English: Quarter 3 - Module 2: Reading Comprehension

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English
Quarter 3 – Module 2:
Reading Comprehension
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ENGLISH - Grade 8
Alternative Delivery Mode
Quarter 3 – Module 2: Reading Comprehension
First Edition, 2020
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Published by the Department of Education – Division of Gingoog City
Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI
Development Team of the Module
Author/s: Lady Fe C. Abrea; Cristita M. Mabilen; Darlene C. Catigay
Reviewers: Levie D. Llemit, Ph.D, Rolan B. Acido
Illustrator Raul A. Mabilen
Layout Artist: Lady Fe C. Abrea
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Members Pablito B. Altubar

CID Chief
Levie D. Llemit, PhD – EPS 1 - English
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ENGLISH
Quarter 3 - Module 2
Reading Comprehension
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Table of Contents
What This Module is About ................................................................................................................... i

What I Need to Know .............................................................................................................................. i
How to Learn from this Learning Package ........................................................................................ii
Icons of this Learning Package ............................................................................................................ii
What I Know ........................................................................................................................................... ..iii-iv
Lesson 1:
Recognizing Propaganda Techniques Used in a Given Text ............................................ 1
What’s In........................................................................................................ 1
What’s New
Activity 1: Watch Me .............................................................................. 2
Activity 2: Read Me …………………………………………………………. 3
What Is It
Propaganda Techniques ........................................................................... 3
What’s More …………………………………………………………………….. 9
Activity 3: Fill me up!............................................................................... 11
What I Have Learned
Activity 4: Generalization……………………………………………………...12
What I Can Do
Activity 5: Let’s Make it! ........................................................................... .12
Lesson 2:
Differentiating Facts from Opinions ................................................................................. .14
What’s In........................................................................................................ .14
What’s New
Activity 1: Solve it ………………………………………………………….…14
What Is It
Fact and Opinion ...................................................................................... .14
What’s More
Activity 2: Identify Me! ............................................................................. 15
Activity 3: Read me!............ .................................................................... 16
What I Have Learned
Activity 4: Generalization……………………………………………………. 17
What I Can Do
Activity 5: Express it !............................................................................... 18
Lesson 3:
Utilizing Coping Reading Strategies to Process Information in a Text…………………19
What’s In……………………………………………………………………………19
What’s New
Activity 1-A: Guess it!
Activity 1-B. Unlocking of Difficulties .........................................................20
What Is It
“A Glimpse of Africa” by Mary Penick Motley………………………..………20
What’s More
Activity 2: Complete Me! …………………………………………..………….21
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What I Have Learned
Activity 3: Generalization………………………………………………....…..22
What I Can Do
Activity 4: Make it! …………………………..………………………………….22
Lesson 4:
Reacting to What is Asserted or Expressed in a Text .................................................... ..23
What’s In
Activity 1: Let’s Link.................................................................................. ..23
What’s New
Filipino Adolescent…………………………………………………………….. 25
Activity 2: Comprehension Check …………………………………………….25
What Is It
Writing a reaction………………………………………………………………. 26
What’s More
Activity 3. Reaction Paper Writing…………………………………..…….. .. 26
What is it
Reaction Paper ……………………………………………………………….. 27
What’s More
Activity 4: Give what is asked ……………………………………………….. 27
Activity 5: Let’s React!.............................................................................. 27
What I Have Learned
Activity 6. Lets’ Make it! ………………………………………………...…….28
What I Can Do
Activity 7: Let’s Interview ........................................................................... ..29
Lesson 5:
Evaluating the Details that Support Assertions in a Text .............................................. ..31
What’s In........................................................................................................ ..31
What’s New
Activity 1. Hot dogs or Salad?................................................................ 31
What Is It
Assessing Evidence…………...……………………………………………….32
What’s More
Activity 2. Evaluating Text Evidences ………………………..…………33
Activity 3. Claim it!: ………………………………………..…………………..35
What I Have Learned
Activity 4: True or False: …………………………………………………..….36
What I Can Do
Activity 5: Let’s Evaluate!. ......................................................................... ..37
Lesson 6:
Examining Biases ( for or against) Made by the Author ............................................... ..38
What’s In........................................................................................................ ..38
What’s New
Activity 1. Let’s check! …………………………………………..……………38
What Is It
What is Bias in Writing? ……………………………………..……………….39
What’s More
Activity 2 A-B. Identifying Bias………………………………………………40
What I Have Learned

Activity 3: True or False…………………………………………………….. 41
What I Can Do
Activity 5: Let’s Identify!. .......................................................................... 42
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Summary…………………………………………………………………………………………. 42
Assessment: (Post-Test)……………………………………………………………………….. 43
Key to Answers ................................................................................................................. ... 45
References ......................................................................................................................... ... 54
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What This Module is About
Welcome to Module 2!
Reading makes us travel to other places and know different cultures and practices.
This module is all about reading skills that involves recognizing propaganda techniques,
differentiating facts from opinion, utilizing coping reading strategies, reacting assertions,
evaluating assertions and examining biases. There are options A and B given to cater the
needs of the students who have access on technologies and to those who do not have devices
and internet connections. There are links provided for an easier access in case of the
availability of the technological resources.
In this module, you will come across with different activities and exercises that lead
you to perform such reading skills that competencies desire to achieve. The tasks are set for
the students to learn and answer on their own pace.
What I need to know
At the end of this module, you should be able to:
1. Recognize propaganda techniques used in a given text (ENRC-IIIA-12.1)

2. Differentiate facts from opinions (EN8RC-IIIC-2.13)
3. Utilize coping reading strategies to process information in a text (EN8RC-IIId-12)
4. React to what is asserted or expressed in a text (EN8RC-IIIE-2.1.7)
5. Evaluate the details that support assertions in a text (EN8RC-Iif-2.1.7.1)
6. Examine biases ( for or against) made by the author (EN8RC-Iig-3.1.12)
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How to learn from this module
To achieve the objectives cited above, you are to 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.
Icons of this Module
What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.
What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.
What’s New An introduction of the new lesson through

various activities, before it will be presented
to you
What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.
What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.
What I Have Activities designed to process what you

Learned have learned from the lesson
What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.
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What I know
Multiple Choice:
I. Instructions: Identify the following propaganda techniques. Encircle the letter of the correct
answer.
1. Refers to a propaganda that urges you to do something because everyone else is.
A. name calling
B. transfer
C. snob appeal
D. bandwagon
2. Refers to a propaganda that uses the testimony of a famous person to get you to do
something
A. bandwagon
B. testimonial
C. transfer
D. red herring
3. Refers to a propaganda that uses positive images so that you will transfer your positive
feelings about one thing to another.
A. testimonial
B. transfer
C. red herring
D. bandwagon
4. Refers to a propaganda that uses a derogatory term to criticize a person ort product.
A. glittering generality
B. name calling
C. transfer
D. false analogy
5. Refers to a propaganda that gives a statement based on little or no evidence.

A. glittering generality
B. name calling
C. false analogy
D. transfer
II. Read the questions carefully. Encircle the letter of the correct answer.
6. Which of the following best describes an opinion?

A. Something that can be proven.
B. Making good choice.
C. A person’s thoughts or feelings about something.
D. A person who can prove something.
7. Which of the following is an opinion?

A. Jose won the race at field day.
B. Gary was unhappy that his team lost.
C. Todd is wearing a blue tie.
D. Sheila woke up 7:30 in the morning.
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8. Which of the following is a fact?
A. I received a 98% on the reading test.
B. I’m the smartest student in the 11th grade
C. Gary Paulsen is my favorite author.
D. Reading is very easy.
9. It is considered as the land of contrast and opposites.

A. Asia C. America
B. Africa D. Australia
10. It is a snake that avoid men and kills thousands yearly with its bite.
A. deadly mamba C. zebra
B. rhinoceros D. elephant
11. “My son's girlfriend is very rude. She calls so late at night-sometimes as late as 9:00 at
night! Last week she called me Sara instead of Mrs. Olson--I quickly corrected her. So
disrespectful. Today she came over for lunch and brought cookies--without even asking
if it was okay. What if I had already made cookies?” Who is the author biased against?
A. Rude children C. Her son's girlfriend
B. Her son D. Dating
12. Which of the underlined words help show the author's bias? “My son's girlfriend is very
rude. She calls so late at night-sometimes as late as 9:00 at night! Last week she called
me Sara instead of Mrs. Olson--I quickly corrected her”.
A. girlfriend C. week
B. rude D. called
13. An author writing about Mustang Convertibles uses words such as: performance,
speed, fuel-efficiency, wind, luxury. What can you infer about the author's bias?
A. Dislikes sports cars C. Mustangs are for old people
B. Likes Mustang Convertibles D. Mustangs are dangerous
14. What does it mean to show bias?

A. to be angry C. to refuse to take a side
B. to favor one side over another D. to show knowledge
15. The degree to which a source is trustworthy and believable.

A. Loaded Language C. Preference
B. Credibility D. Bias
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Lesson 1
Recognizing Propaganda Techniques
1 Used in a Given Text
What’s in
When a piece of writing tries to persuade you to think or feel a certain way, it is called
propaganda. Sales talk and political speeches are obvious examples of propaganda, aimed
at persuading you to buy a product or vote for a certain candidate. One of the most widespread
forms of propaganda is advertising.
Advertising calls the attention of the public to a product or business, especially to
promote sales. You, the youth, are the most common targets of advertising. The power of
advertising leads you to believe that one brand of rubber shoes is better than another, or that
it is “cool” to sport a T-shirt with a designer label on it. From newspaper and magazines, from
radio and TV, and especially from the billboards we see as we walk down the street, we
encounter advertising countless times everyday.
As an intelligent reader and writer, you should not believe everything you read, see
and hear. You must learn to examine what is presented to you and ask yourself if it is true. In
this lesson, advertisements will be used to help you learn and recognize the common
propaganda techniques. Thus, at the end of the lesson, you are expected to:
1. Recognize propaganda techniques used in a given text (ENRC-IIIA-12.1)

2. Make your own propaganda using at least one technique.
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What’s new
Activity 1: Watch Me!
Option 1: (needs internet access)

Watch the video clip about a shampoo commercial and answer the questions that
follow:
Source Link: https://www.youtube.com/watch?v=0yv6agwUI1A
a. What is the advertisement all about?
______________________________________________________________________
b. Who endorsed the product?
______________________________________________________________________
c. What is the purpose of the video clip?
______________________________________________________________________
d. What was shown to attract the customers?

______________________________________________________________________
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Activity 1: Read Me!
Option B.
Carefully read the announcement below and answer the questions that follow.
For the Birds?
Mr. Fernando will conduct another one of his famous bird walks next weekend.
Date: Saturday, April 13 (In case of rain, will be postponed)

Time: 7:00 to 10: 00 a.m.
Starting Place: Maya Bus Terminal
Equipment: Old clothes, sunglasses, if you have them
For Whom: First Year and Second Year Science Nature Club
See Cris Trillo (Room 108), if you have questions.
Source: English Expressways II, 2007, pp. 45

______________________________________________________________________
b. Who endorsed the event?

______________________________________________________________________
c. What is the purpose of the advertisement/announcement?

______________________________________________________________________
What is it
Propaganda Techniques
Propaganda is a modern Latin word, ablative singular feminine of the gerundive form
of propagare, meaning to spread or to propagate, thus propaganda means for that which is to
be propagated.[4]Originally this word derived from a new administrative body of the Catholic
Church (congregation) created in 1622 as part of the Counter-Reformation, called
the Congregatio de Propaganda Fide (Congregation for Propagating the Faith), or informally
simply Propaganda.[3][5] Its activity was aimed at "propagating" the Catholic faith in non-
Catholic countries.[3]
From the 1790s, the term began being used also to refer to propaganda in secular
activities.[3] The term began taking a pejorative or negative connotation in the mid-19th
century, when it was used in the political sphere. (source: https://en.wikipedia.org/wiki/Propaganda)
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There are seven different types of propaganda techniques. This includes:
1. Bandwagon Propaganda
As human beings, we have this innate desire to fit in. And that’s exactly the kind of
follow-the-herd mentality this technique follows.
Bandwagon propaganda is all about persuading the target audience to take action. It’s
about creating an urge amongst people to become a part of the “in crowd”.
To enforce such a feeling, advertisers typically use phrases like, “join the crowd” or
“trending now” for their products and services.
Propaganda Examples:
Have a look at these examples right here:
Notice how Maybelline uses the phrase “America’s Favorite”?
That’s a way of persuading people to use the product because it is loved by all of
America. Pretty smart, isn’t it?
2. Card Stacking Propaganda
Now, this technique is perhaps most popularly used. It involves the deliberate omission
of certain facts to fool the target audience. The term card stacking originates from gambling
and occurs when players try to stack decks in their favor. A similar ideology is used by
companies to make their products appear better than they actually are.
Most brands use this propaganda technique to downplay unsavory details about their
products and services. For instance, some companies may cleverly conceal “hidden charges”
and only talk about the benefits of their products and services’
Examples of Propaganda
For instance, take a look at this advertisement by Burger King. Notice how they’re
(almost desperately) trying to highlight their “low calorie” fries. Assuming they are low calorie,
fried food is bad for your health, anyway.
https://advergize.com/advertising/examples-of-propaganda/
Also, they’ve clearly left out details about how these fries still taste good despite the
low trans-fat content.
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3. Plain Folks Propaganda
Have you ever noticed how some brands use ordinary folks to promote their products
and services as opposed to celebrities?
The ultimate goal here is to demonstrate how the product is meant for everybody and
will provide value to everyone. This method is commonly used in the world of advertising as
the general public has started to grow skeptical towards paid celebrity endorsements. Today,
buyers are on the lookout for REAL experiences instead of the glossy images portrayed on
television.
Propaganda Examples:
Take a look at this advertisement right here. It uses a sweet-looking girl to appeal to
the audience. The main purpose of the ad is to promote healthy and simple living.
4. Testimonial Propaganda
Testimonial propaganda is popular advertising technique that uses renowned or

celebrity figures to endorse products and services. Now in this case, when a famous person
vouches for something, viewers are likely to take account of the credibility and popularity of
that person.
This establishes trust and boosts the credibility of that brand. Consequently, some
brands may also use figures like doctors and engineers (basically experts) to promote their
products and services.
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Example of Testimonial Propaganda
Here’s an example:
Similarly, PepsiCo has continued to use big names such as Shakira, Kanye West,
Beyoncé and many more to endorse Pepsi.
5. Glittering Generalities Propaganda
Glittering generalities is a propaganda technique where propagandists use emotional

appeal or/and vague statements to influence the audience.
Advertising agencies thus use of phrases like as “inspiring you from within” or “to kick-
start your day” to create positive anecdotes. This makes the product look more appealing,
resulting in better sales.
For better effect, brands may use hyperboles, metaphors or lyrical phrases to attract
more attention.
Example of Glittering Generalities Propaganda
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6. Name Calling Propaganda
Now, this type of propaganda uses a completely opposite approach to glittering

generalities. As the name suggests, this propaganda technique involves using derogatory
phrases to create a negative opinion about someone or some other brand.
Consequently, the brand may also speak negatively about an idea. For instance, a
company that sells plant-based products may talk about how inhumane it is to kill animals. For
this purpose, they may also criticize fast food chains businesses.
Example of Name Calling Propaganda
Source: https://advergize.com/advertising/examples-of-propaganda/
7. Transfer Propaganda
This type of propaganda uses a technique to project certain qualities (this can either
be positive or negative) of a person, ideology or object to other things and people.
This kind of propaganda uses many different symbols to achieve a favorable outcome.
Examples of Propaganda
For example, major soft-drink brands were accused of having traces of pesticides a
couple of years ago. While these allegations were on the rise, the entire carbonated-drink
industry took a hit. During this same period, fruit juices and other drinks were able to do great
business.
8. Red Herring
A red herring is a fallacy argument that distracts from the original topic. Some may
refer to this type of argument as a "smoke screen."
Red herrings are frequently used in:

• Mystery, thriller and dramatic novels
• Political speeches
• Children's conversations with their parents
• Business announcements
• Government information releases
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• Controversial conversations
Common Red Herrings
• In business, arguing against giving raises - "Sure, we haven't given raises in over five
years to our employees. You know, we work really hard to make a good product. We
try to ensure the best customer service, too."
• In government, arguing for raising taxes - "We need more revenue to support the
programs that we have. Children are our future. Let's support children."
• In politics, defending one's own policies regarding public safety - "I have worked hard
to help eliminate criminal activity. What we need is economic growth that can only
come from the hands of leadership."
• In conversation, in arguing against gay marriage rights - "I don't think that there should
be marriage among homosexuals. Anyway, taxes on married people are high. I think
that taxes on the married are just ridiculous."
• In a mystery novel - Vivid descriptions are given of a masked intruder who enters the
room where the murdered person is ultimately found. These descriptions lead the
reader to assume that this masked intruder was the killer.
• In business, defending layoffs - "Unfortunately we have to lay off 5% of the workforce.
It's important for us to note that the product we create is exceptionally flawless and we
thank our manufacturing department for that."
• In government, to avoid discussing a delicate topic - "I understand you want to know
what happened at the embassy. What is really important is to talk about whether the
government has enough cash flow to stay open through the month."
• In politics, to defend one's voting past - "While you may have concerns about my votes
about the environment, I can assure you that I am an open minded individual. What
we should really discuss is my record on votes that expanded educational opportunities
for all children."
• In conversation - "I am pretty sure that evolution is not a very good explanation for
human life. Anyway, I am pretty offended that anyone would suggest that I came from
a monkey."
• In business, arguing in favor of an increase in health care contributions from
employees - "We are going to be forced to increase the amount of your contribution to
your health care costs by 10%. Do note that we continue to provide lunches at a
standard cost in the cafeteria, and we know what a huge benefit that is for most
workers!"
• In government, defending one's inaction in regards to increased crime - "The crime in
this city, has, in fact increased lately. However, let's consider that the weather has
changed as well. Things change over time. Sometimes they are linked, sometimes
they are not, but only time will tell."
• In conversation - "When you start saying things to me like I need to eat healthier or get
more exercise, that says to me that you think I'm fat. I like me, and I like the way I look
and more people should have better self-esteem."
Additional Source for the type of propaganda:
https://propagandatechniques.weebly.com/loaded-words.html
https://prezi.com/zns-hhciwf97/types-of-propaganda-loaded-words-stereotyping/
9. Loaded Words
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Loaded words, also known as weasel words, are words that are very descriptive and
filled with emotion. These words are used to capture the consumers’ attention and influence
their actions. They can be used in both a positive and negative way and appear in all sorts of
advertisements.
Using words with strong positive or negative connotations, or associations. These

words make you feel a certain way.
Use “loaded” words like:
• New
• Improved
• Best
Use of words that will make people feel strongly abour something that will make people
feel strongly about something or someone.
• Hate
• Love
What’s more
Here is the example of the different ads.
Example 1.
Source: https://safetyrisk.net/covid-19-coronavirus-health-and-safety-slogans/
The printed ad is all about the precautionary measures on how to stop the spread of
the virus. It appeals to the emotion that there are steps that can be done to stop the spread of
the virus.
Example 2:
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One of the cornerstones of America’s fast
food chains is temporarily stopping their
famous slogan amid coronavirus fears.
Kentucky Fried Chicken announced it is
putting the brakes on their iconic “finger
lickin’ good” slogan, which has been a part
of the company since 1956, as
coronavirus cases spread around the
world
Source: https://safetyrisk.net/covid-19-coronavirus-health-and-safety-slogans/
This ad is all about the ad of the KFC telling everyone the need of social distancing or
else you will be placed on 6 ft below the ground if you will insist close contact. It uses emotional
appeal or words.
With the examples above, it is your turn to make your own following the given
directions.
Activity 2: Fill me up!

Directions: Cut out two magazines ads or select two radio or TV ads. Analyze the ads
you have selected using the form below. Fill out form per advertisement.
1. Title of the Ad: ______________________________________

Taken from: ____magazine _____radio ____TV
Brand Name and Product: ___________________________________________________

Medium: _________________________________________________________________
Basic Message: ___________________________________________________________
Visual Message : (if is taken form magazine or TV) _____________________________________
Catchy Words: ____________________________________________________________
Propaganda Technique Used and How: ________________________________________
Persuasion Rating: ( to what extent from scale of 1-5, you are convinced)__________________
( 1- Yawn; 5- I’m sold on this product.)
2. Title of the Ad: ______________________________________

Taken from: ____magazine _____radio ____TV
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Brand Name and Product: ___________________________________________________
Medium: _________________________________________________________________
Basic Message: ___________________________________________________________
Visual Message: (if is taken form magazine or TV) _____________________________________
Catchy Words: ____________________________________________________________
Propaganda Technique Used and How: ________________________________________
Persuasion Rating: ( to what extent from scale of 1-5, you are convinced)__________________
( 1- Yawn; 5- I’m sold on this product.)
What I have learned
Activity 4: Generalization
1. Why is it important to know how to balance if a propaganda is right to believe or not?
2. Among all the propaganda techniques, what technique you will be easily convinced?
Why?
What I can do
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Activity 5: Let’s Make it!
Now, you will write your own propaganda. Choose one of the following instructions:
1. Make a poster/announcement advertising a school event (Bazaar, cultural show, English

Extravaganza). You goal is to persuade as many students as possible. Be creative!
2. Propaganda can be negative. Make a poster illustrating the dangers of smoking/drugs/

alcohol and convince others that it is not “cool” to use them.
Attached here is the rubric.
Rubric for Print Ad
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R 1 2 3 4
>2.5 2.5-2.9 3-3.4 3.5-3.9 4-5 Score
Ad does not Ad Ad Ad Ad is geared
Audience and have a target demonstrates demonstrates demonstrates towards an
Purpose audience and a limited use of some use of considerable obvious
does not a target a target use of a audience and
demonstrate audience and audience and target has a very
a purpose shows limited shows some audience and effective
purpose purpose has a purpose /5
considerable
purpose
The ad does The message Ad Ad Ad

Message and not have a in the ad is demonstrates considerably demonstrates
Persuasion clear confusing and a message to demonstrates an overt and
message and therefore is not the audience an overt and implied
is not very for them to implied message in
persuasive. It persuasive buy the message in order
is trite and/or for the product, but it order persuade the
cliché. audience to is only persuade the audience to /5
purchase the somewhat audience to purchase the
product. No persuasive. purchase the product with a
evident Strategies or product. high degree of
strategies or techniques Strategies effectiveness.
techniques are evident. and Strategies
were used. techniques and
are superior. techniques
are superb.
Ad is not Ad is plain and Ad is Ad is Ad is visually
Creativity appealing limited effort somewhat considerably appealing and
and almost was put into its visually appealing and extremely
no effort was creation. It has appealing creative creative.
put into copious dead and creative. /5
creating space.
it. It is trite
and cliché.
Does not Incorporates a Incorporates Incorporates Incorporates

Use of incorporate a distracting “Design “Design “Design
Design solid color color Elements” Elements” Elements”
Elements scheme and scheme or with some with a with a high
consistent lay out. Ad is effectiveness. considerable degree of
font into print messy. There may effectiveness. effectiveness. /5
ad. Layout be some A solid and Color
and Spacing messy or effective color scheme, font,
are horrid. distracting scheme and and all visual
elements. layout. Fonts elements are
aimed at clearly aimed
audience. at target
audience.
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Lesson Differentiating Facts from
2
Lesson
Opinions
What’s in
You have learned in the previous lesson on how to identify different propaganda techniques
and the importance of knowing what advertisement to believe or not. In the next lesson will be
aid you with knowing the importance of distinguishing facts from opinion.
At the end of the lesson, you are expected to:

1. differentiate facts from opinion (EN8RC-IIIc-2.13)
2. express judgements based on facts.
What’s new
Activity 1: Solve it!
a. tcfa b. nopionio
1. What are the two words you can form from the jumbled letters?
a.
b.
2. Define each word in your own words.
a. _________________ b. ___________________
What is it?
Facts and Opinion
Facts and opinions are often uttered in the same breath; the terms have a huge
difference in their meanings. Whether a statement is a fact or an opinion depends on the
validity of the statement. While a fact refers to the something true or real, which is backed by
evidence, documentation, etc. On the other hand, opinion is what a person believes or thinks
about something.
In finer terms, a fact is a proven truth, whereas opinion is a personal view, that
represents the outlook of an individual, which may or may not be based on the fact.
Comparison chart of Fact and Opinion
14
BASIS FOR FACT OPINION
COMPARISON
Meaning Fact refers to something that can be Opinion refers to a judgement or

verified or proved to be true. belief about something.
Based on Observation or research. Assumption or personal view.
What is it? Objective reality Subjective statement
Verification Possible Not possible
Represents Something really happened A perception about something
Change Universal Differs from person to person
Words Shown with unbiased words. Expressed with biased words.
Debatable No Yes
Influence Facts has the power to influence Opinion does not have the power
others. to influence others.
Source: https://bit.ly/312gtuW
What’s more
Activity 2: Identify Me! Let’s try if you understood the information given above. Write F if is
a fact. Write O if it is an opinion.
___1. God has created everything that is present in this entire world.
___2. Previous President Barack Obama is the greatest president of the United States of
America said by one survey.
___3. Spirituality is the most important thing in the world.
___4. The cellphones being manufactured by IOS are way better than those produced by
Android.
___5. The most beautiful country in Southeast Asia is the Philippines, next to Singapore and
Japan.
___6. The series “Friends” is funnier, more entertaining, and more interesting than the
series “How I Met Your Mother”.
15
___7. The sun rises and sets every single day.
___8. The eyes, ears and nose are parts of the human body. Eyes are used for sight, ears
are used for hearing, and nose is used for smelling.
___9. Philippines, Malaysia, Vietnam, and Indonesia are some of the countries that are part
of the Southeast Asia.
___10. In terms of area, Asia is the largest in the seven continents of the world.
Source: https://brainly.ph/question/375582#readmore
Activity 3: Read me!
In todays high technology world, old inventions known as low technology seem
obsolete or no longer in use or useful. Is this true? Are any of these inventions obsolete? Read
the passage and find out.
The Lowly Kalan Comes of Age
If we visit homes today, we will find out that many families use two-burner electric
stoves or gas burner which make use of liquefied gas in their cooking needs.
However, with the rising cost of electricity and Liquefied Petroleum Gas (LPG) for
cooking, electric, and gas bills began shooting up and so the urban housewife is now
searching for an alternative cooking device that uses indigenous or natural material for fuel.
Accustomed as she is to the convenience of a burner or range run by electricity or LPG . she
now wants a substitute that is just as easy to use as well as durable, economical. Portable,
and easy to clean.
Through the years, the investors have not stopped trying to perfect stove models which
they think could answer the need of Filipino families for an energy saver. The answer to the
housewife’s problem may be at hand.
The Superkalan, which has adjustable ring plates, is made of aluminum. It easily
stands out among the latest inventions because of an adjustable smoke-satck or chimney.
Wood, charcoal, paper, and sawdust can be used as fuel. It comes in three sizes—samll,
medium, and large.
A lightweight aluminum stove with cabinet and grills is QB Stove, which comes only in
only one size, ideal for apartment kitchens. The various parts of this stove—a pull out ash
receptacle, stainless steel rings, and a wood frame—are assembled before use. If charcoal is
not available, wood or green charcoal can be used.
A stove that looks like biscuit can is the green Charcoal Cooker. It is lightweight and
is, therefore, easily transportable. It has an adjustable fuel compartment and comes in two
sizes, medium and large. Green charcoal is the recommended fuel. Green charcoal, a
compact, solid briquette ideal for home cooking, especially grilled food, may not be as readily
available in public markets as ordinary wood charcoal although most supermarkets and
groceries carry the item.
The question of which is the best alternative stove is difficult to answer. Convenience
(instant heat, no messy starters, readily available fuel. Less cleaning time, etc.) remains the
foremost consideration.
Source: Philippine. Department of Education, Culture, and Sports.
From the reading text, write 5 facts and 5 opinions.
Facts:
16
1.________________________________________________________________________
2.________________________________________________________________________
3.________________________________________________________________________
4.________________________________________________________________________
5.
_________________________________________________________________________
Opinions:
1.________________________________________________________________________
2.________________________________________________________________________
3.________________________________________________________________________
4.________________________________________________________________________
5.________________________________________________________________________
What I have learned

1. Why do you need to distinguish facts from opinion?
What I can do
17
Activity 5: Express it !
Based on the reading text entitled “The Lowly Kalan Comes of Age” answer the
following comprehension questions: (10 pts. each)
1. An opinion can express a person’s feelings about an idea or situation. It can also express
a judgement based on facts or it make your prediction based on facts. After reading the
selection, give your opinion about it. Express your –
a. personal feeling
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
b. judgment
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
c. prediction
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Do you agree that there can be a good blend of old and new technology? Support your
answer with facts presented in the text.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
18
Lesson Utilize Coping Reading Strategies
3
Lesson
to Process Information in a Text
What’s in
In the previous lesson, you have learned how to differentiate facts from opinion. A fact
is a piece of information that can be proven to be true while an opinion can never be shown
to be true. It is also important to develop skills to utilize the coping reading strategies to process
information in a text. Thus, this lesson aims to discuss how to utilize reading strategies to
process information in a text.
At the end of the lesson, you are expected to:
1. utilize coping reading strategies to process information in a text (EN8RC-IIId-12)

2. make a slogan that describes Africa.
What’s new
Can you guess what continent that the map shows?
Source: https://bit.ly/3fTOeTc
19
Activity 1-B. Unlocking of Difficulties: Arrange the following scrambled letters on Column
A and match it with its corresponding meaning placed on Column B.
Column A Column B
1. ousrefoci - a. slow moving
2. somebercum - b. excessively dry
3. ngizgra - c. capitalized
4. pymgy - d. grassland
5. dira - e. extremely violent
f. inferior
What is it?
Below is a reading selection entitled “ A Glimpse of Africa” by Mary Penick Motley
A Glimpse of Africa
Mary Penick Motley
Africa is a land of opposites. Among its people are the tiny Pygmies and the giant
Watusi. It has the ferocious lion and gentle domestic animals. It is the home of the pygmy deer
and the huge and not so gentle African elephant. Africa has the poisonous asp and the non-
poisonous, but equally dangerous, python. The rhinoceros, a throwback the Stone Age, lives
there as well as the ibis, the sacred bird of ancient Egypt. The fastest living animal, the
cheetah. Lives there also and the cumbersome but much feared crocodile. Africa has the river
cow, better known as the hippopotamus, which does not swim but walks along the river
bottom, and the deadly black mamba, which is one snake that does not avoid men and so kills
thousands yearly with its bite.
Yes, Africa is truly a land of contrasts. It has the greatest desert area in the world, yet
has thousands of square miles of coastline, and it has a desperate need for harbours. It is the
beautiful, the inviting; still it is the home of some of the most dreaded diseases. So Africa, in
a way, has sometimes been a barrier to her own potential greatness.
Africa and Asia vie for the honour of being the largest continents in the world. What is
included or left out as a part of these continents makes first one and then the other declared
the biggest; the judgement depends, of course, on the writer setting down the facts. But there
is no uncertainty about Africa being 11,860,000 square miles in area.
The African continent contains 4,120,000 square miles of desert: the Sahara (the
world’s largest, larger than the continental United States and still growing), the Libyan or
Eastern Sahara, and the Kalahari. The first two areas are located in North Africa and the third
in Southwest Africa. Ninety-five percent of all deserts are thirty to thirty-five degrees north or
south of the equator. The areas surrounding these desserts are dry and arid. Equatorial Africa,
the central part of the continent, has heavy yearly rainfall and is hot and humid, with dense
jungle growth. Areas like South Africa have a tropical climate, and the land is excellent for
farming and the grazing domestic animals.
In ancient times, the land that was now known as the newly independent North African
countries was densely wooded. Here reckless cutting of great forests for building and heating
and devastation due to wars caused further soil erosion. As a result, the sand of the desert to
the south, carried by the winds, extended the desert northward, leaving even less fertile soil
for cultivation.
Africa is a continent rich in natural resources. It contains some of the world’s largest
diamond and gold mines. It is source of silver, mahogany, asbestos, manganese, and bauxite.
It is a source of silver, mahogany, asbestos, manganese, and bauxite, It has lead, tungsten,
uranium, cobalt copper, zinc, and oil; parts of North Africa are literally sitting on a limitless
supply of oil.
Agriculturally, it produces sugar, rice, copra, cotton, cotton, maize, bananas, citrus fruit,
coconut fruit, coconut oil, and peanut-oil, just to name a few of its products. Africa’s wealth
has probably not yet been more than touched.
20
Source: English Expressways II, pp. 120-121
What’s more
Activity 2: Complete Me! Complete the diagram below which abstracts
information from the given text.
A Glimpse of Africa
Statistical description Physical Attributes

Geographical features
of its land area
Land of Land of
Opposites Contrasts
With the help of the graphic organizer, you can now answer the comprehension check
below:
1. According to the writer, in what ways is Africa a land of opposites? Do you agree
with her? Why or not?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Cite proofs that Africa is a land of contrast

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. What barrier prevents Africa from developing its potential?
21
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What I have learned

1. Why do you need to study other continents features?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Does it help you to become better citizen of the worldwide community?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What I can do
Activity 4: Make it!
Make a slogan that describes Africa. It should not be more than 15 words.
Below is the point system:
Content- 10 pts. Example:

Grammar – 5 ps. “Africa, place of contrast and opposites but a gem to live”
Artistic Impact – 5 pts.
Write your slogan here:
22
Lesson Reacting to What is Asserted or
Expressed in a Text
Lesson
4
What’s in
Let’s connect what you have learned in the previous lesson with the new
lesson.
Activity 1: Let’s Link
Direction: Read and understand the story entitled The Fox and the Grapes and fill in
the story map below.
Story Map
Title:
SETTING CHARACTERS
PROBLEM
IMPORTANT EVENTS
OUTCOME
THEME
23
Source: https://bit.ly/3hZc4P9
THE FOX AND THE GRAPES
Source:https://bit.ly/2V7oD1d
A Fox one day spied a beautiful bunch of ripe grapes hanging from a vine trained along
the branches of a tree. The grapes seemed ready to burst with juice, and the Fox’s mouth
watered as he gazed longingly at them.
The bunch hung from a high branch, and the Fox had to jump for it. The first time he
jumped he missed it by a long way. So he walked off a short distance and took a running leap
at it, only to fall short once more. Again and again he tried, but in vain.
Now he sat down and looked at the grapes in disgust.
“What a fool I am,” he said. “Here I am wearing myself out to get a bunch of sour
grapes that are not worth gaping for.”
And off he walked very, very scornfully.
24
What’s new
Directions: Who am I? Where am I going? What lies ahead of me? These are the
questions that often beset an adolescent like you. Read and understand the selection about
the Filipino Adolescent and answer the questions that follow.
FILIPINO ADOLESCENT
(Adapted)
Self- identity consists of three parts as a whole: knowing of one’s self; then when self
begins to be realized, relating self to the lives of others; finally, relating self to the larger whole-
to country, to nature, and to the universe.
Knowing oneself begins with a consciousness of being a Filipino and being unique
among adolescents all over the world. The Filipino adolescent, though, like other adolescents
of the world in certain universal respects, is different in that he grew up in a culture and a
society that has helped shape his personality. Early in life, the Filipino adolescent learns the
value of smooth interpersonal relations, of respect for authority, of loyal to the family. Prime
value is attached to economic security, and the adolescent dreams as do his parents, of a
better future for himself.
However, for the Filipino family, encouraging as it does, dependence on elders for
decision-making , for financing, for necessities of life, creates a conflict in the Filipino
adolescent, who is moving rapidly towards a modern outlook in life, and who believes in the
independent judgment and personal decision- making. Nevertheless, he realizes that at this
critical period in his life, he needs people to understand his needs and energies. He needs to
model his life after elders who practice what they wish the young to emulate, who do not shed
off traditions in exchange for the fleeting and material advantages that modernity offers, who
values what is intrinsic and who are ever a students of life, seeking what is best and wise,
what is beautiful and lasting.
The Filipino adolescent also begins to realize that being a Filipino implies knowing and
appreciating the country that nurtured him and the people who make it up. It is knowing the
potential of his rich and teeming land and seas and of his people with whom he has to move
forward so as to fully realize his dream of a brighter future.
Activity 2: Comprehension Check:

1. How does a person get to know himself/herself? In what paragraph is this idea stated?
2. Skim through the second paragraph. Look for the sentence that describes the quality
that make the Filipino adolescent different from teenagers from the other parts of the
world.
3. What do you think is the role of the family in the shaping of the Filipino youth? Cite
passages from the selection.
4. How should the Filipino adolescent respond to the ever-changing forces in modern life
that affect him/ her?
5. Are you proud of being a Filipino adolescent? Why? Support your answer.
25
What is it?
Writing a Reaction
What is reaction writing?
▪ Reactions can be about one point or many points in the text

▪ Reactions may also include subjective evaluations
▪ Reaction writing may be formal or informal
▪ However, it is usually analytical
Reactions may be written in
▪ Journal or personal writing,

▪ Film or book reviews,
▪ Critiques,
▪ Illustrations of ideas,
▪ Judgments of theories or concepts.
Source: https://bit.ly/31btOkD
What’s more
Activity 3. Reaction Paper writing
Direction: Select one or two points from the selection on Filipino Adolescent and write a
paragraph for each point.
Point #1.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Point #2.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
26
What is it:
Reaction Paper
A reaction paper provides an analysis of a text and then develops a commentary that
relates to the same text. This paper requires one to engage in thought full reading, research,
and writing. As opposed to any other paper, a reaction paper is supposed to contain your
thoughts on the problem, discussed in the original text. It allows the professor to assess the
depth of your comprehension of the situation and your ability to use your analytical skills.
Source: https://bit.ly/3dtvSa3
What’s more
Activity 4: Give what is asked:
1. What is a reaction paper?

________________________________________________________________
________________________________________________________________
________________________________________________________________
2. What does a reaction paper require?

________________________________________________________________
________________________________________________________________
________________________________________________________________
Activity 5: Let’s React!
1. What is the purpose of the selection “Filipino adolescent”?

_________________________________________________________________
_________________________________________________________________
________________________________________________________________
2. Is the selection informative?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. Is it entertaining?
_________________________________________________________________
_________________________________________________________________
________________________________________________________________
4. Will you recommend the selection it to others?
_________________________________________________________________
_________________________________________________________________
________________________________________________________________
27
What I have learned
Activity 6. Lets’ Make it!
Read and understand the current news below and make a reaction paper by following
the guide questions.
CHED refutes reports that limited face-to-face classes will be conducted in July
The Commission on Higher Education (CHED) on Wednesday refuted reports that it

will be pilot testing face-to-face classes starting July amid the coronavirus disease 2019
(COVID-19) pandemic.
“This is not true and the said reporters may have misunderstood my television
interview yesterday,” CHED chairman Prospero De Vera III said in a statement.
“The Inter-Agency Task Force (IATF) last May 13, 2020 has approved the opening of
classes for higher education institutions (HEIs) that will use flexible learning in August. So
there will be no face-to-face classes in July 2020,” he said.
De Vera explained that during the last IATF meeting, they have created a new
category called “low risk modified general community quarantine geographic areas or local
governments” or areas which have no new cases in the last 28 days and where health
facilities are able to handle COVID-19 cases.
During the meeting, he said the IATF has allowed the Technical Education and Skills
Development Authority (TESDA) to conduct limited face-to-face Technical Vocational
Education and Training (TVET) programs starting July.
“This is the reason why CHED, in consultation with the Department of Health (DOH),
is now crafting guidelines for possible limited face-to-face classes in low risk MGCQ areas
as part of the flexible learning system,” De Vera explained.
De Vera said CHED plans to submit the guidelines for the consideration of the IATF
in late June or early July.
“If approved, I will personally visit the HEIs who will redesign their classrooms,
libraries, auditoriums, cafeterias and other facilities based on health protocols and guidelines
and see if limited face-to-face is possible in low risk MGCQ areas,” he said.
“I will do this in July and recommend to the IATF the applicable policies for the
opening of classes in August,” De Vera added.
Earlier, the Department of Education remained firm that there will be no face-to-face
classes — even in areas with no recorded COVID-19 case — until a vaccine is found and
made accessible.
Source: https://bit.ly/2YvG6ma
28
Guide Questions:
1. How do you feel about the current news?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What do you agree or disagree with the news?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What I can do
Activity 7: Let’s Interview
Choose a topic below and do an interview with your parents.
Suggested topics:
1. What is the cause of COVID-19?
2. Would you agree to have face-face classes in this pandemic crisis?
3. What is the best way of saving one’s health?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
______________________________________________________________________
29
Lesson
Evaluating Details That Support
5
Lesson
Assertions in a Text
What’s In
When someone makes a statement or a claim investing his strong belief in it, he is making an
assertion. An assertion is a strong declaration, a forceful or confident statement regarding a
belief or fact. Without proof or any support of his statement or assertion, it is unlikely for him
to convince others to believe him and influence them.
Authors are expected to present the supporting details of their claims adequately and
readers must also discern whether given evidence are relevant in the texts.
It is in this light that this lesson intends to discuss. After reading this lesson, you are
expected to be able to:
a. analyze the content and properties of a text read;
b. define assertions;
c. locate the claims made in a text;
d. search for textual evidence that match assertions; and
e. evaluate the evidences that support assertions in a text (EN8RC-IIIf-2.1.7.1)
What’s New
Activity 1. Hot dogs or Salad?

When asked why he thinks that hot dogs are better than salad, Joey said, “Because
they’re just better.”
Source: shorturl.at/yFKYZ Source: shorturl.at/bqDZ5
Did Joey do a good job proving that hot dogs were better than salad?
Did he give any reasons why he thinks hot dogs are better?
If you were the one asked instead of Joey, how would you reason out why one food is
better than the other?
What is it
Assessing Evidence
31
Evidence is one of the two basic ingredients of assertion or argument (the other is
reasoning), and so a great deal of effort goes into ensuring its quality and challenging the
quality of evidence in arguments we disagree with.
Assessing evidence can be divided into two main steps: analyzing and evaluating.
Analyzing Evidence
Analyzing essentially means separating the details into parts. Analyzing evidences of
an assertion in a text can be done in three steps:
• identify the point the author is trying to prove (the claim),
• identify the specific facts the author gives to support the claim, and
• explain how the evidence is supposed to relate to the claim.
Sometimes it can be tricky to tell the difference between the claim and the evidence.
There is no clear-cut dividing line between them, and sometimes a claim in one context is
evidence in another. But one simple rule of thumb is this:
❖ A claim is an assertion that some people may disagree with, which requires support
(evidence) before they will accept it.
❖ Evidence pertains to concrete facts that anyone (with the proper training and
equipment) could, in theory, verify for themselves. At its most basic it is something you
can observe with your five senses, whether that is an experimental result, a natural
process, a published piece of writing, or some other observable phenomenon.
Example:
1. Junk food laws in schools may help curb child obesity. 2. According to the Pediatric Journal,
students in states that restricted junk food at school gained less weight than those that were allowed
unhealthy snacks over a three-year period. 3. “This is the first real evidence that the laws are likely
to have impact,” said Virginia Stallings, director of the nutrition center at Children’s Hospital of
Philadelphia. 4. U.S. News reported some state laws limited the fats, sugar, and salt in food.
5.These laws affected food in snack bars and vending machines in schools. 6. According to the Los
Angeles Times, almost one-fifth of teenagers in the U.S. were overweight between the years 2009
and 2010. 7. “Experts argue,” the article stated, “that educating young people about health will not
work without changes to the food available to them.”
The claim in the given text is explained in the sentence: “Junk food laws in schools
may help curb obesity” (1).
Examples of details or evidence that support the main claim are:
According to the Pediatric Journal, students in states that restricted junk
food at school gained less weight than those that were allowed unhealthy
snacks over a three-year period (2).
“This is the first real evidence that the laws are likely to have impact,”
said Virginia Stallings, director of the nutrition center at Children’s Hospital of
Philadelphia (3).
According to the Los Angeles Times, almost one-fifth of teenagers in the
U.S. were overweight between the years 2009 and 2010 (6).
Evaluating Evidence
32
Once you have identified the claim, the evidence, and their relationship, you’re on
much stronger ground for evaluating the evidence. When we evaluate evidence, we go beyond
simply describing what it is and how it relates to the claim. We also say whether it is good or
bad. Obviously, this is an essential step in evaluating the overall quality of an argument. If the
evidence fails for any reason, the argument fails, and the claim is not proven.
The fundamental criteria for deciding whether a piece of evidence is good or bad
involves its accuracy, appropriateness, and adequateness in supporting the claim. To
determine whether the given detail is valid, we should essentially answer the following
questions:
Accurate: Is the evidence true?

Evidence is factual. Inaccurate: cannot be proven.
• Accurate evidence means it • Most parents do not like the internet.
includes statistics, studies or facts • Students with internet at home do
from a reliable source. not use it that much.
• Ex: 69% of parents stated their
child’s internet use has decreased
the amount of time spent on
homework.
Appropriate: Does the evidence fit?

Evidence matches the claim. Inappropriate: Evidence does not relate.
• The study shows that test scores fall • 90% of all families report owning a
as students increase their use of the computer.
internet because students simply
run out of time to do their
homework.
Adequate: Is there enough evidence?

Evidence provides many cases or Inadequate: Evidence provides very few
examples. cases or examples.
• Adequate evidence provides at
least three appropriate examples.
ACCURATE: Is the evidence true?
APPROPRIATE: Does the evidence fit?
ADEQUATE: Is there enough evidence?

Example:
Claim: The internet is causing student grades to drop at school.
What’s More
33
Activity 2. Evaluating Text Evidences
Read the following texts, paying close attention to the author’s claim (written in bold).
Determine whether the provided evidence are accurate by underlining words, phrases or
sentences. Assess whether the evidence is appropriate by putting a check mark above the
underlined words. Assess whether all the evidences are adequate by counting and labeling it
with numbers. Assess whether the evidence truly supports the author’s assertion and why.
https://teach.educeri.com/lesson/662/?page=
The evidence ________the author’s assertion because it is ________________

________________________________________________________________.
34
The evidence ________the author’s assertion because it is ________________

________________________________________________________________.
Activity 3. Claim it!:
Choose and encircle which evidence below is relevant or appropriate to the author’s
claim.
Claim: Year-round schooling is bad for students’ education.
1. Most year-round schedules use the 45-15 method: 45 days of school followed by 15
days off.
2. The 45-15 method disrupts the learning process.
3. Keeping a school open requires a great deal of money.
4. Year-round education can improve the academic performance of students who cannot
depend on their home care to help them with learning.
5. Summertime allows children to grow and mature, which gives them a new outlook for
the upcoming school year.
35
What I have learned
Activity 4: True or False:
Read each of the following statements carefully. Write T if the statement is True
and F if it is False. Then copy the statements that are true about evaluating evidences
in your notebook.
_____1. An assertion is a series of statements intended to convince a reader of

something.
_____2. Readers assess or judge evidences by determining if it is: accurate,

appropriate, and adequate in support of the claim.
_____3. Authors make assertions by making a claim and providing evidence to

support the claim.
_____4. Personal assumptions are examples of factual evidence.
_____5. Statistics cannot be used as evidences of your claims.
_____6. You should provide at least three cases or examples to support your
assertions.
_____7. Presenting irrelevant details will help improve the quality of your
arguments.
_____8. Evidences are not verifiable.
_____9. Supporting details should relate to the main claim.
_____10. If given evidences fail for any reason, the argument fails and the claim is
not proven.
36
What I can do
Activity 5: Let’s Evaluate!
Read an article from any newspaper or magazine. See if the author made some
assertions. Cut and paste it on your notebook. Determine the claim and evidences provided
by the author. Evaluate whether the given evidences are accurate, appropriate and adequate.
37
Lesson
Examining Author’s Bias
6
Lesson
What’s in
As you improve your reading skills, you will understand more about a text and why the
writer has used particular words and phrases. You will learn that there is more to reading than
just knowing what individual words mean.
Writers create texts for a number of reasons. The purpose of the text will determine
the tools and techniques the writers use.
You must be able to “read between the lines” to get the full meaning of the text. That
means understanding and identifying some techniques used. One of the keys to
understanding a text is identifying author’s bias which this lesson intends to discuss.
Thus, after reading this lesson, you are expected to be able to:
a. Define bias;
b. Enumerate some biases of an author;
c. Examine biases (for or against) made by the author (EN8RC-IIIg-3.1.12)
What’s new
Activity 1. Let’s check!

Which would you rather prefer over the other? Check the box of your preference.
A B
Cat dog
Black white
Dark light
Cake ice cream
Coffee tea
38
Why do you prefer one over the other? Sometimes our preference of one thing over
the other may lead us to being biased. Read the following sentences:
'Cats and dogs can both make good pets. Dogs can be affectionate, but they are
extremely difficult to care for. Cats, on the other hand, are also very lovable, cuddly animals,
and they require only moderate care that isn't too time consuming.'
Take a closer look at the writer's choice of words. Which animal does the writer prefer?
Cats or dogs? If you said cats, you are correct, and you have just identified a bias!
What is a bias? Bias occurs when one displays a partiality for or prejudice against
someone, something, or some idea. Sometimes biases are readily identifiable in direct
statements. Other times a writer's choice of words, selection of facts or examples, or tone of
voice reveals his or her biases.
We all have biases that reflect our opinions and our outlooks about life. That is perfectly
normal and simply part of being human. Therefore, nearly every piece of writing exhibits some
sort of bias. A reader's job is to recognize biases and think critically about them to determine
how much they affect a writer's presentation of his or her subject.
https://study.com/academy/lesson/recognizing-biases-assumptions-stereotypes-in-written-works.html
What is it
What is Bias in Writing?
Bias in writing can be defined as:

• A prejudice against something an author is writing about.
• Favoritism for something an author is writing about.
• An author letting feelings or emotions cloud his/her objectivity with regard to
something he/she is writing about.
Recognizing Bias
• Look for loaded words – words that are charged with emotion (whether positive or
negative) can reveal an author’s opinion about his/her topic.
• Watch out for stereotypes – if the author labels an entire group, the writing is
probably biased.
• Notice vague language or generalizations – if the author isn’t using specific
language, this could be an indicator of bias.
• Be on the lookout for one-sided arguments – if the author only presents one side
of an argument, his/her writing is probably biased.
• Does the author present facts or opinions? Facts are what they are – the truth.
But opinions can be based on feelings, emotions, or prejudices, which aren’t
objective.
39
An Example of Bias:
When I met with Mayor Geovelli, I noticed that he had the appearance of a hobo (a
loaded, negatively charged word). He was unshaved and wearing dirty clothes (one sided –
notice that the author doesn’t tell us why the Mayor was dressed this way. Maybe there was
a good reason). He spoke to me about his horrible plan to fix our city’s roads (vague language
– what specifically is horrible about it?). Anyone who knows the plan will tell you that it will
bankrupt our city (is this a fact or opinion? The author offers no supporting evidence). The
plan to fix our roads mostly benefits friends of the Mayor. He plans to pay his buddies in the
construction business thousands of dollars over the next two years. I do not want to insult
anyone, but the Mayor is of Italian decent, and we all know what reputation they have in this
part of the country. Need I remind you of Al Capone and other Italian Mafia members? (This
is clearly a stereotype – not all Italians are mobsters).
https://www.wcpss.net/cms/lib/NC01911451/Centricity/Domain/3855/Authors%20Bias%20Notes.pdf
What’s more
Activity 2A. Identifying Bias : Suppose that while researching nutrition, you run across
the following:
Vitamin A is an important nutrient. It is used to make rhodopsin, a pigment in our eyes.

Thus, Vitamin A is necessary for healthy vision. People can develop night blindness if they do
not get enough of it. Carrots are an excellent source of vitamin A. Carrots should be a part of
your daily diet.
At first, this paragraph seems to offer good information. Would you be more skeptical
if you learned that it was written by people who grow carrots commercially? How would your
opinion change? Explain your answer
In the passage above, the writer does not mention that ingesting too much vitamin A
can make people sick. The writer fails to tell the reader that eggs and sweet potatoes are also
good sources of vitamin A.
Activity 2-B. Identifying Bias: Read the following excerpts and identify author’s bias.
Answer the questions that follow. Write your answers in your notebook.
1. Reading for pleasure is a waste of time. People who spend hours on reading don’t
get to live in the real world. They don’t really learn anything that is useful about
how to deal with everyday people and problems. Plus, teachers always make us
read things that are boring.
What do you think the writer thinks about reading for pleasure? What are the words
that suggest the idea?
40
2. Parents always talk about how if schools had uniforms, everything would be so
much easier. You wouldn’t get caught up on looks and would focus on learning the
skills you need to develop. I disagree with this. I think that school uniforms would
put a restriction on our creativity. We dress the way we do for a certain reason.
Clothes give us expression and the ability to use color and patterns. The first
impression we get of people is usually clothes, facial expression and language. If
we all wear the same thing, we don’t get to really see what people are like on the
inside. Usually, girly girls wear the pink and the frilly things. Skaters wear baggy
pants and Goths usually wear black. Clothes don’t distract us from learning the
skills we need to, it simply inspires our imaginations and lights up our worlds.
Is the writer in favor of school uniforms? How do you know? What are the words
he used?
How does the author generalize or stereotype girls?
What I have learned

Activity 3: True or False:
Do you now know what is bias and how to identify them? I know it wouldn’t be that
easy. However, I hope you are able to understand the general idea of bias. Please answer the
short quiz below and write your answers on your notebook.
Read each of the following statements carefully. Write T if the statement is True and F
if it is False.
_____1. Everyone can be biased.

_____2. Bias is a subjective way of thinking that tells only one side of a story.
_____3. Sometimes it leads to inaccurate information or a false impression.
_____4. There is a possible bias when the writer is relying on incomplete information.
_____5. There is no bias if the author succeeds in convincing the readers to agree with his
ideas.
_____6. The writer’s past experience can influence his or her thinking that will lead him to
being biased.
_____7. You cannot be biased if you are telling the truth.
_____8. Stereotyping or generalizing is a kind of bias.
_____9. It is not biased if you are just telling what you believe in.
_____10. Bias can be shown in the author’s choice of words.
41
What I can do
Activity 5: Let’s Identify!
Read any article from a newspaper or magazine and see if the author shows some
biases. Cut out the article and paste it on your notebook. Identify biases shown by the author
by pointing out words he used, and what kind of bias is evident in his writing.
Summary:
Reading is fun while learning. The activities that this module caters are to develop
various skills in reading such as recognizing propaganda techniques that tells you more
ways to be more convincing; differentiating fact and opinion that fact is something that is
proven while an opinion is a statement out from the belief of a certain person yet not
proven; using graphic organizers to cope reading strategies in gathering information from
the reading text; reacting what is asserted that teaches you to write a reaction paper;
evaluating the details that support assertions and examining biases if the author is for or
against it.
So much for these skills that you have learned is the experience and lifelong
learning that reading selections bring to you.
42
Post Assessment:
1. Uses words that appeal to the emotions rather common sense…

A. plain folk C. loaded words
B. red herring D. snob appeal
2. Highlights a minor detail to draw attention away from the important information…
A. snob appeal C. red herring
B. loaded words D. plain folk
3. “love” and “peace” or “cheat” and “war”. Others are “luxury”, “beautiful”. “paradise”, and
“economical” are an example of what techniques.
A. faulty cause and effect C. loaded words
B. plain folk D. bandwagon
4. Makes you feel that you will be one of the elite if you do something
A. either fallacy C. red herring
B. snob appeal D. false analogy
5. Uses a folksy approach to convince us to support someone or something

A. glittering generality C. bandwagon
B. plain folk D. name calling
6. Which of the following best describes an opinion?

A. Something that can be proven
B. Making good choice
C. A person’s thoughts or feelings about something
D. A person who can prove something
7. Which of the following is an opinion?

A. Jose won the race at field day. B. Gary was unhappy that his team lost.
C. Todd is wearing a blue tie D. Sheila woke up 7:30 in the morning
8. Which of the following is a fact?

A. I received a 98% on the reading test.
B. I’m the smartest student in the 11th grade
C. Gary Paulsen is my favorite author.
D. Reading is very easy.
9. “My son's girlfriend is very rude. She calls so late at night-sometimes as late as 9:00 at
night! Last week she called me Sara instead of Mrs. Olson--I quickly corrected her. So
disrespectful. Today she came over for lunch and brought cookies--without even asking if it
was okay. What if I had already made cookies?”
The author is biased against...
A. Rude children C Her son's girlfriend
B. Her son D. Dating
43
10. Which of the underlined words help show the author's bias? “My son's girlfriend is very
rude. She calls so late at night-sometimes as late as 9:00 at night! Last week she called me
Sara instead of Mrs. Olson--I quickly corrected her”.
A girlfriend C. week
B rude D. called
11. An author writing about Mustang Convertibles uses words such as: performance,
speed, fuel-efficiency, wind, luxury. What can you infer about the author's bias?
A Dislikes sports cars C. Mustangs are for old people.
B Likes Mustang Convertibles D. Mustangs are dangerous.
12. What does it mean to show bias?

A. to be angry C. to refuse to take a side
B. to favor one side over another D. to show knowledge
13. Which statement is NOT an example of author’s bias?

A. The best new song is Justin Bieber's "Love Yourself”
B. The #1 song on the Billboard Top 100 this week is Rhianna's "Work"
C. "One Call" is the worst song.
D. The song is sang by Justin Bieber.
14. ______ is the preference or opinion that prevents one from approaching a topic with a
neutral point of view.
15. The degree to which a source is trustworthy and believable.

44
45
Key to Answers:
What I know
1. D. 6. C. 11. C
2. B. 7. B. 12. B.
3. B. 8. A. 13. B
4. B. 9. B. 14. B.
5. A. 10. A. 15. B.
Lesson 1.
Activity 1: Option 1:
It is about pantene shampoo.
Selena Gomez
To convince the viewers to use pantene as their shampoo.
It uses propaganda techniques.
Activity 1: Option B.
a. . What is the advertisement all about?
It is an anouncement inviting the first and second year science natue club that there
will be a bird walk from Maya Bus Terminal
Mr. Fernando
To convince the first and second science nature club to join the bird walk.
It uses propaganda techniques.
Activity 2 : answers vary depending on the ad they can have.
1. Why you should know how to balance if propaganda is right to believe or not?
Answer: We should know how to balance if propaganda is right to believe or not because not all
propaganda are believable, some are just using convincing words to attract customers.
2. Among all the propaganda techniques, what technique you will be convinced easily? Why?
(Answer vary depending on the choice of the student. )
46
Lesson 2:
Activity 1: Solve it !
1. What are the words you can form in the puzzle?
a. fact b. opinion
2. Define each word in your own words. (Possible answers)
a.fact- something that is proven b. opinion- someone’s idea
F Y V J I L B R W J
M A B G H J B G Q K
N S C Y K U J S Z L
K U N T H K K S F B
L Y J R J J H F Y V
Y T O P I N I O N C
X G K Y K J F H R F
Y F L R U J F H R D
Activity 2: Identify Me! Let’s try if you understood the information given above.
Write F if is a fact. Write O if it is an opinion.
F 1. God has created everything that is present in this entire world.
O 2. Previous President Barack Obama is the greatest president of the United States
of America said by one survey.
O 3. Spirituality is the most important thing in the world.
O 4. The cellphones being manufactured by IOS are way better than those produced
by Android.
O 5. The most beautiful country in Southeast Asia is the Philippines, next to Singapore
and Japan.
O 6. The series “Friends” is funnier, more entertaining, and more interesting than the
series “How I Met Your Mother”.
F 7. The sun rises and sets every single day.
F 8. The eyes, ears and nose are parts of the human body. Eyes are used for sight,
ears are used for hearing, and nose is used for smelling.
F 9. Philippines, Malaysia, Vietnam, and Indonesia are some of the countries that
are part of the Southeast Asia.
F 10. In terms of area, Asia is the largest in the seven continents of the world.
From this reading text “The Lowly Kalan Comes of Age, write 5 facts and 5 opinions.
Facts:
1. The superkalan, which has adjustable ring paltes, is made of aluminum.
47
2. Wood, charc
oal, paper, and a sawdust can be used as fuel.
3. The various parts of the stove are a pull-out ash receptacle, stainless steel rings, and a
wood frame.
4.The superkalan comes in three sizes-small, medium and large.
5. A stove that looks like a biscuit can is the green Charcoal Cooker.
Opinions:
1. Accustomed as the housewife is to the convenience of a burner or range run by
electricity or LPG, she now wants a substitute that is just as easy to use as well as durable,
economical, portable, and easy to clean.
2. The Superkalan easily stands out among the latest inventions because of an adjustable
smoke-stack or chimney.
3. The question of which is the best alternative stove is difficult to answer.
4. Convenience remains the foremost consideration.
5. Green charcoal is the recommended fuel.
Possible answer:
1. Why do you need to distinguish facts from opinion?
It is a need to distinguish facts from opinion because we have to think rationally
thus, we have to know what and when to believe a statement. Misconception of
these two thing can bring trouble. We have believe only those which are proven and
respect one’s opinion.
Activity 4: Express it! : Based on the reading text entitled “The Lowly Kalan Comes of
Age” answer the following comprehension questions: (10 pts. each)
1. answer may vary depending on their personal judgement, feelings and prediction.
2. Yes, the old inventions or less complicated technology can still be use like the
basic use of forkin amshing potatowhile the push button equipment can be useful
in a complicated situation like the blender which can easily mash potatoes.
48
Lesson 3:
Can you guess what continent that the map shows?
Answer: the map of the continent of Africa
Activity 1-B. Unlocking of Difficulties:
Answers:
1. ferocious - extremely violent
2. cumbersome - slow moving
3. grazing - grassland
4. pygmy - capitalized
5. arid - excessively dry
Acitivity 2: Complete the diagram below which abstracts information from the given text.
A Glimpse of Africa
Physical Geographical Statistical
description of its
Attributes features land area
Land of Land of
Contrasts Opposites More on Contains 4,120,000
desert square miles of
desert
it has 95% of all deserts
It has a greatest desert are but Large and
wild 30 to 35 degrees
thousand ]s od square miles coastline rich of
animals north or south of
nad it has desperate need for harbors.
reosurces the equator.
It has deadly black mamba
It is beautiful, the inviting ; still
that kills thousands yearly
it is the home of the some of the
with its bite.
most dreaded diseases.
With the help of the graphic organizer , you can now answer the comprehension check
below:
1. According to the writer, in what ways is Africa a land of opposites? Do you
agree with her? Why or not?
(Answer may vary)
49
Paragraph 1
2. Cite proofs that Africa is a land of contrast.
a. It has a greatest desert are but thousand ]s od square miles coastline and
it has desperate need for harbors.
b. . It is beautiful, the inviting ; still it is the home of the some of the most
dreaded diseases.
3. What barrier prevents Africa from developing its potential?
a. wars
b. invasion
c. lack of knowledge in developing the reosurces
d. malnutrition in some coutries
Generalization
1. Why do you need to study others continents features?
Answer may vary:
2. Does it help you to become better citizen of the worldwide community?
Answer may vary
Lesson 4:
Activity 1: Let’s Link!
Activity 2: Comprehension Check:
1. How does a person get to know himself/herself? In what paragraph is this idea
stated?
Answer: Knowing oneself begins with a consciousness of being a Filipino and being
unique among adolescents all over the world.
50
2. Skim through the second paragraph. Look for the sentence that describes the
quality that make the Filipino adolescent different from teenagers from the other
parts of the world.
Answer: Early in life, the Filipino adolescent learns the value of smooth interpersonal
relations, of respect for authority, of loyal to the family.
3. What do you think is the role of the family in the shaping of the Filipino youth? Cite
passages from the selection.
Answer: Encouraging as it does, dependence on elders for decision-making , for
financing, for necessities of life, creates a conflict in the Filipino adolescent, who is
moving rapidly towards a modern outlook in life, and who believes in the independent
judgment and personal decision- making.
4. How should the Filipino adolescent respond to the ever changing forces in modern
life that affect him/ her?
Answer: He needs to model his life after elders who practice what they wish the young
to emulate, who do not shed off traditions in exchange for the fleeting and material
advantages that modernity offers, who values what is intrinsic and who are ever a
students of life, seeking what is best and wise, what is beautiful and lasting.
5. Are you proud of being a Filipino adolescent? Why? Support your answer.
Answer will vary depending on the student’s idea.
Activity 3. Reaction Paper writing
Direction: Select one or two points from the selection on Filipino Adolescent and write a
paragraph for each point.
(Answers will vary according to the student’s understanding)
Point #1.Knowing oneself begins with the consciousness of being a Filipino
It is hard to define yourself if you don’t know where you come from. Who are
you as a person, and what are you as a whole.
Point #2. Being a Filipino Adolescent is unique compared to other adolescents around the
world.
As a Filipino adolescent, I do have unique qualities that other adolescents don’t
have. These qualities will define me as a Filipino and will bring honour to my country
51
Activity 4: Give what is asked:
1. What is a reaction paper?
Answer:
A reaction paper provides an analysis of a text and then develops a commentary
that relates to the same text.
3. What does the reaction paper requires?
Answer:
This paper requires one to engage in thought full reading, research and writing
Activity 5: Let’s React!
1. What is the purpose of the selection about the Filipino adolescent?
Answer:
The purpose of the selection is to inform the reader about the uniqueness of a
Filipino Adolescent.
2. Does the selection informative?
Answer: Yes!
It gives the reader an information about the Filipino adolescent
3. Is it entertaining?
Answer: No
The selection talks about the qualities on being a Filipino adolescent.
4. Do you recommend it to others?
Answer:
(Answer will vary according to the student’s preference)
Lesson 5:
What’s More
52
53
Activity 2. Choose and encircle which evidence below is relevant or appropriate to the
author’s claim.
Claim: Year-round schooling is bad for students’ education.
1. Most year-round schedules use the 45-15 method: 45 days of school followed by
15 days off.
2. The 45-15 method disrupts the learning process.
3. Keeping a school open requires a great deal of money.
4. Year-round education can improve the academic performance of students who
cannot depend on their home care to help them with learning.
5. Summer time allows children to grow and mature, which gives them a new outlook
for the upcoming school year.
What I Have Learned
1. T
2. T
3. T
4. F Post Assessment:
5. F
6. T 1. C. 6. C. 11. B.
7. F 2. C. 7. B. 12. B.
8. F
9. T 3. C. 8. A. 13. D.
10. T
4. B. 9. C. 14. B.
Lesson 6: 5. C 10. B. 15. B.
What’s More
Activity 1
Possible answer:
When the author only mentioned Carrots as good source of Vitamin A, the
reader might wonder “why only Carrots?”. And if the reader gets to know that this was
written by people who grew Carrots commercially, it would be very clear that the author
was not really writing about the benefits of Vitamin A but actually promoting their Carrots.
So the author is biased by presenting only one-side of the argument.
Activity 2
2.1
The writer thinks of reading for pleasure as a waste of time; people who read don’t get to
live in the real world, don’t learn anything; boring, etc
What I Have Learned
1. T 6. T
2. T 7. F
3. T 8. T
4. T 9. F
5. F 10. T
References:
Book Sources:
Bermudez, Virginia F., Ed.D., et al. English Expressways II. Quezon City: SD Pubilcations,
Inc. 2007. pp. 45, 59-60, 120-121, 276-277.
Serrano, Josephine B. and Lapid, Milagros, G. English Communication Arts and Skills
Through Afro-Asian Literature 8. Quezon City: Phoenix Publishing House, Inc.
2013.pp. 242-243
Online Sources:
"[A01] What Is An Argument?". Philosophy.Hku.Hk, 2020. https://philosophy.hku.hk/think/arg/arg.php.
"Assertion - Examples And Definition Of Assertion". Literary Devices, 2020.

https://literarydevices.net/assertion/.
"Assess The Evidence That Supports An Author's Assertion". Teach.Educeri.Com, 2020.

https://teach.educeri.com/lesson/662/?page=.
Bitly | Custom URL Shortener, Link Management & Branded Links. Accessed June 25, 2020.
https://bit.ly/3hZc4P9.
Downloads.Bbc.Co.Uk, 2020.
http://downloads.bbc.co.uk/skillswise/english/en06opin/quiz/en06opin-l1-quiz.pdf.
"English 101 & 102: Assessing Evidence". App.Shoreline.Edu, 2020.

https://app.shoreline.edu/doldham/SRR.html.
"Fact Vs. Opinion - Quiz". Quizizz.Com, 2020.

https://quizizz.com/admin/quiz/5c7e90554049f1001e392456/fact-vs-opinion.
Hyman, Sarah. "Types Of Propaganda: Loaded Words & Stereotyping". Prezi.Com, 2014.
https://prezi.com/zns-hhciwf97/types-of-propaganda-loaded-words-stereotyping/.
Karpowicz, Josh. "Loaded Words". Propaganda Techniques, 2020.

https://propagandatechniques.weebly.com/loaded-words.html.
"Library of Congress Aesop Fables." Bitly | Custom URL Shortener, Link Management &
Branded Links. Accessed June 25, 2020. https://bit.ly/2V7oD1d.
Long, Rob. "COVID-19 (Coronavirus) Health And Safety Slogans And Quotes - Safety Risk
.Net". Safety Risk .Net, 2020. https://safetyrisk.net/covid-19-coronavirus-health-and-
safety-slogans/.
MA. ANGELICA GARCIA,GMA News. "CHED Refutes Reports That Limited Face-to-face
Classes Will Be Conducted in July." GMA News Online. Accessed June 25, 2020.
https://bit.ly/2YvG6ma.
54
Masud, Marvi, and Marvi Masud. "7+ Different Types Of Propaganda Techniques That
Happen Everyday". Advergize, 2020. https://advergize.com/advertising/examples-of-
propaganda/.
"Pantene". Youtube, 2007. https://www.youtube.com/watch?v=0yv6agwUI1A.
"Propaganda". En.Wikipedia.Org, 2020. https://en.wikipedia.org/wiki/Propaganda.
"Reaction Paper." EssayMin. Last modified July 6, 2019. https://bit.ly/3dtvSa3.
"Writing a Reaction." Bitly | Custom URL Shortener, Link Management & Branded Links.
Accessed June 25, 2020. https://bit.ly/31btOkD.
55

English: Quarter 3 - Module 2: Reading Comprehension

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English: Quarter 3 - Module 2: Reading Comprehension

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8

Development Team of the Module

Author/s: Lady Fe C. Abrea; Cristita M. Mabilen; Darlene C. Catigay

Reviewers: Levie D. Llemit, Ph.D, Rolan B. Acido

Illustrator Raul A. Mabilen

Layout Artist: Lady Fe C. Abrea

Content Editor: Doryss K. Castillo

Co-Chairpersons: Conniebel C.Nistal ,PhD

Members Pablito B. Altubar

Levie D. Llemit, PhD – EPS 1 - English

Leah L. Tacandong - Instructional Supervisor

Himaya B. Sinatao, LRMS Manager

Jay Michael A. Calipusan, PDO II

Mercy M. Caharian, Librarian II

Printed in the Philippines by

Telefax: 088 328 0108/ 088328 0118

What This Module is About ................................................................................................................... i

What I Know ........................................................................................................................................... ..iii-iv

What I Have Learned

What I need to know

At the end of this module, you should be able to:

1. Recognize propaganda techniques used in a given text (ENRC-IIIA-12.1)

Icons of this Module

What I Need to This part contains learning objectives that

What I know This is an assessment as to your level of

What’s New An introduction of the new lesson through

What is It These are discussions of the activities as a

What’s More These are follow-up activities that are in-

What I Have Activities designed to process what you

What I can do These are tasks that are designed to show-

5. Refers to a propaganda that gives a statement based on little or no evidence.

6. Which of the following best describes an opinion?

7. Which of the following is an opinion?

9. It is considered as the land of contrast and opposites.

14. What does it mean to show bias?

15. The degree to which a source is trustworthy and believable.

1. Recognize propaganda techniques used in a given text (ENRC-IIIA-12.1)

Activity 1: Watch Me!

Option 1: (needs internet access)

Source Link: https://www.youtube.com/watch?v=0yv6agwUI1A

a. What is the advertisement all about?

b. Who endorsed the product?

c. What is the purpose of the video clip?

d. What was shown to attract the customers?

For the Birds?

Date: Saturday, April 13 (In case of rain, will be postponed)

See Cris Trillo (Room 108), if you have questions.

Source: English Expressways II, 2007, pp. 45

a. What is the advertisement all about?

b. Who endorsed the event?

c. What is the purpose of the advertisement/announcement?

Have a look at these examples right here:

Notice how Maybelline uses the phrase “America’s Favorite”?

2. Card Stacking Propaganda

Testimonial propaganda is popular advertising technique that uses renowned or

5. Glittering Generalities Propaganda

Glittering generalities is a propaganda technique where propagandists use emotional

Example of Glittering Generalities Propaganda

Now, this type of propaganda uses a completely opposite approach to glittering

Example of Name Calling Propaganda

Red herrings are frequently used in:

Additional Source for the type of propaganda:

Using words with strong positive or negative connotations, or associations. These