SENIOR HIGH SCHOOL

Reading and Writing Skills

QUARTER 2
Module 1: Text and Context Connections
(Critical Reading)

Credits: N.J.Bulacan

Senior High School

Division of Bohol
Department of Education • Republic of the Philippines

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Reading and Writing Skills – Grade 11/12
Alternative Delivery Mode
Quarter 2 – Module 1: Context of Text Development- Hypertext and Intertext
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,
payment of royalties.
Borrowed materials included in this module are owned by the respective
copyright holders. Effort has been exerted to locate and seek permission to use these
materials from the respective copyright owners. The publisher and author do not
represent nor claim ownership over them.

Published by the Department of Education, Division of Bohol (for classroom use):

Development Team of the Module

Writers: Jhurica May Binangbang; Nila L. Corciega; Rutchiel Glenn G. Wagway;

Gemayrie B. Aparicio; Maria Wina Estoquia; Ma. Vibeth C. Luga
Editor: Ma. Vibeth C. Luga
Layout Artist: Niel John S. Bulacan
Technical Working Group (TWG): Ma. Buenaventurada G. Socorin
Education Program Supervisor (EPS): Pablito P. Villalon

Printed in the Philippines by _____________________________

Department of Education – Division of Bohol
Office Address: ______________________________________
Telefax: ______________________________________
E-mail Address: ______________________________________

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 Reading and Writing
Skills
Quarter 2 – Module 1:
Context of Text Development- Hypertext and Intertext

This learning material was conspired and materialized by the

selected senior high school teachers of Bohol Division who are teaching
the subject and reviewed by the Technical Working Group (TWG) from
the department and quality assured by the division. We fortify all
teachers who are experts in this field and other education stakeholder to
email their feedback, comments, and recommendations to the
Department of Education- Bohol Division.

We value your feedback and recommendations.

Division of Bohol

Department of Education • Republic of the Philippines

3
 INTRODUCTORY MESSAGE

Welcome to the second quarter of the course Reading and Writing Skills! There
are two modules for the second quarter. In this first module (of Quarter 2), you will
have a new set of lessons to discover in yourself relative to the Reading and Writing
Skills. While learning about how you can enhance your skills, you will also be able to
grasp familiar reading contexts such as Boholano culture and heritage for you to have
something to write about.

Specifically, this module consists of the following lessons:

• Lesson 1- Context in Text Development- Hypertext and Intertext

• Lesson 2- Critical Reading as Reasoning
• Lesson 3- Evaluative Statements- Assertion and Counterclaim
• Lesson 4- Textual Evidences to Validate Evaluative Statements

GENERAL INSTRUCTION

For the learners: For the teacher:

To be guided in achieving the To facilitate and ensure the

objectives of this module, do the students’ learning from this module,
following: you are encouraged to do the following:
1. Do not write anything on the 1. Clearly communicate learning
module. Write your answers on the competencies and objectives.
provided worksheets/ on a separate 2. Motivate transfer of learning through
paper. lesson application and connection to
2. Read and follow the instructions real life.
carefully. 3. Give application activities for any
2. Answer the pretest before going concept/ theory presented.
through the lessons. 4. Discuss worked-out examples.
3. Take note and record points for 5. Give time for hands-on unguided
clarification. classroom work and discovery.
4. Compare your answers against the 6. Use formative assessment to give
key to answers found at the end of the feedback
module. 7. Introduce extensions or
5. Do the activities and fully generalizations of concepts
understand each lesson. 8. Engage in reflection questions
6. Answer the self-check to monitor 9. Encourage analysis through higher
what you learned in each lesson. order thinking prompts
7. Answer the posttest after you have 10. Provide alternative formats for
gone over all the lessons. student work

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 Lesson Context of Text Development:
1 Hypertext and Intertext

When writing about literature, the text is the primary source of evidence. To
present a convincing and persuasive analysis, the essay writer must demonstrate a
thorough knowledge of the text by presenting carefully chosen, pertinent quotations
which support each point the essay writer makes. A text is neither written nor read in a
vacuum; its meaning and interpretation are affected by a given set of circumstances.
Thus, it must include the understanding that texts are always developed with a certain
context.

WHAT I NEED TO KNOW

Learning Objectives

In this lesson, you will be able to:

1. compare intertext and hypertext as contexts in text development;

2. analyze reading resources to elaborate the context given; and,
3. write a paragraph about a context using hypertext or intertext as the ways of
text development.

WHAT I KNOW
Pretest

1. Context is the inspiration behind the writing of a text. Which of these does not
correctly define CONTEXT in writing?
A. Backdrop
B. Reality
C. Segue details
D. Situation

2. The following are the contexts in which text can be developed EXCEPT _____ .
A. Argumentative
B. Expository
C. Narrative
D. Rhetoric

3. In text development, these are the important details to consider EXCEPT _____ .
A. Audience
B. Content and Meaning
C. Monetary benefit to the writer
D. Purpose

4. Intertext and hypertext are contexts in which text can be developed under the
EPOSITORY type. Which is not a characteristic of hypertext?
A. Information can only be accessed with internet connection
B. Speed of information is easily read thru gadgets
C. Words are rerouted to the web page where further detail is provided
D. Whole picture of the text is elaborated more than intertext

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 WHAT’S IN
Recapitulation

In the previous lesson you have learned that:

Context is the inspiration behind your written output. It also reflects the
reading experiences you have as a reader and as a writer of your would-be-
written output.

Text development have several ways like descriptive, narrative, expository, and
argumentative.

WHAT IS IT
Discussion

Today, let’s learn two more contexts in developing your write-up. These are the
hypertext and the intertext.

HYPERTEXT
-can be read from the written output from technological advancements tablet, desktop
computer, laptop and smartphones
-is manifested by the texts that have hyperlinks (normally underlined and in blue
color)
- hypertext is unique because of the speed at which you can shift to different texts; all
you have to do is to click the hyperlink and the other page will load
-allows readers to shift to different web pages almost instantly
-provides a greater chance of getting a better picture of the entire scenario in a fast
manner
- helps the reader get a better understanding of the whole story.

INTERTEXT
-draws origin from literature and asserts that texts can only be understood in relation
to other texts
-has applications for academic and technical reading (academic is for school; technical
is for work)
-has benefits: further reading can widen the reader’s knowledge
-can view different texts and different perspectives
- allows readers to be more certain of what is already known

In summary: (Don’t forget these very important lessons!)

 A text’s meaning can be determined based partly on the context in which it

was developed.
 Hypertext is a reading environment that is based on the internet.
 Hypertext allows people to shift to different texts as fast as the internet
loading speeds allow.
 Intertextuality helps people understand better by referring to multiple texts
to compare meaning.

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 WHAT YOU WILL DO

Activity 1.1. Compare and contrast the terms hypertext and intertext thru the
notes using a Venn diagram below.

HYPERTEXT INTERTEXT

WHAT’S MORE
Enrichment

WHAT
WHAT YOUYOU WILL
WILL DO DO

Activity 1.2
Directions: Search in the internet or from any available sources of information you
have. Write three references of each topic.

1. Climate change
     a. ________________________________________________
     b. ________________________________________________
     c. ________________________________________________
2. Social media
     a. ________________________________________________
     b. ________________________________________________
     c. ________________________________________________
3. Bullying
     a. ________________________________________________
     b. ________________________________________________
     c. ________________________________________________
4. Study habits
     a. ________________________________________________
     b. ________________________________________________
     c. ________________________________________________

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 WHAT I HAVE LEARNED
Generalization

Reflection:
On a separate sheet of paper, draw a circle. Write inside it a word or phrase
that is a new learning to you in this lesson. Outside, write relevant details to
the concept you wrote.

WHAT I CAN DO
Application

Activity 1.3
Directions: Pick one topic from Activity 1.2. This would be the context of your
written text. Develop a text using the references that you have listed. (50 points-
see rubrics for the output scoring reference).

_________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
______________________________

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 ASSESSMENT
Posttest

A. Put a tick (/) mark on good practice for both reading and writing, or an X mark for
something that’s not.
______ 1. Stick to one source of information.
______ 2. Consider other references as invalid.
______ 3. Be open to other ideas.
______ 4. Look at an author’s references and read them, too.
______ 5. Acknowledge your sources.
______ 6. Add as many sources as possible to your work.
B. Write T if the statement is true and F if false. 
______ 1. The meaning of a text is dependent on the other texts.
______ 2. Authors tend to build on what previous authors have published or started.
______ 3. We can gain full understanding of a concept by referring to one text.
______ 4. A well-written research paper has several references.
______ 5. If you want to know more about the topic, you need to read references
tackling the same thing.
Test source: https://tinyurl.com/yyd52gul

ADDITIONAL ACTIVITY

WHAT YOU WILL DO

Directions: You are a blogger who has been hired by the Department of Tourism to
promote tourist spots in your locality. The agreement is for you to create an account
on the blog site WordPress.com, and post an entry—complete with text and graphics
about tourist spots found in your locality. You also need to use hyperlinks in order to
help the reader go to websites that will (1) show more pictures; (2) provide travel
packages, with services and cost; and (3) book flights or ferry trips.

Your blog entry will get you retained in your job—even promoted—if the blog entry has
high-quality graphics, has a well-written promotional text, and has active hyperlinks
to all the required web information. (See sample blog on Appendix C. )

Title: ______________________________________________________________________

______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________

(add picture, if any)

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APPENDICES:

Appendix A- Key Answers:

Activity 1.1.
1. C 2. D 3. C 4. A

Appendix B. Blog Rubric

4 3 2 1
Purpose
Clear purpose to share Share information and The blog is mostly The blog appears to be
and collect opinions opinion about an about one topic, but about unconnected
and information about important topic sometimes gets off the topics and events
an important and subject
interesting topic
Content
The blog is fair and The blog is fair. The Pieces of information Presents one viewpoint
balanced. pieces of information present are missing on my topic.
Information/s is/are are from more than one critical content. Conclusions are drawn
from variety of viewpoint and drew Conclusions are drawn about the research, but
viewpoints and drew original conclusions but sometimes, not just repeat what other
original conclusions based on research based on research. sources have said
based on research about the topic.
Writing
Writing style is Writing style is for Writing style is for Writing style is
interesting and readers to understand. readers to understand, confusing and often
appropriate for the Any errors in but sometimes writing does not make sense to
readers. There are no conventions did not does not make sense readers.
errors in grammar, take away from is in because of errors in
spelling, punctuation, the content. conventions.
capitalization or
sentences.
Hypertext
There are two or more There is one hypertext There is one hypertext There is no hypertext
hypertexts present present which is present which is not present in the blog.
which are utilized utilized appropriately utilized that
appropriately and and correctly. appropriately and
correctly. correctly.
Extra Features
Blog features are Blog features are Blog features are Blog features are not
included such as included such as included such as included, or the
graphics, photos, and graphics, photos, and graphics, photos, and features present do not
links to enhance the links links, but sometimes make sense.
content of the blog. they take away the
blog’s purpose

Appendix C. Sample Blog:

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 CRUISING DOWN LOBOC RIVER, BOHOL PHILIPPINES
April 29,2019

Thinking about joining in on a Loboc River cruise on your next Bohol trip? Read
this quick guide on what to expect, as well as some useful tips on how to get the best
experience.

For many, a Loboc River cruise is a highlight for their Loboc adventures.
Personally, this was one of my favorite activities on Bohol Island due to the amazing
natural beauty of the Loboc river and surroundings.

WHERE IS LOBOC RIVER?

Loboc River is a jungle that snakes itself all the way from Carmen near the
Chocolate Hills, to the beaches of Southernn Bohol. For those looking to jump on a
Loboc River cruise, you can head to the small town of Tay Tay.

Due to the growing popularity, there is an increasing amount of resorts and

tourist-oriented restaurants and activities in this once small quiet river town. There
are a few different boats that operate cruises down the river and also SUP’s for rent.

To get to Tay Tay, it will take approximately one hour and 20 minutes by
tricycle. Expect around an hour depending on Tagbilaran traffic if you’re looking to
ride here yourself.

Alternatively, many tourists visiting Bohol choose to just book a Land Tour
which includes a full-day guided tour and transport to all of the Bohol highlights
including:

 Loboc River Cruise

 The Chocolate Hills
 Man-Made Forest
 Baclayon Church

Although the online price is very reasonable, it might be possible to negotiate a

cheaper price on the street, just make sure to check what is included in advance. In
my opinion, this tour is definitely worth the money, especially if you plan to check out
most of the other highlights anyway.

Alternatively, if you are in Cebu and planning your Bohol trip, check out this
private trip to Bohol from Cebu which includes a trip down Loboc River.

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References:

Elcomblus Staff (20019) retrieved April 11, 2019 at

https://www.elcomblus.com/context-hypertext-and-intertext/

Garcia, C. (2018) Prezi presentation on Hypertext and Intertext, retrieved January 22,
2018 at https://tinyurl.com/y3mjvxlo

Intel Corporation. (2012). Blog Rubric, retrieved November 11, 2020 at

www.ffc8.org>lib>DomainPDF

WeSeekTravel.com. (2020). Cruising down Loboc River, Bohol Philippines, retrieved

November 11, 2020 at https://www.weseektravel.com/loboc-river-cruise/.

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 Lesson Explaining Critical Reading as
2 a Form of Reasoning

How do you practice critical reading? A senior high school student like you will be
faced with reading activities that will ask you to not just read to know what the author
is saying. Most importantly, you need to go further from reading various sources of a
topic and reflect on the different authors’ viewpoints. From there, you make your own
judgement based on what you have read. This is critical reading as a form of reasoning.
So, let’s head on and warm our brains up!

WHAT I NEED TO KNOW

Learning Objectives

In this module, you will be able to:

1. identify guide questions during critical reading as a form of reasoning;
2. analyze statements that manifest critical reading; and,
3. formulate answers and evidences to the questions raised about the article.

WHAT I KNOW
Pretest

Identify whether the question in each item guides you in critical reading of a text.
Write C if it involves critical reading and N if not.

_____1. What is the main idea?

_____2. How do I scan for keywords?
_____3. Who is involved in the article?
_____4. How long is the article? How many pages?
_____5. Who is the author?

WHAT’S IN
Recapitulation

In the previous lesson you have learned that:

Context can be developed into paragraphs using hypertext and intertext.

Text and context connections refer to critical reading which is the technique
for discovering information and ideas within a text.

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 WHAT IS IT
Discussion

Today, let’s learn about critical reading as a form of reasoning.

Critical Reading
- means engaging in what you read by asking yourself questions such as, ‘what is
the author trying to say?’ or ‘what is the main argument being presented?’

- means being able to reflect on what a text says, what it describes and what it
means by scrutinizing the style and structure of the writing, the language used
as well as the content.

As a critical reader you should reflect on:

 What the text says:  after critically reading a piece you should be able to take
notes, paraphrasing - in your own words - the key points.
 What the text describes: you should be confident that you have understood the
text sufficiently to be able to use your own examples and compare and contrast
with other writing on the subject in hand.
 Interpretation of the text: this means that you should be able to fully analyze
the text and state a meaning for the text as a whole.

In summary: What questions should guide you in critical reading?

The following questions are categorized as questions about: the overall text,
the truth claims made within the text, how the text could be different, political
statement, and personal engagement.
Note: You do not need to use all of these questions every time you read. Choose two or
three which make the most sense to you, and start there.

Questions about the overall text

(a) What is the purpose/aim of this text? How do you know? How might this
influence the way it is written?
(b) Can you see any justification (direct or implied) for the research decisions?
Do the justifications seem reasonable?

Questions about the truth claims made within the text

(c) Are any assumptions being made in this text?
Assumptions might include:
_______________________ is important.
_______________________ is possible.
_______________________ might influence _______________________.
_______________________ is a positive thing.
_______________________ is a negative thing.
(d) Do these assumptions seem reasonable in this context? Why or why not?
(e) Are any generalizations being made? Are these generalizations reasonable
here?
(f) Do any claims seem too certain?
(g) Are there suitable examples?
(h) Are there claims which are based on authority for support? What kind of
authority is it? Does this seem reasonable?
(i) Are there claims which are based on evidence for support? What kind of
evidence is it? Does this seem reasonable?
(j) Are any concepts being conflated?

Questions about how the text could be different

(k) What is missing from the text?
(l) How could the text be not like this / different?

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 (m) Is anything being used out of context in the text?

Political Questions
(n) Is there anything problematic in the text?
(o) Are any groups being excluded or marginalized in the text or in the
implications of the claims?
(p) Is there any exclusionary language used in the text?
(q) What would the implications be, if we were to take the claims seriously? i.e.
What would happen next?

Personal Engagement
(r) How does this text relate to my personal experience?
(s) How does my personal knowledge and experience affect the way I read the
text?
(t) Can my personal experience help me to evaluate the  claims?
(u) What status does my personal experience have, in relation to the published
research?
(v) Can I find anything in the literature to help me  relate this to my personal
experience?

WHAT YOU WILL DO

Activity 1.1. Mark up the Text Activity. Read the following article about an
environmental issue in Bohol province. Analyze the statements and take down
important concepts on a separate sheet the following table format:

Your answer sheet should look like this:

aa (phrase you want to remember) ê (important idea)

aa ê
aa
ê
aa
ê
s (unfamiliar reference or a word you ê (the writer’s key supporting points or
need to look up) examples)

s ê
s ê
s ê

16
Campaign vs. coal-fired power plant in Bohol mounts
Source: The Bohol Chronicle retrieved on March 5, 2018

The campaign against the establishment of an island-based power plant using coal as fuel is gaining traction.
01

02
Bishop Patrick Daniel Parcon of the Diocese of Talibon and Bishop Albert Uy, Diocese of Tagbilaran, are said to
03
oppose the plan to establish of coal-fueled power plants in the province, according to Clean Energy Advocates
04
(CEA), a loose organization of non-government organizations, religious, academe, and faith-based groups.
05
The CEA has met with the prelates separately as it intensifies its campaign against the move of the provincial
06
government in considering the coal-powered power plant to be put up in the province. During the meeting,
07
Bishop Uy expressed his stand against coal-fired power, saying that the plan might contradict with the vision
08
and mission of the provincial government. Bohol envisions to be “a prime eco-cultural tourism destination and
09
a strong balanced agro-industrial province, with a well-educated, God-loving and law-abiding citizenry, proud of
10
their cultural heritage, enjoying a state of well-being and committed to sound environmental management.”
11
Its mission is “To enrich Bohol’s social, economic, cultural, political and environmental resources through
12
good governance and effective partnerships with stakeholders for increasing global competitiveness.” Its Goals:
13
Environmental protection and management; social equity, delivering quality services; local/regional economic
14
development and strategic wealth generation; responsive, transparent and accountable governance.
15
He said he will talk to Bishop Parcon to come up with separate campaign statement, saying “let’s walk the
16
talk” with this endeavor. According to Emmie Roslinda of PROCESS one of the convenors of the CEA, “I’m
17
happy to inform you that Atty. Nunag, Argeo Melisimo, Atty. John Vistal and PENRO supported our advocacy.
18
They, in fact, elaborated the potential effect when pushed through.”
19
Recently, CEA released to the media a statement interposing opposition to the coal plant for environmental,
20
health and cost grounds.

FORUM ON COAL QUESTION

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As an opening salvo of the campaign, they organized the Bohol’s Forum on Coal Question held at Café Caloy in
22
this city. Earlier, the group has issued a manifesto strongly opposing the coal use in the future. Through the
23
Participatory Research, Organization of Communities and Education towards Struggle for Self-Reliance or
24
PROCESS-Bohol, Inc., the group sent the manifesto, urging the Sangguniang Panlalawigan thru acting Vice-
25
Gov. Benjie Arcamo to give attention of their cry — no to coal use. They asserted that coal, aside from being
26
costly, is deadly that impacts negatively on Bohol’s environment citing studies.
27
“Coal kills the environment and people. A recent study commissioned by Greenpeace to Harvard University
28
revealed that both existing and proposed coal power plants in the Philippines can cause up to 2,400 deaths
29
annually. These deaths do not only mean avoidable and unnecessary PhilHealth or local government spending
30
or lost labor productivity this number also represents young lives that will not be able to reach their full
31
potential,” the manifesto, signed by hundreds of supporters, showed.
32
The group put forward its demand for the provincial board and city council “shall recognize the negative
33
impact of coal-based power generation and the need to shift to renewable energy sources by passing
34
Resolutions to support calls for a moratorium on the establishment of carbon-intensive and fossil-based
35
technologies.” Coal, which is abundant and inexpensive, is responsible for carbon dioxide emission (45%)
36
worldwide and some 72% of total greenhouse gas emissions from electric sector, Noelyn Dano said in her
37
presentation during the forum. The burning of coal would produce sulfur dioxide, nitrogen oxide, and other
38
substances that result to acid rain, illnesses such respiratory or lung related to smog or haze and carbon
39
dioxide to GHG, she said. All these contribute to global warming, which is defined as increase of average
40
temperature at earth’s surface — land, water, atmosphere –and increase of GHG emission that leads to climate
41
change.
42
Climate change refers to “changes of climate systems, including precipitation patterns and length of seasons
43
and temperature, frequency, and intensity of extreme weather events as a consequence of excessive GHG
44
concentration in the atmosphere,” based on the presentation of Larry Pascua of the  Philippine Movement for
45
Climate Justice. There are believed to be about 470 million metric tons of coal deposits out of the 2.3 billion
46
metric tons of potential reserves in the country.
47
Use of coal to produce power accounts to 45% while renewable energy —- wind, solar, biomass – 25%; natural
48
gas, 23% and oil, 7%. Pascua said that the effects of the global warming would result to the melting of glaciers,
49
warming of oceans and others. It also impacts people’s survival, the disappearance of islands, displacement of
50
communities, and health problems and catastrophes, he said. And these changes and effects of continuous
51
using of coal and other fossil-based fuels are irreversible. (rvo)

17
 WHAT’S MORE
Enrichment

WHAT
WHAT YOUYOU WILL
WILL DO DO

Activity 1.2 List five questions from the concept notes that guide you in reading
the text about the environmental issue in Bohol.

Example: What is the purpose/aim of this text?

1. ____________________________________________________________________

2. ____________________________________________________________________

3. ____________________________________________________________________

4. ____________________________________________________________________

5. ____________________________________________________________________

ck

WHAT I HAVE LEARNED

Generalization

Share your thoughts by completing the statements:

What sparked my interest in this lesson was ________________________________________

________________________________________________________________________.

I learned that _____________________________________________________________

________________________________________________________________________.

I feel _______________________________ because _______________________________________

________________________________________________________________________.

I think I have to read more about

_____________________________________________________
________________________________________________________________________.

18
 WHAT I CAN DO
Application

Activity 1.3 Using the questions you listed in Activity 1.2, provide your own
answers and indicate the line number/s where the evidences are located.

Question 1: ____________________________________________________________________

Answer: ____________________________________________________________________

Evidence: ____________________________________________________________________

Question 2: ____________________________________________________________________

Answer: ____________________________________________________________________

Evidence: ____________________________________________________________________

Question 3: ____________________________________________________________________

Answer: ____________________________________________________________________

Evidence: ____________________________________________________________________

Question 4: ____________________________________________________________________

Answer: ____________________________________________________________________

Evidence: ____________________________________________________________________

Question 5: ____________________________________________________________________

Answer: ____________________________________________________________________

Evidence: ____________________________________________________________________

ASSESSMENT
Posttest

Directions: Write T if the statement is true and F if false. 

______ 1. Critical reading is a passive consumption of the article read.
______ 2. Critical reading is an interaction and engagement between the reader and the
text.
______ 3. Critical reading is knowing what the topic is all about.
______ 4. Critical reading is reflecting on what the author’s argument is with
evidences.

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______ 5. Critical reading is reading with an open mind.

ADDITIONAL ACTIVITY

WHAT YOU WILL DO

Write-up Activity: Write a paragraph about your reaction to the article presented in
Activity 1.1. You may make use of the questions you listed on Activity 1.2.

______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________

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APPENDICES:

Appendix A- Key Answers:

Activity 1.1. Pretest

1. C 2. N 3. N 4. N 5. N

Posttest
1. F 2. T 3. F 4. T 5. T

References:

Critical Reading Activities from the Florida State University. Writing Resources: The
English Department retrieved from https://tinyurl.com/yxce7tvr

Critical Reading Questions

https://tinyurl.com/y47tp25g

What is Critical Reading

https://www.skillsyouneed.com/learn/critical-reading.html

21
 Lesson Formulating Evaluative
3 Statements

In the previous lesson, you were able to understand that critical reading as a
form of reasoning involves creating a reasoned argument when analyzing and
evaluating a text read. How can you use critical reading as a form of reasoning?
Formulate evaluative statements. Let’s learn how to from these evaluative statements in
this lesson.

WHAT I NEED TO KNOW

Learning Objectives

In this lesson, you will be able to understand:

Formulating evaluative statements (a) assertions about the content and
properties of the text read (b) meaningful counterclaims in response to the claims made
in a text read

In this module, you will be able to:

1. identify the two ways of formulating evaluative statements;
2. analyze statements that express assertion and counterclaims; and,
3. formulate evaluative statements about a text read.

WHAT I KNOW
Pretest

Write T if the statement is true and F the statement is false. Write your answer on the
space provided.

_____1. Evaluative statement is a statement that explains the strengths and

weaknesses of something through writing.
_____2. Evaluative statements need proof or valid reasons to express a sound
judgement.
_____3. Evaluative statements maximizes on the presentation of the strengths of the
text read.

_____4. Opinions make the statement more credible instead of facts.

_____5. Evaluative statements can be made through assertions and counterclaims.

_____6. Counterclaims are statements of agreement to the claim of the writer.

_____7. When formulating evaluative statements, it is important to examine which

ideas are facts or opinions in the text.

_____8. Using hedges is a way to discreetly express your disagreement to the author’s
idea.

22
 WHAT’S IN
Recapitulation

In the previous lesson you have learned that:

Critical reading is the first step in formulating any evaluative statement. It is

identifying what the stand of the author is about a topic. Also, you try to find out the
evidences or statements the author included in the text to support his stand or claim.

Critical reading is important and a prerequisite before making an evaluative

statement.

Evaluative statements are crafted after reading a text. You cannot evaluate
what you do not know. Unless it is a fake news that you are bringing. But we are
taking this subject to learn not to write something with lack of textual basis. Thus, the
very important initial step to formulating an evaluative statement is through a critical
reading of the text. It is by grasping the essence of the text and checking for possible
fallacies in the argument.

WHAT IS IT
Discussion

This lesson will give you tips on how to write evaluative statements in two ways:
assertions and counterclaims.

But first, what is an evaluative statement?

It is a way of giving a better explanation to show the strength and the
weaknesses of something through writing.
It presents a value judgment based on a set of criteria.
It is used in giving a sound judgement – a judgment that can be backed up or
supported by valid reasons or proofs.
It is the writer’s way of explaining why a strength is a strength and a
weakness a weakness based on the evidences gathered.

How do you formulate an evaluative statement?

- is done in the same way you do any other writing except that the statement is
about your judgement of the text’s content and property

- may be composed in two ways: 1. Formulating Assertions about the Content

and the Properties of a text Read 2. Formulating a meaningful counterclaim in
response to a claim made in the text read

- is examined by identifying which ideas are facts or opinions

- is the making of inferences or conclusions and assessing the overall quality of
the text

Assertion usually contains evaluative languages such as: useful, significant,

important, insightful, detailed, up-to- date, comprehensive, practical, etc.

23
TYPES of ASSERTION can be used in formal or informal writing. This includes: Basic
Assertion, Emphatic Assertion , I-Language Assertion.

Basic Assertion is a statement used to express the writer's feelings, beliefs, and
opinions directly. This type of assertion is usually used in writing formal papers
like thesis and dissertation.

Example: The Philippines has an advanced civilization before the colonization

of Spain. Form and branches of government, social structure and the
existence of ancient writing are some of the evidence that proves the
advancement of the precolonial period.
Explanation: The first sentence is considered as the basic assertion. The second
sentence contains evidence that support the assertion.

Emphatic Assertion is a statement used to express empathy or on how a

person understands the feelings and emotions of the literary author. This can
be used on writing a formal or informal paper. It is usually composed of two
parts: 1) the first part is the statement that recognizes the situation or even the
feelings of the characters on the text being read 2.) the second statement where
the writer states his stand about the situation.

Example: I know that the Philippines, before pre-Spaniard colonization, has

their system of writing called the ‘baybayin’. This alone proves that the
Filipinos are literate as opposed to the Spaniards claim.
Explanation: The first part recognizes the situation based on the text being read. The
second part contains the writer’s stand on the situation presented.

I - Language Assertion is a statement used to express the feeling and

preference of the writer. It is called I-Language because it focuses on the writer
and is using the pronoun ‘I’. This type of assertion is recommended if the
author wants to express negative feelings and opinion. This is best used in
writing a review or reflection paper. It is composed of Three parts. The first part
contains the accurate information from literary work, especially the topic the
writer disagrees with (When you. . .). The second part includes the effect or
feeling of the writer towards the topic (It affects/I feel...). The last part includes
the preference or recommendation of the writer (Therefore, I prefer/I want...).

Example: Upon reading that the ancient Filipino civilization is divided into
three social classes namely the ‘maharlika’, ‘timawa’ and ‘alipin’, I feel proud
because of the civilization social advancement and at the same time sad
because of the promulgation of social differentiation. With this finding, I want
to do further research on the existence of these social classes’ stigma.
Explanation: The example given is divided into three parts that includes the feelings
and preference of the writer.

Counterclaim is the opposition you make about the claim of a writer. You must
recognize the value of hedges when you state your counterclaims. 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 a courteous tone in your writing.

*Hedges could come in different forms such as :

Modals – may, could, would, etc.
Frequency adverbs – usually, generally, commonly
Probability adverbs – probably, possibly, presumably

Example:
Obesity is caused by the bad food choices being offered by the food industry.

Counterclaim: Obesity is probably caused by the bad food choices being offered by
the food industry

24
 WHAT YOU WILL DO

Activity 1.1. Based on the text below, the following evaluative statements may come up in
your mind as a reader. Identify whether the statement expresses an assertion or a
counterclaim.Write A for assertion and C for counterclaim.

______ 1. This organization has presumably overlooked the economic progress that coal-
based power could bring to the province.

______ 2. It is important to notice the strong statements of urgency of the author which is
an implication that these coal-based projects in the province bring destruction to the
environment.

______ 3. I feel that there is a need for the offices called upon to take an action because
the environmental problems we experience now may be worsened if these coal-projects
will be pushed through.

______ 4. Generally, this type of appeal hampers the potential development that the coal-
based projects could give to the community.

______ 5. This article is insightful especially that it mentioned the Eco-cultural Tourism
Zone under Republic Act No. 9446 which protected the natural resources and cultural
heritage of the Boholanos that is why I support this article.

10

11

12

13
No to Coal in Bohol
14

15

16

17

18

19

20

21

25
 Source: GreenPeace retrieved at bataris.org.ph

WHAT’S MORE
Enrichment

WHAT
WHAT YOUYOU WILL
WILL DO DO

Activity 1.2. Marking up the Text. Read the following text about the GreenPeace’s stand
on the issue. Then, list the line number statements in the text following the format:

Assertions: Counterclaims: Hedges:

Line #: Line #: Line #:

___________ ___________ ___________

___________ ___________ ___________
___________ ___________ ___________

(“No to Coal” reading text continued…)

Why is this important?

Alarmed that there are sectors in the Provincial Government along with investors and power
providers who are poised to endorse a backward idea of a coal-fired power plant in the island,
we demand that our leaders to lead us in achieving Bohol’s Goals that include, among others,
Environmental Protection and Management; and, Responsive, transparent and accountable
governance.

Drawing from our earlier manifesto, we echo the call, this time, taking a firm stand against
whatever plans and machinations there might be to utilize coal in generating power within our
province. We have united behind the following arguments:

1. THAT COAL IS DIRTY AND DEADLY. Coal damages both people and planet. Existing
and proposed coal power plants in the Philippines can cause up to 2,410 premature
deaths annually according to a 2015 Harvard study. Coal burning emits substances
which contribute to smog, haze, lung disease, and respiratory illnesses; as well as
neurological and developmental damage in humans and other animals (US Energy
Information Administration, 2017). Coal mining contributes to soil erosion, water
pollution and loss of biodiversity. It is directly linked with climate change as it is
responsible for 46% of carbon dioxide emissions worldwide, inducing natural disasters. 
2. THAT COAL IS COSTLY. While there is still a popular perception that coal is sold
cheaply, a research by the International Institute for Sustainable Development (IISD)
revealed that coal use actually brings with it additional costs that are not traditionally
taken into account such as: (1) Subsidies to coal producers; (2) Air pollution estimated
to cause more than 6,000 global deaths annually; and, (3) Greenhouse Gas emissions
that undermine targets under the Paris Agreement on Climate. If we monetize these
impacts the total cost of coal is estimated to be around USD 11 cents per kilowatt hour
(kWh), more than double the cost of competing renewable energy based on recent
renewable auction results. 
3. THAT GLOBALLY COAL IS NO LONGER A VIABLE OPTION. The recent falls in solar
Photo Voltaic prices have led India to cancel new coal capacity, in addition to rising
concern about the impacts of coal use on air pollution. In China, this concern led to a
moratorium on new coal plants in 28 out of 31 provinces. With the tide turning against
coal across the world, there is real concern that investments made today could soon be

26
 impossible to operate on environmental, public health and cost grounds, leaving a
legacy of stranded power stations as the last monuments to the age of coal. (IISD, 2017)

WE REJECT the proposal or plan of private or government investors in establishing a coal-

power plant in the province of Bohol because it is tantamount to a violation of the existing laws
and commitment for the Boholano people;

WE DECLARE that renewable energy is the way forward. A 2013 World Wide Fund for Nature
(WWF) report said that in 2011, at least 384 renewable energy service contracts were awaiting
approval from the Department of Energy, equalling to 6,046 MW of generation capacity.
Currently, there are 13 operational coal-fired power plants with a combined installed capacity
of 4.937 MW;

WE STRONGLY SUPPORT the development of renewable energy sources as the way forward for
our beloved Bohol that claims to have ecological and cultural tourism as its main path for
sustainable development being one of its primary economic drivers.

WE ENJOIN our fellow Boholanos and residents to join us in this worthy cause to save our
environment from this threat of destruction for our sake and the future generation.

WE DEMAND as citizens and voters that the Sanggunian Panlungsod of Tagbilaran City and
the Sangguniang Panlalawigan of Bohol shall recognize the negative impact of coal-based
power generation and the need to shift to renewable energy sources by passing Resolutions to
support calls for “a moratorium on the establishment of carbon-intensive and fossil-based
technologies”; and interpose its objection on any proposed coal-fired project within our
province;

WE ALSO URGE on the Office of the Secretary of the Department of Environment and Natural
Resources and the Office of the Secretary of the Department of Energy to deny any applications
for coal-fired and other fossil-based power plants within Bohol; and implement the mandate for
the development and use of renewable, sustainable energy sources and technologies.

Source: GreenPeace retrieved at bataris.org.ph

WHAT I HAVE LEARNED

Generalization

Share your thoughts by completing the statements:

What sparked my interest in this lesson was ________________________________________

________________________________________________________________________.

I learned that ______________________________________________________________________

________________________________________________________________________.

I feel _______________________________ because _______________________________________

________________________________________________________________________.

I think I have to read more about

_____________________________________________________

________________________________________________________________________.

27
 WHAT I CAN DO
Application

Activity 1.3 Express your thoughts about the article presented in Activity 1.2. Formulate
evaluative statements by writing it on the space provided. Afterwards, kindly underline the
type of evaluative statement you have written on the blank.

1. Evaluative statement:

______________________________________________________________________

Type of evaluative statement: ( assertion /counterclaim)

2. Evaluative statement:

______________________________________________________________________

Type of evaluative statement: ( assertion /counterclaim)

3. Evaluative statement:

______________________________________________________________________

Type of evaluative statement: ( assertion /counterclaim)

ASSESSMENT
Posttest

Read each item carefully and select the best answer. Write your answer before the
number.

1. This is a statement expressing value judgement about the text read.

A. assertion B. counterclaim C. critique D. evaluative
2. This is the reader’s statement expressing opposition to the author’s claim.
B. assertion B. counterclaim C. critique D. evaluative
3. This is the reader’s statement expressing a positive affirmation to the author’s claim.
C. assertion B. counterclaim C. critique D. evaluative

28
 4. What type of evaluative statement is the statement “This organization has
presumably overlooked the economic progress that coal-based power could
bring to the province” is what type of assertion?
A. basic B. counterclaim C. emphatic D. I-language
5. What type of evaluative statement is the statement: “It is important to notice the
strong statements of urgency of the author which is an implication that these
coal-based projects in the province bring destruction to the environment.” ?
A. basic B. counterclaim C. emphatic D. I-language
6. What type of evaluative statement is the statement: “I feel that there is a need for
the offices called upon to take an action because the environmental problems
we experience now may be worsened if these coal-projects will be pushed
through.”? A. basic B. emphatic C. evaluative D. I-language
7. The statement “This article is insightful especially that it mentioned the Eco-
cultural Tourism Zone under Republic Act No. 9446 which protected the
natural resources and cultural heritage of the Boholanos that is why I
support this article.” ?
A. basic B. emphatic C. evaluative D. I-language

ADDITIONAL ACTIVITY

WHAT YOU WILL DO

Using the evaluative statements you made in the previous activity, write an article
review on the text “No to Coal in Bohol”. Please see the rubrics for scoring (100 points).

______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

29
_____________________________________________________________________________________
____________________________________________________________________________

APPENDICES:

Appendix A- Key Answers:

Activity 1.1. Pretest

2. T 2. T 3. F 4. F 5. T 6. F 7. T 8. T
Activity 1.2 1. C 2. A 3. A 4. C 5. A
Assessment/Posttest: 1. D 2. B 3. C 4. B 5. A 6. D or B 7. D

Appendix B. Article Review Rubric

4 3 2 1
(86-100points) (75-85 points) (50-74 points) (0-49 points)
Purpose
Clear purpose to share Share information and The review is mostly The review appears to
and collect opinions opinion about an about one topic, but be about unconnected
and information about important topic sometimes gets off the topics and events
an important and subject
interesting topic
Content
The review is clear and The review is clear. The Pieces of information Presents one viewpoint
balanced. pieces of information present are missing on my topic.
Information/s is/are are from more than one critical content. Conclusions are drawn
from variety of viewpoint and drew Conclusions are drawn about the research, but
viewpoints and drew original conclusions but sometimes, not just repeat what other
original conclusions based on research based on research. sources have said
based on research about the topic.
Writing
Writing style is Writing style is for Writing style is for Writing style is
interesting and readers to understand. readers to understand, confusing and often
appropriate for the Any errors in but sometimes writing does not make sense to
readers. There are no conventions did not does not make sense readers.
errors in grammar, take away from is in because of errors in
spelling, punctuation, the content. conventions.
capitalization or
sentences.
Evaluative Statements
There are two or more There is one evaluative There is one evaluative There is no evaluative
evaluative statements statement present statement present statements present in
present which are which is utilized which is not utilized the review.
utilized appropriately appropriately and that appropriately and
and correctly. correctly. correctly.
Extra Features
Review features are Review features are The review features are The review features are
included such as included such as included such as not included, or the
introduction, body and introduction, body and introduction, body and features present do not
conclusion to enhance conclusion conclusion, but make sense.
the content of the sometimes takes away
output. the review’s purpose

References:

30
Critical Reading Activties retrieved at https://tinyurl.com/yxce7tvr
Formulating Evaluative Statements retrieved at https://tinyurl.com/y8ylom6f

Determining Textual Evidence to

Lesson
Validate Assertions and Counterclaims
4

When writing about literature, the text is the primary source of evidence. To
present a convincing and persuasive analysis, the essay writer must demonstrate a
thorough knowledge of the text by presenting carefully chosen, pertinent quotations
which support each point the essay writer makes.

In the previous lesson, you were able formulate assertions and counterclaims
based on the article read. Now, let’s learn how to strengthen the evaluative statements
you formulated by backing them up with textual evidences.

WHAT I NEED TO KNOW

Learning Objectives

In this lesson, you will be able to:

1. identify the textual evidence that validates the assertion or counterclaim
expressed;
2. analyze by paraphrasing the statements that validate the assertion or
counterclaim formulated ; and,
3. formulate evaluative statements about a text read.

WHAT I KNOW
Pretest

Write T if the statement is true and F the statement is false. Write your answer on the
space provided.

_____1. Textual evidences are opinions which need not be cited from the source.

_____2. Assertions and counterclaims called evaluative statements are valid as long as
there is one textual evidence presented.

_____3. Textual evidences are formulated using the statements: According to… The text
says.. It is explicitly expressed in the text that…

_____4. Facts are credible sources for textual evidences.

_____5. Citing sources for textual evidences is imperative and important.

WHAT’S IN
Recapitulation

In the previous lesson you have learned that:

31
 Textual Evidences support the evaluative statements expressed by writer.

WHAT IS IT
Discussion

When asserting a point or expressing counterclaims, it is important that you

know the importance of providing text evidences. These are the main reasons:

 Text evidence is necessary to support discussions about a text with friends,

classmates, or teachers (I know.. because…)
 Providing text evidence helps us double check our own answers for accuracy.
 Providing text evidence makes our answers valid and reliable.
 The ability to find and cite text evidence is a life-long skill that will help you
throughout school and in your career choice.

There are two ways to use evidence from a text:

1. Paraphrase
2. Direct Quote

When writing and citing evidences, you may use these stem to express your thought:
Paraphrase:
The text stated that…. The author (of the text) stated that… According to
the text…A detail from the text that supports this is… An example from the text
is…

Direct Quote:
[Author’s name] states that… The author [of the text] wrote… On page ___ ,
the author stated … This is shown when the author says..

WHAT YOU WILL DO

Activity 1.1. Find the Evidence. Read the given text and copy the table on a separate
sheet that follows to indicate the text’s claim, the text evidences and the evaluative
statements.

Boholanos are proud to say that the sweetest ubi in the world is grown in Bohol. But in
this article, ubi has another adjective attached to it- Ubi is sacred in Bohol. Read it
carefully and find evidences of this claim.

The Sacred Ubi of Bohol: A Tale of Successful Farming

Rita T. dela Cruz

Ubi is sacred in Bohol. That was the first, striking one-liner statement I've read from a
pack of ubi powder when I set my foot in Bohol province, the largest producer of ubi in
the country. Yes, that one-liner is true as confirmed by the Boholanos themselves and
the ubi farmers we interviewed during a site visit in Guindulman, one of the sites for the
32
Bureau of Agricultural Research's (BAR) Community-based Participatory Action Research
(CPAR) project on “Ubi Agribusiness Development Project”.
In Bohol, “ubi” as they call it, is different from “ube”. Ubi is what most Filipino call
purple yam, while ube is the adjective which is the Tagalog translation for purple.
Meanwhile, “kinampay” is a variety of ubi which is native to Bohol. Its flesh is a marbled
purple color and is well-known for its aroma. There are also other ubi purple varieties in
the rest of the country but not as venerated and advertised as that of kinampay in Bohol.

Ubi is not only the Boholanos’ staple rootcrop but was also venerated as a sacred crop
during ancient times in Bohol. During a famine, it is said that ubi was the only crop that
grew in Bohol soil that saved the Boholanos from death, thus their great respect for it, so
much so that it's the only staple food included in their Bohol Hymn.

When one speaks of "ubi" to a Boholano, there is always a story to tell that until today,
when anyone accidentally drops an ubi to the ground or table, they would utter an
apology and kiss it as a sign of reverence.

They also have an Ubi Festival wherein they hold the Miss Ubi Beauty Pageant. It is
usually set during early January, the harvest season for ubi. This annually-held event is
attended by exhibitors from different local government units (LGUs) to display their
different ubi varieties like the traditional, aromatic kinampay, kabus-ok, iniling,
tamisan, baligonhon, binanag, gimnay, and binato. This activity provides agri-
entrepreneurs a venue for promoting quality, high-value, and sustainable ubi products
and services to generate income for the local producers. This year's Ubi Festival will be
held on the 2nd week of December.
Source: https://tinyurl.com/yxolthtx

Evaluative Statement Textual Evidence Kindly tick (/) whether the

evaluative statement you
wrote in the first column is an
assertion or a counterclaim.
Assertion Counter-
claim

o o

33
 WHAT’S MORE
Enrichment

WHAT
WHAT YOUYOU WILL
WILL DO DO

Activity 1.2. The power of 3 (Three pieces of text evidence). When expressing an
assertion or a counterclaim, make it a habit to point out 3 evidences to support any
evaluative statement. Based on the text presented in the previous activity, write the
evaluative statement or claim of the author. Then, provide the evidences.

Author’s evaluative statement:

__________________________________________________________________________

----------------------------------------------------------------------------------------------------------------------------------------
Evidence #1

----------------------------------------------------------------------------------------------------------------------------------------
Evidence #2

----------------------------------------------------------------------------------------------------------------------------------------
Evidence #3

WHAT I HAVE LEARNED

Generalization

Share your thoughts by completing the statements:

What sparked my interest in this lesson was ________________________________________

________________________________________________________________________.

I learned that ______________________________________________________________________

34
________________________________________________________________________.

I feel _______________________________ because _______________________________________

________________________________________________________________________.

I think I have to read more about

_____________________________________________________

________________________________________________________________________.

WHAT I CAN DO
Application

Activity 1.3. Analyze the text evidences found in the text. In the first column are direct
quotes from the text. Try to paraphrase the statements. The first one is done for you.

Direct Quote Paraphrase

1. Ubi is sacred in Bohol. That was the Ubi, according the farmers of Bohol confirmed that
first, striking one-liner statement I've ubi is sacred in the province.
read from a pack of ubi powder when I
set my foot in Bohol province, the
largest producer of ubi in the country.
Yes, that one-liner is true as confirmed
by the Boholanos themselves and the
ubi farmers we interviewed during a site
visit in Guindulman, one of the sites for
the Bureau of Agricultural Research's
(BAR) Community-based Participatory
Action Research (CPAR) project on “Ubi
Agribusiness Development Project”.

2. Ubi is not only the Boholanos’ staple

root crop but was also venerated as a
sacred crop during ancient times in
Bohol. During a famine, it is said that
ubi was the only crop that grew in
Bohol soil that saved the Boholanos
from death, thus their great respect for
it, so much so that it's the only staple
food included in their Bohol Hymn.
3. When one speaks of "ubi" to a
Boholano, there is always a story to tell
that until today, when anyone
accidentally drops an ubi to the ground
or table, they would utter an apology
and kiss it as a sign of reverence.

ASSESSMENT
Posttest

Read each item carefully and select the correct answer. Write your answer on a
separate sheet of paper.
1. These are statements that support the evaluative statements.
D. assertion B. counterclaim C. evaluative D. text evidence

35
 2. This the way of citing text evidences by stating word for word from the source the
information taken from the text.
A. Direct B. evaluative C. Quota D. Paraphrase
3. This is the way of citing sources of information by getting the thought of the information
without changing the meaning of the original text.
A. Direct B. evaluative C. Quota D. Paraphrase
4. The following are ways to gather textual evidences EXCEPT:
A. Color coding B. gossips C. taking notes D. underlining

ADDITIONAL ACTIVITY

WHAT YOU WILL DO

______________________________________________________________________________
Activity 1.4. Ask and Answer. If you were to ask a question to the author in the text
presented in Activity 1.2, what would it be? Write the question in the table. Then, provide
_____________________________________________________________________________________
at least two answers to your own question. Do not forget to cite sources. Also, provide
_____________________________________________________________________________________
some evidence of the answers to the questions as potential text evidences.
(Note: For Yes-No Questions, provide explanation.)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Question: _________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Answer Details, Related Quotes, Line from the
Text
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

APPENDICES:

Appendix A- Key Answers:

Activity Pretest
1. F 2. F 3. T 4. T 5. T 6

Activity 1.1
Evaluative statement:
Ubi is sacred in Bohol. (assertion)

Text evidences:

36
There are also other ubi purple varieties in the rest of the country but not as venerated
and advertised as that of kinampay in Bohol.

During a famine, it is said that ubi was the only crop that grew in Bohol soil that saved
the Boholanos from death, thus their great respect for it, so much so that it's the only
staple food included in their Bohol Hymn.

… until today, when anyone accidentally drops an ubi to the ground or table, they
would utter an apology and kiss it as a sign of reverence…

There is an Ubi Festival in Bohol. (Note: Fiestas in Bohol is usually offered to the saints,
but Bohol also celebrates a festival for ubi, thus, making it sacred)

Assessment/Posttest: 1. D 2. A 3. D 4. B

References:

Strategies in Teaching Textual Evidences: Teaching with Jennifer Findley retrieved

from https://jenniferfindley.com/text-evidence/
Formulating Evaluative Statements retrieved at https://tinyurl.com/y8ylom6f

37
 Lesson Identifying the Unique Features in
5 Academic Writing

Academic writing has unique features compared to that of professional

correspondence. Let’s find out more about these features in this lesson.

WHAT I NEED TO KNOW

Learning Objectives

In this module, you will be able to:

1. identify the unique features and requirements of an academic writing ;
2. analyze statements that manifest the features of the write up ; and,
3. synthesize the features of an academic writing.

WHAT I KNOW
Pretest

Kindly read the following items carefully. Select the best answer by writing the letter
on the space provided.

1. When writing either academic or professional correspondences, which is an

important consideration that gives a functional direction of your text and its content?
 A. language use  B. linguistic style C. process  D. purpose

2. Which statement is NOT a guide question in writing a book review?

 A. Was I able to explain what it says by carefully reading the book?
 B. Are the key arguments supported with evidences?
 C. What is the book’s purpose, contents and relevance?
 D. Do I appreciate it and would I recommend this book to a reader?

3. Which academic writing is composed when the goal is to discover the top tourism
activities that both local and foreign visitors engage when in your province?
 A. literature review  B. position paper  C. project proposal  D.
research report

38
4. It is the process of gathering a comprehensive body of knowledge that has bearing
on the research study.  A. article critique  B. literature review  C. project
proposal  D. research report

5. What type of academic writing is developed when one gathers relevant articles on
his topic about diving which would contribute to one’s grasp of the topic at hand?
 A. article critique  B. literature review  C. project proposal  D.
research report

WHAT’S IN
Recapitulation

Previously, you have learned that:

Academic writing varies according to the purpose of the writer.

It has a formal tone and style, but it is not complex and does not require the
use of long sentences and complicated vocabulary.

WHAT IS IT
Discussion

Today, let’s learn more about the definition and parts of each type of academic
writing.

ACADEMIC WRITING
-depends on each subject written output
- each subject discipline will have certain writing conventions, vocabulary and types of
discourse that you will become familiar with over the course of your degree. However,
there are some general characteristics of academic writing that are relevant across all
disciplines.
- types of academic writing include: position paper,

The following are the types of academic writing:

Book Review or Article Critique

Written by Margaret Procter, Writing Support
(https://advice.writing.utoronto.ca/types-of-writing/book-review/)

An analytic or critical review of a book or article comments on and evaluates the work
in the light of specific issues and theoretical concerns in a course.

Literature Review

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A literature review is a survey of scholarly sources on a specific topic. It provides an
overview of current knowledge, allowing you to identify relevant theories, methods, and
gaps in the existing research.

Writing a literature review involves finding relevant publications (such as books and
journal articles), critically analyzing them, and explaining what you found. There are
five key steps:

Position paper
The purpose of a position paper is to generate support on an issue. It describes a
position on an issue and the rational for that position. The position paper is based on
facts that provide a solid foundation for your argument.

Project Proposal
A project proposal outlines the purpose and scope of a project. This is helpful before a
project takes place since it ensures both parties agree about what the project itself will
include. It states to the decision-maker or stakeholder that the service provider
understands the scope of the project (blog.mavenlink.com)

Research Report
Research reports are recorded data prepared by researchers or statisticians
after analyzing information gathered by conducting organized research, typically in the
form of surveys or qualitative methods.

WHAT YOU WILL DO

Activity 1.1. The following are the unique features of an academic writing. Tick ( / )
the box if such feature is observed in each type of the academic writing.

Types of Features of Academic Writing

Academic
Writing Objectivity Formality Precision Hedging

Use of facts; Avoid Include a language in

direct to the rhetorical sufficient high academic writing
used to express
point; Avoid questions, level of detail caution and
the use of “I”, colloquial and specificity avoid strong,
“We”, language; unqualified
Use full words statements that
may be easily
disproven.
Position Paper

Book Review 40
Literature
Review
Project
 WHAT’S MORE
Enrichment

WHAT YOU WILL DO

Activity 1.2
Based on the table that you have accomplished on Activity 1.1, pick phrases or
statements from the notes of the academic writing.

1. Objective
     a. ________________________________________________
     b. ________________________________________________
     c. ________________________________________________
2. Formality
     a. ________________________________________________
     b. ________________________________________________
     c. ________________________________________________
3. Precision
     a. ________________________________________________
     b. ________________________________________________
     c. ________________________________________________
4. Hedging
     a. ________________________________________________
     b. ________________________________________________
     c. ________________________________________________

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 WHAT I HAVE LEARNED
Generalization

Share your thoughts by completing the statements:

What sparked my interest in this lesson was ________________________________________

________________________________________________________________________.

I learned that ______________________________________________________________________

________________________________________________________________________.

I feel _______________________________ because _______________________________________

________________________________________________________________________.

I think I have to read more about

_____________________________________________________

________________________________________________________________________.

WHAT I CAN DO
Application

Activity 1.3
Pick one topic from Activity 1.2. How would you describe an academic writing
based on the features and the steps in each type?

_________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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________________________________________________________________________________
________________________________________________________________________________
 ASSESSMENT
Posttest

Kindly read the following items carefully. Select the best answer by writing the letter
on the space provided.
____ 1. The following are suggested parts of the research report which part
summarizes the intent of the research, the significant findings, conclusion, and
recommendations?
 A. abstract  B. conclusion  C. methodology  D. references

____ 2. Which part of the research report contains the rationale for conducting
research?
 A. introduction  B. references  C. results and discussion  D. title

____ 3. It is a concise and explicit statement of generalization based on the results of

the study.
 A. conclusion  B. problem  C. rationale  D.
recommendation

____ 4. Which of the following is NOT part of a project proposal template?

 A. cost  B. methodology  C. objectives  D. references

____ 5. The purpose of this academic writing is to create a readable synthesis of the
best resources available in the literature for an important topic , text or a current area
of inquiry.
 A. article review  B. literature review  C. project proposal  D.
research report

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 ADDITIONAL ACTIVITY

WHAT YOU WILL DO

In each type of academic writing, enumerate at least two personal situations when you
can use each type - 2 points each)

Book review or article critique

_____________________________________________________________________________________
_____________________________________________________________________________________

Literature Review

_____________________________________________________________________________________
_____________________________________________________________________________________

Position Paper

_____________________________________________________________________________________
_____________________________________________________________________________________

Project Proposal

_____________________________________________________________________________________
_____________________________________________________________________________________

Research Report

_____________________________________________________________________________________
_____________________________________________________________________________________

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APPENDICES:

Appendix A- Key Answers:

Pretest
3. D 2. B 3. B 4. D 5. A

References:

How to Write a Literature Review

https://www.scribbr.com/dissertation/literature-review/

Position Paper
https://www.xavier.edu/library/students/documents/position_paper.pdf

Procter, Margaret (n.d.) University of Toronto. Book Review and Article Critique
retrieved from https://advice.writing.utoronto.ca/types-of-writing/book-review/

Research report format

https://www.otago.ac.nz/distance/otago021395.pdf

The Four Key Features of Academic Style

https://students.unimelb.edu.au/academic-skills/explore-our-resources/
developing-an-academic-writing-style/key-features-of-academic-style

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