GEC 003

PURPOSIVE
COMMUNICATION

FIRST SEMESTER, A.Y. 2021-2022

MARIJANE B. ACOSTA, MAED

INSTRUCTOR

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 Module 4
Fourth Week
Evaluation of Text and Images in Multicultural Context

INTRODUCTION

The key concepts of Media Literacy Framework serves as a basis for developing a critical
understanding of the content of mass media, the techniques used and the impact of these
techniques. Also, the ley concepts of media literacy can be very helpful in the construction of
media texts for different purposes. The term “texts” includes any form of written, spoken or
media work conveying meaning to an audience. Text may use words, graphics, sounds, and
images in presenting information. It may also be in oral, print, visual or electronic forms.
(Wakat et. Al, 2018)

I. LEARNING OUTCOMES:

At the end of module 4, you are expected to:

1. apply critical reading in evaluating text and images;
2. convey ideas through oral, audio-visual, or web-based presentations;
3. evaluate multimodal texts;and
4. reflect on a learning experience.

II. TOPICS
Module 4 – Evaluation of Texts and Images in Multicultural Contexts
1. What is critical reading?
2. What are the qualities of a critical reader?
3. Guide Questions in Evaluating a Text
4. Guide Questions in Evaluating Images

INSTRUCTIONAL MATERIALS

Slide presentations on Evaluation of Texts and Images in Multicultural Contexts

Images(Advertisements) from terromotopropaganda.com.br

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 III. WARM-UP
1. Come up with a slogan that best interprets the image.

 Debriefing questions:
a. What is the message of the image?
b. What contributes to the message of the image?
c. Is your interpretation of the image different from those of others? Why?

SELF-AUDIT:
After completing the warm-up activity, tick the column that best describes your ability to
evaluate texts and images in a multicultural context. Answer this section objectively as
possible. Bear in mind that there are no wrong answers. You can base your answers to this
self-audit task on your warm-up performance.

Usually Sometimes Seldom Never

3 2 1 0

1. I analyze the organizational pattern used by the author in

writing the text.
2. I analyze the visual and technical quality of the image.

3. I annotate the text.

4. I assess the usefulness, relevance, and credibility of the text

or the image.

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 5. I determine the context.

6. I determine the organizational pattern of the text.

7. I determine the target audience.

8. I evaluate the author’s credibility.

9. I evaluate the source.

10. I make inferences.

TOTAL

GRAND TOTAL

Now that you have completed the self-audit, consult the table below to identify your ability to evaluate
texts and images in a multicultural context. You may share the results with your family and classmates
and remember them as you participate in the succeeding activities.

Interpretation:
Score Level of Proficiency
28-30 Advanced
25-27 Proficient
23-24 Approaching to Proficiency
21-22 Developing
20 and below Beginning

IV.INTERACTION
Today, evaluating texts and/or images is essential because of the proliferation of information
resources and rapid technological change. As you have noticed, you are always confronted with
diverse wealth o information for personal, academic, or professional use that can be accessed in
multicultural settings.
With the advent of a digital environment or the internet, most o the information is unfiltered
making its authenticity, validity, and reliability questionable. The abundance of information
from various media, namely short message, electronic mail, social media, print and electronic
journals, periodicals, and advertisements also poses a challenge for you in terms of evaluating
and understanding it fully.
As a competent communicator, you should be able to evaluate, manage, and use information
effectively to enhance your message, improve your receptive skills such as listening, reading, and

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viewing skills, and accomplish a specific purpose. One best way to evaluate messages and images
is through critical reading. (Barrot & Sipacio, 2018)

CRITICAL READING
As one of the categories of reading skills along with rapid reading, previewing, literal reading
and inferential reading, critical reading involves studying and evaluating the text closely in
terms of relevance, validity, and logic.
The goal of critical reading is to examine not only what message is conveyed but also how the
message is conveyed as well as its purpose, target audience, and other ways of presenting it.
Essentially, critical reading requires you to be an investigator and “break down” a text to
appreciate and understand it better. (Barrot & Sipacio, 2018)

QUALITIES OF A CRITICAL READER

A critical reader…..

 annotates the text by writing or using sticky notes

 determine and analyzes the organizational pattern ( compare contrast, cause-effect,
description, narration, definition, or persuasion) of the text
 asks critical questions that promote analysis, synthesis, and evaluation of text
 considers the cultural and historical background of the text or image
 distinguishes facts from opinions
 evaluates the author’s credibility by checking on his/ her credentials or academic and
scholarly background.
 evaluates the source of the text and image
 looks beyond the text or ideas that are not explicitly stated
 makes inferences about the text or images and the author’s ideas, biases, claims, agenda,
or views
 assesses the usefulness and relevance of the text by summaries and abstracts,
introductions, conclusions, headings, subheadings
 reads with the specific question in mind that he/she wants the text or image to answer
 reads with an open mind

(Barrot & Sipacio , 2018)

GENERAL GUIDE QUESTIONS IN EVALUATING A TEXT

Source

 What is the source?

 When was the text published?

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  Are there titles or headers, table of contents, summaries and abstracts, introductions,
conclusions, headings, and subheadings in the source? Is the source useful ?Is the source
useful? Is the source relevant? Is the source reliable?

Context

 What is the context of the text?

 What pieces of information are given that provide the context of the text?

Contents

 What is the message?

 What is the purpose of the message?
 What are the facts or figures that support the message?
 How is the message conveyed by the text?
 What is the tone of the text?
 What words contribute to frame the message of the text?
 How do you think the audience might be affected the way the text is written?

Audience

 Who is the target audience?

 What information is provided that give you the idea about the target audience of the
text?

Author

 Who is the author?

 What are the credentials of the author?
 What is the author’s purpose of writing (informational, persuasive, or entertainment)?
 What is/are the author’s major ideas?

GENERAL GUIDE QUESTIONS IN EVALUATING IMAGES

Source

 What is the source of the image? How did you find the source?
 Are there pieces of information about the source of the image?
 How did you know the source? Is the information reliable?

Context

 Can you determine the information which accompanies the image?

 Does the information provide the context of the image or where, when, why, how and for
whom the image is?

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Contents

 What are contained in the image?

 Are there people/ animals/objects in the image? How are they presented?
 What message does the image convey? Is the message clear?
 What elements in the image support the message?
 What feelings does the image evoke?
 How do others see the image?

Audience

 Who is the target audience?

 What information is provided that gives you an idea about the target audience of the
image?

Author

 Is the name of the author given?

 Who is the author?
 What are the credentials of the author?
 What is the author’s purpose( informational, persuasive, or entertained)?

Visual

 How do you find the layout, design, and color? How are they used? Are they helpful in
framing the message of the image?
 Can you identify what is in the foreground and in the background? What are they?

Technical Quality

 What can you say about the color and size of the image?
 What can you say about the quality of the image?
 Is it copyrighted?

( Barrot & Sipacio , 2018)

Comprehension Check :
Now, I would like you to think about this.Write CT on the blank if the statement conveys critical
reading; otherwise, write NCT.
___1. I analyze the strategies authors use to achieve his/her purpose of writing.

___ 2. I read all newspaper articles from the first page up to the last page.

___ 3. I write the author’s purpose and biases on the margins.

___ 4. I highlight confusing ideas.

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___ 5. I distinguish facts from opinions.

___ 6. I assume the target of the scholarly articles is always the teachers.

___ 7. I question the intended message of the text or image.

___ 8. I ask “what” ,”when”, “who”, “where”, “why”, “how”, “so what” before reading.

___ 9. I examine the relationships of ideas presented in the text.

___ 10. I apply skimming and scanning.

TASKS:

I. Do the following specific tasks. Look for your preferred article, i.e. newspaper, magazine, etc.
Indicate the title, author, and source before answering the questions.( This will serve as your
Midterm Examination.)

A. Preview the text. Then, answer the following questions:

1) Is the source reliable?

2) Based on the title, what previous knowledge do you have about the text?
3) Based on the title, what do you think is the text about?
4) Who is the author? Do you find him/her credible? What makes you say no?

B. Annotate the text by writing.

1) What is the context of the text?

2) Who is the target audience?
3) What information is provided that gives you the idea about the target audience of the text?
4) What organizational pattern (compare-contrast, cause-effect, description, narration,
definition, or persuasion) is used?
5) What are the author’s biases?
6) What pieces of information are given that provide the context of the text?
7) What is the message?
8) What is the purpose of the message?
9) What are the pacts or figures that support the message?
10) How is the message conveyed by the text?
11) What is the tone of the text?
12) What words contribute to frame the message of the text?

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13) How does the message relate to your field of discipline?

C. Make graphic representation of the ideas in the text. You can use semantic web or any graphic
organizer.

II. Choose two of the advertisements below. Then evaluate your chosen advertisements using the
General Guide Questions for Evaluating Images.

Bullet 1,

NOT WEARING A SEATBELT CAN KILL

Image Credit: Terremoto
Made by: terromotopropaganda.com.br

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Balance of Nature, 3

Image Credit: Terremoto

Made by: terremotopropaganda.com.br

Stop the Violence, Don’t Drink and Drive,

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V.INTEGRATION/REFLECTION
Reflect on the learning that you gained from this lesson by completing the given
chart.

What were your misconceptions What new or additional learning

about the topic prior to taking up have you gained from this lesson in
this lesson? terms of skills, content, and
attitude?

I thought… I learned that…

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VI. SUMMARY:

In this lesson, you learned to form opinions and evaluate texts that contain words
and the need to be more aware and critical about what you accept as a matter of truth or
fact.

VII. REFERENCES:

Book
 Barrot,J. & Sipacio, P. (2018). Purposive Communication in the 21st Century. Quezon
city: C&E Publishing, Inc.

Websites/Links
 C ow an , S . (2 0 1 3 ) . Information Literacy: The Battle We Won that We Lost? Retrieved
from https://www.press.jhu.edu/journals/portal_libraries_and_the_academy/
portal_pre_print/current/articles/14.1cowan.pdf
 Image. Balance of nature. Retrieved from terremotopropaganda.com.br
 Image. Stop the Violence.Don’t Drink and Drive.Retrieved from
terremotopropaganda.com.br
 Image.Not Wearing A seatbelt Can Kill You.Retrieved from
terremotopropaganda.com.br

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Name________________________ Course/Year & Section____________

Module 4

WARM-UP A CTIVITY:
1. Come up with a slogan that best interprets the image.

 Debriefing questions:
d. What is the message of the image?
e. What contributes to the message of the image?
f. Is your interpretation of the image different from those of others? Why?

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF
REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS
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 ____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

___________________________________________________________

SELF-AUDIT

Usually Sometimes Seldom Never

3 2 1 0

1. I analyze the organizational pattern used by the author in

writing the text.
2. I analyze the visual and technical quality of the image.

3. I annotate the text.

4. I assess the usefulness, relevance, and credibility of the

text or the image.
5. I determine the context.

6. I determine the organizational pattern of the text.

7. I determine the target audience.

8. I evaluate the author’s credibility.

9. I evaluate the source.

10. I make inferences.

TOTAL

GRAND TOTAL

Comprehension Check :
Write CT on the blank if the statement conveys critical reading; otherwise, write NCT.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF
REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS
1
WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
4
____1. I analyze the strategies authors use to achieve his/her purpose of writing.
___ 2. I read all newspaper articles from the first page up to the last page.
___ 3. I write the author’s purpose and biases on the margins.
___ 4. I highlight confusing ideas.
___ 5. I distinguish facts from opinions.
___ 6. I assume the target of the scholarly articles is always the teachers.
___ 7. I question the intended message of the text or image.
___ 8. I ask “what” ,”when”, “who”, “where”, “why”, “how”, “so what” before reading.
___ 9. I examine the relationships of ideas presented in the text.
___ 10. I apply skimming and scanning.

TASKS:

I. Do the following specific tasks. Look for your preferred article, i.e. newspaper, magazine, etc.
Indicate the title, author, and source before answering the questions.

A. Preview the text. Then, answer the following questions:

5) Is the source reliable?

6) Based on the title, what previous knowledge do you have about the text?
7) Based on the title, what do you think is the text about?
8) Who is the author? Do you find him/her credible? What makes you say no?

B. Annotate the text by writing.

14) What is the context of the text?

15) Who is the target audience?
16) What information is provided that gives you the idea about the target audience of the text?
17) What organizational pattern (compare-contrast, cause-effect, description, narration,
definition, or persuasion) is used?
18) What are the author’s biases?
19) What pieces of information are given that provide the context of the text?
20)What is the message?
21) What is the purpose of the message?
22) What are the pacts or figures that support the message?

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF
REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS
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23) How is the message conveyed by the text?
24) What is the tone of the text?
25) What words contribute to frame the message of the text?
26) How does the message relate to your field of discipline?

C. Make graphic representation of the ideas in the text. You can use semantic web or any graphic
organizer.

II. Choose two of the advertisements below. Then evaluate your chosen advertisements using the
General Guide Questions for Evaluating Images. Use a short bond paper.( This will serve as
your Midterm Examination.)

Bullet 1,

NOT WEARING A SEATBELT CAN KILL

Image Credit: Terremoto

Made by: terromotopropaganda.com.br

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF
REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS
1
WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
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Balance of Nature, 3

Image Credit: Terremoto

Made by: terremotopropaganda.com.br

Stop the Violence, Don’t Drink and Drive,

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF
REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS
1
WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
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Integration/Reflection:
Reflect on the learning that you gained from this lesson by completing the given
chart.

What were your misconceptions about What new or additional learning have
the topic prior to taking up this lesson? you gained from this lesson in terms of
skills, content, and attitude?

I thought… I learned that…

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF
REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS
1
WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
8
THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF
REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS
1
WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.
9