Lesson 5

EVALUATING MESSAGES AND/OR IMAGES OF

DIFFERENT TYPES OF TEXTS REFLECTING
DIFFERENT CULTURES

On a scale 1-10, 10 being the highest, how easy would you say it is
nowadays to share information? If you answered 10, you just might be right.
Since many of you stay online and browse your various social media
accounts, you have probably hit that share button more than you care to
count. And every time you have shared something, did you actually
scrutinize the information you were sharing?

Globalization, enhanced by the rapid development in technology, has

made it possible for people from all parts of the globe to express themselves
and share information in a single click. It is so easy nowadays to make your
own content and get yourself published. The world wide web has made this a
reality.

Unfortunately, with this ease comes another truth—information can be

easily manipulated and presented to be real. This is why many have become
victims of fake news. Have you been one? A victim of fake news, I mean?
What was the news about?
_______________________________________________________

Perhaps, the most prominent fake news you have bought as a student
was about the cancellation of classes. Right? And then when the pandemic
overrun the world, it changed to frightening statistics, images, and news all
over the globe. You have probably shared so many videos explaining what
covid-19 was, where it started (This is specially epic. Remember the bats?),
how it spreads, and how to protect yourself from getting infected. Too many
in fact that in the end, you couldn’t tell which was true and which was not
since a lot that came out bore conflicting facts and reminders. As a result,
panic and alarm permeated our nation. Thus, it is imperative that we become
critical of the information we come across with.

Thus, in this lesson you will learn how to evaluate information

presented through messages and images so that you will not fall prey to fake
news, and fabricated/malicious data.

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OBJECTIVES
At the end of the lesson, you should be able to:
1. recognize multimodal texts/images;
2. evaluate multimodal text/images critically; and
3. demonstrate enhanced receptive (listening, reading, viewing) skills of
multimodal texts.

MULTIMODAL TEXT
What exactly do we mean when we say multimodal text? Before we
delve into it, I would like you to put a check mark beside the materials you
are familiar with.

______newspaper _______posters
______magazines _______Facebook
______commercials _______Twitter
______print ads _______Instagram
______announcements _______YouTube
______textbooks _______Google

Did you check all? That means you are a certified consumer of
information. Guess what? All the materials in the list above are examples of
multimodal text.

What is multimodal text then?

Let’s breakdown the phrase. As you can see, it has two words—
multimodal and text. Of the two words, I’m guessing you know the word text
more than you do multimodal. I’m guessing, too, that you know what text
means since you send text messages on a daily basis. When you send chat
messages online, you are using text, too.

Text (letters, words, phrases, sentences) are enhanced by your use of

emojis and stickers. When you send text/chat messages with stickers or
emojis in it, you are actually sending a multimodal text!

What does multimodal mean? Note that it is composed of two words-

multi (which means many) and modal (with the base word, mode which
means a way or manner). Modal also ends with the suffix -al, which turns the
word it is attached to, into an adjective. Now, let’s put the meaning together,

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shall we? But first, I’d like you to try. Write your definition of multimodal text
inside the box.

Now, I’d like you to compare your definition with the one on the next
page.

A multimodal text is a way of communicating meaning

through a combination of several modes like words images, and
spatial design to deliver its message.

From: Overview of Multimodal Literacy

Remember the posters you did when you were in your junior high? You
used written language, drawn picture, and spatial design (i.e., arrangement
of the written language and the picture in order to maximize the space and
enhance the effect of the poster). Each mode (i.e., written language, picture,
spatial design) play a specific function or task in delivering your message.
(Overview of Multimodal Literacy) That poster is a very good example of a
multimodal text.

You encounter multimodal text on a daily basis. However, have you

really taken time to “look” closely at what it is trying to convey? Bear in mind
that every multimodal text carries a message. This message may be true or
false. Thus, you need to be more aware and critical about what you accept
and reject as truthful and factual. It is therefore necessary to acquire the
skill of evaluating these multimodal texts.

HOW TO EVALUATE MULTIMODAL TEXTS

Before you can do something, you have to know what that something
is and how it is done. Right? Most of you are probably uneasy right now
because of the term “evaluate” and you are probably thinking “Pa’no?”
(Chill. I’ll be with you every step of the evaluation process.)

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 To evaluate means to render judgement about something according to
a set of criteria. Thus, when you evaluate, you look at the parts that make up
the whole; then, you render judgment according to the analysis that you
have done. There! Now that you know what evaluation is and how it is done,
let’s proceed.

Multimodal texts come in many forms. They can be paper-based

(printed materials like books, posters, comics, etc.), digital (electronic
materials also known as soft copy, like e-books, infographics, comics,
posters, etc.) or performances (either recorded or live like song, dance,
commercials, etc.)

Whatever the form is, these questions will help you evaluate
multimodal texts. Doing this will help you avoid becoming a victim of
misleading information.

1. *What is the message?

2. *Who is the target audience of the message?
3. *What is the purpose of the message?
4. How is the message conveyed by the multimodal text?
5. What task does each mode perform in conveying the message?
6. *What is the over-all effect of the message to the receiver?
7. Can the source of the message or multimodal text be trusted? Why or
why not?
8. Could there be a hidden agenda (i.e., a secret ulterior motive) in the
multimodal text? Why do you say so?
(*adapted from Suarez, C. [Link]. (2018)

To give you an idea on how to evaluate a multimodal text, let us

evaluate three materials: an infographic, an advertisement and an editorial
cartoon. Why these three materials? Infographic materials, advertisements
and editorial cartoons are made and produced on a daily basis both digitally
and in print. You are actually surrounded by these materials on a daily basis
thus it is necessary to be critical of them.

A. Multimodal Text 1: An Infographic

Presented below is an infographic. An infographic is “a chart,
diagram or illustration (as in a book or magazine or on a website) that

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uses graphic elements to present information in a visually striking way”
([Link]).

Source: [Link]

I will walk you through the process of evaluating this infographic.

But first, I need you study the picture really carefully before we apply
the guide questions for evaluating multimodal texts. This will help you
save time. How? These preliminary steps will help you decide whether
to proceed with the evaluation process or not.

1. Take note of the source or encoder. (This is very important.

This will tell you if the source of the message is trustworthy or
not.) From whom is this infographic? Right! It’s from the city
and county council of Limerick. (Is this the first time you have
heard of this place? Go ahead, google it to see where it is or if it
is really existing. Found it? In what country can we find
Limerick?)

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 (Quick Tip! Government agencies (any country) are mandated
to release correct information. Thus, when the source of the
infographic is a government agency, you can deem the source
trustworthy.)

2. At a glance, how does the infographic strike you? Cool? Cute?

Catchy? Whatever your answer is, consider the why. Why cool?
Why cute? Why catchy? (Personally, I find this one cool at a
glance. It’s relaxing to the eyes. Green has that effect to the
eyes. Whenever your eyes get tired from reading or watching,
you can rest it in two ways. Either you close it or stare at a
green spot or wall wherever you may be. But hey! Nothing
beats the green leaves of a tree outside your window!)

3. Were you able to take note, at a glance, what the infographic is

all about? (You should have! After all, the letters are big and
right there at the center!) Yup! It’s about litter or garbage and
how long they last.

4. Now, do a quick fact check. See if the facts given in the

infographic is correct. (Check if glass bottles really stay for a
million years in the environment. Do the same with the other
litters.)

What did you find out? Were all the information correct?

If no, don’t bother evaluating the message. Move on. Do not

make a habit of feeding your mind with rubbish.

If yes, proceed to the evaluation process. Now, you might be

wondering why there is a need to evaluate the message when
you have already established the source to be trustworthy. It is
because information can be used and presented in such a way
that would serve the agenda or motive of the source. While
there is nothing wrong with using information to forward worthy
causes (e.g., energy conservation, preservation of the
environment, etc. etc.), it is not right to use information to
mislead people. You can avoid being misled when you are a
critical reader. To be a critical reader does not only mean

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 considering the text you are reading. You also need to look at
the context when the text was released.

(Quick Tip! There are websites that offer fact checks. Look for
these websites.)

Now that you have done the preliminaries, let’s walk through the
evaluation process.
1. What is the message?
Answer:
This infographic conveys the message that littering destroys
the environment; thus, it is an offense punishable under the
Litter Pollution Act in the City of Limerick.

2. Who is the target audience of the message?

Answer:
That would be all people living and/or working in Limerick City.

3. What is the purpose of the message?

Answer:
I see two reasons or purpose why the city council would post
this infographic. First is information dissemination. The city
council wishes to inform its people that littering is now an
offense in their city. Second, it persuades its people to take
care of the environment by indicating how long each kind of
garbage stay in the environment.

4. How is the message conveyed by the multi-modal text?

Answer:
The infographic used written language, images, and spatial
design.

5. What task does each mode perform?

a. The written language explicitly told me what the infographic
is about, as well as the facts about the topic.
b. The images of the different litters made it striking and easy
for me to remember and fully grasp the message.
c. The spatial design, specifically the use of the circle and the
arrangement of the circles in the infographic including the
use of the color green helped me to visually connect to the

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 idea of environment. Also, arranging the circle of garbage in
a circle is a striking way of reminding me that the garbage I
throw will eventually find its way back to me.

6. What is the over-all effect of the message to you?

Answer: Although I am a resident of Limerick County, the
message of the infographic is very strong. I felt shame. Shame
in not being conscientious in disposing litter. Shame because I
realized how I was a party to the slow and steady destruction
of the environment, what with all the natural calamities that
are happening all over the world. Thus, I made a resolve to be
conscientious in disposing my litter from now on.

7. Can the source of the message or the infographic itself be

trusted? Why or why not?
Answer: Yes, the source of this infographic is trustworthy since
it is from the city council.

8. Could there be a hidden agenda (i.e., a secret ulterior motive)

in this infographic? Why do you say so?
Answer: I don’t think there is a hidden agenda in the
presentation of the information in the infographic. All of us,
wherever we may be, really need to do our part in taking care
of the environment. Thus, we need to pay attention on how we
dispose our garbage.

Now that we’ve answered all the questions (and analyzed the
infographic), let’s try to organize these responses into a coherent but brief
essay.
I find the infographic visually striking. After doing the preliminary steps, I
found it very informative and free of hidden agenda. The information presented
was accurate and thus, believable. What I would have learned from reading
various materials, I learned from this infographic. Hence, I find this useful and
effective, though I am not one of the target audience considering the fact that this
is intended for the people of Limerick City in Ireland.
The message was effectively conveyed through images, written language,
and spatial design. The written language (words) was concise in giving
information or facts; the images made it easy for me to recall the information
expressed in the written language; meanwhile, the spatial design (shapes, color
used, and arrangement of the written language and the images) efficiently called
to mind the concept of environment. Green has always been associated with the

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 environment since most trees and plants have green colors. It calls to mind the
term “greenery” another term for trees, ergo, environment.
Personally? I believe the infographic succeeded in its purpose of
disseminating the information and persuading me (and not just the people of
Limerick County) into being conscientious and responsible in disposing my litters.

Now, that we have organized our responses into a

brief essay, our evaluation of the infographic is complete.
Incidentally, this is a good example of an evaluative essay,
the last step in the evaluation process.

Task 1
Directions: Do the preliminary steps before evaluating the
message of the infographic below.

1. What is the message?

__________________________________________________
__________________________________________________

2. Who is the target audience of the message?

_________________________________________________
_________________________________________________

3. What is the purpose of the message?

_________________________________________________
_________________________________________________

4. How is the message conveyed by the multi-

modal text?
__________________________________________________
__________________________________________________

5. What task does each mode perform?

___________________________________________________
___________________________________________________

6. What is the over-all effect of the message to you?

___________________________________________________
___________________________________________________

[Link]
 7. Can the source of the message or the infographic
itself be trusted? Why or why not?
___________________________________________________
___________________________________________________

8. Could there be a hidden agenda (i.e., a secret

ulterior motive) in this infographic? Why do you say
so?
___________________________________________________
___________________________________________________

Done answering the questions? Now, organize your answers into a coherent
evaluative essay.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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______________________________________________________________________________
_________________________________________________________________________

B. Multimodal Text 2: Advertisements

Cambridge Dictionary (2020) defines advertisements as “a paid
notice that tells people about a product or service.” Thus, you can be sure
that when an advertisement is about a product, the main purpose is to sell or
to persuade people into buying the product.

In this case, you can skip the preliminaries. Why? Because the source
of the advertisement would most likely be the marketing department of any
given product. Or in cases when the company is small, the source of the
advertisement is the business owner himself. On top of this, the makers of
product advertisements make sure to attract consumer’s attention.

Now, are you ready for another round of evaluation? Let’s begin then!

Source: [Link]
q=milo+recent+advertisement+pic&sxsrf=ALeKk017QufhpGJbBTMDtvLJA2LvFpFUUQ:1611552054150&tbm=isch&source=iu&ictx=
1&fir=EyCAxi-ZYWzcEM%252CYm_q6bRdANs9AM%252C_&vet=1&usg=AI4_-
kQQCiLFvb9iIlP8XD5pc6w8rjF_vA&sa=X&ved=2ahUKEwj52-Wdq7buAhXQ62EKHcTOAC0Q9QF6BAgREAE#imgrc=7Od1UGGEdTWMBM

I’m sure you drank Milo when you were young. Some of you are
probably still drinking this chocolate drink. Out of curiosity, I would like to
ask what came to your mind when you saw this Milo ad. Did you silently sing
“energy, energy, energy, gap…) repetitively stuck on that line with the

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dance moves on the side? Or did you actually sing “Great things start from
small beginnings…”?

The fact that you recalled the Milo jingle is proof that Nestle has always
made a captivating Milo ad through the years. Let’s find out why Milo ads
have always been successful in persuading the buying public in patronizing
this product.
1. What is the message?
Answer: The advertisement is conveying the message that if you want
to succeed, you have to drink Milo.

2. Who is the target audience of the message?

Answer: The advertisement is directed at both the kids and the
parents, considering how the question “Gusto mo rin ba maging
champion?” was framed. It is very clever, actually. If a kid who can
read sees this, then he/she could readily answer yes and could put a
request (I’m putting in mildly.) to his/her Mom to buy Milo for him/her.
If you are a Mom or a Dad, and your child asks you buy Milo, it’s hard
to deny this request because Milo is affordable. Then again, what
parent wouldn’t want his/her kid to become a champion at what he/she
chooses to do? So, the question “Gusto mo rin ba maging champion?”
has an unspoken portion. You know what it is? Look! “Gusto mo rin ba
maging champion…(ang anak mo)?”

3. What is the purpose of the message?

Answer: Obviously, it is to persuade consumers to buy Milo.

4. How is the message conveyed by the multimodal text?

Answer: The advertisement used images, written language, and the
color of the Milo packaging.

5. What task does each mode perform in conveying the message?

Answer:
Words: The written language printed in big letters on the right side of
the ad immediately captures the attention of the consumers. It
compels consumers to respond, albeit silently to the question. It also
effectively implies the message “Drink Milo if you want to succeed.”

Image: The picture of Carlos Yulo, a gold medalist gymnast, is on the

photo together with two young gymnast athletes training to be

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 champions, too. The lady could be the kids’ mom or coach (though I’m
leaning more on the Mom concept because of her dress). Three of
them (the athletes) are drinking Milo from a Milo cup, further
reinforcing the message “Drink Milo to succeed.”

Spatial design: The use of the color green, Milo’s packaging color,
drives home the message further; even the square shape (which looks
like a small milo sachet) is somehow telling the consumers to “Come,
buy me.”

6. What is the over-all effect of the message to you?

Answer: I find myself wanting to drink Milo and asking my Mom/Dad to
buy me Milo the next time they buy groceries.

7. Could there be a hidden agenda (i.e., a secret ulterior motive) in the

multimodal text? Why do you say so?
Answer: I don’t think there is a hidden agenda here because paid ads
have the purpose of persuading consumers to buy the product.

Wow! We’ve broken down the advertisement into its component parts!
Remember what we did as the last step in the evaluation process when we
evaluated the infographic? Correct! We wrote an evaluative essay in our
attempt to make sense of our responses. Let’s do the same here!

Now, I know why Nestle has always been successful in selling Milo
for years. Its ad does not only sell the product but sells the idea that
drinking Milo everyday helps a person become successful. Who wouldn’t
want this? Like all the previous Milo ads, this is effective in putting across
the message “Be a champion. Drink Milo.” I was actually enticed to drink
Milo (Good thing, we had one in our pantry.) just merely looking at the
images carrying and drinking Milo from Milo cups. As for the parents who
would see this ad? I think they would be enticed to buy Milo, too, because
it is natural for parents to want their children to succeed.
I didn’t find any hidden agenda given the fact that this is a paid ad
whose main purpose is to persuade consumers to buy Milo. On this note, I
think this Milo ad used the different modes (images, words, design) to put
across its message effectively.

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Task 2
Directions: Here are two advertisements. Choose one and subject your
choice to the evaluation process. Be guided by the sample evaluation we did
for the Milo ad.
Advertisement 1

Source: [Link]
a-racing-shoe-should-be-easy-to-forget

Advertisement 2

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 Source: [Link]
smart-unveils-simple.-smart-ako-campaign-featuring-south-korean-superstar-hyun-bin

1. What is the message?

________________________________________________________________________
______________________________________________________________________
2. Who is the target audience of the message?
________________________________________________________________________
______________________________________________________________________
3. What is the purpose of the message?
________________________________________________________________________
______________________________________________________________________
4. How is the message conveyed by the advertisement?
________________________________________________________________________
______________________________________________________________________
5. What task does each mode perform in conveying the message?
________________________________________________________________________
______________________________________________________________________
6. What is the over-all effect of the message to you?
________________________________________________________________________
______________________________________________________________________
7. Could there be a hidden agenda (i.e., a secret ulterior motive) in the
multimodal text? Why do you say so?
________________________________________________________________________
______________________________________________________________________

Write your evaluative essay inside the box.

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C. Multimodal Text 3: Editorial Cartoon
Our final text to evaluate is an editorial cartoon. When was the last
time you have seen and read a newspaper? Though you may not be at that
age yet where you are interested at the editorial page, you have probably
seen the adults around you during the pre-pandemic days, open the
newspaper to the editorial page. They do this after reading the headlines in
the front page. And just in case you miss this bit of information when you
were in high school, the editorial article comes with an editorial cartoon and
usually delves into the hottest issue in town. So, to fully appreciate the
editorial cartoon, you also have to read the article that comes with it. But
first, let’s define editorial cartoon.

An editorial cartoon is “an illustration containing a commentary that

usually relates to current events or personalities” (The Herb Block
Foundation, 2019). It is also known as a political cartoon. Editorial cartoons
are like a summary (in caricature form) of the editorial article.

Let’s begin! Read the editorial article first then look closely at the
editorial cartoon.

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EDITORIAL - ‘Unpardonable
gaffe’
(The Philippine Star ) - January
27, 2021 - 12:00am

If there was any doubt that the

Armed Forces of the Philippines is
engaged in red-tagging especially
in matters related to the
University of the Philippines, it
was dispelled by what the defense
chief himself described as an
“unpardonable gaffe” by the AFP.

Defense Secretary Delfin

Lorenzana said the AFP “will apologize” for a post on Jan. 21 on the Facebook page
of the “AFP Information Exchange” that ran a list titled, “Some of the UP students
who became NPA (Died or Captured).” The list included several prominent UP alumni
who have served in government under various administrations and were never part
of the communist New People’s Army.

The incident would be laughable, but the red-tagging could endanger the lives of
those mentioned in the list, as UP officials have pointed out. The list, since deleted
from Facebook, was uploaded following Lorenzana’s unilateral abrogation on Jan. 15
of a 1989 agreement between his department and UP, preventing government
security forces from entering the state university’s campuses without prior
coordination with the school administration.

UP officials have denied that the university is a recruitment haven for the
Communist Party of the Philippines and NPA, as maintained by the defense and
military establishment. Lorenzana has urged the UP community to work with the
government in stamping out the communist insurgency.

Red-tagging and the “unpardonable gaffe” of the AFP is hardly the way to achieve
cooperation in ending an insurgency, especially one that is fueled by social injustice.
There is undoubtedly a segment of the population that wants to put an end to
extortion and violence perpetrated by the NPA. The insurgency is one of the biggest
hindrances to job-generating investments and economic development in the
countryside. But red-tagging, especially based on factual errors, is not only
counterproductive in this effort but also dangerous to those wrongly tagged.

Source: [Link]

Done? Good! What is the editorial about? Right! It’s about the recent
gaffe (i.e., a mistake or blunder that embarrasses you in front of others)
apparently committed by the AFP when it red-tagged some UP students and
alumni as NPA in its FB page. Red-tagging means being labelled as leftist or
communist. You are probably wondering about the use of “red” in the term
red-tagging. Red is associated with communists (probably because of the
17
color of their flag). Thanks to social media, “tagging” became a popular
word. You have probably tagged many of your friends to a meme you are
sharing. Or if you have not tagged a friend, you have probably encountered a
thread comment saying, “Tag ko na ba?” with a lol sticker to boot!

Now that we have cleared that, let’s begin the evaluation.

1. What is the message?

Answer: The editorial conveys the message that red-tagging is bad
enough, unfair to those wrongly tagged, and counterproductive in
quelling insurgency; but it becomes unforgivable when it is based on
factual errors, as it could endanger the lives of those wrongly tagged.

2. Who is the target audience of the message?

Answer: I would say that the target audience is the AFP since they
were the one’s who committed what the Chief Defense Secretary calls
an “unpardonable gaffe”.

3. What is the purpose of the message?

Answer: I think the message is a “wake-up” call to AFP to be very
careful about red-tagging people as it is counterproductive in quelling
the insurgency in the country.

4. How is the message conveyed by the multimodal text?

Answer: It used written language, drawn image, and spatial design
(portrayal of the images).

5. What task does each mode perform in conveying the message?

Answer: The written language (including the editorial article) conveyed
the message clearly and unmistakably. The drawn picture comprises of
an arm (labelled AFP), a hammer, the man (labelled UP students and
alumni) with an almost comical dismayed (maybe exasperated?)
expression as he clutches his forehead, and the piece of paper bearing
NPA list loosely pinned on the man by a big nail. The way these drawn
images were arranged to portray the editorial article’s content
effectively drives home the point.

6. What is the over-all effect of the message to you?

Answer: I got a bit scared and thought “What is the world coming to?”.
But more than being scared, I was saddened by how the AFP could

18
 have committed such gaffe that could potentially endanger the lives of
fellow Filipinos, when their mandate first and foremost is to protect.
And I was thinking that if this is how I’m feeling, what could those
people in the list be feeling? Now, more than ever, I realized that the
value of ALWAYS CHECKING FACTS FIRST can never be
overemphasized.

Now, that we’re done “looking at the parts”, let’s put together these
answers together so we can come up with a good evaluative essay.

The editorial cartoon effectively drove home the message that red-
tagging is bad, unfair (to those wrongly tagged), and counterproductive in
quelling insurgency; and that it becomes unforgivable when it is based on
factual errors, as it could endanger the lives of those wrongly tagged.

The words it used to label the drawn images, including how these
images were drawn in relation to each other was very helpful in conveying
this message. I refer to the way the hammer was handled by AFP, as if
about to pound the big nail (in order to stick the piece of paper saying NPA
LIST) to the man in Barong Tagalog (representing UP students and alumni)
whose facial expression and body language (clutching his forehead in an
almost dismay or exasperation). The stance of the man, as if ready to
defend himself despite his annoyance and dismay, effectively shows UP’s
stand on the issue.

Over-all, I would say that this reminded me to be careful in what I

post online. I mean, I should check facts first before sharing or posting
anything so gaffes like this can be avoided.

Wow! We’re done. Before you do Task 3, take a breather! Why don’t
you watch a movie or a new episode of whatever TV series you are following
while drinking coffee? Hmmm, yum!

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Source: [Link]
Task 3
Directions: Here is an editorial. Read the article carefully then study the
editorial cartoon so you will have a better grasp. Then subject it to the
evaluation process. Be guided by the sample evaluation we did for the
editorial “Unpardonable Gaffe”.

EDITORIAL -
Weighing the risks
(The Philippine Star )
- January 24, 2021 -
12:00am

Around the world,

balancing lives and
livelihoods has been a
difficult challenge
throughout the
coronavirus pandemic.
In certain countries
where COVID
vaccination has started,
governments are being
forced to restore
mobility restrictions including curfews and business shutdowns as a more
infectious variant of the COVID virus is detected.

This variant, first detected in the United Kingdom, is now in the Philippines,
raising concern among health experts and those tracking COVID transmission.
The concern has been heightened by the decision of the government, announced
last Friday, to allow children from 10 to 14 years old to go out of their homes.

The decision of the Inter-Agency Task Force for the Management of Emerging
Infectious Diseases supported a proposal of the economic cluster, which noted
that the move would allow families to go outdoors and visit places such as malls
and restaurants together. The IATF decision covers areas under modified general
community quarantine, meaning that the restrictions on children will remain in
place in Metro Manila, epicenter of the pandemic, and other areas that are not yet
under MGCQ.

The inability to bring along children for family activities outside homes has been
seen as one of the hindrances to reviving businesses. The IATF reportedly
believes that children age 10 and older are discerning enough to observe COVID
health safety protocols such as wearing masks, physical distancing and hand
hygiene.
Still, experts point out that COVID transmission is in fact flat in the National
Capital Region but on the rise in several areas outside the NCR. OCTA Research

20
fellows have warned that easing age-based mobility restrictions would be “very
risky” especially at this time when the country is on high alert for the possible
spread of the COVID variant.

And it spreads with unusual, frightening speed, as the world is seeing in the UK
and other parts of Europe as well as several US states, where lockdowns have
been reimposed to curb the contagion. These are places where COVID vaccination
is now underway, with shots that epidemiologists say work as well on the
variants.
At least these places have begun to equip their citizens with the weapons to fight
the virus mutations. In the Philippines, a reliable COVID vaccine is still months
away. Until mass vaccination gets underway, the country must carefully weigh
the consequences of moves that could lead to a return to tighter restrictions,
which will defeat the purpose of reviving the economy.

Source: [Link]

1. What is the message?

________________________________________________________________________
________________________________________________________________________
2. What is the purpose of the message?
_______________________________________________________________________
_______________________________________________________________________
3. Who is the target audience of the message?
_______________________________________________________________________
_______________________________________________________________________
4. How is the message conveyed by the editorial?
_______________________________________________________________________
_______________________________________________________________________
5. What task does each mode perform in conveying the message?
________________________________________________________________________
________________________________________________________________________
6. What is the over-all effect of the message to you?
________________________________________________________________________
________________________________________________________________________

Now, write your evaluative essay here.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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 ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Congrats! You have reached the last part of this lesson. Acquiring this skill of
evaluating multimodal texts will help you become a critical reader and
thinker. Rest for awhile before taking the assessment.

22
ASSESSMENT
Directions: Determine what form of multimodal text is shown then subject it
to evaluation.

Multimodal Text 1: ______________________________________

Source: [Link] Retrieved 05/03/2020

1. What is the message?

________________________________________________________________________
______________________________________________________________________
2. What is the purpose of the message?
_______________________________________________________________________
_______________________________________________________________________
3. Who is the target audience of the message?
_______________________________________________________________________
_______________________________________________________________________
4. How is the message conveyed by the multimodal text?
_______________________________________________________________________
_______________________________________________________________________
5. What task does each mode perform in conveying the message?
________________________________________________________________________
________________________________________________________________________
23
6. What is the over-all effect of the message to you?
________________________________________________________________________
________________________________________________________________________

Now, write your evaluative essay here.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

24
 Multimodal Text 2: ________________________________________________

Source: [Link] Retrieved 05/03/2020

1. What is the message?

_______________________________________________________________________
_______________________________________________________________________
2. What is the purpose of the message?
_______________________________________________________________________
_______________________________________________________________________
3. Who is the target audience of the message?
_______________________________________________________________________
_______________________________________________________________________
4. How is the message conveyed by the multimodal text?
_______________________________________________________________________
_______________________________________________________________________
5. What task does each mode perform in conveying the message?
________________________________________________________________________
________________________________________________________________________
6. What is the over-all effect of the message to you?
________________________________________________________________________
________________________________________________________________________

25
Now, write your evaluative essay here.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

26
ANSWER KEY

Task 1 (Infographic)
Answers may vary. The following is a model answer.
1. This infographic presents the practices we must perform in order to avoid
Covid-19.
2. The target audience of the message is the Filipino people since this was
created by the Department of Health.
3. The purposes of the message are to inform us on the steps we must
perform in order to avoid being infected by Covid-19 and to participate
actively in DOH’s campaign against the pandemic.
4. This infographic used written text, images and spatial design.
5. The written language clearly stated the steps I must perform in order to
avoid Covid-19 infection and transmission. Its use of the Filipino language
will definitely be read and understood by all Filipino people regardless of
their age, social status and educational attainment.
The images are very catchy and consistent. Each character exemplifies
what we should be wearing (the mask) and how to do the steps. And since
they are showing good examples, they look like superheroes. Superheroes
are usually presented with rays around them to emphasize their
character. This is the same with the characters in this infographic.
The spatial design of this infographic used striking yet cool colors. The
green background is cool to the eyes. The yellow frame lifts and
emphasizes the character in the middle. Giving a red background for the
message helped emphasize the message. The red color gives a sense of
importance and urgency. Making the first letter of each step big would
help the readers retain DOH’s BIDA SOLUSYON campaign.
6. This infographic helped me realize that the steps to protect myself from
Covd-19 is actually easy. It is not actually difficult and bothersome like
what other Filipinos have been complaining about (e.g. wearing a mask is
suffocating; it is hard to stay at home because it is too hot or too boring).
Also, it gave me a sense of responsibility for one of its messages is to be
“the” solusyon (BI- “DA”-Solusyon).
7. The source of this infographic material can be trusted since it is from the
Department of Health.
8. I don’t think there is any hidden agenda in this infographic. We must all
do our part in fighting this pandemic. If we actively participate in this
campaign by strictly following the basic health protocol as shown in DOH’s
BidaSoluyson then we will be able to get through this pandemic.

27
Evaluative Essay
This infographic created by the Department of Health is very catchy
and informative. After doing the preliminary steps, I found it very informative
and free of hidden agenda.
The message was effectively conveyed through images, written language,
and spatial design. The written language is presented in very simple and clear
words. It also used the Filipino language which drove home the point that
this is for us Filipinos. Also, anyone and everyone can read and understand
this infographic so no one can say that they do not know these steps. The
images are very striking and could be easily remembered. The characters
were presented like superheroes by surrounding each one of them with rays.
They were also exemplifying what we must do during this pandemic. The
spatial design is cool yet striking. It used color green which is cool to the
eyes; the use of a yellow frame helped lift the image. Also, the use of color
red as background to the text gave it emphasis.
I think this infographic is successful in disseminating the information
on the basic health protocol. Also, the simple way it was presented gives me
an idea that the steps are actually simple enough to be followed by whatever
age group or social standing or education background.

Task 2 (Advertisement 2)
Answers may vary. The following is a model answer.
1. This advertisement is telling us that this shoe is very light and
comfortable and that it feels like you are not wearing shoes at all.
2. The target audience of this advertisement are the runners.
3. The purpose of the message is to persuade the runners that this is the
best shoe for them.
4. This infographic used written text, images and spatial design.
5. The written language is very catchy: “A racing shoe should be easy to
forget.” It actually puzzled me. Why would a racing shoe should be easy
to forget? Then I realized that this shoe is for runners. They need shoes
that are light and fits perfectly so that they could focus on running.

The image of an invisible shoe, showing only the laces, is very interesting.
It emphasized Nike Air’s tagline.

The spatial design captured my attention. The colors used were similar to
the actual shoe itself thus helping me remember the color of the shoes.
Also, being the center image, my eyes are solely focused on the invisible
shoe. The advertisers knew that the invisible shoe surely piqued the

28
 interest of anyone who saw it and would want to know how this shoe
actually looks like. This is why they included a small picture of the actual
shoe below the invisible shoe.
6. This really got me curious. I would like to go to the mall and check out
Nike’s Store Outlet in Marikina Riverbanks. I would want to see how it
really looks and assess whether it really is light.
7. This is an advertisement for Nike Air; so it can be trusted. They have a
brand name to take care of.
8. I don’t think there is any hidden agenda in this advertisement. We know
that advertisements are really created to persuade consumers.

Evaluative Essay
This advertisement for Nike Air’s racing shoe is very interesting. Who
would have thought that a racing shoe should be easy to forget? Nike really
put effort in studying their market: athletes. In this particular shoe, they
were targeting runners who needed shoes that are very light and could
snugly fit their feet in order for them to concentrate in their race.
Using a single image is very effective. Is there really an invisible shoe?
The background color was also strategic for it is the color of the actual shoe.
When you see the invisible shoe you would ask yourself “What kind of shoe
is this?” This is why the slogan “A racing shoe should be easy to forget” was
strategically placed under it.
Even if I am not an athlete, I would still want to actually see these
shoes.

Task 3 (Editorial)
Answers may vary. The following is a model answer.
1. This editorial is conveying the message that we must carefully weigh the
risks of allowing 10 years old above to go out in public places.
2. The target audience of this editorial is the government particularly IATF
since they are the ones implementing restrictions due to the pandemic.
3. The purpose of the message is to remind the government and IATF to be
careful in their decision making. They must carefully weigh which is more
important: the economy or preventing the pandemic to overwhelm us
once again.
4. It used written language, images and spatial design.
5. The written language is simple and forthright. It is direct and clear in
reminding the IATF that our want to revive our economy may be futile

29
 because this would mean allowing more people to go out specially
children. The image is clearly alarming. No words are actually needed to
explain it. The image comprises the Covid-19 hiding and waiting, children
happily and excitedly going out of the box, and the box which represents
the areas under MGCQ.
6. The editorial cartoon is enough to strike fear in me. It actually reminded
me that the Covid-19 is out there “patiently” waiting for someone to
infect.
7. This editorial could definitely be trusted. Editorials are written and drawn
based on gathered facts and information.
8. I don’t think there is any hidden agenda in this editorial. It is only right for
IATF and the government to weigh things carefully and to determine
which is of more importance: economy or health of the people.

Evaluative Essay
This editorial cartoon clearly and effectively drove home the
message that the government and IATF be careful in their decision of
allowing children ages 10 and up to go out of their homes and visit public
places such as restaurants.
The image itself is enough to instill fear towards the Covid-19. We
are clearly reminded that the virus is out there waiting to infect people.
What is scarier is that the target of the new variant is the children. What
will happen if the children get infected because we wanted to revive our
economy? Is it okay to sacrifice the lives of our children for our economy?
Again, the government must weigh things carefully - putting into
consideration everything that will be affected, not just our ailing economy.

30
 REFERENCES

Books
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Suarez, C., Perfecto, M.R.G., Canilao, M.L.E.N., and Paez, D.B.I. (2018).
Purposive Communication in English. Quezon City: ADMU Press.

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