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READING AND
WRITING SKILLS
Quarter 3 – Module 4:
Contexts of Written Texts
(Second Semester)
Reading and Writing Skills – Grade 11
Alternative Delivery Mode
Quarter 3 – Module 4: Contexts of Written Texts
First Edition, 2020

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 11
READING AND
WRITING SKILLS
Quarter 3 – Module 4:
Contexts of Written Texts
(Second Semester)

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Introductory Message
For the facilitator:

Welcome to Reading and Writing Skills Alternative Delivery Mode

(ADM) Module on Contexts of Written Texts!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in
the body of the module:

For the learner:

Welcome to Reading and Writing Skills Alternative Delivery Mode

(ADM) Module on Contexts of Written Texts!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the

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 lesson to take. If you get all the answers
correctly, you may decide to skip this module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to strengthen your understanding
and skills of the topic. You may check the
answers in the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or open-ended

statements to be filled in to process what you
learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also develops retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.

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 5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You can
do it!

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 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

What I Know

Before heading on to our lesson, let us first check what you already know.
Direction: 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.
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
Contexts of Written Texts
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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 Is It

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:

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 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?
Hypertext

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).

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.

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 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.

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.

Intertext

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.

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 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 Dictionary, 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.

What’s More

Activity 3:
Direction: 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.

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 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 need 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 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?
5. ____________________________________________________________________
____________________________________________________________________
_________________________________________________________________
Activity 4
Try to research the 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:
___________________________________________________________________________

___________________________________________________________________________

_________________________________________________________

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 What I Have Learned

Remember this!

• 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.

What I Can Do

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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 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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Answers Key

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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/