GRADE 11 LEARNING MODULE IN READING AND WRITING SKILLS

FOURTH QUARTER
A.Y. 2021-2022

When people go within and connect with themselves, they realize they are connected to
the universe and they connected to all living things.”
- Armand Dimele

Name of Teacher: MS. NICHOLE MOUDE NEGAPATAN

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 Reading and Writing Skill (Grade 11)

MODULE 2: Text and Context Connections and Purposeful Writing in the Discipline and for Professions

OVERVIEW

Reading as a critical element of literacy is very essential for individuals’ success. It is one of the ways that we
use language in our daily life to gather information, communicate with others, and for enjoyment. Hence,
reading always occurs in context. Thus, when you read and evaluate the text you are reading, it is important to
validate your assertions and counterclaims with valid evidence to produce meaningful evaluative statements.

This is also designed to help you understand the difference between academic and professional writing and to
help you identify the unique features of and requirements in composing texts that are useful across disciplines
such as Book Review or Article Critique, Literature Review, Research Report, Project Proposal, and Position
Paper. An understanding of how the purpose of both writing styles will help you appreciate each one’s meaning
in your academic life.

This module is divided into different parts such as Most Essential Competencies (MELCs), Pre-Assessment,
Discussion and Examples, Formative Assessment, Performance Task, Post Assessment, and Evaluation. All
these are crafted to enable you to meet the competencies for Reading and Writings Skills. It is required that you
answer the pre-test first before you go with the other parts of the module.
The activities in each lesson are to be submitted online or hard copy. The dates of submission are given below.
In case you have questions or you need further clarifications, you can reach me through any of the following:

Name of Teacher: Ms. Nichole Moude V. Negapatan

Cellphone number: 09568535170
Email Address: [Link]@[Link]

The information above should only be used for the purpose of addressing the needs of the learners and should
not be shared to anyone not enrolled in this subject in SJSM.

SUBMISSION OF OUTPUTS
Lesson/Activity No. Date of Submission
Pre-Assessment March 11, 2022
Lesson 1 March 11, 2022
Lesson 2 March 18, 2022
Lesson 3 April 1, 2022
Lesson 4 April 1, 2022
Lesson 5 April 8, 2022
Lesson 6 April 22, 2022
Performance Task April 22, 2022
Post Assessment April 22, 2022

SUMMARY OF LESSON #s, TITLES and MOST ESSENTIAL COMPETENCIES (MELCs)

Lesson no. Title Most Essential Competencies
1 Context of Text Development Identify a context in which a text was developed
a. Hypertext
b. Intertext
2 Critical Reading as Reasoning Explain critical reading as reasoning
3 Formulating Evaluative Formulate evaluative statements about a text read:
Statements a. assertions about the content and properties of a text read;
and
b. counterclaims in response to claims made in a text read
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 4 Determining Textual Evidence Determine textual evidence to validate assertions and
counterclaims made about a text read
5 Purposeful Writing in the Identify the unique features of and requirements in
Discipline and for Professions composing texts that are useful across disciplines:
a. Book Review or Article Critique
b. Literature Review
c. Research Report
d. Project Proposal
e. Position Paper
6 Writing Professional Identify the unique features and requirements in composing
Correspondence professional correspondence:
a. Resume
b. Application for College Admission
c. Application for Employment
d. Various forms of Office Correspondence

PRE-ASSESSMENT
Instruction: Read each question carefully and write the letter of your answer on the space provided before
each number

1. The concept of intertextuality refers to the idea that authors can use literary relationships as a way
to…
A. communicate C. pass time
B. make money D. read
2. Who was the originator of the theory of intertextuality?
A. Sigmund Freud C. Julia Kristeva
B. Karl Jung D. William Shakespeare
3. Which of these is NOT a type of intertextual relationship?
A. allusion C. tribute
B. parody D. Both A and B
4. Where can intertextuality take place?
A. within the same medium or style
B. across cultures
C. none of the above
D. at home
5. Which of the following statements is the best intertextuality definition?
A. The relationship between texts.
B. Allusions from one text to another.
C. The translation of a text into a different language.
D.A ridiculous imitation of a genre
6. Which of the following would not be an example of intertextuality?
A. A translation of one work into a different language.
B.A poetic homage to an earlier writer by adopting that writer’s theme & tone.
C. The main characters of two unrelated works coincidentally both named Bob.
D. An author ridicules a well-known work by imitating it in a comedic way.
7. Choose the correct parody definition from the following statements:
A. A harsh, biting attack on a more famous author.
B.A work that imitates the style of another work or author, for comedic effect.
C. A critique of government officials or current events in a piece of literature.
D. An indirect or passing reference.

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Instructions: Identify the following assertions as statements of convention, fact, opinion, or preference.

1. Social media is defined as the Internet and mobile-based tools and devices that facilitate the integration of
technology, telecommunications, and social interaction.
2. Facebook is a cooler social media platform than Twitter.
3. In 2012, there were 1.4 billion users of social media worldwide.
4. Teachers should use social media in their lessons to get more learners interested.
5. Another name for social media is “Web 2.0” because both terms emphasize the social aspects of the Internet
as avenues for communication, collaboration, and creative expression.
6. Many teenagers’ present obsession with taking selfies shows they are the most narcissistic generation.
7. Social networks are the most distracting websites on the internet.
8. In the first quarter of 2014, nearly 300 million smartphone units were sold all over the world.
9. Parents ought to enforce stricter guidelines in social media to safeguard their children’s privacy.
10. Children are learning how to operate mobile devices at increasingly younger ages; many of them have an
idea of how to use a touch screen tablet before they are two years old.

LESSON 1: CONTEXT OF TEXT DEVELOPMENT

“Without context, words and actions have no meaning at all”.

- Gregory Bateson

In literary theory, a text is any object that can be "read", whether this object is a work of literature, a
street sign, an arrangement of buildings on a city block, or styles of clothing. It is a coherent set of signs that
transmits some kind of informative message. This set of symbols is considered in terms of the informative
message's content, rather than in terms of its physical form or the medium in which it is represented.

Context is the background, environment, setting, framework, or surroundings of events or occurrences.

Whenever writers use a quote or a fact from some source, it becomes necessary to provide their readers some
information about the source, to give context to its use. It illuminates the meaning and relevance of the text and
may be something cultural, historical, social, or political. It is all about providing a background or picture of the
situation, and of who is involved. Without context, readers may not see the true picture of a literary work.
Context helps readers understand the cultural, social, philosophical, and political ideas and movements
prevalent in society at the time of the writing.

In this era of technology, readers are very much open to using either the print or the non-print medium
for reading. To some, they are more comfortable using the former as they can browse back and forth for clarity
and mastery without prejudice to some visual discomforts. A number of readers however are more attuned to
the latter because undeniably, it offers an array of information.

In the course of browsing information, there are readers who find pleasure and satisfaction in the text
by connecting it with a similar narrative or issue thus making the reading material more comprehensible and
meaningful. However, some readers with the intention to further enrich the information at hand, deliberately
open the highlighted parts or links of the text. Both practices cover the intertextuality and the hypertextuality
of the content and the context of the reading material.

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INTERTEXTUALITY
Being a critical reader involves understanding that texts are always developed with a certain text. Critical
reader involves understanding that texts are always developed with a certain text.
To be a critical reader, the following questions can be asked. Answer these questions after every reading of a
text.

When was the work written?

____________________________________
What were the circumstances that produced it?
____________________________________

What are the synonyms or the other

words for intertextuality?

The synonyms of intertextuality are

continuity, interrelationship,
interrelatedness, interconnectedness,
connection, linkage, cohesion, and
coherence.

INTERTEXTUALITY is the way that one text influences another. It is the modelling of a text’s
meaning by another text. It is defined as the connections between language, images, characters, themes, or
subjects depending on their similarities in language, genre or discourse.

The definition of intertextuality was created by the French semiotician Julia Kristeva in the 1960s. She
created the term from the Latin word intertexto, which means “to intermingle while weaving.” Kristeva argued
that all works of literature being produced contemporarily are intertextual with the works that came before it.

This view recognizes that the text is always influenced by previous texts. A text contains many layers of
accumulated, cultural, historical, and social knowledge, which continually adds to and affects one another. It
means that any text can be considered a work of Intertextuality because it builds on the structures that existed
before it.

The function and effectiveness of intertextuality can often depend quite a bit on the reader’s prior
knowledge and understanding before reading the secondary text; parodies and allusions depend on the reader
knowing what is being parodied or alluded to.

What is Parody?

The term parody (pronounced par–uh-dee) is derived from the Greek phrase parodia which referred to a type
of poem which imitated the style of epic poems but with mockery and light comedy.

A parody is an imitation of a writer, artist, subject, or genre in such a way as to make fun of or
comment on the original work. It can be used in everyday life as well as by authors, celebrities, politicians, and
cultural commentators. Parody mimics a subject directly, to produce a comical effect. It is often exaggerated in
the way it imitates the original in order to produce a humorous effect.

Parody as imitation is sometimes exaggerated for comic effect. Parody is poking fun at something in
hopes the audience will find it amusing. But first, the audience must make the connection between the parody
and the subject/topic being parodied.
A parody is just meant for entertainment.
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What is the importance of using Parody?

Parody is important because it allows us to criticize and question without being aggressive or malicious.
Rather, we use comedy. Parody imitates, stresses, and draws attention to certain features, characters, or plot
points that are weak, silly, strange, or subject to criticism of any sort. Whereas serious criticism of politicians,
artwork, celebrities, or literature can be boring or complicated, parody draws in an audience with a sense of
humor and a lighter take on serious issues. Parody allows comedians to take on serious issues while still
making us laugh.

Example
Gaugie puts on her father’s big shoes and stomps around, saying, “I need to make a business call. I am
a very busy, very important businessman!”
In this example, the girl is parodying her own father who she knows works as a businessman. She is
making the comment that the image many business people have is overly serious and self-important.

ACTIVITY 1: Parody!
Read the statement below then answer the given questions.
At the talent show, a group of boys wears matching outfits and prances around singing One Direction’s
“Best Song Ever.” They sing very poorly and overly dramatically.

Question: Who is being parodied in the given situation below? How is the parody being done? Write your
answer on the space provided.

Your answer:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

What is Allusion?

An allusion is a brief and indirect reference to a person, place, thing or idea of historical, cultural,
literary or political significance. It does not describe in detail the person or thing to which it refers. It is just a
passing comment and the writer expects the reader to possess enough knowledge to spot the allusion and grasp
its importance in a text.
Example
You make a literary allusion the moment you say, “I do not approve of this quixotic idea,”
Quixotic means stupid and impractical derived from Cervantes’s “Don Quixote”, a story of a foolish
knight and his misadventures.

What is the importance of using Allusion?

Allusions in writing help the reader to visualize what's happening by evoking a mental picture. But the
reader must be aware of the allusion and must be familiar with what it alludes to.
Example: “Don’t act like a Romeo in front of her.”
“Romeo” is a reference to Shakespeare’s Romeo, a passionate lover of Juliet, in “Romeo and Juliet”.

ACTIVITY 2: Try This!

1. Read and analyze the illustration.
2. What feeling has the boy for the girl?
3. To whom does the boy compare the girl with?
4. Write your answer/answers in the space provided.

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 BOY GIRL

Why shouldn’t I compare you to Cleopatra?

Your beauty, your charm, your smile, your wit .

Your answer:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

What is Hypertextuality?

HYPERTEXTUALITY according to K. Amaral, 2010 is simply a non-linear way of presenting

information. Rather than reading or learning about things in the order that an author, or editor, or publisher sets
out for us, readers of hypertext may follow their own path, create their own order – their own meaning out the
material.
This is accomplished by creating “links “between information. These links are provided so that the
readers may “jump” to further information about a specific topic being discussed (which may have more links,
leading each reader off in a different direction).

Hypertext is a nonlinear way of showing information.

HYPERTEXT is a non-linear way of presenting information. Instead of reading or learning about

things in the order predefined by an author, an editor, or a publisher, the readers of hypertext can follow their
own path, create their own order– their own meaning out of the material.
Hypertext is a text which contains links to other texts. The term was coined by Nelson around 1965. It is
when you type a word and attach a link to that word so that upon clicking on that word, the reader is sent to the
site attached.
Hypertext is the foundation of the World Wide Web enabling users to click on the link to obtain more
information on a subsequent page on the same site or from a website anywhere in the world.
Hypertext materials include pictures, video materials animated, and audio illustrations. All those
possibilities make hypertext materials content high and suitable for educational purposes.
Hypertext connects a topic on a screen to related information, graphics, videos, and music – information
is not simply related to the text.
This information appears as links and is usually accessed by clicking. The reader can jump to more
information about a topic, which in turn may have more links. This opens up the reader’s wider horizon of
information in a new direction.
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 A reader can skim through sections of a text, freely jumping from one part to another depending on
what aspect of the text interests him/her. Thus, in reading with hypertext, you are given more flexibility and
personalization because you get to select the order in which you read the text and focus on information that is
relevant to your background and interests.

Example
If you are reading an article about marine mammal bioacoustics, you may be interested in seeing a
picture of a dolphin. Or you may want to hear the sound it makes. Or you may even be interested in seeing
what a marine mammal sound “looks like” in a spectrogram. You might even want to find out more about
sounds made by other animals in the sea, thus leading you on a completely different, detailed path.

Why use Hypertext?

We use hypertext because in general, humans learn associatively. That is, we are better able to figure
out materials if we are allowed to move at our own pace, investigating that which interests us, and stimulating
more senses through multimedia.

ACTIVITY 3: Find the Allusion

The following statements are alluding to famous movies, music, literature, or events. Find the allusion
and write your answer on the space provided for after the sentence. Then, explain the meaning of each sentence.
Statement Allusion used Connotative meaning of the
statement
1. I met a man who was romantic
and a true Romeo.
2. Things became hard in her life,
but she just kept swimming.
3. I know things may seem hard,
but all you need is love.
4. This place is like the Garden of
Eden.
5. Hey! Guess who the new
Newton of our school is

ACTIVITY 4: Context Analysis

1. Choose a song that depicts issues in society or the environment. (Interpretation)

2. Insert the link of the song lyrics, music video, review, or analysis of the song. (Hypertext)
3. Write a 3-paragraph context analysis of the chosen song. (Analysis)
4. Rubric: Content- 10
Compliance/instructions- 5
Grammar/Mechanics-5

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 LESSON 2: CRITICAL READING AS REASONING

Whether you're reading a textbook or a difficult novel, critical reading is very important in getting a full
understanding of the text.

Critical reading is a more active way of reading. It is a deeper and more complex engagement with a
text. It is a process of analyzing, interpreting, and sometimes, evaluating. When we read critically, we use our
critical thinking skills to question both the text and our own reading of it.

What is Critical Reading?

Critical reading is a process of analyzing, interpreting, and sometimes, evaluating. When we read
critically, we use our critical thinking skills to QUESTION both the text and our own reading of it.

A critical reading also tells the reader what the text does and what it means. In other words, while basic
reading is concerned with what is in a text, critical reading is also concerned with how the text is written and
why it is written this way.

Questions for Critical Reading

A critical reader constantly asks one big question as he reads:

AM I REALLY THINKING ABOUT WHAT I'M READING?

This question can be broken apart into many other questions:

A. CONSIDERING THE SOURCE

1. What kind of publication is this?
2. What is the author's background in this subject?
3. To whom is the author writing?

B. RECOGNIZING WHAT IS SAID

1. Had the author really said what I think he said?

C. RECOGNIZING ASSUMPTIONS, IMPLICATIONS

1. Does the author make inconsistent statements?
2. What has the author assumed to be true? Which of these assumptions are stated? Unstated?
3. Does a particular statement depend on context for its intended meaning?
4. What does the author imply? Insinuate?

D. RECOGNIZING INTENT, ATTITUDE, TONE, BIAS

1. Why is the author writing this? Motive? Purpose?
2. What is the author's attitude? Tone? Biases?
3. Does the author mean what he says or is he making his point in a roundabout way through humor, satire,
irony, or sarcasm?
4. Are the author's words to be taken exactly as they appear, or are they slang, idioms, or figures of speech?
5. Which of the author's statements are facts? Opinions?

C. ANALYZING ARGUMENTS
1. Does the author write emotionally? Using sentiment? Horror? Name-calling? Flag-waving?
2. Which of the author's statements does he support? Which does he leave unsupported?
3. What conclusions does the author reach?
4. Of the author's conclusions, which are justified? Which ones are not justified?

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 A critical reader...

1. does not believe everything he reads.

2. questions everything which doesn't make sense to him.
3. questions some things even though they do make sense to him.
4. rereads when he thinks he may have missed something.
5. considers the type of material he is reading before deciding how much weight to give to it.
6. admits that the effect on him of what the author says may be caused more by the author's style of writing
than by the facts presented
7. analyzes arguments.
8. discounts arguments based on faulty reasoning.
9. has good reasons for believing some things and disbelieving others – for agreeing with some authors and
disagreeing with others.

Kurland (2010) noted that to non-critical readers, text provides facts. Readers gather knowledge in a
way of memorizing the statements in a text. Critical readers recognize not only what a text says, but also how a
text describes the subject matter.

According to him, there are three steps or modes of analysis which can be reflected in three types of
reading and discussion: As a critical reader you should think
What the text says: (restatement) After critically reading a piece, you should be able to take notes,
paraphrasing - in your own words the key points.

What the text does: (description) You should be confident that you have understood the text enough to be
able to use your own examples and compare and contrast with other writing on the subject in hand.

What a text means: (interpretation) This means that you should be able to fully analyze the text and state a
meaning for the text as a whole.

This essential skill helps the reader to develop his/her critical thinking by reasoning and vice-versa. In
relation to this, he/she can realize that a certain text is connected to human experiences. In effect, they can be
guided on how to see things both at micro and macro levels. To attain this, a reader must be ready or has the
ability to be equipped with ways of thinking.

It is important therefore, that you not only learn to read critically but also efficiently. To read efficiently
is to become selective by choosing carefully what you will read. And to start with, you need to know what you
are looking for. You can then examine the contents page and/or index of a book or journal to find out whether a
chapter or article is worth to be read further.

It is essential to read critically because it requires you to evaluate the arguments in the text. This also
means being aware of your opinions and expectations (positive and negative) of the text you are reading so you
can evaluate it honestly.

What is Reasoning?

Reasoning is an act of giving statements for justification and explanation. It is the ability of someone to
defend something by giving out reasons, justifying a stand based on prior and existing knowledge and
experiences needed to arrive at a decision.

What is critical reading for reasoning?

Critical reading involves presenting a reasoned argument that evaluates and analyses what you have
read.

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Argument- is a statement that you use in order to try to convince people that your opinion about something is
correct. It is a reason given for or against a matter under discussion.

To read critically is to exercise your judgment about what you are reading. It is engaging in what you
read by asking yourself questions such as, “what is an author trying to say?” or ‘what is the main argument
being presented?”

This essential skill in reading leads to the development of critical thinking by reasoning and vice-versa.
To become a critical reader, it is important to know some tips / techniques of becoming a critical thinker.

Reasoning
It is the process of expressing ideas and opinions as well as justifying a stand based on prior and
existing knowledge and experiences needed to arrive at a decision.

Some Techniques to Develop in Reasoning

1. Dare to read every day. Citing relevant ideas of experts and authorities in reading materials definitely helps
strengthen one’s stance on an issue.
2. Learn to focus on the main ideas (explicit or implied) and supporting details mentioned in the argument.
3. Examine the pros and cons of your argument/ resolution. This will help you weave the flow of your
thoughts presented.
4. Organize your thoughts. Arrange ideas either in chronological order or by emphasis to specific or vice
versa. Once organized, oral or written expression becomes meaningful.
5. Note points for improvement. After having justified an issue, recheck your stand based on your power to
convince the reader/audience. Moreover, practice so that you become conscious of becoming better every
time you reason out.

Evaluation Guide for Critical Reading

Elements for Explanation Guide

Evaluation
This is the substance of the text.
Content Are the opinions/ideas present comprehensibly including the depth of the text? As a
whole, it is captivating by the audience or the reader?
This is the stand of the author on an issue/article. Are facts included in it? Does it present
Objectivity both sides of an argument? Does the author have ethical and moral consideration in
his/her article?
This is the intention of the author in his/her article. Its entire meaning and the value of
Significance the issue/article to its reader. Can the reader preferably connect the issue to his/her life?
Is it open for interaction? How is it valuable to the reader?

ACTIVITY 5: Let’s Find Out!

Read the text on the link provided and fill in the matrix with information about the text.

Why jailing kids is not just cruel, it’s stupid too JC Punongbayan (2019) [Link]
leaders/221789-reasons-jailingkids-not-just-cruel-stupid-too

Why jailing kids is not just cruel, it’s stupid too

Author

Main Idea

Purpose

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Thesis/Argument of the Text

Claims Presented

Your Personal Evaluation of the Text

ACTIVITY 6: Why?

1. In one paragraph, explain critical reading as a way of reasoning.

2. Why is critical reading as a way of reasoning important?

LESSON 3: FORMULATING EVALUATIVE STATEMENTS

EVALUATIVE STATEMENTS
An evaluative statement is a way of giving a better explanation to show the strength and the weaknesses
of something through writing. It is used in giving a sound judgment – a judgment that can be backed up or
supported by valid reasons or proofs.

How are you going to formulate evaluative statements?

You may compose your evaluative statements in two steps:

1. Formulating Assertions about the content and properties of a text read
2. Formulating a meaningful counterclaim in response to a claim made in the text read

ASSERTION

Becoming a good critical reader means that you are able to logically evaluate the claims of the writer.
Assertions become the primary channel for a reader to assent to a claim.

Assertion is a stylistic approach or technique involving a strong declaration, a forceful or confident, and
positive statement regarding a belief or a fact. Often, it is without proof or any support. Its purpose is to
express ideas or feelings directly, for instance, “I have put my every effort to complete this task today.”
Standing up for your rights and not being taken advantage of is one definition of being assertive. It also means
communicating what you really want in a clear fashion, respecting your own rights and feelings and the rights
and feelings of others.

Assertion is an honest and appropriate expression of one’s feelings, opinions, and needs.

Types of Assertion

1. Statement of Fact
This is a statement that can be proven objectively by direct experience, testimonies of witnesses, verified
observations, or the results of research.
Example: The Sampaguita roots are used for medicinal purposes, such as an anesthetic and a sedative.
This statement is a fact because it can be directly verified by experience or reliable research reports.

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2. Statement of Opinion
Opinions are based on facts but are difficult to objectively verify because of the uncertainty of producing
satisfactory proofs of soundness.
Example: The popularity of Sampaguita flowers is most evident in places of worship.
The above statement is an opinion because it is based on an observation that needs to be proven by
studies and repeated observation; there are too many factors involved that make explicit judgment
difficult.

3. Statement of Convention
A convention is a way in which something is done, similar to traditions and norms. Conventions depend on
historical precedent, laws, rules, usage, and customs.
Example: The Sampaguita belongs to the genus Jasminum of the family Oleaceae.
This statement is a convention because it is based on a classification system made up by scientists and is
acceptable to the scientific community.

4. Statement of Preference
Preferences are based on personal choice; therefore, they are subjective and cannot be objectively proven or
logically attacked.
Example: Sampaguita is the most beautiful and most fragrant of all flowers. This statement is a
preference because it says a lot about the type of flowers that the writer likes, instead of objectively
comparing the qualities of Sampaguita to that of other flowers.

COUNTERCLAIMS

To be an effective critical thinker, it is not enough just to be able to identify claims and assertions. It is
also important to have the ability to analyze an argument and counterclaims.
Counterclaims are claims made to rebut a previous claim. They provide a contrasting perspective to the
main argument.

The following questions will help you formulate a counterclaim:

• What are the major points on which you and the author can disagree?
• What is the strongest argument? What did they say to defend their position?
• What are the merits of their view?
• What are the weaknesses or shortcomings in their argument?
• Are there any hidden assumptions?
• Which lines from the text best support the counterclaim you have formulated?

ACTIVITY 7: Types of Assertion

Identify the following assertions as statements of Convention, Fact, Opinion, or Preference. Write
your answer in the blank.

1. Import liberalization means allowing foreign goods to enter Philippine markets and directly compete with
domestic products. _____________
2. According to the Minister of Defense, NPA armed insurgents now total some 16,000 men and women.
____________
3. Roses grow best in soil made of ¾ clay and ¼ sand and loam. ____________
4. The rose belongs to the genus Rosa of the family Rosaceae. ____________
5. The export of cut rose can easily become one of the most lucrative businesses in the Philippines.
____________
6. Many more will die because of political considerations and unwise aid-spending. ____________
7. Roses are more beautiful, smell sweeter, and are easier to grow than any other flower. ____________
8. The previous government should have toughened its stand against the burgeoning insurgency.
____________
9. Eyewitness testimony is generally unreliable. ____________
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10. Camel’s hair brushes are made of Siberian squirrel fir. ____________

ACTIVITY 8: My Statement
Formulate assertions based on the words given in each number. Follow the type of assertion specified in
each word.

1. Senior High School (statement of preference)

_________________________________________________________________________________________
_________________________________________________________________________________________

2. Extrajudicial killing (statement of opinion)

_________________________________________________________________________________________
_________________________________________________________________________________________

3. R.A. 9262 (statement of fact)

_________________________________________________________________________________________
_________________________________________________________________________________________

4. War Against Drugs (statement of preference)

_________________________________________________________________________________________
_________________________________________________________________________________________

5. ginger (statement of convention)

_________________________________________________________________________________________
_________________________________________________________________________________________

6. COVID-19 (statement of fact)

_________________________________________________________________________________________
_________________________________________________________________________________________

ACTIVITY 9: A Fight for Life

Read the speech of Sen. Manny Pacquiao. Apply the questions above in identifying the claim and
counterclaim. Write these below, followed by a brief explanation.

A FIGHT FOR LIFE

Sen. Manny Pacquiao's speech at Cambridge Union
President Charles Connor and other esteemed officials of the Cambridge University; distinguished
members of the Cambridge Union, other dignitaries in attendance, ladies and gentlemen, my fellow guests,
good afternoon.
A famous pastor once said, and I quote, "The world is a university and everyone in it is a teacher. Make
sure when you wake up in the morning you go to school." End of quote.
Today, I am not just in any obscure part of the global university. I am deeply honored to be invited by
the Cambridge Union, the oldest debating and free speech society in the world and the largest learner society in
the University of Cambridge.
I am not a scientist, a mathematician, or a philosopher. But you have given me this privilege of
addressing you. I am humbled to be in the midst of brilliant learners in this prestigious university that has
educated remarkable alumni, including British Prime Ministers, foreign Heads of states, monarchs, and royals.
It is my distinct honor to stand before all of you.
I am delighted to learn that one of Cambridge University's historic colleges is Emmanuel College and
that Harvard University, the first college in the United States, was organized after the model of Emmanuel.
I have not experienced how it is to pursue a degree like a regular university learner. My circumstances
were very different from yours.
But I did not allow these circumstances to limit me. I worked on and finally received my degree through
the Alternative Learning System. More importantly, I continue to learn from the University called life.
13
 So, here is Emmanuel Dapidran Pacquiao standing in front of you. I am not here to show off my left
hook or my fluid footwork. I am here because I want to personally share my narrative in the hope that it will
touch even just a few of you and persuade you to think differently about life.
I was born into poverty. There is a Filipino metaphor that goes "mas mahirap pa sa daga," which
translates to "more destitute than a rat." From a very young age, I had to struggle daily to survive. I fought hard.
I faltered. I failed. Many times. But I learned to rise again each time I fell. Each setback became a platform for a
comeback.
That is what life was like to me as a child. But my hardships are not uncommon. There are so many
others around the world who have faced even worse. But my hardships taught me one valuable lesson. Never
quit.
If the world knocks you down, get up. If all things conspire against you, fight back. Quitting is not an
option.
I was only 7 years old when I had to take responsibility for my three siblings who were left under my
care because our mother had to earn a living. I took it upon myself to help her, "Mommy Dionisia", as she is
fondly called by the Filipinos, to earn extra money so that we can eat even just one decent meal a day.
I was still in elementary school back then. I managed to attend classes even without sleep and without
food. There were days when it was only water that kept me going. We were so poor that we could not even
afford school supplies, I would use my pencil even if there was only about an inch long of it left that I could no
longer hold it to write.
I remember when I was in the sixth grade, and my classmates would flock around me for our
mathematics homework because they knew I was reliable when it came to numbers. I did their math homework
for them, and in exchange they would share their food with me because they knew I rarely had any.
Boxing turned my life around. I was only 14 years old when I left my hometown in Mindanao so that I
can train for it in Manila. My narrative took a turn because of that crucial decision to take a big step away from
my comfort zone.
With the benefit of hindsight, I have realized that it is the grace of God that transformed me from
nothing into something.
My circle became bigger and bigger because of the countless opportunities that boxing brought about.
My victories in the ring pushed me right into center stage and ushered in fame and fortune. Opportunities came
knocking at my door, one after the other.
I apply the same principles in public service. As a lifelong learner, I must keep improving myself and I
must not stop learning. That way, I remain relevant to my people and the world who deserve the best of Manny
Pacquiao, inside and outside the ring.
For as long as I exist, I will keep showing up for life. I will continue to be a learner and always strive to
be a teacher by imparting my hard-earned lessons to others.
Each one of you in this room can change the world. Have faith, persevere. Find your passion and heed
your calling. I urge you, as the Roman poet Horace did: Carpe Diem -- seize the day.
And above all, FIGHT. Thank you and a pleasant afternoon.

The claim in the text:

_________________________________________________________________________________________
_________________________________________________________________________________________
Reason:
_________________________________________________________________________________________
_________________________________________________________________________________________
My counterclaim:
_________________________________________________________________________________________
_________________________________________________________________________________________
Reason:
_________________________________________________________________________________________
_________________________________________________________________________________________

14
LESSON 4: DETERMINING TEXTUAL EVIDENCE

Reading is not only limited to being able to recognize what is in the text. Most importantly, you will be
able to comprehend what the writer is saying through the text.

Reading skills like determining textual evidence to validate assertions and counterclaims made about a
text read and the like must be learned and eventually mastered.

The relevance of honing your skill in the English language in general plays a very important role before
engaging yourself in the workforce, in business, entrepreneurship, or any life’s venture in the future. Thus, this
module is specially designed in order for you to understand and use the skill you will acquire after doing the
various activities that will help you possess your proficiency in determining textual evidence in the written text.

WHAT IS TEXT EVIDENCE?

Text evidence refers to any proof of an argument, a claim, a counterclaim, a contention or an assertion
cited in the text leading to a conclusion. In citing textual evidence, you need to quote, paraphrase or refer to the
very specific part of the text that you can use to support your own thoughts and ideas.

Why do you need to determine textual evidence?

The need to answer questions after reading a text and or to share our ideas enables us to go back to what
we have read and give evidence from it to prove that you are not just manufacturing your thoughts. Oftentimes,
when you are asked about how nice a movie was, you need to cite part or parts of the movie which could
support your thoughts that it was indeed a very nice movie worthy to be watched. What you are doing is using a
textual evidence.

Example:
Eric often gets wet on Saturdays. He wakes up at 6 o’clock in the morning and goes straight to the
faucet. He prepares a basin, a soap, shampoo and a stool. One by one, he calls out his fur friends for the
Saturday mornings “ritual”.

Question: Based on the text, what is Eric’s work on Saturday mornings?

a. Washes clothes c. Baths his pets
b. Cooks for breakfast d. Preparing for work

Textual Evidence: One by one, he calls out his fur friends for the Saturday mornings “ritual”.

Unlocking Difficulty:

 Text is something that is written to express a person’s view, feelings thoughts, emotions etc.
 Evidence refers to the proof of an argument, a claim, a counterclaim, a contention or an assertion cited
in the text leading to a conclusion.
 Textual Evidence is citing proof from the text in the reading.

15
ACTIVITY 10: Textual Evidence
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
Ang Pagpa- Milling
By: Eric P. Miso

Kasagaran sa atong makit-an nga bulawan

Porma singsing og kwentas nang daan
Ang wala lang nato nahibaw-an
Unsay sinugdanan niining tanan.

Ako nangitag lim-aw sa akong nahimutangan

Ug sa dihang naabot ko ang kasubaan
Duna akoy nakit-an og nadiskubrihan
Kini kong iunsa pagpanguha ang bulawan.

Ang uban malipay kung may dulos (soil erosion)

Sila dayon sa lapok magkalos
Ug sa luntangan ila kining sala-on
Aron ang mga margaha (residue) matigom.

Sa dihang ang mga sinala matipok og modaghan

Ila kining isulud sa bilingan aron hugasan
Hangtud ang mga tipaka sa bulawan makit-an
Ug ibaligya para ipalit sa bugas ogsud-an.

Ang pagpamiling dili sayon buhaton

Sa pagtanom sa humay atong dumdumon
Kung daghan makuha ikaw swertihon
Apan usahay matabla pa gihapon.

Kung ikaw gusting makasaksi

Ikaw sa akong nahimutangan mo-anhi
Kay kinidili man pwedi ng magpirmi
Kay ang dakong balay wala magtugot niini
Questions:
1. What does the title “Ang Pagpa- Milling “mean? How do you know? What is the textual
evidence that supports your answer?
2. What is the setting of the poem? What is the textual evidence that supports your answer?
3. Is this source of income/living easy? Why or Why not? What stanza that shows the textual
evidence that supports your answer?
4. How is pagpa-milling similar from planting rice? What is the textual evidence that supports your
answer?
5. What is the meaning of “dakong balay” in stanza 6?

LESSON 5: PURPOSEFUL WRITING IN THE DISCIPLINE AND FOR PROFESSIONS

Academic Writing serves several purposes. It is done for persuasive, analytical, or informative purposes. Some
academic writings like position papers, project proposals, and feasibility studies aim to convince readers
through the presentation of evidence to change the readers’ stand or point of view regarding an issue, subject, or
topic. Other types of academic writings like book and literature reviews aim to explain and evaluate possible
answers to questions. Thesis writings investigate, examine effects, and evaluate the effectiveness of some ideas

16
and concepts to eventually offer ways to address issues or to solve problems. Research and term papers are
written to give readers new information and to provide thorough explanations about certain topics.

Professional writing is a style of written communication used in a workplace environment that allows
professionals (e.g. business people, professors, doctors, lawyers, etc.) to make informed decisions. Professional
writing typically has a formal tone and differs from written text that is considered literary or artistic, which
generally seeks to entertain and/or convey a philosophical truth.

How is academic writing different from professional writing?

Academic Writing Professional Writing

You have different goals in Done mostly to showcase research and Often done to influence or convince
academic writing vs. expertise in a specific area or topic of interest. someone of something.
professional writing

Different people are Done for academia: professors, fellow learners, Targeted to colleagues, business
listening researchers, and industry experts such as people, managers and sometimes
scientists or historians. clients.
The tone of voice can Most are written in third-person narrative. Sometimes written in first person
change Sometimes depending on the specific situation or
literary or artistic context.
Typically has a formal tone.
Active and passive voice Often written for someone who has more time The audience likely has many other
on their hands to go through and read the reports or papers to read and will skim
arguments. through the main points. Sentences
Therefore, sentences can be longer and use should be shorter, more to the point
passive voice. and in the active voice.

What to remember when working on academic and professional writing:

A. Audience Engagement – Stay focused on your specific audience and remember the writing format and style
that will catch their interest.
B. Clarity of Point of View – Be specific and clear about your topic, expound your thesis statement through
clear presentation of data.
C. Single Focus - Remember to focus on the thesis statement and ensure that no information runs contrary to
the thesis statement.

WRITINGS IN THE DIFFERENT DISCIPLINES

A. BOOK REVIEW

This type of writing is intended for analytical purposes with the aim of assessing the strengths and
weaknesses of published works like articles and books. A book review can create a great impact relative to the
book’s reception by its readers especially if done by professional critics.

Parts of a Book Review

Parts of a book review may vary depending on what kind of review is done. However, the following are
the basic parts of a book review of any book genre.

1. Introduction – It includes information about a book such as its title and author. The introduction provides the
background of the story so the readers will be able to understand what the story is about and where it is headed.

17
[Link]- It describes the attributes and emotions of the characters in the story. The characters may be
described as how people are in the real world. Readers may relate to the story because of the characters that the
authors built. A good description of their personality is what makes readers love or hate the characters in the
story.

3. Plot- The analysis of the plot seeks to examine the way the introduction, suspense, climax, and conclusion are
written. It looks after the element of suspense that could keep the readers hooked. The writer may compare the
plot of the book being reviewed with other books similar to its genre. The writer may also suggest ideas that
could have been added or removed from the plot that could make the story better. For example, one can suggest
a different ending to a story.

4. Art and Delivery- This is the part where one tries to critique the artistic aspect of the book. Art and delivery
may refer to the typography and the illustrations of the book. Typography is the art and technique of arranging
the letter to make a written language readable and beautiful. This refers to the font size, font style, letter
spacing, line spacing, and line length. On the other hand, illustrations are drawings and other graphic materials
that are found in the book.

5. Final Verdict- Final verdict is like a conclusion wherein final comments and overall critiques are expressed.
This is also where the book is rated based on the reviewer’s opinion and standards.

Guidelines in Writing Book Reviews

1. Read the entire book and make some notes about your impressions of the book. Ask yourself questions as
you read such as: What are the author’s purposes in writing the book? Are the author’s ideas and arguments
original and impressive? Is the setting credible? Are the characters interesting and believable? Is the plot
interesting? What is the theme being presented?

2. Think about your thesis and decide whether your point is to advise the readers to patronize or not to patronize
the book. Your arguments must be all aligned with the thesis statement.

3. Provide details about the book review like biographical information about the author, the number of books he
has written/published, the author’s credibility as a writer, and a short introduction about the book.

Sample Book Review

“The Little Prince” was written by Antoine de Saint-Exupéry in 1943. This novel is a magical story that reveals the
essence of life, love and loneliness. Due to the simplicity of the prose style, breezy and funny illustrations, vividness of
imagination this simple yet insightful story is considered to be one of the greatest literary works of all times.
The narrator of the story is an aviator, who landed in the Sahara Desert in order to repair his plane. He accidently meets
the Little Prince, who has been travelling from planet to planet. The small blond boy reveals the thing he has learned
throughout his journey. One of the most significant ideas he has acknowledged lies in the secret a fox had told him: “But
you must not forget it. You become responsible, forever, for what you have tamed. You are responsible for your rose. . .”
This book is a tale of a young prince who has left his tiny planet and wanted to find the answers for questions that
disturbed him and at the same time it discloses the story of a man who has gained knowledge of life nature from a pure
child whose voyages and virtuousness have inspired him and brought wisdom. The whole book is permeated with love,
fulfillment of expectations and maintenance of those relationships. Saint-Exupery’s satiric touch accurately emphasizes
that grown-ups sometimes lack imagination.
I believe that “The Little Prince” can be perceived differently: for…
[Link]
ACTIVITY 11: My Book Review!
Write a 1000-word critique or a book review of a selected text on the basis of its claims, context, and
properties as written material. Follow the given guidelines in writing a book review.

Rubric: Content/Critique- 5 pts

Coherence and Cohesion-5 pts
Conventions/Mechanics-5 pts
18
 B. LITERATURE REVIEW

A literature review is a written summary of journal articles, books, and other documents that describes the
past and current state of information on the topic of your research study. It also organizes the literature into
subtopics and documents the need for a proposed study. In the most rigorous form of research, educators base
this review mainly on research reported in journal articles. A good review, however, might also contain other
information drawn from conference papers, books, and government documents. In composing a literature
review, you may cite articles that are both quantitative and qualitative studies. Regardless of the sources of
information, all researchers conduct a literature review as a step in the research process.

Why is this review necessary? Many reasons exist. You conduct a literature review to document how your
study adds to the existing literature. A study will not add to the literature if it duplicates research already
available. You conduct a literature review to convince the panelists that you know the literature on your topic
and that you can summarize it. You also complete a literature review to provide evidence that fellow senior
high school learners need your study. You may base this need on learning new ideas, sharing the latest findings
with others, or identifying practices that might improve learning in your classroom. Conducting a literature
review also builds your research skills of using the library and being an investigator who follows leads in the
literature, all useful experiences to have as a researcher. Reading the literature also helps you learn how other
senior high school researchers compose their research studies and helps you find useful examples and models in
the literature for your own research.

Five Steps in Conducting a Literature Review

1. Identify the key terms to use in your search for literature.

2. Locate literature about a topic by consulting several types of materials and databases, including those
available at an academic library and on the Internet.
3. Critically evaluate and select the literature for your review.
4. Organize the literature you have selected by abstracting or taking notes on the literature and developing a
visual diagram of it.
5. Write a literature review that reports summaries of the literature for inclusion in your research report.

APA Citation
An example of a within-text reference in APA style in which the author refers to a single reference is:

Rogers (2014) compared reaction times for athletes and non-athletes in middle schools…

An example of a within-text reference in APA style in which the author refers to multiple references is:

Past studies of reaction times (Gogel, 2014; Rogers, 2014; Smith, 2009) showed…
Entire groups of studies have addressed the difficulty of test taking and reaction times (Gogel,
2014; Happenstance, 2015; Lucky, 2014; Smith, 2009).

An example of a journal article end-of-text reference in APA form is:

Elam, S. M. (2009). The second Phi Delta Kappa poll of teachers’ attitudes toward public schools.
Phi Delta Kappan, 70(3), 785-798.
An example of a book end-of-text reference in APA form is:

Shertzer, B., & Stone, S. C. (2012). Fundamentals of guidance (4th ed.). Boston:
Houghton, Mifflin.

An example of a conference paper end-of-text reference in APA form is:

19
 Zedexk, S. & Baker, H. T. (2011, May). Evaluation of behavioral expectation scales. Paper presented
at the meeting of the Midwestern Psychological Association, Detroit, MI.

Creswell (2012) emphasized that there are two ways of identifying material obtained on the Internet, one to
provide a URL or universal resource locator; and another, a DOI (digital object identifier) number to the
reference information. He explained further that the URL is used to map digital information on the Internet for
it contains several components: a protocol, a host name, the path to the document and the specific file name,
such as [Link] the words “Retrieved from” precede the
URL name as in the following example of a journal article reference:

Smith, J. (2008). Sciences vs. ideologies. Science, 29(3). Retrieved from [Link]

Since URLs are often changed on the Internet, so scholarly publishers have increasingly used the
assignment of a DOI to journal articles and to documents. Therefore, the DOI System provides a means of
identification for managing information on digital networks (see [Link] As a unique
alphanumeric string assigned by a registration agency to identify content and provide a persistent link to its
location on the Internet, it is typically located on the first page of the electronic journal article, close to the
copyright notice. And when cited in a reference, it is placed at the end of a reference, such as this journal article
example:

Smith, J.P. (2015). Mixed methods research: Its controversies and potential.
Journal of mixed methods research, 3(1), 34-50. doi: 1038/0278.6133.24.2.226

ACTIVITY 12: Literature Review

From your chosen research topics, write a review of related literature taken from journals, articles, books, and
other documents to support your research studies.

Rubric: Relevance of the content- 5 pts Organization- 5 pts

Citation of sources- 5 pts Mechanics- 5 pts

C. RESEARCH REPORT

Research Report is a condensed or brief description of a research done by reading or by doing practical
work.

Guidelines in Writing Research Report

1. Choose a topic and find more information by reading or surfing the net.
2. State your thesis or the statements of the topic you want to discuss, declare or prove.
3. Make your tentative outline.
4. Organize your notes.
5. Write your first draft, revise your outline or first draft when necessary.
6. Write your final report.

20
Format of Research Report
Research Title

Introduction (the aim, objective or the importance of the research)

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Background of the Study (review of key literature and summary of major concepts)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Methodology (precise details on how the study was conducted)

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Research Results/Findings (objective presentation of research results)

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Conclusion (brief summary or review of findings)

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Recommendations (suggestions on how to make the research results helpful in the present
and future context)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

References (authors’ name, year of publication, book title, publisher, place of publication
from where the research was derived)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

D. PROJECT PROPOSAL

PROJECT PROPOSALS are documents that are written for problem solving, service provision, event
planning, or equipment selling. Generally, proposals are used to convince the reader to do what the proposal
suggests, such as buying goods or services, funding a project, or implementing a program.
Proposals in the professional world are used for internal (within an organization) and external (from one
organization to another) purposes. They are ways of generating income for companies or seeking funding for
projects. They are usually written in response to Requests for Proposal (RFP), which funding agencies send out.
Interested organizations send proposals following the requirements stipulated in the RFP. Requesting parties are
thus able to compare different responses to a problem. Thus, it is clear that a proposal provides a plan to satisfy
a need.
A proposal stands out depending on its ability to clearly answer questions about what is being proposed,
how the plan will be carried out, when it will be implemented, and how much money will be needed or spent. In
other words, they are persuasive documents that need to do the following: highlight reader benefits, prove your
credibility in carrying out the project, and allow the reader to respond easily.

21
 Even your life as a learner, you have been familiarized with writing proposals - maybe even without
even knowing it. Whenever you envision, plan, and complete a project for your science class or your club
outreach, you are thinking about fulfilling a need for something. This process may involve writing a paper or
doing a presentation in front of an audience to get their approval. While proposal writing may seem like a
daunting task, they can be made easier by following the guidelines in writing and familiarizing yourself with
the parts of a project proposal

Guidelines in Writing the Proposal

1. Gathering the Data. One of the characteristics of an effective proposal is being well-researched. It
needs concreted data to back up its claims so it can become more credible. You can gather data from primary
and secondary sources, and apply the strategies that you learned in writing a research paper in the previous
lessons.
2. Organizing the Data. A proposal becomes more effective if the information on it is clearly organized.
You can use the parts of the proposal to guide you in your organization, or use an outline to structure your
discussion more effectively.
3. Writing the Proposal. Fill out the parts of the proposal with the relevant data.
4. Revising the Proposal. Make sure to review your proposal for accuracy and organization before you
send it out. A good proposal will be comprehensive and will put your organization in the best light.

Formatting the Project Proposal

Proposals are primarily categorized according to their length. An informal proposal is about 2-4 pages
long. Meanwhile, a formal proposal has 5 or more pages. Regardless of their purpose and audience, they have
standard parts such as the following:

1. Introduction. This part provides the background necessary for understanding the project, which is done by
discussing the following:
Rationale - this identifies the problem to be addressed and shows the need to solve it.
Objectives - these reveal what the project intends to achieve in terms of results. It also gives the reader an idea
of the intended solution. Good objectives are SMART (specific, measurable, attainable, results oriented, and
bound within a realistic time frame).
Benefits - these show what the reader or the target audience can gain from the proposal, which may be
improvements in processes or systems, an increase in revenue, or a change in behavior of the beneficiaries of
the proposal.
2. Project Description
This section gives specific information about the project itself. It indicates how the project will address the
identified problem through the following parts:
Methodology - this details the different activities the project will take on, including the manpower (I.e., the
people involved and their duties) and resources to be utilized, and the expanded output.
Schedule - this discusses the task duration and expected start and end dates of each activity in the project.
Budget - this presents an analysis of all the costs anticipated in the project, which can be itemized or shown as a
whole, depending on the needs of the project.
Note: organizations usually provide interested parties with a required format for project proposals, so make sure
that you follow the prescribed format.

ACTIVITY 13: Project Proposal Writing (by group)

You are an official of your school’s Learner Government body, make a project proposal to the school
administrators on how the core values namely Simplicity, Truth, Justice, Peace, and Integrity of Creation can be
carried or actuate by each learner.
I. Project Proposal Title
II. Background of the Proposed Project
III. Objectives of the Project
IV. Expected Results of the Project
V. Project Implementation and Management
VI. Project Monitoring and Evaluation
VII. Project Budget
22
 E. POSITION PAPER

Position paper is a composition that highlights an opinion of an author or specified entity about an issue. As a
debate, it presents one side of an arguable opinion and persuades the readers or audience that the author has a
well-founded knowledge about the issue.
In Writing the Position Paper, the Writer:
1. Shows his knowledge and concern about issues of the land.
2. Informs others of his position and conviction.
3. Formally organizes his perspective of the issue as a basis to build resolution to difficult problems
4. Suggests unique and well-thought-of approach deal with the issue or to solve the problem
5. Outlines his discussion to define the framework of the scheme
6. Establishes his credibility
7. Demonstrates passion through the force of the argument rather than the force of emotion.

Issue Criteria
In choosing the issue or problem to be discussed, the following criteria are considered:
1. The prevalence and pervasiveness of the issue.
2. The arguability of the issue.
3. The urgency of advocating one side of the issue.
4. The sense and significance of the issue.

Developing and Supporting an Argument

After deciding on which argument to take a side, the writer must present supporting evidence. Some of these
are:
1. Factual knowledge - information that is valid and verifiable
2. Statistical inferences - conclusions drawn from data gathered
3. Informed opinion - based on knowledge of the facts and carefully considered principle. It relies on evidence
instead of limited personal experience
4. Personal testimony - personal or first-hand experience of the writer or knowledgeable party

Components of a Position Paper

I. Introduction
A. Introduction to the Topic
B. Background of the Topic
C. Thesis Statement
II. Body
A. The Counterclaim
1. Summary of the Counterclaim
2. Supporting information for the Counterclaim
3. Refuting of the Counterclaim
4. Giving Evidences for the Argument
B. The Argument
1. Assertion of claim no.1
A. Opinion
B. Support
2. Assertion of claim no.2
A. Opinion
B. Support
3. Assertion of claim no.3
A. Opinion
B. Support
III. Conclusion
A. Restating of Argument
B. Providing Plan of Action

23
LESSON 6: WRITING PROFESSIONAL CORRESPONDENCE

A. RESUME

After finishing school, applying for a job is the next step in becoming a true adult. It is the time to venture into
the real world and practice the things that you learned in school. A resume is your ticket into this new world. A
resume is a personalized summary of your personal background, trainings, abilities, and skills. It will show
your potential employer if you fit the position that you are applying for.

Guidelines in Writing Resume

1. Decide on the layout of your resume. Format the text by using 11 or 12 font size, Arial or Calibri although
Times New Roman is mostly used.
2. Create a letter heading at the top of the resume which includes the following your complete name, address,
email, and cellphone number.
3. Headers and introductions of the text may be in 14 or 16 font size.
4. Limit font styles in just 2 and consider italicized and embolden parts of the resume.

Parts of a Resume
1. Headers- It is where the name, address, email, home or cellphone number are placed.
2. Photo- Make sure to put a good 2 x 2 photo with a white background and where you are in professional attire.
Looking your best even in pictures helps you make a good impression with employers.
3. Educational Background- Write down your educational background starting from your highest educational
attainment. Make sure to indicate the university, major, and inclusive dates and addresses.
4. Work Experience- Write your work experience from the most current or most related to job applying for to
the least related.
5. Licensure and Certificates- Include the licenses and certificates received in seminars attended.
6. Organizational Affiliation- This portion reflects your well-roundedness and your ability to be a team-player.
It also shows if you are involved in the community that you are in.
7. Special Skills/Proficiencies – This refers to the skills that you have connected with the job you are applying
for.
8. References-You write here the name of persons you trust and know you well professionally. Your reference
persons should not be related to you by blood. Usually, superiors or mentors are written in this portion.

The following are the three types of resumes:

Types What is this format? When do you use this What headings should
format? you use with this format?
Chronological • The chronological resume is • Your career history  Personal Details
Resume the most commonly used. It shows growth and  Career Objective
lists work experience in reverse development  Employment History
time order (i.e. most recent • Your career objective is  Education
work experiences first) with an very similar to your  Professional
emphasis on responsibilities work experience Associations
and accomplishments. • Your previous employer  Referees
• A chronological resume has been prestigious
provides clear information in • You’re applying for a
job titles, areas of job in a highly traditional
responsibility, periods of study field or organization
and employment. The
chronological format spells out
your job history from the most
recent job backwards with the
most recent job having the
greatest emphasis.

24
Functional The functional resume is • You are a new graduate  Personal Details
Resume designed to stress the with little experience  Career Objective
qualifications of the job seeker • Your career objective is  Selected Achievements
with less emphasis on specific very different from your or Accomplishments
employers and dates. Some experience. (relevant
functional resumes don’t • Your work history is to the position)
include a work history. spotty and patchy  Business Experience
However, not including a work • You have been absent (include work experience
history may create large from the job market for – paid and unpaid,
questions in an employer’s any length of time. placements, cooperative
mind, so it is a good idea to positions, etc.)
include it.  Professional Associations
 Education
 Referees
Combination A combination of chronological  You want to give the  Personal Details
or Hybrid and functional formats in the one employer a snapshot of  Career Objective
Resume resume. The most popular resume your relevant skills but  Education
format. Used to modernize also want to show you  Employment
chronological resumes and tailor have a work history. History
your skills to the job.  You have limited work  Skills
experience in the field  Professional
you are applying for, Associations
but work experience in  Extracurricular
other fields. Activities/Interests
 You are applying for a  Referees
job in a highly
traditional field (e.g.
law, accounting) or the
employer has requested
a chronological format
but you have a patchy
or limited work history.
 You are a mature-age
learner with extensive
work history but are
looking to move into a
new industry. You want
to show you have a
work history but also
highlight relevant
skills.

(Source: [Link]

25
Sample Resume
Sample Chronological Resume

REFERENCES

26
Sample Functional Resume

REFERENCES

27
Sample Combination or Hybrid Resume

REFERENCEES

28
WRITING APPLICATION LETTER

As learners of the 21st century, one of the skills that you need to achieve is to know how and when to respond
to written communications. Letters are only one of the many documents that will help you increase your
chances of landing and become part of your dream institution or workplace. This means that there are times
that you need to market yourself to the employer of your dreams or maybe you also want to be admitted to the
school that offers the major you want to take up.

College Admission Letter also referred to as the "letter of intent,” is a one-page letter required for
college and university admission. The sender writes a letter to briefly discuss his intention for attending the
college program.

Employment Application Letter also referred to as the "job application letter" or "cover letter", is a
one-page letter attached to the resume when applying for jobs. The purpose of writing the employment
application letter is to introduce yourself to a company, demonstrate your interest in the company, and
highlight your experiences and personal qualities for you to be considered for an interview schedule, as well
as with the available job position.

When sending your application letter, make sure that it is free from errors and it should be written in a
positive tone and a professional manner. Remember that any mistake will have a negative impression on you.

Sample College Application Letter

29
Parts of a Professional Letter

a. Heading
The sender's address usually is included in letterhead. If you are not using letterhead, include the
sender's address at the top of the letter one line above the date. Do not write the sender's name or title, as it is
included in the letter's closing. Include only the street address, city, and zip code.
b. Date
The date line is used to indicate the date the letter was written. However, if your letter is completed over
a number of days, use the date it was finished in the date line.
c. Inside Address
It contains the name of the college or university admission head, his job title (if applicable) and the
address of the university. It is the address of the receiver. Skip a line between the heading, date, and inside
address.
d. Salutation
It is the line that begins with the word "Dear..." Place a colon (:) at the end of the salutation. Use Mr. for
men and Ms. for women. Try to obtain a name to which you can address your letter. If the name has not been
obtained, address it as

“Sir /Madam”.

e. Body
The body is the main part of the letter which includes the course you are interested in, reason for choosing
the university, description of academic interest, the basis for them to consider your application, and plans, if
any. Last part will be your request to consider your application for admission and information on how to
contact you.

Letter Formats

The format, including the content and tone of the employment application letter, depends on the
applicant’s preference. An employment application letter or cover letter has three different formats: full
block, modified block, and semi-block format. The content in a cover letter are all the same and will vary on
the format or on the placement of each part (Source:
[Link])

• Full Block Format- This is the most common layout used in writing cover letter. In this format, all
parts are justified to the left.
• Modified Block Format- Modified block is a type of format where applicant’s address,
complimentary close, signature and sender’s identification is shifted to the right side. Note that the
first sentence in the body or in each paragraph is not indented.
• Semi-Block Format- The least used format is the semi-block. It is almost the same as the
modified block format; however, the difference is that the first sentence in each paragraph is indented.

30
ACTIVITY 14: My Resume and Application Letter
A. Answer the questions below.
1. Why is resume important?
________________________________________________________________________________________
________________________________________________________________________________________
2. When can you say that a resume is well-written?
________________________________________________________________________________________
________________________________________________________________________________________

B. Look for a job advertisement that corresponds to your skills and education from a newspaper or from the
internet and write a resume that suits the nature of the job you are applying for.
C. Write an application letter addressed to the school that you wish to enroll in College.
D. Write an application letter about the job you are applying for. You can use any of the given formats above.

RUBRIC Excellent (4) Very Good (3) Satisfactory (2) Needs Improvement
(1)
Tone and Letter is enthusiastic and Letter is enthusiastic but does Letter is friendly but a little Letter is uninteresting and/or
Content encourages the reader want not encourage the boring unfriendly
to learn more about the reader to learn
applicant. more OR
letter does not add anything to
Letter contains sentiment or the information already
information not included in contained in the resume
the resume.
Writing No spelling, grammar or 1-2 spelling, grammar or 3-4 spelling, grammar or 5-6 spelling, grammar or
Mechanics usage errors usage errors usage errors usage errors

Format Letter follows all standard Letter follows almost all Letter follows almost all Letter does not follow
formatting for a formal standard formatting for a standard formatting for a standard formatting for a
letter. formal letter, but there is one formal letter, but learner has formal letter
or two small errors such as made one or two major
where the date or signature is errors such as leaving out
placed. the address of the employer
or choosing an
inappropriate closing.

PERFORMANCE TASK
Suppose you are applying to a corporate office related to your education, one of the requirements is the
portfolio of your exceptional works from your previous experience.
GOAL: to produce each type of academic writing and professional correspondence following the properties of
well-written texts and process approach to writing.
ROLE: applicant of a corporate office or any industry related to your skills and education
AUDIENCE: human resource, management
SITUATION: applying for a job related to your education and skills, one of the requirements is the portfolio of
your exceptional works from your previous experience
PRODUCT: a portfolio of compiled academic writing and correspondence with the following content:

- Cover Page 3. Context Analysis

- Introduction 4. Book Review/Article Critique
- Table of Contents 5. Literature Review
1. Resume 6. Project Proposal
2. Application Letter 7. Reflection

 To be written in long bond paper with AERIAL 12, 1-inch margin each side, and single-space format
 To be placed in a long white folder, be presentable
 You may insert relevant images and content to showcase your skills in the portfolio such as artworks,
photography, write-ups, etc. relating to the job you are applying for. Insert it after the reflection (1
paragraph) page.

31
RUBRIC: refer to the following criteria

POST ASSESSMENT
Test 1. Match Column B and Column C. Write your answer on the space provided for in Column A.

A B C
1 Allusion a. It is defined as the social, cultural, political, historical and other related
circumstances that surround the text and from the terms from which it can be
better understood and evaluated.

2. critical reader b. It is a process of analyzing, interpreting and, sometimes, evaluating. When

we read critically, we use our critical thinking skills to question both the text
and our own reading of it.
3. Context c. It is the way that one text influences another
4. Hypertext d. It gives essential information about a book.
5 Research report e. It is someone who defends something by giving out reasons.
6. Critical reading f. It is a type of academic writing that provides an overview of a specific topic

7 Intertextuality g It refers to any proof of an argument, a claim, a counterclaim, a contention or

an assertion cited in the text leading to a conclusion.
8. text evidence h. It is an act of giving statements for justification and explanation. It is the
ability of someone to defend something by giving out reasons justifying a stand
based on prior and existing knowledge and experiences needed to arrive at a
decision.
9. Reasoning i. It is an expanded paper that presents interpretations and analyses of a
phenomenon based on experiments and previous information so that readers
can better understand
10. Book review or j. It is derived from the Greek phrase parodia which referred to a type of poem
article critique which imitated the style of epic poems but with mockery and light comedy.

11. Literature review k. It is a highly persuasive and informative document that aims to address a
particular problem or issue
12. Project proposal l. It is a formal, usually detailed statement, especially regarding a single issue,
that articulates position, viewpoint, and policy, as of government, organization,
or political candidate.
32
 13 Parody m. It is text which contains links to other texts
14 Position Paper n. It is a brief and indirect reference to a person, place, thing or idea of
historical, cultural, literary or political significance.
15. Employment o. It "is a one-page letter, also referred to as the "job application letter" or
Application Letter "cover letter attached to the resume when applying for jobs.

Test 2. Read the sentences carefully. Write T if the statement is true and F if false.

1. The purpose of an article critique is merely to entertain readers.

2. Book and article reviewers do not just share mere opinions, rather they use both proofs and logical reasoning
to substantiate their opinions.
3. The reviewer should include the appropriateness of methodology to support the arguments in writing a book
review or article critique.
4. Literature review describes, summarizes, and evaluates such studies in connection with the topic of the paper.
5. One of the functions of a literature review is to analyze related studies.
6. In writing a literature review, arranging information theoretically means organizing the information
according to points made or by the topic.
7. The abstract is found in the last part of the paper.
8. The choice of the survey instruments should be based on the research questions.
9. In a position paper, an issue be answered by yes or no.
10. The most essential part of every letter is to inform the receiver of its purpose.

ANSWER KEY

PRE-ASSESSMENT
I.
1. A
2. B
3. C
4. B
5. B
6. B
7. B
II.
1. Convention
2. Preference
3. Fact
4. Fact
5. Convention
6. Preference
7. Preference
8. Fact
9. Fact
10. Fact

BIBLIOGRAPHY
Galila, R., Udang, C., Naranjo, E., and Miso, E (2020) Reading and Writing Skills Module 2: Text and
Contexts Connections: Philippines.

Olivieri, P. (n.d.). How to Teach Text Evidence: A Step-by-Step Guide. [online] Rockin Resources.
Available at: [Link] 28 Aug. 2019].

33
Perez, R.E. (2014). Exit essay: Save the Filipino language. Retrieved from
[Link]

Reid, S. (n.d). Claims for Written Argument. Available @

[Link]
Dayagbil, Felomina, et. Al (2016). Critical Reading and Writing for the Senior High
School. Lorimar Publishing, Inc., Quezon City.

Explicit and Implicit Information. Retrieved from

[Link] um#curriculum
McGaan, L. PhD. (2016). Argumentation. Retrieved from

Galang, T. et. Al (2020). Reading and Writing Skills

Ruszkiewicz and Dolmage (2012). How to Write Anything. Bedford/St. Martin’s: New York

Ward, S. (2001) Urban Planning and Architecture (and the Use of the Critical Path
Method). Philosophical Library, Inc., New York, 2001, 67 pp

Vicente et al. (2003). Technical Writing. KEN Incorporated: Quezon City.

Tiongson, M. & Rodriguez, M. (2016). Reading and Writing Skills (2016). REX Book Store 1st edition.
Manila, Philippines.

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[Link]
ces/StudyHelp/StudySkills/sub/[Link]://[Link]/marykatrinebelino/critical-
reading-as-reasoning-7847430

[Link]
[Link]://[Link]/watch?v=YguqKdC1q8w

[Link]

[Link]

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[Link]://[Link]/definition/assertion[Link]
m/nm4ou_jglck5/the-logic-of-assertions/

[Link] Crane" Accessed August

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