Senior High School

Reading and Writing Skills

Quarter 3 – Module 2
Text and Context Connections

Department of Education • Republic of the Philippines

Reading and Writing - Senior High School
Alternative Delivery Mode 2020
Quarter 3&4 – Module 2: Text and Context Connections
First Edition, 2020

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the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
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over them.

Published by the Department of Education

Secretary: Leonor Magtolis- Briones
Undersecretary:
Assistant Secretary:

Development Team of the Module

Author’s Name: MILGER A. BAANG & ANADESI L. BUHISAN

Reviewers: JOSEPHINE D. LADERES & SHEILLA B. DIANGO

Illustrator: VINCENT R. CAILING

Layout Artist: MYCO B. MACAMIMO

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Printed in the Philippines by: __________________________________________________

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Office Address: ________________________________________________________
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2
 Senior High School

TABLE OF CONTENTS

Cover Page 1
Copyright Page 2
Title Page 3
Table of Contents 4
Module Overview 7
Competency 3 8
What’s New Lesson 3 Claims in Written Texts 9
What I Need to Know 9
What I Know 10
What’s New Lesson 3.1 Claims in A Written Text 11
What’s New Lesson 3.2 Claim of Fact 13
What’s New Lesson 3.3 Claim of Policy 14
What’s New Lesson 3.4 Claim of Value 15
What Is It? Activity 1 16
What Is It? Activity 2 17
What I Have Learned 19
Assessment 19
Key to Answers 21
References 22
Competency 4 23
What’s New Lesson 4 Contexts of Written Texts 24
What I Need to Know 24
What I Know 25
What’s New Lesson 4.1 Context 26
What I Have Learned 27
What Is It? Activity 3 27
What’s New Lesson 4.2 Hypertext 29
What Is It? Activity 4 31
What’s New Lesson 4.3 Intertext 32

3
What Is It? Activity 5 33
What I Have Learned 34
Assessment 35
Key to Answers 36
References 37

4
 OVERVIEW

Hi there again! I see that you have finished the first module for Reading &

Writing. Give yourself a tap on the back, because you did a great job, and you deserve

a treat. This time, it’s time to embark on a new adventure: you second module

This module, is all about Text and Text Connections. This module will teach

you the different strategies and techniques in reading and writing texts critically. This

module will help you sharpen your critical reading skills.

There are five parts of this module, one for every competency outlined by the

Department of Education for you to master:

• Identify claims explicitly or implicitly made in a written text;

• Identify the context in which a text was developed

• Explain critical reading as reasoning

• Formulate evaluative statements about a text read; and

• Determine textual evidence to validate assertions and counterclaims made

about a text read.

With that being said, we wish you all the best and take this opportunity to learn

more and BE MORE.

Authors

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 Senior High School

Reading and Writing Skills

Quarter 3 - Module 2
Text and Context Connections

Learning Competency 3: Identify claims explicitly or implicitly made

in a written text EN11/12RWS-IIIij-6
a) Claim of Fact EN11/12RWS-IIIij-6.1
b) Claim of Policy EN11/12RWS-IIIij-6.2
c) Claim of Value EN11/12RWS-IIIij-6.3

Semester: 2nd Semester

Quarter: 3rd Quarter
Number of Hours: 2 Hours

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 Lesson Text and Context Connections:
Claims in Written Texts
3
What’s New

Readers like you, interact with a material through critical reading. In the
practice of critical reading, the readers are not just gathering information; they
also judge the importance and legitimacy of the information gathered by judging
the purpose, manner of presentation, and holistic development of the arguments
presented in the text. This is what you are going to do and learn in this module.

What I Need to Know

By the end of this lesson, you are expected to:

1. identify claims explicitly and implicitly made in a written text
a) Claim of Fact
b) Claim of Policy
c) Claim of Value

To achieve the objectives of this module, do the following:

✓ Take your time reading the lessons carefully.

✓ Follow the directions and/or instructions in the activities and exercises
diligently.
✓ Answer all the given tests and exercises.

7
 What I Know

Before heading on to our lesson, let us first check what you already know.
Instruction: Identify which type of claim the statement is making and put a check (/)
inside the box next to each sentence.

Claim Claim Claim

Statements of of of
Fact Value Policy
1. Honesty is the best policy.
2. Staying late at night can cause obesity.
3. Smoking can lead to respiratory infection.
4. Be kind for everyone has a hard battle to win.
5. Social media makes every youth share common
goals.
6. Extra Judicial Killings lessen the crimes in our
community.
7. All students must be strictly prohibited to bring any
gadgets at school.
8. Barkada Kontra Droga would eradicate drug addiction
in the community.
9. Zero Waste Management should be strictly
implemented in the school campus.
10. To compete globally, the Department of Education
adapted the K to 12 curriculum.

Great job! Later we will see if your answers are correct by reading
the rest of this module.

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 Lesson Text and Context Connections:
Claims in a Written Text
3.1
What’s New

To properly evaluate the ideas you have gathered while reading, you must
be able to know the different kinds of information which are explicit information and
implicit information.
Two Kinds of Information:

➢ Explicit Information is the information stated in the text. Readers can see
the piece of information stated in the given passage.
➢ Implicit information is the information not directly presented in the text. As
readers, we need to read between the lines to understand the details that
the writer is trying to tell us.

Critical reading enables you to distinguish the explicit and implicit information
provided by the author. Explicit information is information that is clearly stated in the
text. Implicit, on the other hand, are ideas suggested in the text but not directly stated.
This is where the ability to make inferences based on clues within the text is applied.

Through proper identification of explicit and implicit information, the critical

reader can properly evaluate the claim/s made by an author. Claims state the point or
position of an author regarding a certain topic. The claim statement is further proven
by supporting details from various resources and reliable evidence.

Tiongson (2016) gave the following characteristics of good claims:

1. A claim should be argumentative and debatable. It is expected for a written text

to yield objections and opposite perspectives to appear for readers of a text that
supports a certain stand on a topic. Completely factual texts are not considered
debatable.

2. A claim should be specific and focused. With the statement of claim limiting the
scope of the written text, it must be noted that claims must be focused on a
single topic alone to arrive at an equally concise and specific result or
conclusion.

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3. A claim should be interesting and engaging. It should capture the interest of
readers at first glance and encourage a healthy discussion on the topic.

4. A claim should be logical. The evidence supporting the claim must be

reasonable at its best.

SO, WHAT ARE THE TYPES OF CLAIMS?

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 Lesson Text and Context Connections:
Claim of Fact
3.2
What’s New

✓ Claims of Fact are pieces of information which are grounded on reliable

authority such as science or history.
✓ Claims of Fact relate to statements that can be easily verified and not
dependent on a person's preference. It also asserts that a condition has existed,
is existing, or will exist and is based on facts or data.
✓ Facts that are universally accepted are not considered claim of fact but instead
a statement of fact.

Claims of Fact are often qualified by such terms as generally, probably, or as a

rule. And, to verify whether these statements are claim of fact or not, ask these
questions:
Is it debatable? Is it verifiable? Is it specific? Can it be solve objectively?
Types of factual claims (generally "objective")
1. Factual / historical
2. Relational - causal connections
3. Predictive

Proof requires:
• sufficient and appropriate grounds
• reliable authority
• recent data
• accurate, typical data
• clearly defined terms -no loaded language
• a clear distinction between fact and inference

EXAMPLES OF CLAIMS OF FACT

• The oldest known disease in the world is leprosy.
• Generally, obesity causes health problems.
• Neil Armstrong was the first man to step on the moon.
• The first Mindanaoan President is Rodrigo Duterte.
• The earth is warming rapidly.

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 Lesson Text and Context Connections:
Claim of Policy
3.3
What’s New

✓ The Claim of Policy calls for some form of action.

✓ It states what the reader should or ought to do about a particular
situation/topic.

The Claim of Policy advocates a specific course of action. It asserts that specific
policies should be instituted as solutions to problems.
Claims of policy argue that certain conditions should exist. Almost always
"should" or "ought to" or "must" are included in this claim.
Claims of Policy are specific statements on procedures or laws that need to be
modified based on certain issues or conditions.
Most of the time, claims of policy ask for plans of action to solve current problems.
Proof requires:
• Making proposed action (clear), need (justification), plan (must be workable),
benefit (advantages) consider opposition / counter arguments.
Consider this statement, for example:
To attract more non-traditional students, this college must review and revise its
course offerings.

The given statement above is an example of a claim of policy. It calls on action

for the college referred to, regarding its course offerings to arrive at a workable
conclusion which is to attract more non-traditional students. The author may choose
to elaborate on this course of action to prove that this claim can work for the college.

EXAMPLES OF CLAIMS OF POLICY

• The mayor should suspend the classes today.

• You must send your children to public schools.
• The government should legalize medicinal marijuana.
• The Boy Scouts should not have to include gay scout leaders.
• Local Malls should not open during the general community quarantine.

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 Lesson Text and Context Connections:
Claim of Value
3.4
What’s New

✓ Claims of Value refers to statements that appeal to a person’s taste and

morals or the sense of what’s good and what’s bad.
✓ This type of claim weighs the values according to which is more desirable.
Claim of value deals with topics concerning moral, philosophical, or aesthetic
aspects.

Claims of Value involve judgments and evaluations. It judges whether

something is good/bad, right/wrong, just/unjust, ethical/non-ethical, and others. We
judge the worth of something. It attempts to prove that some things are more or less
desirable than others.

Some claims of value are simply expressions of taste, preferences, and prejudices.
The most important in proving claim of value is by establishing standards of evaluation.

Proof requires:
• Establishing standards of evaluation (i.e. a warrant that defines what constitutes
instances of the relevant value)
• note the priority of the value in this instance
• Establish the advantage (practical or moral) of your standards
• Use examples to clarify abstract values
• Use credible authorities for support

The famous saying, honesty is the best policy, is one good example of a claim
of value. To prove the statements validity, the author may elaborate on the examples
that show how honesty holds advantage over other policies and how it has been
proven to be effective.

EXAMPLES OF CLAIMS OF VALUE

• It is better to be feared than loved.
• Cheating is not good.
• Gay marriage is immoral.
• Buying a house is a lot better than building it.
• Rock music sucks.
• The government is doing a great job during the Covid-19 pandemic.

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CHECK THIS OUT!
Claim of Fact Claim of Value Claim of Policy
Facebook is better Facebook must be doing
Generally, Facebook than Twitter and well considering the
received most visits than Instagram. number of visitors it has
Twitter and Instagram.
every day.

debatable, verifiable, Requires a “standard” Suggests a solution or a

specific, objective to verify policy

What is it?

Activity 1: Read and identify the types of claims used in each statement. Write
COF for Claim of Fact, COP for Claim of Policy and COV for Claim of Value. Write
your answer on the space provided before each sentence.

______________1. The use of civil disobedience during the Martial Law struggle was
reasonable, moral, and necessary.
______________2.The private ownership of automatic and semi-automatic weapons
in the Philippines should be banned.
______________3. The possibility of an asteroid or meteor hitting Earth is great
enough that the Federal government should be finding plans to
prevent it.
______________4.The death penalty if used in the Philippines will be ineffective and
impractical.
______________5. The death penalty if applied in the Philippines will be immoral.
______________6. Recovered memory should be disallowed as evidence in
Philippine courts.
______________7. Opera is not as entertaining as musical comedy.
______________8. Generally, public secondary schools in America are not
adequately preparing students for college.
______________9. Fetal tissue research should not be funded by the Philippine
government.
______________10. Fetal tissue research is wrong.

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 What is it?

Activity 2: Read and analyze the following essay. And fill in the table with the
claims that are in the essay.

EDUCATION IN THE NEW NORMAL

Ching Jorge

If last year’s enrollment figures are to be a basis, the Philippine education system
will be expecting around 27 million students to enroll in the Basic Education System in
the coming school year. With the early closure of the school year in March, the enhanced
community quarantine in effect, and the still unclear future that the COVID-19 pandemic
will bring, the Department of Education (DepEd) and our millions of learners are facing
enormous challenges.

In a recent evaluation on ALS (Alternative Learning System) interventions done

in the Mindanao region during the quarantine period, platforms such as ICT4ALS, FB
Chat, Google Classroom, the Aral Muna app, and DepEd Commons emerged as the
most common technological interventions used. Also popular are the use of radio-based
intervention — partnerships with local radio stations to announce questions or lessons
that can be replied to by phone. There are also the door-to-door delivery of worksheets,
take-home learning activity sheets, and take-home portfolio completions. These
modalities are being used and explored during the quarantine period and will serve as
key learning points for implementation in the bigger education system.

While home school and online learning are among the proposed solutions,
access to technology and the internet, especially in remote areas, remains a challenge.
In the public education system, it is not uncommon for students to lack internet
connection at home or be unable to afford to “load” their phones regularly. Some do not
even have computers or phones at all. As this is a reality that many schools, students,
and communities will face, the DepEd proposes a combination of different learning
modalities and will be using the Blended Learning approach.

In-classroom study and individual study/online classroom work, or Blended

Learning, will allow students to learn at their own pace under guided modules. The
DepEd has launched an online study platform called DepEd Commons, accessible to
both private and public schools, to help students continue their lessons. It has also
developed an ALS platform in partnership with Unicef called ICT4ALS, a portal of
learning resources, activity sheets, and online tutorials for ALS teachers and learners.

However, the challenge of technology access still remains for public school
students. Other factors such as home environment (conduciveness to learning), learner
attitudes toward home learning, and technology competence can affect learner
outcomes and the effective use of Blended Learning. Learning at home also requires
parent participation and support.
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 Education’s new normal will not just be about operating in an environment that
secures the health of students; nor will it be about completely transitioning to online
modalities. Instead, it should be about using technology to increase efficiency in areas
with the capacity to do so, while empowering learners and communities to create
positive learning environments in which the student can grow. It should not sacrifice
quality but continue to provide equal opportunities, most especially to the marginalized
and vulnerable sectors. It is not a one-size-fits-all solution, but one that is dependent on
the needs of each learning community.

While the DepEd carries most of the burden for this challenge, the role of local
government units is crucial. An alignment of resources and education goals within each
community is needed to support the education ecosystem of students, teachers, and
parents and assist the adjustment to the new normal — home schooling, parent-as-
teachers training, community internet centers, a Citizen Watch for education,
establishing LGU leaders as education champions.

While the future remains unknown, by working together to support and empower
the education ecosystems in our communities, we can help establish the structures that
our students will need to receive the quality education they deserve, and bring stability
in a time of uncertainty.

https://opinion.inquirer.net/129286/ph-education-and-the-new-normal
Posted April 28, 2020
Paragraph Key Claim Type of Claim (Fact,
Number Policy, Value)

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 What I Have Learned

• A claim is a statement that is not considered accepted by all. It may be

unverified or controversial to a certain degree.
• There are claims rooted in history or science (claims of fact).
• There are claims that demand action because the present conditions for
certain policies are no longer effective (claims of policy).
• There are claims that assert the morality of an idea based on certain
standards or preferences (claims of value).

Assessment

After our lesson, let us now check what you have learned.

Instruction: Identify which type of claim the statement is making and put a check (/)
inside the box next to each sentence.

Claim
Claim of Claim of
Statements of
Fact Value
Policy
1. Honesty is the best policy.
2. Staying late at night can cause obesity.
3. Smoking can lead to respiratory infection.
4. Be kind for everyone has a hard battle to win.
5. Social media makes every youth share common
goals.
6. Extra Judicial Killings lessen the crimes in our
community.
7. All students must be strictly prohibited to bring
any gadgets at school.

17
8. Barkada Kontra Droga would eradicate drug
addiction in the community.
9. Zero Waste Management should be strictly
implemented in the school campus.
10. To compete globally, the Department of
Education adapted the K to 12 curriculum.

Congratulations!
You have completed your journey in this module.
You did a great job!
It’s now time to go on to the next adventure…
Good luck!

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 19
Activity 2 : Answers may vary.
1. COF
2. COP
3. COP
4. COV
5. COV
6. COP
7. COF
8. COF
9. COP
10. COF
Activity 1:
1. COV
2. COF
3. COF
4. COV
5. COF
6. COF
7. COP
8. COF
9. COP
10. COF
Pre-Test and Post-Test
Key to Answers
REFERENCES

Explicit and Implicit Information. Retrieved from

https://link.quipper.com/en/organizations/547ffb8bd2b76d0002002618/curriculum#cur
riculum

McGaan, L. PhD. (2016). Argumentation. Retrieved from

https://department.monm.edu/cata/mcgaan/classes/cata335/O-claims.335.html

Olivieri, P. (n.d.). How to Teach Text Evidence: A Step-by-Step Guide. [online] Rockin
Resources. Available at: https://blog.teacherspayteachers.com/teach-text-evidence/
[Accessed 28 Aug. 2019].

Perez, R.E. (2014). Exit essay: Save the Filipino language. Retrieved from
http://rjaperez.tumblr.com/post/95149266012/exit-essay-save-the-filipino-language

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

https://www.mesacc.edu/~paoih30491/ArgumentSampleClaimofFactDef.html

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 Senior High School

Reading and Writing Skills

Quarter 3 - Module 2
Text and Context Connections

Learning Competency 4: Identify the context in which a text was

developed
a) Hypertext
b) Intertext
S2 Q4 EN11/12RWS-IIIgh4
Semester: 2nd Semester
Quarter: 4th Quarter
Number of Hours: 4 Hours

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 Lesson Text and Context Connections:
Contexts of Written Texts
4
What’s New

Being a critical reader also involves understanding that texts are always
developed with a certain context. A text is neither written nor read in a vacuum; its
meaning and interpretation are affected by a given set of circumstances. Thus, there
is a need to identify the context of text development.

What I Need to Know

By the end of this lesson, you are expected to:

1. identify the context in which a text was developed
a) Hypertext
b) Intertext

To achieve the objectives of this module, do the following:

✓ Take your time reading the lessons carefully.

✓ Follow the directions and/or instructions in the activities and exercises
diligently.
✓ Answer all the given tests and exercises.

22
 What I Know

Before heading on to our lesson, let us first check what you already know. Read
the statements carefully, and determine what is being referred to, then write your
answers on the blanks provided before each number.

____________________1. This creates a network of materials linked because of

various connections.
____________________2. It is the complex interrelationship between a text and other
texts.
____________________3. This refers to the occasion or situation that informs the
reader about why a document was written and how it was
written.
____________________4. This is the modeling of a text’s meaning by another text.
____________________5. It is a non-linear way of presenting information.

Great job! Later we will see if your answers are correct by reading the
rest of this module… but before that….

Can you think of the differences between these two ways in identifying the
context of text development? Try to fill this table with your ideas.

HYPERTEXT INTERTEXT

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 Lesson Text and Context Connections:
Context
4.1

What’s New

What is CONTEXT?
✓ Context is defined as the social, cultural, political, historical, and other
related circumstances that surround the texts and form the terms from
which it can be better understood and evaluated.
✓ It also refers to the occasion or situation that informs the reader about why
a document was written.
✓ Context, according to Moxley, refers to the occasion, or situation that
informs the reader about why a document was written and how it was
written. The structure, organization and purpose of a written text is heavily
influenced by its context.

The way writers shape their texts is dramatically influenced by their CONTEXT.
Writers decide how to shape their sentences by considering their contexts.

Context is important as a foundation for the author in constructing his/her written

text. This includes how the writer has researched the topic and how he/she organized
the content.

Moxley posed the following questions on the analysis of context:

1. What is going on in the world of readers that will influence the reader’s
thoughts and feelings about the document?
2. Does the intellectual content of the document rest on the shoulders of other
authors? Will readers expect the author to mention particular scholars or
researchers who did the original, ground-breaking work on the subject you
are exploring?
3. What background information can you assume your reader is already familiar
with?

24
 What I Have Learned

• Context refers to the occasion, or situation that informs the reader about why
a document was written and how it was written.
• The way writers shape their texts is dramatically influenced by their context.

What is it?

Activity 3: Read the following essay and identify the context with which the text
was written by answering the questions that follow.

DIGITAL BAYANIHAN AMID COVID-19

Experts all over the world believe that to mitigate the effects and end the spread
of the Novel Coronavirus disease (COVID-19), all sectors of the society must work
hand in hand to fight the deadly virus.
It is not the sole responsibility of the government to stop the global pandemic,
and it is imperative for people to join in the efforts and collectively stop the virus from
further infecting anyone.
This rings true in the Philippines, where the spirit of bayanihan is slowly being
revived amid the onslaught of natural and man-made catastrophes that struck the
whole country during the first three months of 2020.
Various non-government organizations and even individuals have started
calling on Filipinos to help in the war against the pandemic, whether it’s through
volunteerism or through monetary donations.
Donations drives have been launched by various groups to help protect frontline
healthcare workers from the virus. These came amid the reported scarcity of personal
protective equipment (PPEs) in hospitals.
Likewise, groups and individuals are seeking support to fund relief goods for
the families that are in need of food and personal hygiene kits, as major cities and
provinces and provinces impose in their own community quarantine protocols.
There are hundreds of more donations drives that are hundreds of more
donations that are happening across the Philippines today, signaling the strong revival
of the Filipino culture of Bayanihan—only that with the strict implementation of

25
community quarantines and social distancing protocols, donations are facilitated
through mobile phones.
Source: globalnation.inquirer.net (posted March 2019)

1. What is going on in the Philippines while this text was written?

____________________________________________________________________
____________________________________________________________________
_________________________________________________________________
2. What is meant by BAYANIHAN?
____________________________________________________________________
____________________________________________________________________
_________________________________________________________________
3. How is bayanihan during the pre-colonial Philippines different from bayanihan
during the pandemic?
____________________________________________________________________
____________________________________________________________________
_________________________________________________________________
4. How are things different in the Philippines during the pandemic?
____________________________________________________________________
____________________________________________________________________
_________________________________________________________________

Great job answering those questions!

Moving on, there are two types of context in which a text was developed: the
hypertext and the intertext.
You will be exploring them in the next lessons. Are you ready?

26
 Lesson Text and Context Connections:
Hypertext
4.2
What’s New

Typically, a text is written in a linear fashion. This linear progression only

enables the reader to read the material the way the author designed it from the
beginning to end. HYPERTEXTUALITY allows readers to study a text in a different
manner.
In a hypertext, pieces of information are connected semantically. There is
an undefined beginning, middle and end.
Hypertext creates a network of materials linked because of various
connections they share. This encourages and, at times, requires readers to go
through the material at their pace.

Hypertextuality according to 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 into a different
direction).

27
 Instead of reading or learning about things in the order predefined by an author,
an editor or a publisher, the readers of a hypertext can follow their own path, create
their own order – their own meaning out of the material.

Hypertext is text which contains links to other texts. The term was coined by Ted
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
link to obtain more information on a subsequent page on the same site or from
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 topic on a screen to related information, graphics, videos,

and music – information is not simply related to 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 wider horizon of information to a new direction.

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.

Take a look at this example:

28
 Every time you search on the web, you see words or clusters of words that are
underlined and are in blue. When you click these words, you will be transported to
another site.

Hypertext is a new way of reading a text online. It collects every available data
but this exhaustive inclusion exposes the reader to a wealth of irrelevant material.
While intertextuality banks on its text-generated constraints on the reader’s
perceptions, hypertextuality is a reader-generated loose web of free association.

Information directly/indirectly related to the topic written may be referenced

through hyperlinks in which the reader can access the direct source or reference
through a single click.

Hypertextuality, although opens up to a wide variety of mostly irrelevant

information, gives the reader the free will to personalize his or her analysis of the text.
The reader may choose to focus only on the information that is related to his/her
background, thus creating a personal meaning out of the given material.

What is it?

Activity 4: Try to research about a word that you were curious about. You can
start with WIKEPEDIA, then click on the hyperlinks on the article and see what
sites the hyperlinks sent you. List the sites that you were able to explore.

WORD/PHRASE THAT YOU WANT TO RESEARCH OR READ FURTHER ABOUT:

____________________________________________________________________

SITES THAT YOU WERE ABLE TO VISIT BY CLICKING THE HYPERLINKS:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

29
 Lesson Text and Context Connections:
Intertext
4.3
What’s New ,

When reading, the readers try to make meaning of the material that they are
absorbing through many different processes. Unintentionally, sometimes, the
patterns in the materials read are apparent in another text. Theorists term this as
intertextuality.
Intertextuality, is also 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 and
discourse.

Intertextuality, as defined by Tiongson (2016), is the modeling of a text’s

meaning by another text. Intertext is the relationship between texts and how culture
and other writers influence a text. This is often seen on works wherein the author
borrows and transforms an existing text or when one references a text on his own
written work. The text will then contain a wide accumulation of cultural, historical and
social knowledge.

Intertextuality, as a literary device, “is the complex interrelationship between a

text and other texts taken as fundamental to the creation and interpretation of the text”
(Merriam Webster Disctionary, 2015).

Intertext excludes irrelevant data. It underscores the main point/s of the text by
making explicit those data that are only implied or presupposed in the text, thus
defining their relevance. Spurred by this context, a healthy dialogue among different
texts and interpretations, audience, is born.

As readers, the ability to create connections among various texts enhances the
meaning of the reading material.

Let us see if you can see the connections between these two literary works:

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 What is it?

Activity 5: Are you familiar with the Harry Potter Series and the Lord of the
Rings Trilogy? If so, can you discuss what their similarities are?

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 What I Have Learned

✓ Context is defined as the social, cultural, political, historical, and other related
circumstances that surround the text.
✓ 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 a hypertext can follow their own path.
✓ Intertext on the other hand, is defined as the connections between language,
images, characters, themes, or subjects depending on their similarities in
language, genre or discourse.

Assessment

After our lesson, let us now check what you have learned. Read the
statements carefully, and determine what is being referred to, then write your
answers on the blanks provided before each number.

____________________1. This creates a network of materials linked because of

various connections.

____________________2. It is the complex interrelationship between a text and

other texts.

____________________3. This refers to the occasion or situation that informs

the reader about why a document was written and
how it was written.

____________________4. This is the modeling of a text’s meaning by another

text.

____________________5. It is a non-linear way of presenting information.

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 Congratulations!
You have completed your journey in this module.
You did a great job!
It’s now time to go on to the next adventure…
Good luck!

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 34
JK Rowling’s "Harry Potter Series" share similar events and even characters types
similar to JRR Tolkien’s "Lord of the Rings Trilogy". Both texts use wise wizards as
the protagonist’s mentor (Gandalf in LOTR and Dumbledore in Harry Potter), this
is an example of intertextuality. As readers, we understand "Harry Potter’s" journey
more because of the individual connections we can attribute to the "Lord of the
Rings".
Possible answer:
ACTIVITY 3
Answers may vary
ACTIVITY 2
Answers may vary
ACTIVITY 1
1. Hypertext
2. Intertext
3. Context
4. Intertext
5. Hypertext
Pre-Test & Post-Test
Key to Answers
REFERENCES

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

https://en.wikipedia.org/wiki/Text_(literary_theory)

https://www.slideshare.net/KatrinaClaireLandich/

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 MODULE 2 WRITER’S PROFILE

Name: MILGER A. BAANG

Position: Master Teacher I
Educational Attainment:
PhD in English Language (On-Going)
PhD in Educational Management
Master of Arts in English
BSE English
AB English
Module Title: Module 2 – Text and Context Connections (Competency 3, 4 &5)
Division: Misamis Oriental
School: Villanueva Senior High School
District: Villanueva

Name: ANADESI L. BUHISAN

Position: Teacher II
Educational Attainment:
CAR – Master of Arts in Teaching English as a Second Language
Bachelor of Secondary Education major in English
Module Title: Module 3 – Purposeful Writing in the disciplines and for Professions
Division: Misamis Oriental
School: Opol National Secondary Technical School – Senior High School
District: Opol District

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For inquiries or feedback, please write or call:
Department of Education – (Bureau/Office)
(Office Address)
Telefax:
Email Address:

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