of Troy in their
class.
2. You are my kryptonite. You keep
making me weak.
3. We got a new Einstein in class
today.
Cherie Gil in the 1985 movie adaptation of Bituing Walan
Ningning starring the Megastar Sharon Cuneta an
Christopher de Leon.
▪A non-linear way to present information and is
usually accomplished using “links”.
▪Such links help the readers navigate further
information about the topic being discussed
and may also lead to other links that can
direct the readers to various options.
▪Hypertext is text displayed on a computer
display or other electronic devices with
references to other text that the reader can
immediately access.
▪Hypertext documents are interconnected by
hyperlinks.
WHY HYPERTEXT?
▪In a hypertext system, the reader is free to navigate
information by exploring the connections provided.
▪Hypertext is a different way of presenting information
than the usual linear form.
▪Text no longer flows in a straight line through a book.
Instead, it is broken down into many smaller units
each addressing a few issues.
HYPERLINK
https://www.researchgate.net/publication/3
39139621_A_Brief_Study_of_Criticism_an
d_Its_Forms
▪Today, links are not just limited to text or
documents but may also incorporate other
forms of multimedia such as pictures, sounds
and videos that stimulate more senses. This is
called hypermedia.
▪The term hypertext
was coined by Ted
Nelson in 1963.
▪He is considered as
the father of computer-
based hypertexts.
CRITICAL
READING AS A
FORM OF
REASONING
 OBJECTIVES:
01
Identify concepts associated
with critical reading

02 Analyze statements based on its

function of critical reasoning

03 Formulate ideas applying critical

reading and reasoning
DEFINITION OF TERMS
▪Fact- a piece of information presented as
having objective reality
▪Tone- style or manner of expression in
speaking or writing
▪Bias- to give a settled and often prejudiced
outlook to
▪Argument- a coherent series of reasons,
statements or facts intended to support or
establish a point of view
 EXPLICIT
▪ Explicit means communicating directly in a
clear and exact way:
▪ Example:
▪ “Someone gives a very straightforward
direction to a location.”
 EXPLICIT
It was a stormy night in Greenwood.
The strong winds were causing the trees to
sway, and it rained for hours.
Where is the storm happening?
When did it happen?
What did the strong winds do to the trees?
 IMPLICIT
▪ refers to something that is suggested or
implied but not clearly said.
▪ Example:
▪ Your mother shows you an angry face when
you leave your socks on the floor.
 IMPLICIT
“Kayla peered out the window before heading to
bed. The trees were wildly swaying, and the
puddles in her yard were growing larger by the
minute.”
When did the story happen?
What happened during that time?
CRITICAL READING
Critical Reading is a type of reading whereby
the reader analyzes and interprets the reading
material to know if it presents logical ideas and
connection of ideas.
CRITICAL READING
When we read critically, we use our critical
thinking skills to QUESTION both the text and
our own reading of it.
CRITICAL READER
A critical reader is someone who defends
something by giving out reasons (Ms. Katrine M.
Belino).
A critical reader should use textual evidence
when asked to support analysis of the implicit
and explicit information presented by a writer in
a text.
 A CRITICAL
READER AM I REALLY
CONSTANTLY THINKING
ASKS ONE ABOUT WHAT
BIG
QUESTION AS I'M READING?
HE READS:
KURLAND (2010)
To non-critical readers, text provide facts.
Readers gather knowledge by memorizing the
statements in the text.
KURLAND (2010)
Three steps or modes of analysis which can be
reflected in three types of reading and
discussion:
THREE STEPS OF ANALYSIS
KURLAND (2010)
03
02
01
 03
02
01
01
02
03
 03
02
01
 Content Objectivity Significance
1. What is the text all 1. What is the stand of 1. What is the intention
about? the author/ writer/ of the author in the
2. Are the input/ideas speaker in the article?
present article? 2. What is the
comprehensive- 2. Are facts included on meaning and the value
covering the depth it? If yes, cite them. of the issue/article to
of the text? 3. Does it present both you?
3. As a whole, is it sides of an 3. What do you think is
captivating the argument? the message of the
audience or the article?
reader?
 Critical Reasoning involves the
ability to actively and skillfully
conceptualize, analyze, question,
and evaluate ideas and beliefs. It is
the opposite of dogma. Dogma is
unquestioned information —
information that is embraced
without the intervention of active
thought or criticism.
Ex. Ten Commandments of
Christian faith.
At the end of the lesson, the students shall be able to:
1. identify types of assertions;
2. formulate assertions and evaluative statements; and
3. write evaluative statements and an evaluation about
the content and properties of a written text.
74
1
EVALUATIVE
STATEMENTS 75
 EVALUATION

 Evaluation refers to the making of a value

judgment. It involves a certain criteria against
which we determine whether something is good or
bad, strong or weak, beautiful or ugly, etc.
(www.In.edu.hk/eng/rhetoric/Argumentative/Evaluation.html)

76
 EVALUATIVE STATEMENTS

 These are formulated after having read the text

carefully and critically, which means that the
reader/writer has grasped the essence of the text
and has checked if there are fallacies in the
arguments.

77
IN OTHER WORDS…

 An evaluative statement is about

your judgment of the text’s
content and properties.

78
 USING EVALUATIVE STATEMENTS TO DEFINE
STRENGTHS AND WEAKNESSES

1. Statements should be evaluative not descriptive.

2. Use data and benchmarks wherever possible.

79
 USING EVALUATIVE STATEMENTS TO DEFINE
STRENGTHS AND WEAKNESSES

3. Show the impact of both strengths and weaknesses.

 If surveys and reviews are undertaken to assess
effectiveness, how are the results acted on? If there is
shortcoming, how does it impact on learners?

80
 UNCLEAR CLEAR
STATEMENT STATEMENT
The effectiveness of The effectiveness of
support services is support services is
regularly reviewed reviewed on a termly
(how often? What basis and the
happens to the outcomes are
results of the reported to the
reviews?) governing body. 81
 HOW TO FORMULATE EVALUATIVE
STATEMENTS:

 You may compose your evaluative statements in two

steps. The first step is to express your assertions
about the text. The next step is to support your
assertions with pieces of evidence you can find in
the text. (Cenizal-Raymundo, 2016)
82
2
ASSERTIONS
83
 ASSERTION

 a stylistic approach or technique involving a strong

declaration, forceful or confident and positive
statement regarding a belief or a fact. Often, it is
without proof or any support.
 Its purpose is to express ideas or feelings directly.
84
 ASSERTION

 It is an honest and appropriate expression of one’s

feelings, opinions, and needs.
 As defined by Tiongson (2016), these are “declarative
sentences that claim something is true about something
else.” These sentences may either be statements of truths
or opinions.
85
 Statement Statement
Statement Statement
of of
of Fact of Opinion
Convention Preference

86
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.

87
STATEMENT OF FACT

 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.
88
STATEMENT OF OPINION

 Opinions are based on facts but are difficult to

objectively verify because of the uncertainty of
producing satisfactory proofs of soundness.

89
STATEMENT OF OPINION

 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.
90
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.

91
STATEMENT OF CONVENTION

 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.
92
STATEMENT OF PREFERENCE

 Preferences are based on personal choice; therefore,

they are subjective and cannot be objectively proven or
logically attacked.

93
STATEMENT OF PREFERENCE

 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.
94
EXAMPLES:

95
LET’S TRY!

A. The Coronavirus spreads via touch and air. (fact)

B. The Coronavirus is a man-made bioweapon. (opinion)
C. The Philippines did a better job in minimizing the casualties
of Filipinos than India did for Indians. (preference)
D. The Coronavirus began when an outbreak of respiratory
illness was recorded in Wuhan, China. (convention)
96
97
98
99
100
A. The rose belongs to the genus Rosa of the family
Rosaceae. (convention)
B. Rose grows best in soil made of ¾ clay and ¼ sand and
loam. (fact)
C. The export of cut rose blooms can easily become one of
the most lucrative businesses in the Philippines. (opinion)
D. Roses are more beautiful, smell sweeter, and are easier to
grow than any other flower. (preference) 101
 CLAIMS AND
COUNTERCLAIMS
 MELC: Formulate evaluative statements about a text
read; (EN11/12RWS-IVac-9)
 A. Define claim and counterclaims; and
 B. Value the importance of counterclaims; and
 C. Formulate counterclaims
103
Del Gandio (2008) defined claim as an arguable
statement- an idea that a rhetor (that is, a speaker or a
writer) asks an audience to accept.
 To say that something is true when some people say
it is not true
104
Types of Claim
1. Claim of Fact
2. Claim of Value
3. Claim of Policy
105
COUNTERCLAIM

 A counterclaim provides an opposing viewpoint

to the central claim. They provide a
contrasting perspective to the main
argument.

106
CLAIMS AND COUNTERCLAIMS

 A claim is the central argument of a text. It either

aims to persuade, to convince, to prove, or to suggest
something to the reader who may or may not initially
agree with the writer. A counterclaim on the other
hand, serves to negate the statement made by the
claim.
107
WHY SHOULD A WRITER INCLUDE
COUNTERCLAIMS IN HIS ARTICLE?

 Example: One of the ways in which ordinary people can

prevent gingivitis is by gargling twice daily with a
dentist-approved mouthwash. However, in a recent survey
of American dentists, some questioned the use of
mouthwash as a tactic to prevent gingivitis.

108
WHY SHOULD A WRITER INCLUDE
COUNTERCLAIMS IN HIS ARTICLE?

 Including counterclaims in an article helps to prove that

one’s opinion is best-substantiated. By giving voice to the
opposing idea and then knocking it down, the writer
demonstrates a deep competence and familiarity with the
topic (Dayagbil, Abao & Bacus, 2016).

109
HOW TO COMPOSE A
COUNTERCLAIM?

 Step One – Introduce a claim. You may start this

part by using the following sentence starters:
• Many people believe that . . .
• It is often thought that . . .
• It might seem as if . . .
• While it is common . . .
110
 HOW TO COMPOSE A
COUNTERCLAIM?

 Step Two – Negate the first statement by introducing an

opposing idea or a counterclaim.
Ways to transition from claim to counterclaim.
• 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 . . .
• However, …
111
 WHY SHOULD A WRITER INCLUDE
COUNTERCLAIMS IN HIS ARTICLE?

 Example 2: 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 amphibians, you get to dissect a frog rather
than just read about an event from the past.
112
 Although I disagree with much that those who
oppose animal testing say, I fully endorse their final
conclusion that there are many better alternatives to
animal testing. The Food and Drug administration has
stated that they support the development and use of
alternatives to animal testing. Moreover, “Scientists
have developed methods to test cosmetics and other
personal products that are faster, cheaper, and more
accurate than traditional animal testing.” (Title of Text)
In other words, there are better alternatives to
animal testing and the FDA agrees. If we don’t need
to use animals, why should we? 113
 CLAIM AND COUNTERCLAIM

 This is what you are arguing about the topic. Your CLAIM should
consider the opposing argument and provide a REASON why you
believe your CLAIM.
 Example: Although I disagree with much that those who
oppose animal testing say, I fully endorse their final
conclusion that there are many better alternatives to
animal testing.
114
 EVIDENCE
 This is a quote or example from the text that supports your
CLAIM.
 Remember to cite your EVIDENCE using the title of the text or
the author's name.
 Example: Moreover, “Scientists have developed methods to
test cosmetics and other personal products that are faster,
cheaper, and more accurate than traditional animal testing.”
(Title of Text)
115
 LINK

 This is where you explain what the quote MEANS and why it
MATTERS to your claim.
 Your link demonstrates your understanding of the EVIDENCE and
how it connects to your CLAIM.
 Example: In other words, there are better alternatives to
animal testing and the FDA agrees. If we don’t need to
use animals, why should we?
116
 HEDGE
• A hedge is a word or phrase that
minimizes negative impact of a criticism.
• When you are presenting your
counterclaim, you are providing criticism
since you are stating that the claim is not
true. Hedge is used to give courteous
tone in your writing. 117
 HEDGE
Hedges could come in different forms such
as:
• Modals- may, could, would, etc.
• Frequency adverbs- usually, generally,
commonly
• Probability adverbs- probably, possibly,
presumably 118
 HEDGE
• Obesity is caused by the bad food
choices being offered by the food
industry.

• Obesity is probably caused by the bad

food choices being offered by the food
industry. 119
120
121
 Directions: Read the passages below. Apply the questions above in identifying
the claim and counterclaim.
Ex: Claim: Watching television strengthens the family relationship.

Counterclaim: It might seem as if watching television strengthens family

relationship. This view sounds convincing at first but watching television prevents
the talking, the games, and the family festivities and arguments through which the
child’s learning takes place.
122
 WHY SHOULD A WRITER INCLUDE
COUNTERCLAIMS IN HIS ARTICLE?

 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?
123
WHY SHOULD A WRITER INCLUDE
COUNTERCLAIMS IN HIS ARTICLE?

• What are the merits of their view?

• What are the weaknesses or
shortcomings in their argument?
• Which lines from the text best
support the counterclaim you have
formulated?
124