Reading N Writing

Senior High School
Reading and Writing

Skills
Quarter 4 - Module 2
Context of Development
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Reading and Writing Skills – Senior High School
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Quarter 4 - Module 2: Context of Development
First Edition, 2020
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Senior
Senior High
High School
School
Reading and
Writing
Quarter 4 -Module 2
Context of Text Development
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owned by their respective copyright holders. The publisher and authors do not
represent nor claim ownership over them. Sincerest appreciation to those who
made significant contributions to these modules.
Table of Contents
What This Module is About........................................................................................................................i

What I Need to Know...................................................................................................................................ii
How to Learn from this Module …………………………………………………………………………ii
Icons of this Module ……………………………………………………………………………………….ii
What I Know................................................................................................................................................. iii
Lesson 1:
Context of Text Development: Hypertext and Intertext................... 1
What I Need to Know........................................................................................... 1
What’s New: Concept Mapping......................................................................... 2
What Is It: Context............................................................................................... 2
What’s More: Identifying Contexts..................................................................... 3
What Is It: Intertext and Hypertext..................................................................... 4
What’s More: Venn Diagram.............................................................................. 6
What’s Is It: More Examples ….......................................................................... 6
What’s More: Similarities Among Differences.................................................. 7
What I Have Learned: Synthesizing Your Learning........................................ 8
What I Can Do: Music Is Language Too........................................................... 9
Lesson 2:
Critical Reading as Reasoning..................................................................................... 10
What’s New: Defining......................................................................................... 11
What Is It............................................................................................................... 11
What’s More: Thinking Critically......................................................................... 12
What I Have Learned: Sharing Your Views...................................................... 13
What I Can Do: News Analysis.......................................................................... 13
Lesson 3:
Formulating Evaluative Statements....................................................................... 14
What’s In............................................................................................................... 14
What’s New: Situational Analysis..................................................................... 14
What Is It............................................................................................................... 15
What’s More: Identify........................................................................................... 16
What Is It............................................................................................................ 16
What’s More: Let’s Practice................................................................................ 17
What I Have Learned.......................................................................................... 17
What I Can Do: Formulating Evaluative Statement......................................... 20
Lesson 4:
Determine Textual Evidence........................................................................................... 21
What’s In............................................................................................................... 21
What’s New: Easy One...................................................................................... 21
What Is It............................................................................................................... 22
What’s More: Matching........................................................................................ 22
What I Have Learned.......................................................................................... 23
What I Can Do: Formulating Evaluative Statement......................................... 24
Summary........................................................................................................................... 26
Assessment: (Posttest)..................................................................................................... 28
Key to Answers........................................................................................................................................... 30
References ………………………………………………………………………………………. 32
What This Module is About
Brace yourself with patience, passion and commitment as you continue your
journey of learning! Relax your mind, inhale optimism and exhale pessimism
because we will be taking steps towards the wonderful world of learning reading and
writing.
In this module, we shall be learning new concepts and lessons relative to the
interconnection of the information we obtained from different reading materials
whether they’re printed or non-printed.
As a Senior High School student, you have been already exposed to different
reading materials. Nonetheless, you will be exploring more since you will be dealing
with a lot of research works. This module will enhance your capacity to become more
explorative towards your academic journey!
Following are the lessons found in this module:

1. Context of Text Development:
a. Intertext
b. Hypertext
2. Critical Reading as Reasoning

a. Formulate Evaluative Statements
b. Determine Textual Evidence
What I Need to Know
At the end of this module, you are expected to:

1. identify the context in which a text was developed; (EN11/12RWS-IVac-7)
2. explain critical reading as reasoning; (EN11/12RWS-IVac-8)
3. formulate evaluative statements about a text read; (EN11/12RWS-IVac-9)
4. formulate assertions about the content and properties of a text read;
(EN11/12RWS-IVac-9.1)
5. formulate counterclaims in response to claims made in a text read; and
(EN11/12RWS-IVac-9.2)
6. determine textual evidence to validate assertions and counterclaims made
about a text read. (EN11/12RWS-IVac-10)
i
How to Learn from this Module
To achieve the objectives, you should 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.
Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.
What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.
What’s New An introduction of the new lesson through

various activities, before it will be presented
to you
What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.
What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.
What I Have Activities designed to process what you

Learned have learned from the lesson
What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.
ii
What I Know
Multiple Choice. Select the letter of the correct answer from the given choices. Write
the letter only.
1. It refers to how the text is structured.

A. Contextual Clues C. Text Development
B. Context D. Textual Evidence
2. It refers to the situation or occasion that informs the reader why and how a
certain text is written.
3. This refers to the ability to create connections among various texts that enhance
the meaning of the reading material.
A. Hypertext C. Context
B. Text D. Intertext
4. It is a way of creating a network of materials link because of various connections

they share.
5. Seeing similarities of the context between World War Z and the Walking Dead is
an example of:
6. Abraham wants to learn what COVID -19 is all about. After reading the facts
about the virus, he reads the Spanish Flu to further enhance his knowledge on
pandemics. What is he using?
7. While surfing on the internet, Karen wants to see how a deep sea angler looks
like, a type of fish which lives in deep waters of the ocean. She ends up
fascinated by many other creatures that live deep and how they survive. What
approach did she use?
8. After finishing a novel about modern warfare, you look for another author having
the same concept from the previous one you’ve read to be more thrilled in such
plots. Which of the following should you use?
iii
9. The following are examples of an intertext, EXCEPT:
A. No Other Woman C. A Secret Affair
B. Titanic D. The Mistress
10. The following are examples of hypertext, EXCEPT:

A. Encyclopedias C. Internet Links
B. Google Search D. Hyperlinks
11. It is a kind of assertion that can be proven objectively by direct experiences,

testimonies or witnesses, verified observations, or the results of research.
A. Fact C. Convention
B. Opinion D. Preferences
12. It is a kind of assertion which is based on facts, observations, and ambiguous

statements that need to be proven by studies.
13. What is the purpose of assertion?

A. present a fact C. gather data
B. express ideas directly D. refute a proposition
14. What does counterclaim serve?

A. offer solutions to problems C. discuss an issue
B. concur with the ideas of experts D. provide an opposing viewpoint
15. Why are both claim and counterclaim essential in critical reading?
A. Critical reading involves argument
B. both help determine textual evidence
C. readers use them in decision making
D. classroom interaction needs both
iv
Lesson Context of Text Development:
1 Hypertext and Intertext
What I Need to Know
Take a look at the image shown below. Examine carefully what is asked in it.
Then, come up with you own impression. After you are convinced that you have
made a conclusion out of the picture, proceed to read the next paragraph.
The image given above shows an illustration that written texts develop just
like building blocks. It starts from a foundation and develops into bigger ideas,
information, etc.
When reading, what are the factors do you usually observe in the text? Aside
from the writer’s techniques, styles and way to deliver whatever purpose the text
has, what else do you notice? In written texts, there is always development. This
type of development is not about you as a reader nor about the one who is writing
what you’re reading, it is about the text itself.
When we say text development, it is about how the article is being delivered,
in what direction and what type of progress it has. Just like in reading a story, it
always starts with the exposition where the setting and main character are
introduced, followed by the conflict he or she is facing, fast forward to the resolution
on how the story ends. All written texts have a developing pattern.
1
What’s New
Activity 1: CONCEPT MAPPING. From the term given below, write a phrase
which you think is related or connected with the word.
CONTEXT
What Is It
As reflected above, context is related to perspective, circumstances,

conditions, etc. Apparently, it is essential to understand the texts—for they are
always based and developed from a context. The way we interpret the meaning of
the text has a lot to do with the circumstance given. Therefore, we need to know
what the meaning of context is.
Context refers to the situation or occasion that informs the readers why and
how a certain text is written. Context is like the “main topic” that is being written and
anything that follows after it is connected with what is being talked about. For
example, if your teacher asks you to write an essay about global warming, all the
things that you will write must be associated with it(global warming). Otherwise, you
will be out of context. Another example is someone writing a text regarding the
Corona Virus Disease (COVID-19) and how the world is doing so far in managing
the disease. If the writer mentions the past pandemic such as the Spanish Flu, it is
relevant and still in context because the previous pandemic has a major influence
to experts today in containing the virus. The way writers make their texts is greatly
associated to context.
2
The context for each text is vital since it will serve as the basis on how we
organize information whether in writing or reading. If context is not observed, then
texts will be messy and there would be really no focus on what is being read or
written. As a SHS learner, learning context is essential for you to have a better
comprehension on written texts.
What’s More
Activity 2: IDENTIFYING CONTEXTS. Identify the given context(s) found in each

situation/occasion. Choose your answer from the words in the box.
Example:
 The 2016 Cleveland Cavaliers is the first team in the NBA to win the NBA Finals after
being down 3-1 to the Golden State Warriors.
Answer: History, Sports
Entertainment History Law and Order Politics

Sports Government Science and Health Education
___________________ 1. Studies have revealed that drinking a glass of water 30

minutes before taking your meals helps your digestion.
___________________ 2. Manny Pacquiao is the only boxer that has won 8 weight
division titles.
___________________ 3. Cagayan de Oro City was once a municipal town under
Misamis Oriental. Back then, it was called “Cagayan de
Misamis”.
___________________ 4. Teachers use different teaching strategies to cater the
individual needs of learners.
__________________ 5. Spreading fake news is a serious crime.
Activity 3: VISUALIZING CONTEXT. Based on your learning and

understanding on context, draw a small illustration depicting the
concept of a context. Write a short explanation on what you have
made.
_________________________________________________________________________
_________________________________________________________________________
3
What Is It
TWO TYPES OF CONTEXT IN TEXT DEVELOPMENT
1. Intertext is the shaping of the text’s meaning by another text. From the word
inter, it means that there is a connection between the text being read and
another separate text. It is also a type of literary device that creates an
interrelationship between text and related understanding in separated works.
Furthermore, it is the ability to create connections among various texts that
enhance the meaning of the material.
In context, if you have watched World War Z (a movie about a zombie
apocalypse) and then happen to watch The Walking Dead, you begin to understand
more about the possibility of the world to face such apocalypse and how humans will
adjust for survival. That is where intertextuality comes in. There is an improvement
of the overall meaning of what you are reading.
Another example is the series of Detective Conan. For starters, it is about an

animi character who solves crime related mysteries and turns them in to the
authorities. Because it has something to do of being a detective, one of the first
things that come into our mind is clue-finding. It has the same context with the
series Scooby-Doo where a group of friends travel around different places to
investigate the crime scene and then look for clues to trace the bad guy. If you
happen to have watched both series, you begin to have better understanding and
deeper knowledge in crime scene investigations and how to search for clues and
use them to locate the criminal.
The diagram below elaborates what intertextuality is all about.
Trying to make
meaning of the
material
Absorbing the Unintentionally

idea through Intertextuality seeing patterns
many different apparent in
processes another text
4
2. Hypertext allows readers to choose their way of reading the text that it speaks to
them in the most logical manner individually. There is more freedom to the reader in
seeking for more information. It removes the burden of making meaning from the
author to the reader. Readers are given the chance to explore other parts of the text
or even ideas linked to the text without being told how and what to read in a step-by-
step process. Although they are identical in a sense of improving your understanding
of a text or a topic, they use different approaches.
Moreover, hypertext is when there is a text displayed or other electronic

devices with references (hyperlinks) to other texts which the reader can
immediately access, or where text can be revealed progressively at multiple levels of
detail. For instance, when you search for something in Google, you only type the
term of phrase and in just one click, it leads you to thousands or even millions of
results which are related to what you have typed. If you search for “reading and
writing,” many links will appear and they will lead you to another link which are all
interrelated to one another. This could be anything from articles, images, videos, etc.
Moreover, hypertext creates a network of materials linked because of various

connections they share, encouraging readers and at times, requires them to go
through the material at their own pace.
For a quick illustration, let’s take a look at the image below.
As you have noticed, highlighted parts of text lead to another set of links
which are associated to another. That is how hypertextuality works and looks like.
Hypertext is essential in reading and writing for readers generally tend to

learn better through associating things with another things(compare and contrast).
On the other hand, intertext is also relevant since it shows how much certain
circumstances influence the product of authors and how much authors influence give
back influence to certain circumstances. Both are influential and play a vital role in
text development.
5
As a reader and a writer, it is vital for us to identify the context of text
development of the material we use and produce. That is why intertext and
hypertext exist and come into action.
What’s More
Activity 4: VENN DIAGRAM. Write the similarities and differences that you
can find between hypertext and intertext.
Begin Here:
What Is It
Here are more examples of intertext and hypertext:
INTERTEXT
1. Voltes V, Power Rangers, Daimos, Gundam
Each is interrelated to one another since the context is about a protagonist or

a group of protagonists defeating antagonists using robots or dressed-up like a
robot.
6
2. The Adventures of Jimmy Neutron and Dexter’s Labortary
Both cartoon series depict two different young scientists who are trying to
make a difference out of their own community or sometimes to the world although
they share different personalities and traits. Both share the same context of failed
experiments and inventions but eventually work on the most crucial times.
3. GMA’s Magpakailnman and ABS-CBN’s Maalala Mo Kaya
The stories differ from one another and they do not share exact experience
but there is intertextuality involved because if you watch GMA version, it is about
enacting real-life stories of people with very rough experiences and were able to
recover from them. The ABS-CBN version shares the same context of displaying
how person manages to go through a lot of terrible experiences and endures them.
HYPERTEXT
A typical example of hypertext is finding out more about how a Dalmatian

looks like. Searching in the internet, you end up knowing more than what a
Dalmatian looks like since there are links that will lead you to anything about
Dalmatians including how large they could get, the type of food they prefer to eat,
their lifespan, etc. There is also a big possibility of learning about other breeds of
dogs and everything largely depends on what information that interests your
curiosity.
What’s More
Activity 5: SIMILARITIES AMONG DIFFERENCES. Fill in the table by

following the example given below. This activity involves intertext.
Note, you may include TV Series, commercials, mobile games,
movies, books, songs, poems, anime, short films and novels.
Example:
Title of Text Genre No. 1 Title of Text No. Genre No. 2 Similarities
No. 1 2 Based on the
Overall Plot
The world is on
“climate crisis”
and there is a
series of natural
disasters that
20 American Movie The Day After American Movie happen around
T7omorrow the world. About
how humans
survive during
apocalyptic
events
7
Both depict a
Darna Filipino Movie Wonder Woman American Movie superhero that
leads her nation
in battling
different types of
conflicts. It raises
women
empowerment.
Similarities
Title of Text Genre No. 1 Title of Text Genre No. 2 Based on the
No. 1 No. 2 Overall Plot
1.
2.
3.
4.
5.
Activity 1: SYNTHESIZING YOUR LEARNING. Answer the following

questions based on you learning. Be brief and concise.
1. As a Senior High School learner, how would you apply intertext and hypertext
to your studies? Cite examples to elaborate your answer.
8
2. Between intertext and hypertext, which of the two would you use if you want to
find out information and context in text development? Why?
_________________________________________________________________
3. In your own words, write down the definition of intertext and hypertext and give 3
characteristics for each.
Activity 2: MUSIC IS LANGUAGE TOO! Write the lyrics of your favorite song
on the box provided. Using hypertext, search for songs on the
internet with the same context of your favorite song. Write the
lyrics of the second song you’ve found. Write 5-10 sentences
explaining the intertextuality found in both songs.
9
Lesson Critical Reading

2 as Reasoning
Picture this: An email, letter or text message from an overseas lottery or

sweepstakes company arrives from out of nowhere. It says you have won 1 Million
dollars or fantastic prizes in a lottery or sweepstakes. The only thing you need to do
to claim your prize is to provide your personal information, together with some credit
card details. Would you do it?
The situation above is very familiar to you. Before believing the news, you
may ask yourself questions like “Have I joined a contest?” or “Why are they asking
for a very confidential information?” In other words, you look for proof first before
believing the anonymous claim. This is an example of critical thinking.
Every day, you encounter most situations which require critical thinking. A
post in social media, news in TV and radio or advertisements in TVs. Sometimes it is
tempting to believe everything you are told and read without questioning. That is why
critical thinking, as applied in reading, is a very essential skill to develop.
In the previous lesson, you have learned how to effectively distinguish among
claims and identify involving intertextuality and the hypertextuality of the content
and the context of the reading material. However, you need to enhance your crafts in
reading through careful analysis of reading texts wherein you will be able to
effectively respond to the challenges as you take actions on the various issues which
surround our society today. Take a look at the picture below.
Source: http://www.freeimages.co.uk/search.htm?cx=007239397169373466914%3As5t6zukst2o&cof=FORID%3A11&ie=ISO-8859-
1&q=reading&siteurl=www.freeimages.co.uk%2F&ref=&ss=
10
The picture shows that a person who reads critically looks into the text
carefully. He analyzes a piece of writing in detail through the lens of a magnifying
glass. But before going further into the lesson, let us first take a look at what does
Critical Reading as Reasoning mean.
Activity 1: DEFINING. Give five personal traits which you think a critical
reader should possess.
Begin Here:
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________
As you may have written from the list above, you may have begun to form an
understanding of what is Critical Reading. Let’s go over first to the definition of terms
involved in this lesson:
Critical Reading is a technique for discovering information and ideas within a

text. It is making judgements 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 primarily for information; instead
read to look for ways of thinking about the subject matter. Basically, it requires
critical analysis where one can logically evaluate claims of the writer.
Reasoning is an act of thinking about something in a logical and sensible
way. You think, understand, and form judgements by a process of logic. It is simply
giving statements for justification and explanation.
If critical reading skill is developed, nurtured and enhanced, the reader is

challenged to give reason and justification of his/her thoughts, ideas and
decisions. The act and art of reasoning brought about by critical reading is a great
accomplishment a reader can have. Thus, reading between the lines is important—
to analyze both the content and context in order to understand the meaning of what
you are reading.
11
Activity 2: THINKING CRITICALLY. Read the excerpt below with depth

analysis. Identify the issue and answer the questions that follow.
Emma Watson's Speech on Gender Equality at the UN

(an excerpt)
"I was appointed as Goodwill Ambassador for UN Women 6 months ago.

The more I spoke about feminism, the more I realized that fighting for women’s rights
has too often become synonymous with man-hating. If there is one thing I know for
certain is that this has to stop. For the record, feminism by definition is the belief that
men and women should have equal rights and opportunities. It is the theory of
political, economic, and social equality of the sexes.
When I was 8, I was called bossy because I wanted to direct a play we would
put on for our parents. When at 14, I started to be sexualized by certain elements of
the media. At 15, my girlfriends started dropping out of sports teams because they
didn’t want to appear masculine. At 18, my male friends were unable to express their
feelings.
I decided that I was a feminist. This seemed uncomplicated to me. But my

recent research has shown me that feminism has become an unpopular word.
Women are choosing not to identify as feminists. Apparently, [women’s expression
is] seen as too strong, too aggressive, isolating, and anti-men, unattractive even…
Men, I would like to give this opportunity to extend your formal invitation.
Gender equality is your issue, too. Because to date, I’ve seen my father’s role as a
parent being valued less by society. I’ve seen young men suffering from mental
illness, unable to ask for help for fear it would make them less of a man. In fact, in
the UK, suicide is the biggest killer of men between 20 to 49, eclipsing road
accidents, cancer, and heart disease. I’ve seen men fragile and insecure by what
constitutes male success. Men don’t have the benefits of equality, either...
If you believe in equality, you might be one of the inadvertent feminists I

spoke of earlier and for this I applaud you. We must strive for a united world but the
good news is we have a platform. It is called HeForShe. I invite you to step forward,
to be seen and I ask yourself: if not me, who? If not now, when? Thank you."
Source: https://www.unwomen.org/en/news/stories/2014/9/emma-
watson-gender-equality-is-your-issue-too
Comprehension Questions:
a. What is the central message of the excerpt?
______________________________________________________________
______________________________________________________________
______________________________________________________________
12
b. What might have caused such issue/s?

______________________________________________________________
______________________________________________________________
______________________________________________________________
c. What solutions maybe offered to resolve the issue/s?

______________________________________________________________
______________________________________________________________
______________________________________________________________
Activity 3: SHARING YOUR VIEWS. Based on the excerpt that you have read
from activity 2, share your views on the following questions:
1. What part of the excerpt do you agree? Give reasons.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. What part of the excerpt do you disagree? Give reasons

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Is the excerpt credible or not credible? Why? Justify your reasons.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Activity 4: NEWS ANALYSIS. Read or listen any local issue from a news
which interests you. Identify the cause/s of the issue/problem,
your reaction towards it, then propose a solution to the problem.
See the matrix below for your guidance.
Issue/Problem Cause/s Reaction Proposed

Solutions
13
Lesson
Formulating Evaluative
3 Statements
What’s In
In the previous lesson, you learned the idea and value of reading the text
and beyond the text. Those concepts explained critical reading as a way of
thinking and reasoning. This lesson will focus on formulating evaluative
statements about the text read.
In the process of reading, it is not enough that you will only keep watchful to
the elements of what you read. As a reader, you will evaluate the reading material
and some statements about the text read.
In this lesson, you will utilize all the skills and knowledge you learned from
previous lessons in this module.
At the end of the lesson, you are expected to:

 formulate assertions about the content properties of the text read; and
 formulate meaningful counterclaims in response to claims made in the text
read.
Activity 1: SITUATIONAL ANALYSIS. Read the situations below and answer
the questions that follow.
Situation # 1
Neneng Hey, Juan. Have you read the articles circulating online about three
other volcanoes in the world that just erupted?
Juan Nah. Why? You seem bothered.
Neneng They look like fake news to me.
Juan Are they?
Neneng Go check them for yourself. I’ll send you the link to each.
14
Situation #2
Teacher Who would like to share their opinions on the news article you just
read?
Miko I don’t think the information presented in the news article seems right to
me.
Teacher Why, Miko? Would you explain us your reason?
Miko The information stated in the text sounds opinionated and subjective.
Teacher Who would like to share their opinions on the news article you just
read?
Motive Questions:
1. What skills do Neneng and Miko have for them to decide that the information
presented to them looks like fake news and opinionated/subjective?
2. What would you do to be like Neneng and Miko?
AN EVALUATIVE STATEMENT DEFINED
It is a statement reflecting your judgment and generalization about a text

that you have read. This could be done by using the evidence from the text in
order to formulate assertions and counterclaims.
Assertion is a statement used to make a declaration or to express strong

belief on a particular topic often without evidence. This can be formulated after
reading a story or a poem, and even after watching a play. The purpose of writing
an assertion is for the writer to convey directly an idea or feeling and to convince the
reader to accept the writer’s interpretation of a particular literary work.
There are four types of assertions:
1. Fact - is a statement that can be proven objectively by direct experience,

2. Convention – is a way in which something is done, similar to traditions

and norms.
3. Opinion – are based on facts, observations, and ambiguous statements

that need to be proven by studies.
4. Preferences – are based on personal choice.
15
When writing an assertion, following steps are to be observed:
1. Read or watch the literary work comprehensively.

2. Note the part you agree with, the part you oppose, and your explanation of it.
3. Collect evidence from the same or other literary authors with the same
assertion as with the writer.
Activity 2: Identify the following assertions based on degree as:

CONVENTION, FACT, OPINION OR PREFERENCE. Write your
answer in your activity notebook.
______________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.
COUNTERCLAIMS DEFINED
Counterclaim is broadly defined as a claim for relief that is asserted against

an opposing party after an original claim has been made(retrieved from
https://www.merriam-webster.com/dictionary/counterclaim on June 10, 2020). In
other words, a counterclaim is an opposing viewpoint of a claim. Read the
example below and look how the counterclaim is structured:
One of the ways to address continuous Education amidst this pandemic

Covid-19 is by teaching students through online. However, in a recent survey
conducted by DepEd Philippines, some students don’t have the access to internet
because they lack resources due to poverty and remote location.
16
As you can see, the second sentence indicates that the writer is presenting a
“counterclaim.” This is an opposition of the first sentence, “addressing continuous
education amidst this pandemic Covid-19 is by teaching students through online.”
This means that it is easy to spot counterclaim, it is by looking into signal words
or any words that signals contrast or opposition is a counterclaim.
Activity 3: Let’s Practice. Provide a counterclaim for each claim. The first
one is done for you.
Claim Your Counterclaim
Cellphones should not be allowed in Cellphones should be allowed in school

school as they will cause distraction for educational purposes and in
for both students and teachers. emergency cases.
Classes for this school year should
be postponed until a COVID -19
vaccine is developed.
Same-sex marriage should be
allowed in our country.
Fast-food chains are the major
causes of increase in cancer.
Homework should be banned in
school.
Violent games should be banned for

teenagers.
Activity 4.1: Read the excerpt on the next page. Try providing an example of
each type of assertion. Write a short sentence explanation why
your chosen statement is a particular type of assertion.
17
Begin Here:
Statement of fact:
_________________________________________________________________________________
Statement of Convention:
_________________________________________________________________________________
Statement of opinion:
_________________________________________________________________________________
Statement of preference:
_________________________________________________________________________________
Activity 4.2 Read the excerpt again and identify the claim and counterclaim.
Write them below, followed by a brief explanation.
The claim in the text: ________________________________________________________________

Reason:
__________________________________________________________________________
My counterclaim: ___________________________________________________________________
Reason:
__________________________________________________________________________
Following are the steps used in formulating an evaluative statement:

1. Read the content of a text.
2. Find the information and identify the claim(s) of the writer.
3. Know about the 4 properties of a well-written text, so that you would know
what to look for in evaluating a text.
4. Express your judgment of the text. State if you liked the text and what you
liked about how it was written.
18
5. Always quote parts of the text to support your assertions about it. When
quoting, do not forget to use quotation marks and cite the page if it is
from a book or article.
Following are examples of evaluative statements extracted from the

preceding excerpt:
Sample Evaluative Statement #1 on Emma Watson’s UN Speech
What evaluative statements can you formulate about the excerpt of Emma Watson’s
speech?
 I agree with the content of the text because it is not just focusing on the
rights of girls and women but also on the rights of boys and men.
 The writer claims that feminism is not man-hating and to support this
claim, she defines feminism as “by definition is the belief that men and
women should have equal rights and opportunities.”
 I like how the writer used simple words in the text, so that it would easily
be understood not only by adults but also by young people like the
speaker herself – who are also part of the target audience or the people
that the text is intended for.
19
Activity 5: FORMULATING EVALUATIVE STATEMENTS. Formulate three (3)

evaluative statements about the following text and explain why
you have come up with them.
Eva
1.
2.
3.
20
Lesson
Determine Textual
4 Evidence
What’s In
In the course of one’s professional career, one may be asked to make

evaluate statements about a given document. The document may contain properties
and ideas that need to be evaluated. A comment on the quality of the properties or
the acceptability of ideas express in document text is needed. That is why the need
to develop the ability to make evaluative statement regarding a text is significant.
In this lesson, you will learn to determine the evidence from the text in order
to validate the assertions of the author and your own counterclaims as your
response to reading.
Activity 1: EASY ONE! Read the paragraph below carefully. Answer the
questions that follow.
“Nessa!” Roni called out as she entered the house. “Vanessa,” she continued
shouting, “could you help me with these bags of groceries?” Still, she did not hear
any reply. She walked into the living room, put the groceries on the floor where she
noticed blood scattered all over and a broken glass. “Nessa!” she ran hurriedly to the
kitchen, “Are you ok?” Nessa look at her with a pale face and fell on the ground.
Comprehension Questions:
1. What happened to Nessa?

________________________________________________________________
2. How did you know this?

________________________________________________________________
3. Why did Nessa fall into the ground?

________________________________________________________________
4. What details in the text that support your description?

________________________________________________________________
21
From the preceding activity, you have noticed that you were asked to infer
from the paragraph and provide the texts to support your description. Such process
is known as Textual Evidence. It is information gathered from the text that supports
your assertion or counterclaim about the text. Textual evidence is required when
you draw conclusions, make inference, and make prediction about the text.
Moreover, in formulating assertions and counterclaims about a text, it is important
that you substantiate your statements with textual evidence.
Following are the ways in expressing your judgment about a text:

 State your idea about the text.
 Determine evidence from the text by looking for clues and keywords that
support your idea about the text.
 Quote or paraphrase the part of the text that helped you come up with your
idea.
 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.
 Express how the quote supports your idea.
Types of Textual Evidence

1. Paraphrasing is restating the text in your own words.
2. Summarizing is restating the text in a shorter way using your own words.
3. Referencing is mentioning a specific section of the text.
4. Quoting is stating a part of a text in the exact way it was written.
Activity 2: MATCHING. Match the sentences in column A with column B by

writing your answer on the space provided before the number.
A B
____ 1. Mix all the ingredients in the pan and stir fry A. A gossip column degree
until golden brown. B. A legal document
____ 2. Let our expert masseurs pamper you in our
C. A church missal
delightful spa.
____ 3. Use only recommended replacement parts. D. An advertisement for a hotel
____ 4. He gave his bombshell girlfriend a totally- E. A sports news item approach
binged out car. F. A research papers
____ 5. This study made use of a qualitative approach. G. A personal letter from a friend
____ 6. I hope to see you soon. H. A greeting card for Father’s Day
____ 7. We adore Thee, O Most Holy One. I. Instructions in a cook book
____ 8. He is strong but gentle, kind but firm.
J. An instruction manual for an
____ 9. Whereas, it is the policy of the state to call for
a public bidding. electronic gadget
____ 10. The Raptors outplayed the Warriors in all
department
22
Activity 3: DETERMINING EVIDENCE. Read the article below. Using the table,
write down each of your counterclaim and supporting
arguments/evidences/details.
Begin Here:
My counterclaim:
Argument/evidence/detail number 1:
My counterclaim:
23
Activity 4. Writing claims, assertions, and counterclaims with the use

of textual evidence.
Let’s go back to the excerpt of Emma Watson's Speech on Gender
Equality at the UN. Read it carefully and formulate 1 claim, 1 assertion, and 1
counterclaim about the text. But before doing the activity, study the sample
given below. https://stevepavlina.com/blog/2014/06/meat-culture/
Claim Assertion Counterclaim
The text states that I agree with the claim of the author I disagree with the claim of th
animals are being that animals are being subjected to e author when he challenged
subjected to cruelty when cruelty when they are killed to some people to copy
they are killed to become become our food. This claim of the predatory behavior of
our food. writer is reflected in the first part of animals and prey on the
the text wherein the writer makes weak. This is reflected in the
the readers think of how the meat sentence “Prey on the weak.
ended up on their dinner plates. See where that takes you.”
The writer deliberately chose to Although he might have been
say that whenever he looks at the sarcastic to prove a point
food on his plate, he also has when he said this, it paints
mental images of what had to be an unnecessary violent
done to the animal for it to become mental picture for the
someone’s food. By using the readers and some readers
phrase “processes that brought it might actually take it literally.
to their plate,” the readers are
made to imagine what an animal
goes through just to end up on our
dinner plates.
24
Now, it’s your turn to write your claims, assertions, and counterclaims with
the use of textual evidence from the excerpt of Emma Watson.
Claim Assertion Counterclaim
The text states that… I agree with the claim of the I disagree with the claim of the a
uthor that…
author that…
25
Summary
1. Text Development refers to how a text is structured and where it is going in terms of
progress.
2. Context refers to the situation or occasion that informs the reader why and how a certain
text is written. It also serves as the basis on how information is organized.
Example: If your teacher asks you to write an essay regarding the causes of flash
floods and landslides, you cannot mention about other things that do not connect to the
topic such as overpopulation and corruption. Otherwise, you will be out of context. You
may write about deforestation to be in context.
3. Intertext is the shaping of the text’s meaning by another text. From the word inter, it
means that there is a connection between the text being read and another separate text.
Moreover, it is the ability to create connections among various texts that enhance the
meaning of the material.
Example: Movies 2012 and The Day After Tomorrow both share the same context of
apocalyptic events and human survival. It doesn’t matter which among the two you’ve
watched first.
Important Reminder: Intertextuality is not limited to written texts. They can be in

movies, TV shows and the like.
4. Hypertext is text displayed on a computer display or other electronic devices with

references (hyperlinks) to other texts which the reader can immediately access or
where text can be revealed progressively. It allows readers to choose their way of
reading the text that it speaks to them in the most logical manner individually.
Example: Searching for what a Dalmatian looks like in Google. You end up learning
many interesting facts about Dalmatians. You also end up looking at other breeds of
dogs.
Important Reminder: Hyperlinks in hypertexts usually look like this.
When you click that word, it will

lead you to many links that are
related to what you are
searching.
5. Critical Reading is a technique for
discovering information and ideas within a text. It is making judgements about how a text is
argued.
6. Reasoning is an act of thinking about something in a logical and sensible way. You think,
understand, and form judgements by a process of logic.
7. Evaluative Statement is a statement that you can make to reflect your judgment and
generalization about a text that you have read.
8. Assertion is a statement used to make a declaration or to express strong belief on a particular

topic often without evidence. There are four types of assertions:
26
1. Fact - is a statement that can be proven objectively by direct experience, testimonies or
witnesses, verified observations, or the results of research.
2. Convention – is a way in which something is done, similar to traditions and norms.
3. Opinions – are based on facts, observations, and ambiguous statements that need to be
proven by studies.
4. Preferences – are based on personal choice.
9. Counterclaim is broadly defined as a claim for relief that is asserted against an opposing party
after an original claim has been made(retrieved from
https://www.merriam-webster.com/dictionary/counterclaim on June 10, 2020). In other words, a
counterclaim is an opposing viewpoint of a claim.
10. Textual evidence is information gathered from the text that supports your assertion or
counterclaim about the text. Textual evidence is required when you draw conclusions, make
inference, make prediction about the text.
Following are the ways on how to express your judgment about a text:
 State your idea about the text.
 Determine evidence from the text by looking for clues and keywords that support your
idea about the text.
 Quote or paraphrase the part of the text that helped you come up with your idea.
 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.
 Express how the quote supports your idea.
Types of Textual Evidence

 Paraphrasing is restating the text in your own words.
 Summarizing is restating the text in a shorter way using your own words.
 Referencing is mentioning a specific section of the text.
 Quoting is stating a part of a text in the exact way it was written.
27
Assessment: (Posttest)
Multiple Choice. Select the correct letter of your answer from the given choices. Write
the letter only.
1. It refers to how the text is structured.

2. It refers to the situation or occasion that informs the reader why and how a
certain text is written.
3. This refers to the ability to create connections among various texts that enhance
the meaning of the reading material.
4. It is a way of creating a network of materials link because of various connections

they share.
5. Seeing similarities of the context between World War Z and the Walking Dead is
an example of:
6. Abraham wants to learn what COVID -19 is all about. After reading the facts
about the virus, he reads the Spanish Flu to further enhance his knowledge on
pandemics. What is he using?
7. While surfing on the internet, Karen wants to see how a deep sea angler looks
like, a type of fish which lives in deep waters of the ocean. She ends up
fascinated by many other creatures that live deep and how they survive. What
approach did she use?
8. After finishing a novel about modern warfare, you look for another author with the
same concept from the previous one you’ve read to be more thrilled in such plots.
Which of the following should you use?
28
9. The following are examples of an intertext, EXCEPT:

A. No Other Woman C. A Secret Affair
B. Titanic D. The Mistress
10. The following are examples of hypertext, EXCEPT:

A. Encyclopedias C. Internet Links
B. Google Search D. Hyperlinks
11. It is a kind of assertion that can be proven objectively by direct experiences,

12. It is a kind of assertion which is based on facts, observations, and ambiguous

statements that need to be proven by studies.
13. What is the purpose of assertion?

A. present a fact C. gather data
B. express ideas directly D. refute a proposition
14. What does counterclaim serve?

A. offer solutions to problems C. discuss an issue
B. concur with the ideas of experts D. provide an opposing viewpoint
15. Why are both claim and counterclaim essential in critical reading?
A. Critical reading involves argument
B. both help determine textual evidence
C. readers use them in decision making
D. classroom interaction needs both
29
31
32
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Senior High School

Reading and Writing

Published by the Department of Education – Division of Cagayan de Oro Schools

Development Team of the Module

Authors: Franque Manuel C. Carrasco, Dr. Maria Christina N.

Members: Dr. Jerry G. Roble, Division English Coordinator

This instructional material was collaboratively developed and reviewed

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

What This Module is About........................................................................................................................i

What I Know................................................................................................................................................. iii

Following are the lessons found in this module:

2. Critical Reading as Reasoning

What I Need to Know

At the end of this module, you are expected to:

Icons of this Module

What I know This is an assessment as to your level of

What’s New An introduction of the new lesson through

What is It These are discussions of the activities as a

What’s More These are follow-up activities that are in-

What I Have Activities designed to process what you

What I can do These are tasks that are designed to show-

1. It refers to how the text is structured.

4. It is a way of creating a network of materials link because of various connections

10. The following are examples of hypertext, EXCEPT:

11. It is a kind of assertion that can be proven objectively by direct experiences,

12. It is a kind of assertion which is based on facts, observations, and ambiguous

13. What is the purpose of assertion?

14. What does counterclaim serve?

What I Need to Know

As reflected above, context is related to perspective, circumstances,

Activity 2: IDENTIFYING CONTEXTS. Identify the given context(s) found in each

Answer: History, Sports

Entertainment History Law and Order Politics

___________________ 1. Studies have revealed that drinking a glass of water 30

Activity 3: VISUALIZING CONTEXT. Based on your learning and

TWO TYPES OF CONTEXT IN TEXT DEVELOPMENT

Another example is the series of Detective Conan. For starters, it is about an

The diagram below elaborates what intertextuality is all about.

Absorbing the Unintentionally

Moreover, hypertext is when there is a text displayed or other electronic

Moreover, hypertext creates a network of materials linked because of various

For a quick illustration, let’s take a look at the image below.

Hypertext is essential in reading and writing for readers generally tend to

Here are more examples of intertext and hypertext:

1. Voltes V, Power Rangers, Daimos, Gundam

Each is interrelated to one another since the context is about a protagonist or

3. GMA’s Magpakailnman and ABS-CBN’s Maalala Mo Kaya

A typical example of hypertext is finding out more about how a Dalmatian

Activity 5: SIMILARITIES AMONG DIFFERENCES. Fill in the table by

Activity 1: SYNTHESIZING YOUR LEARNING. Answer the following

Lesson Critical Reading

Picture this: An email, letter or text message from an overseas lottery or

Critical Reading is a technique for discovering information and ideas within a

If critical reading skill is developed, nurtured and enhanced, the reader is

Activity 2: THINKING CRITICALLY. Read the excerpt below with depth

Emma Watson's Speech on Gender Equality at the UN

"I was appointed as Goodwill Ambassador for UN Women 6 months ago.

I decided that I was a feminist. This seemed uncomplicated to me. But my

If you believe in equality, you might be one of the inadvertent feminists I

b. What might have caused such issue/s?

c. What solutions maybe offered to resolve the issue/s?

1. What part of the excerpt do you agree? Give reasons.