Rws Module Week 5 To 8

Reading and Writing
Skills
Quarter 4 – Module 4:
Hypertext and Intertext
Reading and Writing
Alternative Delivery Mode
Quarter 2 – Module 1: Hypertext and Intertext
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module

Writers: Desiree D. Vista and Jayson B. Agarin
Editors: Orven Francis G. De Pedro and Susana J. Sacatrapos
Reviewers: Rex D. Bibal
Illustrator: Jayson K. Latade
Layout Artist: Victoria P. Gabiano
Management Team: Wilfredo E. Cabral, Regional Director
Job S. Zape Jr., CLMD Chief
Elaine T. Balaogan, Regional ADM Coordinator
Fe M. Ong-ongowan, Regional Librarian
Vincent Emmanuel L. Ilagan, Division CID Chief
Henry P. Contemplacion, Division EPS-in-Charge of LRMS
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Department of Education – Region IV-A CALABARZON
Office Address: Gate 2 Karangalan Village, Barangay San Isidro,

Cainta, Rizal 1800
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Reading and Writing
Introductory Message
For the facilitator:
Welcome to the Reading and Writing 11 Alternative Delivery Mode (ADM)

Module on Hypertext and Intertext!
This module was collaboratively designed, developed, and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator, in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
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For the learner:

The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create,
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link

the current lesson with the previous one.
What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank

sentence/paragraph to be filled into process
what you learned from the lesson.
What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.
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Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
Answer Key This contains answers to all activities in the

module.
At the end of this module you will also find:
References This is a list of all sources used in developing

this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and in checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
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What I Need to Know
This module was designed and written with you in mind. It is here to help you
identify the context in which a text was developed through Hypertext and Intertext.
The scope of this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. However, the order in
which you read them can be changed to correspond with the textbook you are now
using.
The module is divided into two lessons, namely:

 Lesson 1 – Hypertext
 Lesson 2 – Intertext
After going through this module, you are expected to:

1. Understand the concept of hypertext and intertextuality;
2. Obtain information in a customized manner through hypertext;
3. Determine the key elements of intertextuality;
4. Differentiate intertext from other types of text development; and
5. Identify hypertext and intertext as methods of text development.
What I Know
Write the correct answer on a separate sheet of paper.
1. Which of the following does not describe hypertext?

A. It allows readers to access information particularly suited to their needs.
B. It permits readers to create their own meaning out of the material given to
them and learn better associatively.
C. It is a text displayed on a computer display or other electronic devices with
references to other text that the reader can immediately access.
D. It is a linear way of presenting information and is usually accomplished
and connected using “links”.
2. Which of the following terms refer to other forms of multimedia (e.g., images,
audio, and video) that stimulate the senses and are incorporated in the links?
A. Hyperlinks
B. Hypermedia
C. Links
D. URL
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3. Which of the following is not a characteristic of hypertext?
A. Text flows in a straight line through a book.
B. It acts as a bridge between two basic, opposite, and complementing
elements: free and shortcut.
C. In a hypertext system, the reader is free to navigate information by
exploring the connections provided.
D. Hypertext is an unconventional way of presenting information as compared
to the usual linear form.
4. Which of the following is a link from a hypertext file or document to another

location or file, typically activated by clicking on a highlighted word or image
on the screen?
A. Hyperlink
B. Hypermedia
C. Link
D. URL
5. What do you call a reference to a web resource that specifies its location on a
computer network and a mechanism for retrieving it?
A. Universal Resource Locator
B. Uniform Resource Locator
C. Universal Resource Identifier
D. Uniform Resource Identifier
6. In the URL http://www.fbi.gov/employment/, which part is the host name?

A. Employment
B. http
C. www
D. www.fbi.gov
7. Clicking on a hyperlink can take you to which of the following locations?

A. Another website
B. Another place in the document you have opened
C. Another document other than the one you have opened
D. All of the above
8. Which of the following processes can be done by a hyperlink for a user when
internet connection is not available?
A. Linking from one page to another in a PDF document
B. Linking from one page to another in a Word document
C. Linking from one document stored on your computer to another document
stored on your computer
D. All of the above
9. Which of the following allows the reader to jump from the original text to
another connected text using a link?
A. HTML
B. highlighted words
C. hypertext
D. Web address
10. Which of the following statements is true?

A. Hypertext is usually read in a linear manner.
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B. A link may stock the reader to only a brief sentence, to a paragraph, or to
whole pages of new text.
C. User follows a link from its source to its destination, usually by clicking on
source with the mouse.
D. Hypertext refers to "links" on a computer screen that, when inactivated, will
bring the reader immediately to a new site of text, audio, and video.
11. Which of the following statements is not true about hypertext?

A. All textual information is easily presented in a linear form.
B. A hypertext environment gives the learner control over paths of learning.
C. Hypertext allows readers to analyze information from multiple perspectives.
D. As the learner uses hypertext, they determine the focus or center of
investigation by choosing to move outside the limits set up by the author's
navigational structure.
12. Under which menu would you find the 'Hyperlink' button in Microsoft Word?
A. Format
B. Home
C. Insert
D. Review
13. Other than using the 'Insert' menu, which is another way to insert a hyperlink?
A. Just type 'Hyperlink' in the Search box within Microsoft Word
B. Press Control + Shift + H
C. Triple click the word you want to use as the link
D. Right-click the word or phrase you want to use as the hyperlink
14. Which of the following is a global hypertext system of information residing on

servers linked across the internet?
A. Domain address
B. http
C. Uniform Resource Locator
D. World Wide Web
15. In 1963, the term hypertext was coined by ______________.

A. Ned Nelson
B. Ted Jackson
C. Ted Nelson
D. Ned Jackson
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Lesson
1 Hypertext
Reading and writing does not only mean perceiving the world around us. The
process of perceiving embodies the relationship of a text and another text. Likewise,
it deals with reading from the viewpoint of a research question and actively using
what you read to develop your own analysis and argumentation and eventually
collect materials that you can use in your on writing. Reading and writing goes
beyond finding the linkage of the evidences and corresponding texts and identifying
and interpreting possible uncertainties and flaws in the reasoning of the author. It
also means understanding that texts are always developed with a certain context,
thus its meaning and interpretation are affected by a given set of circumstances.
Moreover, reading now involves a relatively new way of reading a text online as
brought by the advent of the internet and technology. Today, let us practice our
reading skills as we discuss hypertext.
What’s In
In the previous lesson, you have learned that organization, coherence, and
cohesion, language use, and mechanics play a very significant role in developing a
well-written text. Having unity in writing helps the readers to easily understand what
the text is about without having to re-read it. Language use enables writers to
communicate ideas effectively without confusing the reader. An effective language is
specific, concise, familiar, correct, and in appropriate levels. Mechanics refers to the
rules of the written language such as capitalization, punctuation, spelling, and even
grammar. Having a well-written text makes it easier for you to express your work to
the readers.
After learning the properties of a well-written text, it is important to connect

it to hypertext so that it will be easier for you to use connections to other locations
that you may find interesting and useful with your readings.
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Before delivering this lesson, the teacher should see to it
that he/she knows how to connect with hyperlinks, therefore,
he/she should be aware that the concept of hypertext is best
taught with internet access. The best option is to hold the class
in a computer lab where every student has his or her own
computer, with a copy of the hypertext loaded onto the local
network (or an individual copy loaded on each machine).
What’s New
Digital devices, browsers, and other similar technology have made it very easy
for readers to obtain the information they want, in the sequence that they prefer.
This is through the use of links which takes the reader into another text.
Click and Link!

Open the e-copy of the paragraph below in a document located in the
laptop/computer provided for you by your teacher. Click all the highlighted
words/phrases and look for its brief description by completing the table below.
Hypertext (semiotics)
From Wikipedia, the free encyclopedia
alludes, derives from, or relates to an earlier work or hypotext.[1] For example, James
Joyce's Ulysses could be regarded as one of the many hypertexts deriving
from Homer's Odyssey; Angela Carter's "The Tiger's Bride" can be considered a
hypertext which relates to an earlier work, or hypotext, the original fairy-story Beauty
and the Beast. Hypertexts may take a variety of forms including imitation, parody,
and pastiche.
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Highlighted Word/s What is it? Describe/Define.
What is It
Hypertext is a non-linear way to present information and is usually

accomplished using “links”. Such links help the readers navigate further information
about the topic being discussed and may also lead to other links that can direct the
readers to various options. Hypertext also allows the readers to create their own
meaning out of the material given to them and learn better associatively.
Hypertext is text displayed on a computer display or other electronic devices
with references to other text that the reader can immediately access. Hypertext
documents are interconnected by hyperlinks, which are typically activated by a
mouse click, keypress set, or by touching the screen. Rather than remaining static
like traditional text, hypertext makes a dynamic organization of information possible
through links and connections (called hyperlink).
The World Wide Web (www) is a global hypertext system of information
residing on servers linked across the internet.
Hypertext is the foundation of World Wide Web enabling users to click on link
to obtain more information on a subsequent page on the same site or from website
anywhere in the world.
The term hypertext was coined by Ted Nelson in 1963.
Hypertext allows readers to access information particularly suited to their

needs. Example, if a reader still needs more background on a particular item that a
text is discussing, such as when a reader does not know a particular term being
used, the reader can choose to highlight that term and access a page that defines
the term and describes it.
Conversely, a Uniform Resource Locator (URL), colloquially termed a web

address, is a reference to a web resource that specifies its location on a computer
network and a mechanism for retrieving it. URLs occur most commonly to reference
web pages (http) but are also used for file transfer (ftp), email (mailto), database
access (JDBC), and many other applications.
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Most web browsers display the URL of a web page above the page in an address
bar. A typical URL has this form:
http://www.example.com/index.html
protocol File name

Host name
Today, links are not just limited to text or documents but may also incorporate
other forms of multimedia such as images, audio, and videos that stimulate more
senses. This is called hypermedia.
Why hypertexts?
 In a hypertext system, the reader is free to navigate information by exploring

the connections provided.
 Hypertext is very different way of presenting information than the usual linear
form.
 Text no longer flows in a straight line through a book. Instead, it is broken
down into many smaller units (lexias, to borrow a term from literary criticism),
each addressing a few issues.
 It acts as a bridge between two basic, opposite, and complementing elements
that may be called gender of knowledge representation: free and shortcut.
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What’s More
Activity 1.Going Webby

Go to the website your teacher assigns to you. Start reading and list down the
highlighted text and its corresponding URL if you decide to click on a particular link.
Name of Link URL (Web Address)
What I Have Learned
With the help of conceptual diagram below, fill in the graphic organizer to
complete the thought about hypertext.
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What I Can Do
In the article written by Cyndy P. dela Cruz, she stated “…it is undeniable how
the power of social media has shaped recent events”. This article was retrieved from
this webpage: https://www.inhousecommunity.com/article/cyber-bullying-
philippines/. Search for this article online and examine the links used in the page to
acquire more information about the topic.
Question: What insights have you gained by exploring the information you found as
you accessed the link?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Assessment
Choose the letter of the correct answer. Write your answers on a separate sheet of
paper.
1. Which of the following is not a characteristic of hypertext?

A. Text flows in a straight line through a book.
B. It acts as a bridge between two basic, opposite, and complementing
elements: free and shortcut.
C. In a hypertext system, the reader is free to navigate information by
exploring the connections provided.
D. Hypertext is very different way of presenting information than the usual
linear form.
2. Which of the following is a global hypertext system of information residing on

servers linked across the internet?
A. Domain address
B. http
C. Uniform Resource Locator
D. World Wide Web
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3. Which of the following is a link from a hypertext file or document to another
location or file, typically activated by clicking on a highlighted word or image
on the screen?
A. Hyperlink
B. Hypermedia
C. Link
D. URL
4. Which of the following does not describe hypertext?

A. It allows readers to access information particularly suited to their needs.
B. It permits the readers to create their own meaning out of the material given
to them and learn better associatively.
C. It is a text displayed on a computer display or other electronic devices with
references to other text that the reader can immediately access.
D. It is a linear way to present information and is usually accomplished using
“links”.
5. What do you call a reference to a web resource that specifies its location on a
computer network and a mechanism for retrieving it?
A. Universal Resource Locator
B. Uniform Resource Locator
C. Universal Resource Identifier
D. Uniform Resource Identifier
6. Which of the following statements is not true about hypertext?

A. All textual information is easily presented in a linear form.
B. A hypertext environment gives the learner control over paths of learning.
C. Hypertext allows readers to analyze information from multiple
perspectives.
D. As the learner uses hypertext, they determine the focus or center of
investigation by choosing to move outside the limits set up by the author's
navigational structure.
7. Clicking on a hyperlink can take you to which of the following locations?

A. Another website
B. Another place in the document you have opened
C. Another document other than the one you have opened
D. All of the above
8. Which of the following refers to other forms of multimedia (pictures, sounds,

and videos) that could stimulate more senses and are incorporated in the
links?
A. Hyperlinks
B. Hypermedia
C. Links
D. URL
9. How could a hyperlink be used without an Internet connection?

A. To link from one page to another in a PDF document
B. To link from one page to another in a Word document
C. To link from one document stored on your computer to another document
stored on your computer
D. All of the above
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10. Other than using the 'Insert' menu, what is another way to insert a hyperlink?
A. Just type 'Hyperlink' in the Search box within Microsoft Word
B. Press Control + Shift + H
C. Triple click the word you want to use as the link
D. Right-click the word or phrase you want to use as the hyperlink
11. Which of the following allows the reader to jump from the original text to
another connected text using a link?
A. HTML
B. Highlighted words
C. Hypertext
D. Web address
12. Which of the following statements is true?

A. Hypertext is usually read in a linear manner.
B. A link may stock the reader to only a brief sentence, to a paragraph, or to
whole pages of new text.
C. User follows a link from its source to its destination, usually by clicking on
source with the mouse.
D. Hypertext refers to "links" on a computer screen that, when inactivated, will
bring the reader immediately to a new site of text, audio and video.
13. In 1963, the term hypertext was coined by ______________.

A. Ned Nelson
B. Ted Jackson
C. Ted Nelson
D. Ned Jackson
14. Under what menu would you find the 'Hyperlink' button in Microsoft Word?
A. Format
B. Home
C. Insert
D. Review
15. In the URL http://www.fbi.gov/employment/, which part is the host name?

A. Employment
B. http
C. www
D. www.fbi.gov
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Additional Activities
Do this. Hyperpoetry!
Hypertextual poems are also examples of hypertext in which readers
move from one website to another because of embedded links in the words,
sometimes not returning to the original pages at all.
Now, it is your turn to start yours.
Directions:
 Write an original poem. It should consist of one to two stanzas
only.
 Choose words from the poem that you want to add hyperlinks.
 Insert as many links as possible so the readers can switch poem
from one website to another.
For more ideas in making hyperpoetry, visit the links provided for below.
1. Collection of Poems written by Filipino
Artists ➡ http://10poemsthatwrittenbyfilipinos.blogspot.co.id/…/10-po…
2. Hyperpoem by Renne Chua *you can see the pictures below that's it! Or you can visit the
page ➡ https://reneechua.wordpress.com/2016/08/25/hyper-poetry/
What I Know
paper.
1. This method of text development allows the writers to produce texts with
borrowed ideas from other writers.
A. hypertext
B. intertext
C. context
D. concept
2. Which of the following does not allow intertextuality to occur?

A. allusion
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B. originality
C. quotation
D. retelling
3. It is a text developed in a way that it copies the style or other properties of

another text without making fun of it unlike in a parody.
A. allusion
B. pastiche
C. quotation
D. retelling
4. The new text that is formed using intertext has _____________ borrowed or
imitated from the original text.
A. location B. language C. context D. time
5. This relationship between or among texts happens when a writer or speaker

explicitly or implicitly pertains to an idea or passage found in another text
without the use of quotation.
A. allusion B. pastiche C. quotation D. retelling
6. It is the method of directly lifting the exact statements or set of words from
a text another author has made.
7. Norse mythology of Europe was the inspiration of Victor Magtanggol, an

action-fantasy series of GMA Network. What text development has been
used in crafting this story?
A. hyperlink
B. intertext
C. analysis
D. context
8. It is one form of intertextuality that utilizes the process of restatement of a

story or re-expression of a narrative.
9. James Joyce used the modern context of The Odyssey in his very famous
novel Ulysses. This is an example of ________________.
A. hyperlink
B. intertext
C. analysis
D. context
10. Which of the following is not an example of intertextuality?

A. The song Love Story by Taylor Swift was described as one of the modern
versions of Romeo and Juliet due to its lyrics.
B. Clueless was the basis of Iggy Azalea’s music video Fancy.
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C. Harry Potter was originally written by J. K. Rowling.
D. None of the above
11. In the statement, “No man can write a single passage to which a parallel
one may not be found somewhere in the literature of the world,” what does
Alfred Tennyson mean about intertextuality?
A. It is present in almost all the texts that have been written.
B. It is synonymous to originality.
C. It affects selected writers only.
D. It exists in limited texts.
12. Intertextuality was first observed in the work of ______________ from 1857 to
1913.
A. Ferdinand de Saussure
B. Laurent Jenny
C. Julia Kristeva
D. Graham Allen
13. Who coined the term ‘intertextuality’ in 1960s?

B. Laurent Jenny
C. Julia Kristeva
D. Graham Allen
14. Which of the following is not a kind of an intertextual relationship?

A. bibliography
B. quotation
C. retelling
D. allusion
15. Intertextuality is important because _______________________.

A. It allows the writer to reshape a text to be in a better form.
B. It enables the readers to see how original the text is.
C. It is way of showing creativity.
D. It promotes originality.
Lesson
Intertext
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Intertextuality or intertext is one method of text development that
enables the author to make another text based on another text. It happens when
some properties of an original text are incorporated in the text that is created by
another author. One good reason why it occurs is perhaps the second writer is greatly
affected or influenced by the first writer leading to a combination of imitation and
creation.
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What’s In
In the last lesson, you have learned that hypertext is a method that
enables an individual to make bits of information more accessible
to the readers by taking advantage of technology.
Text development plays a crucial role in the creation of

another text. It may simply be a story or another literary piece
that allows the author to mix various styles leading to a new
text that is most of the time based on the context of that the
present readers have.
You may visit websites that are found in the reference
part of this module as a learning booster.
What’s New
Directions: Rearrange the jumbled letters to decode the needed words. After
doing so, put these words together inside the box below to unlock the meaning
of the given term.
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Intertext Defined
Intertext or intertextuality is technically defined as a process of text
development that merges two more processes such as imitation and creation in doing
a text. It involves imitation because the author as highly influenced by another
author comes up with his own version of the text consciously or unconsciously
incorporating the style and other characteristics of the text done by that author.
Elaboration on Intertextuality
Intertextuality has rooted from the work of a Swiss linguist Ferdinand de
Saussure (1857-1913). Meanwhile, the term itself was first used by Bulgarian-French
philosopher and psychoanalyst Julia Kristeva in the 1960s.
Intertextuality is said to take place using four specific methods namely:
retelling, pastiche, quotation, and allusion.
Table 1. Elaborating Intertextuality
Method Definition
Retelling It is the restatement of a story or re-expression of a narrative.
Quotation It is the method of directly lifting the exact statements or set

of words from a text another author has made.
Allusion In this method, a writer or speaker explicitly or implicitly

pertains to an idea or passage found in another text without
the use of quotation.
Pastiche It is a text developed in a way that it copies the style or other
properties of another text without making fun of it unlike in a
parody.
Table 2. Identifying Intertext
Questions Used to Validate Intertext
1. Are there two or more stories involved?

2. Does the text show a direct or an indirect connection to
another piece of work?
Note: If the reader has affirmation towards these questions,

the texts he/she is dealing with contains intertext.
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What’s More
Activity 1.1 Identifying Intertext
Directions: Analyze each statement then answer the guide questions. Write the
answers on a separate sheet.
1. Victor Magtanggol is a fantasy series based on Norse mythology of

Europe.
A. Are there two or more stories involved?
B. If yes, what are they?
C. Is there connection between these texts?
D. What type of text development is this?
2. Frankenstein by Mary Shelley is a horror novel. It is also called “The

Modern Prometheus” because it is believed to be inspired by the story of
Prometheus found in a Greek myth showing a lesson that we should not
go beyond the boundaries intended for humans like restoring the life of
someone who is already dead.
3. Indio written by Suzette Doctolero is a drama epic fantasy. It is created

out of the influence of both Philippine history and Filipino mythology.
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What I Have Learned
Directions: Write the letters of the words that will fill in the banks. Choose your
answer from the Word Pool. Write only the letter of the correct answer on your answer
sheet.
Word Pool
A. parody E. restatement
B. allusion F. formation
C. retelling G. relationship
D. contrast H. affectation
1. Intertext means _____________ between or among texts.

2. Intertextuality occurs with allusion, pastiche, quotation, and __________.
3. Pastiche is the opposite of ______________.
4. In the retelling method, there is __________ of story.
5. It is better to have loved and lost than to never loved at all? My answer is an
absolute yes (Mark 2012, 1). This is an example of ______________.
What I Can Do
Directions: Imagine yourself as a writer. Write a one-paragraph story (three-four

sentences) using intertext as the mode of text development. Include a reference
such as a word, phrase, concept, quotation of another work in your text.
Rubric:
Points Descriptions
o The story completely serves its purpose.

o It reveals high degree of critical thinking.
5 o It is free from distracting spelling.
o The story has little lapses with the purpose of

4 writing it.
o It displays good degree of critical thinking.
o It has limited distracting spelling.
18
o The story has a problem with the purpose of
3 writing it.
o Some critical thinking is present.
o It has more misspelled words.
o The story shows more problems with the

2 purpose of writing it.
o Less critical thinking is presented.
o Misspelled words are committed.
o The story does not serve its purpose at all

1 o The words used in the piece have no
relationship with the topic
o The words are mostly misspelled.
Assessment
paper.
1. The new text that is formed using intertext has _____________ borrowed
or imitated from the original text.
A. location B. language C. context D. time
2. Which of the following does not allow intertextuality to occur?

A. allusion
B. originality
C. quotation
D. retelling
3. Who coined the term ‘intertextuality’ in 1960s?

B. Laurent Jenny
C. Julia Kristeva
D. Graham Allen
4. It is a text developed in a way that copies the style or other properties of

another text without making fun of it unlike a parody.
A. allusion
B. pastiche
C. quotation
D. retelling
19
5. This method of text development allows writers to produce texts with
borrowed ideas from other writers.
A. hypertext
B. intertext
C. context
D. concept
6. This relationship between or among texts happens when a writer or speaker

explicitly or implicitly pertains to an idea or passage found in another text
without the use of quotation.
7. It is the method of directly lifting the exact statements or set of words from
a text another author has made.
8. Norse mythology of Europe was the inspiration of Victor Magtanggol, an

action-fantasy series of GMA Network. What text development was
used in crafting this story?
A. hyperlink B. intertext C. analysis D. context
9. It is one form of intertextuality that utilizes the process of restatement of a

story or re-expression of a narrative.
10. James Joyce used the modern context of The Odyssey in his very famous
novel Ulysses. It is an example of a/an________________.
A. hyperlink B. intertext C. analysis D. context
11. In the statement, “No man can write a single passage to which a parallel
one may not be found somewhere in the literature of the world,” what does
Alfred Tennyson mean about intertextuality?
A. It is present in almost all the texts that have written.
B. It is synonymous to originality.
C. It affects selected writers only.
D. It exists in limited texts.
12. Intertextuality was first observed in the work of ______________ from 1857
to 1913.
B. Laurent Jenny
C. Julia Kristeva
D. Graham Allen
13. Which of the following is not a kind of an intertextual relationship?

A. bibliography
B. quotation
C. retelling
D. allusion
20
14. Intertextuality is important because _______________________.
A. It allows the writer to reshape a text to be in a better form.
B. It enables the readers to see how original the text is.
C. It is way of showing creativity.
D. It promotes originality.
15. Which of the following is not an example of intertextuality?

A. The song Love Story by Taylor Swift was described as one of the modern
versions of Romeo and Juliet due to its lyrics.
B. Clueless was the basis of Iggy Azalea’s music video Fancy.
C. Harry Potter was originally written by J. K. Rowling.
D. None of the above
21
Directions: Write ‘I’ if the given is intertext and ‘NI’ if not. Use a separate sheet of
paper to write your answers.
1. Don Bosco crafted Fast City which is about an

_____________
interactive story presenting a set of problems and
psychological cases put within a technology-obsessed
urban space.
2. The Ten Commandments of Marriage was crafted out

______________ of The Ten Commandments.
3. The Museum by Adam Kenney offers the experience of

______________ being in a museum by providing each page to each
part of the museum and giving the readers
instructions as to where he/she wants to go by
providing access to the various portions of the
museum.
4. Wicked by Gregory Maguire came into being because

______________ of another story of Frank Baum which is The Wizard of
Oz . The story deals with the Wicked Witch of the West
and the misunderstood protagonist Elphaba.
5. “Education is the most powerful weapon which you can

______________ use to change the world.” These were the exact words
Nelson Mandela said which was quoted by US Secretary
of Education Arne Duncan in an article published in
blog.usaid.gov.
22
23
What I Know What's More Assessment
1. D 1. A
2. B Answers may vary. 2. D
3. A 3. A
4. A 4. D
5. B 5. B
6. D 6. A
7. D 7. D
8. D 8. B
9. C 9. A
10.C 10.D
11. A 11.C
12.C 12.C
13.D 13.C
14.D 14.C
15.C 15.D
Lesson 1
Answer Key
24
16.B 1. 16.C
17.A A.YES 17.A
18.B B. VICTOR 18.C
19.C MAGTANGGOL & 19.B
20.D NORSE MYTHOLOGY 5. B
21.A C. YES 6. D
22.B D. INTERTEXT 7. A
23.C 8. B
24.B 2. 9. C
25.C A.YES 10. B
26.A B. FRANKENSTEIN & 11. A
27.A GREEK MYTH 12. A
28.C C. YES 13. A
29.A D. INTERTEXT 14. D
30.D 15. C
3.
A.YES
B. INDIO & FILIPINO
MYTHOLOGY
C. YES
D. INTERTEXT
Lesson 2
References
Books
Domagsang, Anne Gelene T., Exploring Literature and Grammar, Reading and Writing
Skills, Quezon City: Brilliant Creations Publishing, Inc., 2016, 94.
Peňa, Andrew Rey S. and Anudin, Ali G. , Reading and Writing, Quezon City: Vibal
Group Inc., 2016, 146-147.
Anudin, Ali G and Andrew Rey S. Peňa. Reading and Writing Quezon City: Vibal
Group Inc., 2016.
Online Sources
Slideshare. Gavgani, Vahideh Z. “Hypertext”. May 9, 2008.

https://www.slideshare.net/vahideh/hypertext-397295
Wikipedia the Free Encyclopedia. “Hypertext”. Edited last June 4, 2020.

https://en.wikipedia.org/wiki/Hypertext_(semiotics)
Wikipedia. “URL”. Edited last May 17, 2020. https://en.wikipedia.org/wiki/URL.
Department of English Language and Literature National University of Singapore.

“Fast City Documentation and Writing”. Last modified November 7, 2002. Accessed
on May 28, 2020.
http://www.cyberartsweb.org/cpace/cpace/fiction/bosco/01.html.
“Intertextuality,” Literary Devices. Accessed June 6, 2020. https://literary

devices.net/intertextuality/.
Nordquist, Richard “Intertextuality: Glossary of Grammatical and Rhetorical

Terms.” Last modified March 6, 2020. Accessed on May 29, 2020.
https://www.thoughtco.com-what-is-intertextuality-1691077.\
Wimmer, Joshua. “Lesson Transcript”. Accessed June 5, 2020.

https://study.com/academy/lesson/intertextuality-in-literature-definition-
examples.html
Wikipedia, the free encyclopedia. “Indio (TV series),”, last modified May 22, 2020,
https://en.wikipedia.org/wiki/Indio_(TV_series)
Wikipedia, the free encyclopedia. “Victor Magtanggol,”, last modified May 20, 2020.
Accessed on May 30, 2020. https://en.wikipedia.org/wiki/Victor_Magtanggol.
25
Wikipedia, the free encyclopedia. “Wicked” Last modified June 4, 2020. Accessed
on June 1, 2020. https://enwikipedia.org/wiki/Wicked_(musical)
Social Media
21st Century Literature. “What is Hyperpoetry?”.Facebook . July 3, 2017.

https://www.facebook.com/11664932334520
26
Reading and Writing
Skills
Critical Reading as Reasoning
Reading and Writing
Quarter 2 – Module 1: Hypertext and Intertext
First Edition, 2020
over them.


Writers: Desiree D. Vista and Jayson B. Agarin
Editors: Orven Francis G. De Pedro and Susana J. Sacatrapos
Reviewers: Rex D. Bibal
Illustrator: Jayson K. Latade
Department of Education – RegionIV-A CALABARZON
Office Address: Gate 2 Karangalan Village,Barangay San Isidro

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
Reading and Writing

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator, in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
ii
For the learner:

The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.
module.

module.





sentence/paragraph to be filled into process

iii
competency.

learned concepts.

module.

this module.
4. Observe honesty and integrity in doing the tasks and in checking your
answers.
not alone.
iv
What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. Fact, convention, opinion, and preference are common types of assertion used in
A. Identifying assertion C. Determining evidences
B. Formulating counterclaim D. None of the above
2. Critical reading is not to criticize but to assess the validity of the text
A. True C. Both
B. B. False D. Not so sure
3. Determining evidences is
A. Asserting facts to support claims C. Conducting a survey
B. Rebutting a previous claim D. Showing courteous
4. Hedges are used to be courteous in expressing

A. Evidence C. Counterclaims
B. Assertions D. Critical reading
5. Hypertext reading is more difficult than intertext reading.

A. True C. Both A & B
B. False D. None of the above
6. Your tone must be courteous when you are writing counterclaims.

7. It is the act of giving a statement for justification and explanation.

A. Hedges C. Asserting
B. Reasoning D. Evidence
8. It is an engaging in analytic activity which involves the reader by asking questions

about the text and the author’s claim.
1
9. Interaction with the text is not necessary in evaluating judgment.
10. The following are the forms of hedges, except:

A. Modals C. Location adverbs
B. Frequency adverbs D. Probability adverbs
11. Which is an example of a modal hedge?

A. Could C. Usually
B. Probably D. None of the above
12. Which is an example of a probability adverb?

A. Could C. Usually
13. Which is a Frequency adverb?

A. Could C. Usually
14. It is a body of facts given by the authors to support their claims?

A. Counterclaims C. Evidence
B. Opinion D. None of the above
15. Critical reading is meant to assess the validity of textual evidence and not to
criticize.
2
Lesson
5
Explain critical reading as reasoning
Interaction with the text is very important to you as a reader because it will help you
evaluate and formulate judgment on how the text works.
In this lesson, we will focus on explaining critical reading as reasoning.
What’s In
Previously, you have learned the different functions of intertext and hypertext.
Hypertext reading is more difficult than intertext reading because of information
overload as the reader needs to recognize the accuracy of the information presented and
evaluate it.
Now let’s move on to explaining critical reading as reasoning.
What’s New
Read the paragraph and answer the following questions on a separate sheet.
Eastern Samar is an underdeveloped place and is one of the most disaster-prone

places in the Philippines. Because of poverty, residents are forced to live in high-risk
places, which makes them prone to disasters. Disasters in Eastern Samar affect a large
number of people by destroying their houses, farmlands, livelihoods, and other personal
assets.
Question: What is the weakness in the argument that the writer makes to support the
conclusion about the relationship of poverty to disaster?
a. The writer fails to consider the role of poverty in causing disasters.
b. The writer concludes that the situation in Eastern Samar will generalize
to all underdeveloped places.
c. The writer fails to consider the role of disaster play in causing poverty.
d. The writer fails to explain how people are affected by a disaster.
3
What is It
Critical reading is engaging in analytic activity which involves the reader by asking
questions about the text and the author’s claim. Critical readers are doing the process
of evaluating, analyzing, and interpreting the assertion of the hidden meaning of the
entire text.
On the other hand, reasoning as defined in Merriam-Webster dictionary, is an act of

giving statements for justification and explanation. It is the ability of someone to defend
something by giving out reasons.
Therefore, when reading critically, it is necessary to question the different arguments

used by the author, as any problem can weaken the authenticity of the conclusion.
Remember that critical reading is not meant to criticize but to assess the validity of
textual evidence.
Steps Used in Critical Reading as Reasoning

by Maxine Rafaella C. Rodriguez and Marella Therese A. Tiongson
1. Identifying assertions
Identify by a common type of assertion such as fact, convention, opinion, and
preference
2. Formulating a counterclaim
Counterclaims are made to rebut a previous claim
3. Determining evidence
Evidence is the details given by the authors to support his/her claims
Example
You are asking your father for an Android phone—that is your claim.
Then, your father answers you, “I am sorry, but you couldn’t.”—this is his
counterclaim.
He might say that you already have a cellphone. Now, you are going to
formulate a reason for your counterclaim. You may say that the reason you are
asking for an Android phone is because you need to use it for your online class
and would be very helpful in the new normal classroom setup.
When you write your counterclaim, you are expressing unfavorable statements.
Therefore, it is needed that you use hedges, which are words or phrases that give a
courteous tone.
4
Different forms of hedges
Modals: may, could, would, should, might, certain, must, etc.
Frequency adverbs: usually, generally, commonly
Probability adverbs: probably, possibly, presumably
Example:
The common cold is caused by a virus.
With hedges:
The common cold must be caused by a virus.
The common virus is certain to be caused by a virus.
What’s More
Read the passage carefully. Find the claim, the evidence, and the reasoning in the
passage. Write your answer on a separate sheet of paper.
Crecencian T.V.L. senior high school graduates are capable of joining the
workforce and be globally competitive skilled workers since passing the National
Competency II examination is the result of the in-depth training that they had developed
while in school. Crecencian T.V.L instructors are highly skilled in their field of
specialization. They are NC III & IV holders and have years of experience in the industry
before joining the academe. Many of the skilled graduates are now hired by different
corporations and some of them continue their college education in connection with their
chosen strand.
Claim: ______________________________________________________________________
______________________________________________________________________
Evidence: ___________________________________________________________________
______________________________________________________________________
Reasoning: _________________________________________________________________
______________________________________________________________________
5
What I Have Learned
Get your reflection journal then write down your takeaways from the lesson and
their impact on your critical thinking skills. Use the template as your guide.
My takeaways from the lesson How will I apply them tos

my everyday life?
What I Can Do
Let’s Talk. This activity aims to make a conversation between the student and
the author of the text. This inspires the learner to challenge claims in a conversational
manner. However, the learner should have an in-depth study of the resources used in
the text
Find an editorial article and try to evaluate and analyze it. Use the given Dialogic
journal template with guide questions. Write your answer on a separate sheet of paper.
Please attach the chosen article on your answer sheet.
Before reading the article ask yourself the following questions:

1. Why are you reading the article?
2. What do you hope to learn as you read it?
Name Date:
Title :
Author of the article:
Paragraph
Question/s & page no. Answer/s with supporting detail/s
What issue is emphasized by the

writer?
6
Is the writer able to take a clear
stand on is issue?
What is the writer’s purpose in

writing the article?
What is the writer’s tone? Why?
Does the writer assume the

readers to agree with his /her
stand?
What are the evidences

presented by the writer to
support his argument?

The teacher may let the students choose their
article to read and analyze.
7
Assessment
paper.
1. Which is an example of a probability adverb?
A. Could C. Usually
2. Fact, convention, opinion, and preference are common types of assertion used in
A. Identifying assertion C. Determining evidences
B. Counterclaim D. None of the above
3. Determining evidences is
A. Asserting facts to support claims C. To details the given support survey
B. Rebutting a previous claim D. Showing courteous
4. Hedges are used to be courteous in expressing

5. Critical reading is not to criticize but to assess the validity of the text.
B. False D. Not so sure
6. Hypertext reading is difficult than intertext reading.

7. Your tone must be courteous when you are writing counterclaims.

8. Critical reading is meant to assess the validity of textual evidence and not to criticize
B. false D. None of the above
9. Interaction with the text is not necessary in evaluating judgment.

8
10. Which is an example of a modal hedge?
A. Could C. Usually
11. Which is an example of Frequency adverb?
A. Could C. Usually
12. Which of the following is a body of facts given by authors to support their claims?
A. Counter claim C. Evidence
B. Opinion D. None of the above
13. It is the act of giving statement for justification and explanation.
A. Hedges C. Asserting
B. Reasoning D. Evidence
14. The following are the forms of hedges, except
A. Modals C. Location adverbs
B. Frequency adverbs D. Probability adverbs
15. It is an engaging in analytic activity which involves the reader by asking questions
about the text and the author’s claim
Write a paragraph on any topic that interests you. Use the outline as your guide.
I. What is your claim?
a. Supporting detail
b. Supporting detail
II. Write three lines or different text evidences that support your argument.
a.
b.
c.
III. Write a short counterclaim or counter-argument to the claim.
9
Rubric
Sufficient Insufficient Score
I. Claim (60%)
II. Evidence (30%)
III. Argument (10%)
TOTAL (100%)
10
References
Book
Rodriguez, Maxine Rafaella C. and Tiongson, Marella Therese A., Reading and Writing
Skills, Manila, Rex Book Store, Inc., 2016.
11
Answer Keys
What’s in
Answer is letter B
What’s More
Blue – claim, Red – evidence, Green – reasoning
Crecencian T.V.L. senior high school graduates are capable to join the workforce.
Through the in depth training that they had developed in school after they passed the
National Competency II examination. Crecencian T.V.L instructors are highly skilled in
their field of specialization. They are NC III & IV holders and have years of experience in
the industry before joining the academe. In addition many of the skilled graduates are
now hired by different corporations and some of them continue their college education
in connection with their chosen strand.
What I need to know Assessment

1. A 1. B
2. A 2. A
3. C 3. C
4. C 4. C
5. A 5. A
6. A 6. A
7. B 7. A
8. D 8. A
9. B 9. B
10. C 10. A
11. A 11. C
12. B 12. C
13. C 13. B
14. C 14. C
15. A 15. D
12
Reading and Writing
Skills
Formulating Evaluative
Statements
Reading and Writing Skills
Quarter 4 – Module 6: Formulating Evaluative Statements
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.


Writers: Margie Papasin and Michelle Banca
Editors: Name
Reviewers: Rex J. Bibal
Illustrator: Name
Vincent Emmanuel L. Ilagan, Division CID Chief
Henry P. Contemplacion, Division EPS-in-Charge of LRMS

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
Reading and Writing
Skills
Formulating Evaluative
Statements
Welcome to the Reading and Writing Skills 11 Alternative Delivery Mode (ADM)
Module on Formulating Evaluative Statements!
This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
ii
For the learner:
Module on Formulating Evaluative Statements!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
module.

module.





sentence/paragraph to be filled in to process


competency.

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

module.
References This is a list of all sources used in

developing this module.
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
not alone.
iv
What I Need to Know
This module was designed and written with you in mind. It is here to help
you formulate evaluative statements about a text read. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. Lessons are arranged to follow
the standard sequence of the course. However, the order in which you read them
can be changed to correspond with the textbook you are now using.
The module is divided into two lessons, namely:

 Lesson 1 – Assertions
 Lesson 2 – Counterclaims
After going through this module, you are expected to formulate evaluative
statements about a text read:
1. assertions about the content and properties of a text read; and
2. counterclaims in response to claims made in a text read;
To achieve these, you are expected to do tasks and activities independently

which will help you master the above-mentioned competency.
1
What I Know
paper.
1. Which of the following gives a better explanation to show the strength and
weaknesses of something through writing?
A. Assertion C. Evaluative Statement
B. Counterclaim D. Critical Reading
2. The statement, “Facebook is a cooler social media platform than Twitter” is what
type of assertion?
A. Fact C. Preference
B. Opinion D. Convention
3. The statement, “Earth is the third planet from the sun and is the largest of the
terrestrial planets” is an example of a:
A. Fact C. Convention
B. Opinion D. Preference
4. Identify the statement whether it is true or false. “Becoming a good critical

reader means that you are able to logically evaluate the claims of the writer.”
A. True
B. False
5. “If you were born poor and remain the same after thirty years, you should think of
new ways to change your economic status for the better.”
Which of the following evaluative statements can be formulated based on the text
above?
A. The text is insignificant since all Filipinos are rich.
A. The text is unmotivating because people nowadays don’t take advice from
others.
B. The text is useful because it gives a positive advice to readers especially
those who are suffering from poverty.
C. The text is not interesting because it sounds demanding.
6. An evaluation should have an evaluative statement that uses evaluative

language.
A. True
B. False
2
7. What should an evaluation have?
1. Positive feedback 3. Suggestion/s for improvement
2. Negative feedback 4. Evaluative statement
A. 1 and 2 C. 3 and 4
B. 1, 3, and 4 D. 1, 2, 3, and 4
8. “People should not commit adultery” is an example of which type of assertion?

A. Fact C. Opinion
B. Preference D. Convention
9. Which of the followings type of statements claims that something is true about
something else?
10. Which of the following does not describe an evaluative statement?

A. Substantial C. Obscure
B. Factual D. Fair
11. Evaluative statements can be formulated in two ways such as formulating

assertions and formulating meaningful counterclaims.
A. True
B. False
12. Which of the following is not a type of assertion?
A. Fact C. Counterclaim
B. Convention D. Preference
13. Which type of assertion states a personal choice in which the writer is under no
obligation to support or prove the truthfulness of the statement?
A. Fact C. Opinion
14. Which of the following is an example of evaluative language?
A. Significant C. Practical
B. Important D. All of the above
15. Which type of assertion states that its truthfulness can be verified only by
reference to historical precedents, laws, rules, usage, and customs
A. Fact
B. Preference
C. Convention
D. Opinion
3
Lesson
1 Assertions
Congratulations! You have successfully completed the preceding module. At

this point, you will be guided to master new competencies which will help you more
to become a better critical reader and a critical thinker as well. By the way, have
you experienced frowning and arguing to a reading material as if it would respond
and defend itself from your judgment? I’m pretty sure you want to know and
understand what you were doing in instances like that. To know this, all you have
to do is to continue reading this module.
Don’t forget to answer the pre-test provided for you, my dear learner, before
you proceed to the lesson proper. So, what are you waiting for? This part of the
module is right for you! Good luck!
In this lesson, you are expected to:
1. identify types of assertions;
2. formulate assertions and evaluative statements; and
3. write evaluative statements and an evaluation about the content

and properties of a written text
What’s In
In the previous module, you learned about critical reading as a form of

reasoning. This time, you will understand how critical reading and thinking skills
would help you grasp the essence of a text/s and check for possible fallacies in the
argument/s presented in a reading material.
4
What’s New
Suppose your parents give you an option of the gift you want to receive on
your graduation day. This is for you to be motivated to maintain your academic
standing in your class. Your choices are illustrated below.
Answer the following questions and write your responses on a sheet of paper.
1. From the choices above, which will you choose and why?
2. If you were your parents, what do you think would they tell you after
knowing your choice? List down the possible statements you may hear
from them.
What is It
How did you choose your preferred graduation gift? What did you notice with
the statements you have written in question number two?
5
For sure you have your own bases and considerations for your own choice. In
the situation above, you may have evaluated each option for you to come up with the
best one. At the same time, you may have considered your needs and interests as
well as the usefulness and the value of each offer. The same rule applies when you
evaluate any reading text. You also need to consider your bases as evidence in order
to validate or verify your assertions or claim about what you read.
For the second question, your parents may have given you evaluative
statements that express their assessment about the choice you made.
What is an Evaluative Statement?
It is a statement that states one's sound judgement about something through

writing which is supported by reasons and evidences. It also presents the strengths
and weaknesses of something based on a set of criteria which needs to be factual,
substantial, and unbiased.
How to Formulate an Evaluative Statement:
To formulate an evaluative statement, one needs to read the entire text carefully
and critically to understand and to check for possible fallacies in the argument
presented by the writer. Just like any other writing, the formulation of the evaluative
statements is done in the same way except that the statement is about your own
judgment of the text’s content and properties. You may formulate your evaluative
statements in two ways such as formulating assertions and counterclaims.
Meanwhile, you will be formulating meaningful counterclaims at the second part of
this module.
The question now is, how are you going to form evaluative statements? It’s
very simple! Just remember the following pointers:
1. Begin with the positives before you point out the negatives. Remember that
your evaluative statement should be factual, substantial, and unbiased. When
giving your negative feedback, it should not sound insulting on the part of the
evaluatee (one who is evaluated).
2. Suggest a solution/s or suggestion/s on how to improve the written material

being evaluated and provide justification how these will work.
3. Keep your feedback concise and precise.
4. Be careful in giving your feedback. Since evaluations pass judgment onto

works of authors, they must be written and expressed with care and much
diligence.
Take a look at the given example below:
6
SITUATION:
A student was tasked to compose a poem that would express his thoughts
and feelings about various events around him. After a while, he submitted it to his
teacher before the set deadline. As the teacher evaluated his output, she was
impressed about the way the student wrote his concrete poem using the shape of a
dove as the poem’s structure to help the readers to easily understand the meaning
of his writing. Surprisingly, he chose a theme about the 2019 Corona Virus Disease
that gives hope to the readers who may be affected by the pandemic. In addition to
this, a good physical and grammatical arrangement of words were evidently shown.
Figurative language and imagery were also used. However, the teacher found out
that the poem was written in forced rhyme that may have caused him to use
inappropriate words. Since the teacher wanted to improve the writing skill of the
student, she then suggested to consider the use of appropriate language over
rhyme to better connect with the audience.
EVALUATION:
1) You (referring to the writer) composed an impressive poem. It has a good
physical and grammatical arrangement of words that enhanced the
readers’ overall experience. Another good thing is that your chosen theme
is very timely that gives hope to the readers in this time of pandemic.
When it comes to the elements of poetry, you used figurative language
and imagery that added spice to the overall quality of your composition.
These literary devices stir up and startle the readers’ imagination.
Furthermore, the choice of writing a concrete poetry (a poetry of which
visual appearance matches the topic of the poem) with a dove as the
shape of the poem’s structure contributes a lot in understanding the
meaning of the poem.
Explanation:
The evaluation begins with an evaluative statement that says, “You (referring
to the writer) composed an impressive poem.” It is followed by giving a
positive feedback to the writer specifying the strengths of the poem.
2) However, the rhyme of your writing is forced. It seems that the words
were chosen for the sake of having a rhyming effect that somehow affect
the emotional connection between the reader and the poem itself.
Explanation:
In the second paragraph, the evaluator mentioned about the weaknesses she
saw in the writing.
3) To improve your work, you should be careful in choosing the

appropriate words to be used to best express the meaning and
emotions you would like the readers to understand and feel. It should
be considered over the rhyme of the poem. Remember, a poem may or
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may not have a rhyme but if you choose to have one, the meaning and
the emotional appeal of the poem should not be compromised. In this
way, you can have a good connection with the readers and would
therefore make them appreciate your poem more.
Explanation:
Finally, a suggestion was given to the writer at the third paragraph for the
improvement of the poem.
ASSERTION AND ITS TYPES:

A good critical reader does not only understand the meaning of a reading
material but also logically evaluates whether the claims of the writer are true or
false. Assertions serve as a primary way for the readers to consider and possibly
agree with the claims presented by the writer in an expository writing.
Assertions are declarative sentences that give one’s belief about something
else as if it is true though it may not be. It is expressed as an argument. Usually,
these assertions contain languages that expresses evaluation such as useful,
significant, important, insightful, detailed, up-to-date, comprehensive, practical,
impressive, etc.
For example, you were asked to answer the question, “Do you believe
education should continue regardless of the situation we are facing right now?” and
you would give your opinion or argument about it. Afterwards, you would make an
assertion whether you agree or disagree with the issue, thus, take a stand and
support it with your reason/s.
There are four types of assertions which are classified according to the
degree of certainty they can be judged as true or false.
1. FACT - is a statement that can be proven objectively by direct experience,

testimonies of witnesses, verified observations, or the results of research.
Example:
According to experts, seawater contains high amounts of minerals such as
sodium, chloride, sulphate, magnesium, and calcium.
(The first sample sentence is classified as a fact since the mineral contents of
seawater can be tested and proven through experiments and researches.)
2. CONVENTION - is a way in which something is done similar to traditions and

norms. Its truthfulness can be verified only by reference to historical
precedents, laws, rules, usage, and customs. Something to note about
conventions is that they may sound factual due to their being derived from
8
customs, but because they are socially accepted ways of doing things, they
cannot be verified objectively by measurements.
Example:
Seawater is classified as a heterogenous and homogenous mixture.
(The second sample sentence is a convention because the classification of

seawater is based on the classification system made by scientists and is acceptable
to the scientific community.)
3. OPINION - is a statement based on facts but is difficult to objectively

verify because of the uncertainty of producing satisfactory proofs of soundness.
Opinions result from ambiguities; the more ambiguous a statement, the more
difficult it is to verify. Thus, they are open to disputes.
Example:
Swimming in seawater is the best activity to refresh and relax your mind,
body, and soul.
(The third sample sentence is an opinion since the claim is difficult to prove.
The truthfulness of the claim may be true to some but not to others.)
4. PREFERENCE - states a personal choice in which the writer is under no

obligation to support or prove the truthfulness of the statement. They are
subjective and cannot be objectively proven or logically attacked.
Example:
I love to make frequent trips to places with seawater than those without it.
(The last sample sentence is a preference because it expresses the personal

choice of the writer to places with seawater over those places without it.)
What’s More
Identify the type of assertion in each statement whether it is a fact, convention,

opinion, or preference.
1. I would rather watch educational shows than play computer games.

2. Roses grow best in soil made of ¾ clay and ¼ sand and loam.
3. In America, the bride's family pays the majority of the wedding costs.
4. Chocolates taste better than ice cream.
5. Lions belong to the genus Panthera which contains well-known animals such
as the tiger, leopard, and jaguar.
6. I think that green is the best color.
9
7. I prefer to go to Maldives than to St. Gallen.
8. Corazon Aquino was the 11th president (and first female president) of the
Philippines. She restored democracy after the long dictatorship of Ferdinand
Marcos.
9. The export of cut rose can easily become one of the most lucrative businesses
in the country.
10. President Rodrigo Duterte signed the Bayanihan to Heal as One Act on March
24, 2020.
What I Have Learned
Check your learnings about the lesson by completing the statements below.
o Evaluative statements should be ___________________________________.

o Formulating evaluative statements will help you become
___________________________________________________________________.
o The two steps to formulate evaluative statements are
___________________________________________________________________.
o Assertions can be __________________________________________________.
o The four types of assertion are _____________________________________.
What I Can Do
Now, let us try to apply your learnings on formulating evaluative statements.

A. Directions: Form an evaluative statement for every given text and label it
whether positive or negative depending on the focus of the evaluation. See
the sample below.
Text:
If you are not so smart, you should try to be a teacher.
Evaluative Statement:
The statement is very discriminatory against those with average intelligence
and teachers in general. Example: Negative
1. In this time of pandemic, people should give all the blames to the
government for the insufficient assistance given to them.
10
2. Every person has something to contribute to win the battle against
CoViD 19.
3. If you got infected by the Corona Virus, you should not lose hope but be
positive about it.
4. If you are a student with no internet connection at home, you better not
enroll for this school year while we are in these trying times.
5. When you go out of your house to buy essential things, you must follow
the minimum health protocols like social distancing, wearing mask,
using alcohol or sanitizer, and washing hands.
B. Read the poem written by Meigma, a senior high school student. Make your
own evaluation about its content and properties. Please be guided by the
sample evaluation given in the discussion part and the scoring rubric that
follows after the poem below.
I hate my life
And I won’t say
I’m good in my own way
I’m the worst
And you can’t tell me
I did my best
Because I knew
I’m a failure
It’s not true that
I’m awesome
But I know
People hated me
I’m a disaster
A distress
They call me
Fool
Stupid
Unworthy
All these insults
I keep to myself
For a long time
Is this really me?
Are all of these true?
Believing in myself
It seems so hard
To be what they demand
How I wish
What does it feel?
To be myself
(Read from the bottom to the top)
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5 3 1
The evaluation has an The evaluation has an The evaluation has no

evaluative statement evaluative statement evaluative statement.
that used an evaluative but did not use an
language. evaluative language.
The evaluation The evaluation The evaluation has
contains positive and contains positive and positive feedbacks but
negative feedbacks as negative feedbacks but there are no negatives
well as suggestions to there were no and suggestions for the
improve the poem. suggestions provided. improvement of the
written work.
The evaluation is clear, The evaluation is clear The evaluation is clear

concise and precise. and concise but not but not concise and
precise. precise.
The evaluation has no The evaluation has 1 to The evaluation has 4 or

error when it comes to 3 errors when it comes more errors when it
mechanics (grammar, to mechanics. comes to mechanics.
capitalization and
punctuation)
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on
a separate sheet of paper.
1.Which of the following are declarative sentences that claim something is true
about something else.

2. Which of the following gives a better explanation to show the strength and
weaknesses of something through writing.

3. Which of the following does not describe an evaluative statement?
A. Substantial C. Obscure
B. Factual D. Unbiased
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4. The statement, “Facebook is a cooler social media platform than Twitter” is what
type of assertion?
A. Fact C. Preference
B. Opinion D. Convention
5. An evaluation should have an evaluative statement that uses evaluative
language.
A. True
B. False
6. Read the assertion below and identify its type.

“Earth is the third planet from the sun and is the largest of the terrestrial planets.”
A. Fact C. Convention
B. Opinion D. Preference7. What should an evaluation have?
A. Positive feedback C. Suggestion/s for improvement

B. Negative feedback D. All of the above
8. In the text below, which evaluative statement can be formulated?

If you were born poor and remain the same after thirty years, you should think of
new ways to change your economic status for the better.
A. The text is useful because it gives a positive advice to the readers
especially to those who are suffering from poverty.
B. The text is insignificant since all Filipinos are rich.
C. The text is unmotivating because people nowadays don’t follow
piece of advice from others.
D. The text is not interesting because it sounds commanding.
9. Identify the statement whether true or false. “Becoming a good critical reader
means that you are able to logically evaluate the claims of the writer.”
A. True
B. False
10. “People should not commit adultery.” is an example of what type of assertion?
A. Fact C. Opinion
11. Which of the following is not a type of assertion?
A. Fact
B. Convention
C. Counterclaim
D. Preference
12. Which type of assertion states that its truthfulness can be verified only by
reference to historical precedents, laws, rules, usage, and customs
A. Fact
13
B. Preference
C. Convention
D. Opinion
13. Evaluative statements can be formulated in two ways such as formulating

assertions and formulating meaningful counterclaims.
A. True
B. False
14. Which of the following is an example of evaluative language?
A. Significant
B. Important
C. Practical
D. All of the above
15. Which type of assertion states a personal choice in which the writer is under no
obligation to support or prove the truthfulness of the statement?
A. Fact
B. Preference
C. Opinion
D. Convention
Research for an article or any text available to you. Then, formulate

evaluative statements about it. Be guided by the scoring rubric below.
To assess the Student’s Output on the Evaluative Statements
5 3 1
The evaluation The evaluation The evaluation has

contains positive and contains positive and positive feedbacks but
negative feedbacks as negative feedbacks but there are no negatives
well as suggestions to there were no and suggestions for the
improve the poem. suggestions provided. improvement of the
written work.
The evaluation is clear, The evaluation is clear The evaluation is clear

concise, and precise. and concise but not but not concise and
precise. precise.
14
The evaluation has no The evaluation has 1 to The evaluation has 4 or
error when it comes to 3 errors when it comes more errors when it
mechanics (grammar, to mechanics. comes to mechanics.
capitalization, and
punctuation)
Answer Key
15
1. C A. 1. A
2. C 2. C
3. A 1. Preference 3. A
4. A 2. Fact 4. B
5. C 3. Convention 5. A
7. D 5. Convention 7. D
8. D 6. Opinion 8. A
10. C 8. Fact 10. D
11. A 9. Opinion 11. C
12. C 10. Fact 12. C
13. B 13. A
14. D 14. D
B. Answers may vary
15. C 15. B
References
“Formulating EvaluativeStatements.” Elcomblus.com. Accessed on June 1, 20-20.
https://elcomblus.com/formulating-evaluative-statements/.
What I Know
Since writing is a process, a series of steps, it is more appropriate, therefore, to start

this module with the items in the given pre-test that will help you generate ideas and
organize them before you begin writing. Read each question carefully and write your
answer on a separate sheet of paper.
16
1. Counterclaims are claims made to ______________.
A. rebut new claim
B. rebut specific claim
C. rebut previous claim
D. rebut an unknown claim
2. To rebut means _______________________.

A. to contradict someone’s statement through a formal
argument
B. to argue with someone’s point of view about an issue
C. to affirm someone’s statement even if it is wrong
D. to oppose someone’s statement in a contest
3. Counterclaims are opposite of _________________.

A. Stand C. Reason
B. evidence D. Claims
4. A counterclaim is one of the elements of _______.

A. position C. Evidence
D. argument D. Rebuttal
5. This is the statement that proves the truth of a claim

and generally leads to the conclusion of an argument.
A. Claim C. Evidence
B. Counterclaim D. Reason
6. 6. This is the part of an argument where a statement

offers an explanation behind a party’s claim.
A. claim C. Evidence
B. counterclaim D. Reason
7. This is just the opposite of claim. It is a statement

that contradicts one’s claim and is usually proven and
supported by both reasons and evidences.
8. This is a statement that asserts facts based on one’s

understanding about a particular topic or issue.
9. James’ negative response to Menard’s claim is an

example of a/an ________________.
10. James offering valid reasons to convince BJ that

men and women were born equal is an example of
_________________.
17
11. It is the backbone or central argument of the text
which gives writing a sense of direction and purpose.
B. Reason D. Counterclaim
12. It provides a conflicting angle to the main claim.

13. “One of the ways in which people can overcome

depression is by looking at the brighter side of things in
life.” This statement is an example of
14. “However, not all people going through depression

share the same viewpoint on how to cope with it. In my own
experience, there is a big difference between something
that is difficult and something that is impossible.” This
statement is an example of
15. What does counterclaim serve?

A. Offers solutions to problems
B. Agrees with the ideas of experts
C. Discusses an issue
D. Provides a conflicting angle or standpoint
Lesson
2 Counterclaims
What’s up! I would like to commend you for completing the previous lesson. I
am sure you have already gained a meaningful experience in complying with all those
tasks. Are you now ready for the next module? Alright, sit back and enjoy your new
18
learning venture. I am sure you will also have a good time in going over with this
lesson as much as you liked the former one. Best of luck!
In this module, you are expected to:

1. identify parts of an argument;
2. formulate counterclaims; and,
3. analyze a passage using the four elements of an argument.
To reward yourself for being so good as to take a mock quiz,

When you get home, stand before a mirror and give yourself
an “I LIKE YOU” smile!
What’s In
Let’s Refresh
Let’s begin our discussion today with a brief review. Read through the
following statements and determine whether these statements are factual or
opinionated. Write F for fact and O for opinion for your answers. Use a
separate sheet of paper for your answers.
_____________ 1. There are five common types of assertion.

_____________ 2. Assertion is an action of stating that a statement is either a
fact or belief.
_____________ 3. The statement, “We are all children of a loving Father in
heaven” is an example of assertion.
____________4. Fact is one type of assertion which can be proven objectively
by direct experience, testimonies of witnesses, verified observations, or the
results of research.
____________5. Another type of assertion is opinion. Opinions result from
ambiguities; meaning the more ambiguous a statement, the easier it is to
verify.
So, how did you fare in the activity? Did you find it easy or difficult?
Why did you say so?
19
What’s New
Here is a set of jumbled letters that I want you to arrange to come up

with a sensible word.
O U N C M A T E C R L I
Clue: It is the opposite of an opposing argument.
Did you get the answer? The answer: _ _ _ _ _ _ _ _ _ _ _ _
What is a counterclaim?
Now, compare your ideas/ understanding of assertion and
counterclaim. Write your answers on their respective spaces below.
ASSERTION COUNTERCLAIM
Then write a short paragraph with 3-5 sentences about your insights
on both assertion and counterclaim.
___________________________________________________________________________
___________________________________________________________________________
________________________________________________
What is It
Formulating Counterclaims
To be an effective critical thinker, it is not enough just to be able to identify
claims and assertions. The ability to analyze an argument is essential to
understanding the text more deeply, but understanding the claim is not the only
facet of the argument. You must also learn how to analyze the counterclaims and
evidence provided by the text. Being able to recognize and formulate counterclaims
in reaction to an argument is a characteristic of a good critical reader.
20
Counterclaims are claims made to rebut a previous claim. To rebut means
to contradict someone’s statement through a formal argument. They provide a
contrasting perspective to the main argument.
To be able to locate counterclaims to an argument, remember the following:
1. Show competence and familiarity with the writer’s topic.

2. Examine different perspectives and not just passively accepting the
writer’s claim.
3. Consider the topic, and make sure you are willing to engage different
viewpoints from your own.
4. Clarify your personal position on the topic.
Example:
Martha is an incoming Grade 11 student. She has been using a basic
cellphone ever since she was in junior high school. She is very eager to go back to
school and be productive, but when she learned about the integration with
technology and digital tools to extend in the classrooms beyond the constraints of
traditional walls particularly in the public school due to the global pandemic, her
excitement turned into frustration. Martha desperately wants to have a
smartphone, so she can have access to online learning. Having this in mind, she
tells her father, Mang Tonyo, that she needs a smartphone. Mang Tonyo, thinking
only of the additional expense, simply says, “No.”
Martha has made her claim – asking for a smartphone.

Mang Tonyo has made his counterclaim – opposing Martha’s claim
Martha must offer valid reasons to convince Mang Tonyo that she needs the
smartphone because it has access to internet and so he needs to provide her with
one. Martha might provide evidence of the necessity of using smart phone nowadays
as part of the new normal life in the time of coronavirus. Martha’s reasoning may
include a description of how important a smartphone is as far as convenience and
flexibility in online distance learning are concerned.
In this example of counterclaim, Mang Tonyo now needs to support his refusal
to provide Mildred with a smartphone. He should be ready to give solid, substantiated
reasons for his refusal to provide something that the family has been spending for
all those years. This may include evidence of the family’s inability to send her and
her siblings to a private school, and that his budget is not sufficient enough to afford
a brand new smartphone since the family income has suffered due to COVID-19.
Four Elements of Argument
1. CLAIM - is a statement that asserts facts based on one’s understanding about

a particular topic or issue.
In the given example, Martha asking his father to buy her a smart
phone is an example of a claim.
21
2. COUNTERCLAIM - is just the opposite of claim. It is a statement that
contradicts one’s claim and is usually proven and supported by both reasons
and evidences.
Mang Tonyo’s negative response to Martha’s claim is an example of

counterclaim.
3. REASON - is the part of an argument where a statement offers an explanation

behind a party’s claim.
Martha’s offering of valid reasons to convince Mang Tonyo that she needs
the smart phone is an example of reason.
4. EVIDENCE - is the statement that proves the truth of a claim and generally
leads to the conclusion of an argument.
Martha provides evidence of the necessity of using smartphone as part of the

new normal life in the time of corona virus is an example of evidence.
What’s More
Identify whether the following statements are a claim, counterclaim, reason,

or evidence. Then select the word, clause, or phrase that proves your answer. Write
your answers on a separate sheet of paper.
_____________ 1. If you want to keep people around you, continue to open the
door of friendship and always accentuate the positive.
____________ 2. I am a child of a loving God who created me after His own

image. I am happy for what I am and I don’t have to be someone I am not.
____________ 3. I don’t think so. Charles Darwin’s Theory of Evolution explains

that humans evolved from the monkeys.
____________ 4. I did not come from the apes because I don’t look like one
of them!
____________ 5. Also, Genesis 1:26 explicitly rendered that aside from creating
man after His image, God also gave him dominion over all His creations. Well,
it does not matter whether I look like a chimpanzee or not as long as I know I
am me.
22
What I Have Learned
Check your understanding of the lesson by completing the following statements:
o What is a counterclaim?
__________________________________________________________________.
o What is the difference between claim and counterclaim?
___________________________________________________________________.
o What are the four parts of an argument?
___________________________________________________________________.
o What does rebut mean?
___________________________________________________________________.
o What is a characteristic of a good critical reader?
____________________________________________________________________.
What I Can Do
Overseas Heroes
Below is a representation of our modern-day heroes, our OFWs
created by Wendell Almasco, a former senior high school student. Formulate
counterclaims out of the claims written on the table below. Be guided by the
scoring rubric that follows after the claim.
CLAIM COUNTERCLAIM
23
1. Millions of Filipinos have left
the Philippines in order to look for
greener pasture abroad.
2. Most Filipinos are more excited

to see the balikbayan boxes than
their OFW families and relatives.
SCORING RUBRIC:
WELL DONE EXCELLENT AMAZING AWESOME
(20) (15) (10) (5)
CLAIM 1 Counterclaim Counterclaim Counterclaim  Counterclaim or
 is sharp, is clear and  is mentioned. refute is unclear
distinct and maintained Refute is poorly and not
maintained throughout. supported. supported.
throughout. Refute is
Refute is well- presented and
thought out convincing
and convincing.
CLAIM 2 Counterclaim Counterclaim Counterclaim  Counterclaim or
 is sharp, is clear and  is mentioned. refute is unclear
distinct and maintained Refute is poorly and not
maintained throughout. supported. supported.
throughout. Refute is
Refute is well- presented and
thought out convincing
and convincing.
Below is a statement about what leadership is. Read it closely then

analyze it by using the four elements of an argument.
Leadership starts first with knowing who we really are and discovering
our potential and capacity to reach out to others, before knowing about those
people that we lead and serve.
- Michelle B. Banca
Claim
Counterclaim
24
Reason
Evidence
SCORING RUBRIC
CRITERIA MY PERSONAL MY TEACHER’S
RATING EVALUATION
Completeness (5)
Did you write to the prompt?
Did you write enough?
Was your argument complete?
Content (5)
Did your argument have claim,
counterclaim, reason, and evidence?
Language (5)
Did you use clear and thoughtful
language?
Did you use the ideas as reflected in the
passage?
Formatting/Organization (5)
Is your argument expressed in
thoughtful and sensible sentences?
TOTAL
25
Assessment
Read carefully each question first before shading the letter of your choice.
1. Counterclaims are opposite of _________________.

A. Stand C. reason
B. Evidence D. claims
2. A counterclaim is one of the elements of _______.

A. position C. evidence
B. rebuttal D. argument
3. This is the statement that proves the truth of a claim

and generally leads to the conclusion of an argument.
A. claim C. evidence
B. reason D. counterclaim
4. Counterclaims are claims made to ______________.

A. rebut new claim C. rebut previous claim
B. rebut specific claim D. rebut an unknown claim
5. To rebut means _______________________.

A. to contradict someone’s statement through a formal
argument
B. to argue with someone’s point of view about an issue
B. to affirm someone’s statement even if it is wrong
D. to oppose someone’s statement in a contest
6. This is a statement that asserts facts based on one’s

understanding about a particular topic or issue.
A. Claim C. evidence
B. Reason D. counterclaim
7. James’ negative response to Menard’s claim is an

example of ________________.
26
8. James’ offering valid reasons to convince BJ that men
and women were born equal is an example of
_________________.
6. 9. This is the part of an argument where a statement

offers an explanation behind a party’s claim.
10. This is just the opposite of claim. It is a statement

that contradicts one’s claim and is usually proven and
supported by both reasons and evidences.
11.“One of the ways in which people can overcome

depression is by looking at the brighter side of things in
life.” This statement is an example of
12.“However, not all people going through depression

share the same viewpoint on how to cope with it. In my own
experience, there is a big difference between something
that is difficult and something that is impossible.” This
statement is an example of
13. It is the backbone or central argument of the text

which gives writing a sense of direction and purpose.
14. It provides a conflicting angle to the main claim.

15.What does counterclaim serve?

A. Offers solutions to problems
B. Agrees with the ideas of experts
C. Discusses an issue
D. Provides a conflicting angle or standpoint
27
Answer Key
Assessment What's More What I Know

1. B 1. Evidence 1. B
2. A - continue to open 2. C
3. B the door of friendship 3. D
4. C and always 4. B
5. D accentuate the 5. A
6. B positive 6. A
7. D 2. Claim 7. D
8. A -I am happy for what I 8. B
9. D am 9. D
10. C 3. Counterclaims 10. A
11. A -I don’t think so 11. A
12. D 4. Reason 12. D
13. A -Because I don’t look 13. A
14. D like one of them 14. D
5. Counterclaim
15. D 15. D
-It does not matter
28
References
Legaldictionary.net. “Counterclaim.” Accessed on June 6, 2020.

https://legaldictionary.net/counterclaim/
Study.com. “Parts of an Argument.” Accessed on June 7, 2020.

https://study.com/academy/lesson/parts-of-an-argument-claims-
counterclaims-reasons-and-evidence.html
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
29
Reading and Writing
Skills
Determining Textual Evidence
Quarter 4 – Module 7: Determining Textual Evidence
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
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impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.


Writers: Faye Maida F. Llagas and Charisel Jeanne H. Casala
Editor: Shiela Niña L. Rea-Santes
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Maloles, Jonathan H. Marquez, and Jhonathan S. Cadavido
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In Charge of LRMS

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Telefax: 02-8682-5773/8684-4914/8647-7487
Reading and Writing
Skills
Determining Textual Evidence
i
Welcome to the Grade 11 Reading and Writing Skills Alternative Delivery Mode (ADM)
Module on Determining Textual Evidence!
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
the module:

You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:
Welcome to the Grade 11 Reading and Writing Skills Alternative Delivery Mode (ADM)
Module on Determining Textual Evidence!
The hands are one of the greatest assets of the human body. No other being in the
world has hands that can grasp, hold, move, and manipulate objects like human
hands. Through our hands, we may learn, create and accomplish. Hence, the hand
in this learning resource signifies that you as a learner is capable and empowered to
successfully achieve the relevant and essential competencies and skills at your own
pace and time. Your academic success lies in your own hands!
1
module.

module.







competency.

learned concepts.

module.
2

this module.

3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
What I Need to Know
This module exposes students on how to develop their writing ability through
determining textual evidence to validate assertions and counterclaims made about a
text read. The learner will be able to understand the relationship of a written text
and the context in which it was developed.
This contains the ways on how to determine and use textual evidences to
validate assertions and counterclaims of the text read.
It is expected that at the end of this module the learner must be able to write
a critique of a selected text on the basis of its claim/s, context, and properties as a
written material.
At the end of this module, the learners are expected to:
 gather textual evidence in support of an assertion about a text;
 make inferences using the given details;
 use textual evidence to formulate claims and counterclaims; and
 formulate claims and counterclaims.
3
What I Know
A. Identify the word/s that best describe the following statements. Choose your
answer from the word pool. You may write your answer on a separate sheet.
explicit implicit textual evidence
inference argument
1. It is stated clearly and in detail, leaving no room for confusion or doubt.

2. It means implied or indirect.
3. It means drawing a conclusion on the basis of circumstantial evidence.
4. It is defined as the details given by the author in order to support his/her
claim.
5. This is a statement or series of statements for or against something,
B. Analyze the paragraph and answer the following questions on your answer
sheet.
After work, Juan takes off his muddy boots at the doorstep. Maria would
check if the boots were placed on its rack. He then places his soiled clothes in the
laundry basket and places his toolbox in the cabinet. She tells him to freshen up
before eating dinner. Then, Juan goes straight to the shower. Maria sets the table
while waiting for him, and dines with him afterwards.
6. What type of work does Juan do?

A. a lawyer C. a garbage collector
B. a doctor D. a construction worker
7. Based on the text, how do you know Juan works in construction?

A. He has tools.
B. He wears a hat.
B. He goes straight to shower upon landing home.
C. His boots are muddy, and his clothes are soiled.
8. What type of person is Maria?

A. Carefree and calm C. Messy and sloppy
B. Sad and angry D. Meticulous and organized
9. What type of relationship do Juan and Maria have?

A. They are colleagues. C. They are brother and sister.
B. They are neighbors. D. They are husband and wife.
4
C. Analyze each argument below and choose the correct letter of answer. Write your
answer on your answer sheet.
10. Argument: School uniforms are very beneficial in schools today. Which would be
a claim for this argument?
A. Uniforms in schools increase student safety.
B. Uniforms do not allow students to express their individuality.
C. Bullying and attacks are not stopped just because of uniforms.
11. Argument: Milk is very healthy for the human body. Which could be a
counterclaim for this argument?
A. Milk helps to strengthen bones.
B. Drinking milk contributes to obesity.
C. Milk provides many healthy vitamins and minerals for the body.
12. Argument: Cellphone radiation is harmful to people. Which would be a claim for
this argument?
A. Cellphone radiation is not powerful enough to cause cancer.
B. There are regulations and limits on how much radiation is allowed
in cellphones.
C. Studies show that there is a correlation between cellphone radiation and
brain tumors.
13. Argument: There are several disadvantages to social media. Which would be a
A. Social media is not private or secure.
B. Social media spreads false information.
C. Social media allows news to be broadcasted quickly.
claim for this argument?
A. Social media allows police to catch criminals.
B. Social media helps students do better in school.
C. Students who use social media often have lower grades.
15. Argument: College athletes should be paid. Which would be a claim for this
argument?
A. College athletes are not professionals; they are just playing at an advanced
level.
B. College athletes bring in money for the college because people pay to come
watch them play.
C. College athletes would have to pay taxes and likely not be able to afford
tuition expenses if they were paid.
5
Lesson Determining Textual
1 Evidences
What’s In
You have previously learned that one can give his/her own assertions on what
he/she has read. Such assertions can be based on fact, convention, opinion or
preference and these assertions lead to formulating claims.
As a critical reader, you should be able to recognize and formulate

counterclaims about what was read. Counterclaims refer to claims that refute
previous claim in your readings. It is necessary to locate evidences provided by the
text to prove one’s counterclaim.
To clarify one’s position on giving counterclaims, you also learned how to

formulate evaluative statements. Reading texts should be examined carefully by
identifying evidences that support the author’s claim, finding evidences that support
the claim and evaluate if it is worthy for sharing.
After learning these skills in formulating evaluative statement, you must learn
to determine textual evidences to validate assertions and counterclaims made about
a text read.
What’s New
A. Try to guess the occupation of the person being referred to in the following
statements by using the given details.
1. People come to me and ask for my prescription. I use a stethoscope to hear

heartbeats and other sounds inside the body.
_____________________________________________
2. People call me whenever their tires are flat. I check their vehicle’s radiator
and engine, so they can travel safely.
_____________________________________________
3. I use a harrow and a tiller to cultivate soil. Many depend on my harvest for
food to eat and to live a healthy life.
_____________________________________________
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4. I love to read books and play with children. I teach them how to read and
write inside the school.
_____________________________________________
5. I make houses, buildings and bridges. I use different protractor and

compass set and I calculate things accurately.
_____________________________________________
B. Read the paragraph and answer the following questions. You may write the
answer on separate sheet.
Wooosh! The rain poured and the thunder struck. Luis step inside the house
with a rage of his emotion. He dropped his ball and stomp his feet towards his room.
Then, shot at the door. The mother said, “There are still other things you can do
inside the house, my dear.” But he did not respond. He went to the living room and
grabbed his gadget.
1. Why is Luis upset?

A. Because it is raining.
B. Because his ball was deflated.
C. Because he is scared of thunderstorm.
D. Because the mother forbid him to play outside.
2. What line in the text tells you that Luis is upset that it is raining?
A. He did not respond.
B. The rain poured and the thunder struck.
C. He went to the living room and grabbed his gadget.
D. Luis step inside the house with a rage of his emotion.
3. What do you think he is planning to do?

A. He wants to go to school.
B. He wants to play basketball.
C. He wants to have picnic with his mother.
D. He wants to go to the mall with his friends
4. What lines from the text support the idea that he listened to his mother?
A. Then, shot at the door.
B. But he did not respond.
C. He went to the living room and grabbed his gadget.
D. He dropped his ball and stomp his feet towards his room.
5. What kind of boy was Luis?

A. He is impatient.
B. He loves playing basketball.
C. He loves playing with his gadgets.
D. He wants to be alone most of the time.
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C. Read the poem, Harlem by Langston Hughes and answer the following guide
questions.
What happens to a dream deferred?
Does it dry up
Like a raisin in the sun?
Or fester like a sore ----
And then run?

Does it stink like rotten meat?
Or crust and sugar over—
like a syrupy sweet?

Maybe it just sags
like a heavy load.
Or does it explode?
(SOURCE: https://www.poetryfoundation.org/poems/46548/harlem)
Guide Questions:
1. What does the word “deferred” mean?
2. How is the dream compared to a raisin? rotten meat? and heavy load?
3. What are the authors’ descriptions of a dream deferred?
4. Based on the poem, what happens when you don’t go after your dreams and
you defer them at a later time?
5. If you were the author, how would you feel upon writing the poem?
6. Do you agree with the author’s idea that a dream deferred stinks like a
rotten meat? Why?
What is It
After answering the questions in the previous activity, you are able to identify
words from the poem that help you understand what the author is trying to tell. The
words and phrases like deferred, fester like a sore, stink like rotten meat, and sags
like heavy loads are examples of textual evidences you can find in the poem. These
will help you formulate your claim and counterclaim about the author’s tone and
mood in writing his poem.
Textual evidence is defined as the details given by the author in order to

support his/her claims. It reveals the position of the writer and makes the reading
8
more interesting. Evidences are details that strengthen, add variety or weight to any
argument.
Let’s take this paragraph as a sample essay about the poem:
Harlem by Langston Hughes gives me the feeling, or mood of anger

and depression. It feels like the idea of deferring dreams is hurtful
and maybe even causes one to become resentful before eventually
being overcome by anger. I know this because the poem uses the
words “foster like a sore,” which gives me a feeling of pain.
Further, describing deferred dreams as if they “stink like rotten
meat” is an unpleasant image, giving me the feeling of resentment.
Finally, when the poem end with “Or does it explode?” makes me
think of a person who boils over in anger.
Here, the author claimed that the poem gives him the feeling of anger and
depression. He uses exact words from the poem like foster like a sore, stink like
rotten meat, or does it explode which are directly relevant to his idea of anger and
depression. Thus, we can say that the writer’s claim in this essay is valid and
relevant.
In addition, finding textual evidence on a read text helps you make inferences
using concrete evidences on your claim. To support one’s claim, you should explicitly
cite the ideas that support your claim in your writings.
There are different ways on how you can present textual evidence in your
writings. It can be through paraphrasing or restating the text in your own words,
through summarizing or stating in a shorter way the text and other relevant details
to support the idea, through referencing or mentioning a specific section in the text,
and through quoting or directly restating a part of the text.
EXAMPLES of CLAIM
WAYS OF PRESENTATION
with TEXTUAL EVIDENCE
In the poem Harlem, the author
claimed that a person may feel disappointed
when dream deferred for he questioned the
Paraphrasing
reader’s feeling about withholding
dreams. (What happens to a dream
deferred?)
The movie Seven Sundays (2017) is a
heart-warming story and shows the
importance of family in our lives. The movie
tells about the Bonifacio siblings who
Summarizing were reunited because of their father who
was mistakenly diagnosed with cancer.
It presented the different struggles of
their lives and how they were able to
overcome them.
The Department of Education ensures
the delivery of quality education and safety of
Referencing the learners in the opening of classes for this
school year amidst COVID 19 as stated in
the Deped Order no.7 s. 2020 on DepEd
9
School Calendar and Activities for S.Y.
2020-2021 paragraph 2 and 3.
Langston Hughes described deferred
dreams as if they “stink like rotten meat”
in his poem which suggest an unpleasant
Quoting image, giving me the feeling of resentment.
He also ends the poem with the line “Or does
it explode?” that made me think of a person
who boils over in anger.
Remember that textual evidences validate and strengthen your

writings, showing that you read and understand a text.
What’s More
A. Express your claim or counterclaim on the following topics below and explain your
answers.
1. Black Lives Matter
Claim/Counterclaim:
Reasons behind your opinion:
2. Anti-Terrorism Bill
Claim/Counterclaim:
10
3. Distribution of cash aid under the Social Amelioration Program in the
Philippines
Claim/Counterclaim:
B. Read the text below. Identify the assertion made by the author and the textual
evidences used to strengthen his argument. Write your answers on the diagram
provided.
It is commonplace to say that nationalism is one of the most potent

factors in the cultural development of a people. Love of one’s own is
essential in the equipment of all truly civilized human beings; it is the
only safe and sensible basis for the appreciation of things that pertain to
others. Only those who truly love their own country and people – their
tradition, history and destiny – can develop sincere interest in, and
admiration for, the tradition, history, and destiny of other countries
peoples. Only they can become genuine cosmopolites, or “citizens of the
world”.
-S.P. Lopez, “Return to the Primitive”
Source: Marella Therese A. Tiongson and Maxine Rafaella C. Rodriguez, Reading and
Writing Skills Quezon City: Rex Publishing Inc, 2016, p.63.
Assertion/Claim:
Textual Evidence:
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C. Read the article. Then, identify the claim on the text and think about your
assertion and counterclaim related to the text read. Write your answers on the table
that follows.
MANILA, Philippines – Citing a 10% novel coronavirus test

positivity rate, the Philippines' Department of Health (DOH) claimed the
country has begun to "flatten the curve".
Health Undersecretary Maria Rosario Vergeire made this claim

on Friday, May 8, even as the country's number of confirmed COVID-
19 cases grew to 10,463 due to an additional 120 cases, and its testing
capacity is far from the target.
The DOH's basis was the country's new positivity rate – the
percentage of people who test positive for COVID-19 out of the total
number of persons tested.
Source: Pia Ranada and Bonz Magsambol, “DOH claims PH is 'flattening

curve' based on positivity rate”, Rappler, last modified May 9 ,2020,
https://www.rappler.com/nation/260313-doh-claims-philippines-
flattening-curve-coronavirus-positivity-rate
The claim about the text above:
Your assertion about the text above:
Your counterclaim about the text above:
What I Have Learned
Reflect on what you have learned in this lesson by completing the diagram:
What were your I thought…

thoughts or ideas
about the
principles of
textual evidence
prior to the
discussion of
this lesson?
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I learned that…
What new or
additional ideas
did you learn
after taking up
this lesson?
What I Can Do
A. Prove your response in the question “Are we ready for the new normal?” Write
your answers on the given quadrants below.
Restate the question

Write your response/opinion
about the question
PROVE IT
Are we ready for
the new
normal??
Evidences of your opinion Use your own words and

thoughts to explain what the
evidence mean
13
B. Practice determining the best set of textual evidences in a material read by doing
the following:
1. Search for any article or reading material online on any of the
following topics below:
a. COVID 19 pandemic
b. Anti-terror bill in the Philippines
c. Black Lives Matter Movement
d. Bayanihan to Heal As One Act
2. Construct your claim/assertion or counterclaim on the chosen topic.
3. Provide at least three (3) textual evidences to support your opinion.
Use the graphic organizer for your answers.
Topic and Title of the Article:
Claim or Counterclaim:
Evidence 1: Evidence 2: Evidence 3:
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C. Read the article below. After reading it, you need to do the following:
1. Think about your own opinion on this prompt: President Duterte wanted a
vaccine first for coronavirus disease 2019 before classes resume in the
Philippines. Should we postpone classes in the time of COVID 19?
2. Find the best textual evidence from the article to prove your assertion or
counterclaim; and
3. Write an opinion paragraph on the issue by stating your

assertion/counterclaim, citing the textual evidences to prove your claim and
explaining how these evidences support your opinion.
Prompt: President Duterte wanted a vaccine for coronavirus disease 2019 first
before classes resume in the Philippines. Should we postpone classes in the
time of COVID 19?
No Vaccine, No Classes? School Opening in Limbo; Alternative

Modes Of Learning Pushed
By: Janvic Mateo
President Duterte declared he wanted a vaccine first for coronavirus disease

2019 before classes would resume in the country. His spokesperson and
other officials said learning could continue through various means.
Government officials appear to have differing views on the specific

circumstances that will allow the reopening of classes in the country. The
debates were heightened with President Duterte’s pronouncement that it is
useless to be talking about the resumption of classes without a vaccine for
coronavirus disease 2019.
“I will not allow the opening of classes na magdikit-dikit iyang mga bata na
’yan (where children would go near each other) Bahala na hindi na
makatapos (We would leave it to fate if they don’t graduate). For this
generation, wala na matapos na doktor pati engineer (no doctor or engineer
will graduate),” the President said.
“Wala nang aral. Laro na lang (No more studying. Just play). Unless I am
sure that they are really safe…That’s what I meant. Para sa akin, bakuna
muna. ’Pag nandiyan na ang bakuna, OK na (For me, there should be a
vaccine first. Once there’s a vaccine, it would be OK),” he added.
Duterte expressed hope that a vaccine would be developed by the end of the
year.
“We will rely on the experts and the rich nations. They are feverishly
working on it. Once it is developed, I will ask you to go out. If you refuse, I
would drag you. Come on, let’s stroll around once there is a vaccine,” he
quipped. “But without a vaccine, it’s really (dangerous). It spells disaster.”
Some parents agreed with Duterte, saying they were worried about sending
their children to school amid the pandemic. This is despite the Department
15
of Education (DepEd)’s announcement that only 15 to 20 students will be
allowed to attend physical classes in schools.
There are also concerns about internet connection and lack of

preparedness for home schooling or online learning for many students in
the country.
Presidential spokesman Harry Roque, in his virtual press briefing on May

26, offered a different take on when classes can physically resume. In the
absence of what he described as a new normal, he said the government
would turn to flexible learning modes using television, radio and the
internet.
“ ’Yung anunsiyo ni Presidente tungkol sa pasok sa eskwelahan, ang face-

to-face po ay kung meron na tayong new normal by Aug. 24,” Roque said.
“At kung wala naman tayong new normal, we will resort to flexible
learning, gagamitin ang telebisyon, ang radyo at ang internet.”
The new normal, according to Roque, means that the community

quarantine protocols are already lifted.
While the President said that there should be a vaccine before classes can
resume, Roque said being in a “new normal” is already enough to allow the
school opening.
“Pero kapag dumating naman po ang veinte cuatro (ng) Agosto at nasa new
normal tayo, pupuwede naman po. But kung hindi po talaga dumating
ang new normal at hindi mai-lift ang mga community quarantines, hindi
naman po ibig sabihin na hindi na mag-aaral ang ating mga kabataan (But
if we are under new normal on Aug. 24, it can be done. But if we are not yet
under new normal and the community quarantines are not yet lifted, it does
not mean that our youth can no longer study),” he stressed. “The bottomline
is, we will not compromise the health of our youth.”
Roque said the President’s statements also cover higher educational

institutions and the post-graduate levels.
“I’m advising all types of schools to prepare for the new normal. The
possibility really is we will have to be more creative. They will have to (adopt)
more blended or flexible learning. The President was right when he said we
are not safe until there is a vaccine,” Roque said.
“Let’s hope by the 24th (of August) or by September, at least we reach that
point that we are in the new normal because more or less we would be able
to manage the risks. That means we have slowed down significantly the
doubling rate of (COVID-19) and we have enough critical care facilities,” he
added.
At a Senate hearing on Tuesday, May 26, Health Secretary Francisco Duque

III said it is safe to reopen classes on Aug. 24 provided that minimum health
standards are followed.
16
“Sa ngayon, tingin namin, ligtas naman po kung bubuksan natin ang
klase by Aug. 24. Kinakailangan po dito, siguraduhin lamang na lahat ng
ating minimum standards for health ay nakatalaga,” Duque said.
Later, however, Duque supported calls to suspend face-to-face classes until

a vaccine against COVID is available to the public.
Source: Janvic Mateo, “No Vaccine, No Classes? School Opening In Limbo;

Alternative Modes Of Learning Pushed”, OneNews, last modified May 27 ,2020,
https://www.onenews.ph/no-vaccine-no-classes-school-opening-in-limbo-
alternative-modes-of-learning-pushed.
Here is the rubric for your opinion paragraph:
Criteria Descriptions Total Your

Score Score
Textual Evidence Provides the strongest textual 5 pts.
evidence from the text read to
support opinion.
Opinion Paragraph Clearly states the claim or argument, 7 pts.

Content and adds textual evidences as support
Structure and explains the reason behind the
use of such evidences in a
paragraph of opinion.
Grammar and Has no spelling, punctuation and 3 pts.
Punctuation grammatical errors
Total 12 pts
Assessment
A. Identify the word/s that best described the following statements. Choose your
answer on the word pool. You may write your answer on a separate sheet.
explicit implicit textual evidence
inference argument
1. It is stated clearly and in detail, leaving no room for confusion or doubt.

2. It means implied or indirect.
3. It means drawing a conclusion on the basis of circumstantial evidence.
4. It is defined as the details given by the author in order to support his/her
claim.
5. This is a statement or series of statements for or against something.
17
B. Analyze the paragraph and answer the following questions. Write it in your
answer sheet.
After work, Domeng takes off his muddy boots at the doorstep. Ditas would
check if the boots were placed on its rack. He then places his soiled clothes in the
laundry basket and places his toolbox in the cabinet. She tells him to freshen up
before eating dinner. Then, Domeng goes straight to the shower. Ditas sets the table
while waiting for him, and dines with him afterwards.
6. What type of work does Domeng do?

A. a lawyer C. a garbage collector
B. a doctor D. a construction worker
7. Based on the text, how do you know Paul works in construction?

A. He has tools.
B. He wears a hat.
B. He goes to shower upon coming home.
C. His boots are muddy, and his clothes are soiled.
8. What type of person is Alice?

A. Carefree and calm C. Messy and sloppy
B. Sad and angry D. Meticulous and organized
9. What type of relationship do Domeng and Ditas have?

A. They are colleagues
B. They are neighbors
C. They are brother and sister
D. They are husband and wife
C. Analyze each argument below and choose the correct letter of answer.
Write your answer on your answer sheet.
10. Argument: School uniforms are very beneficial in schools today. Which would be
a claim for this argument?
A. Uniforms in schools increase student safety.
B. Uniforms do not allow students to express their individuality.
C. Bullying and attacks are not stopped just because of uniforms.
11. Argument: Milk is very healthy for the human body. Which could be a
A. Milk helps to strengthen bones.
B. Drinking milk contributes to obesity.
C. Milk provides many healthy vitamins and minerals for the body.
12. Argument: Cell phone radiation is harmful to people. Which would be a claim for
this argument?
A. Cell phone radiation is not powerful enough to cause cancer.
B. There are regulations and limits on how much radiation is allowed in cell
phones.
C. Studies show that there is a correlation between cell phone radiation and
brain tumors.
18
A. Social media is not private or secure.
B. Social media spreads false information.
C. Social media allows news to be broadcasted quickly.
claim for this argument?
A. Social media allows police to catch criminals.
B. Social media helps students do better in school.
C. Students who use social media often have lower grades.
15. Argument: College athletes should be paid. Which would be a claim for this
argument?
A. College athletes are not professionals; they are just playing at an advanced
level.
B. College athletes bring in money for the college because people pay to come
watch them play.
C. College athletes would have to pay taxes and likely not be able to afford
tuition expenses if they were paid.
Write a persuasive paragraph on any topic that interests you. You may include
either your assertion or a counterclaim on your chosen topic and cite textual
evidences to support your opinion. The rubric in the previous activity may still be
used for this writing task.
19
20
What’s More
Assessment
B.
1. explicit
2. implicit Claim : The
3. inference Philippines has begun
4. textual evidence to "flatten the curve."
5. argument
6. D Assertion: I agree with
7. C
the author’s line of
8. D
9. D thoughts… (answers
10.A may vary)
11.B
12.C
13.C Counterclaims: I
What’s More 14.C disagree….(answers
15.B may vary)
A.
Assertion: Nationalism
What’s New What I Know
is one of the most
potent factors in the A. 1. explicit
cultural development of 1. Doctor 2. implicit
a people. 2. Mechanic 3. inference
3. Farmer/agricul 4. textual evidence
Textual Evidence/s:
turist 5. argument
Only those who truly
4. Teacher 6. D
love their own country 7. C
and people – their 5. Engineer
8. D
tradition, history and B.
9. D
destiny – can develop 1. A 10.A
sincere interest in, and 2. D 11.B
admiration for, the 3. B 12.C
tradition, history and 4. D 13.C
destiny of other 5. B 14.C
countries peoples C. Answers varies 15.B
Answer Key
References
Marella Therese A. Tiongson and Maxine Rafaella C. Rodriguez. Reading and Writing
Skills. Quezon City: Rex Publishing Inc., 2016.
Ranada, Pia and Bonz Magsambol. Rappler. “DOH claims PH is 'flattening curve'
based on positivity rate”, last modified May 9 ,2020,
https://www.rappler.com/nation/260313-doh-claims-philippines-flattening-curve-
coronavirus-positivity-rate
Mateo, Janvic. OneNews. “No Vaccine, No Classes? School Opening In Limbo;

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Reading and
Writing Skills
Composing Academic Writing
Quarter 4 – Module 8: Composing Academic Writing
First Edition, 2020
over them.


Writers: Emerson T. Armero, Ana Rose I. Colarina
Editors: Shiela Niña L. Rea-Santes
Reviewers: Cyril E. Sales, Louie Grace G. Margallo, Laila R. Maloles, Jonathan H.
Marquez, Jhonathan S. Cadavido
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Daisy Z. Miranda, Doris DJ. Estalilla, Schools Division
Superintendents
Neil G. Angeles, Elvira B. Catangay, Assistant School Division
Superintendent/s
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Charge of LRMS
Office Address: Gate 2 Karangalan Village, Barangay San Isidro

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
ii
Reading and Writing
Skills
Composing Academic Writing
Module on Composing Academic Writing!
the module:

1
For the learner:
Module on Composing Academic Writing!
module.

module.







competency.

2
learned concepts.

module.
At the end of this module, you will also find:

this module.
What I Need to Know
This module was designed and written with you in mind. It is here to help you
identify the unique features of and requirements in composing texts that are useful
across disciplines. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.
The module is divided into five lessons, namely:

 Lesson 1 – Book Review or Article Critique
 Lesson 2 – Literature Review
 Lesson 3 – Research Report
3
 Lesson 4 – Project Proposal
 Lesson 5 – Position Paper
After going through this module, you are expected to:
 identify the unique features, parts, and requirements in writing a book
review; and
 write a book review following the process approach to writing
To achieve these, you are expected to do tasks and activities independently which
will help you master the above-mentioned competency.
What I Know
Choose the letter that best represents your answer, then write them on a separate
sheet of paper.
1. It is a sneak peek of the content of the book that includes relevant description as
well as its overall perspective and purpose.
A. Book review B. Movie Review
C. Newspaper review D. Encyclopedia review
2. The following are the focus of reviewing a book, except:

A. Purpose of the Author B. Content of the Book or Novel
C. Relevance of the Issues D. Title of the Book or Novel
3. Which of the following parts of a review provides the author’s name, book article’s
name, source and their statement?
A. Introduction B. Body
C. Conclusion D. Synthesis
4. How long should a book review be?

A. 50 words C. strictly 500 words
C. 500 words or more D. strictly 100 words
5. The following skills are enhanced when one writes a book review, except:
A. Describing C. Expressing
B. Analyzing D. Assessing
6. What is your best basis in creating titles for a book review?

A. Background of the Author C. Book’s Impression
B. Book Illustrations D. Book’s Sales and Popularity
7. Which of the following are identified first in writing a book review?

A. Author and Title C. Page and Number
B. Publication House D. Audience
8. Which of the following is a strong book review title?
4
A. Hilarious C. Student Reviewer Went Viral
B. Five Thumbs Up! D. Millennial Philosophy to the Highest Level
9. Which of the following shows a weak book review title?

A. Quite Tough C. A nerve-wracking thriller to date
B. She is a rose among thorns D. Pinoy frontliners honored insanely
10. In reviewing fiction books, what elements should be paid with most attention by
the reviewer?
A. Setting and plot only C. Language and audience
B. Setting, plot and characters D. Language and genre
11. Which should be given particular treatment in reviewing nonfiction materials?

A. Argument and sources C. Style and diction
B. Content and context A. Audience and relevance
12. The following are categorized as fiction, except:

A. Poetry C. Novel
B. Biography D. Sci-fi
13. Which of the following cannot be classified as nonfiction?

A. Fantasy C. Documentary
B. History D. Autobiography
14. What do we mean by this book review warning, “Do not give away the story?”
A. Avoid distributing the story C. Avoid the story
B. Avoid telling the entire story D. Avoid reading the story
15. What should reviewers do first in revising the draft?

A. Allowing time to elapse before revising
B. Correcting grammatical mistakes and punctuation
C. Verifying quotations for accuracy
D. Checking the format of the references
5
Lesson
1 Book Review
Have you experienced frowning and arguing over a reading material as if it will
respond and defend itself from your judgment? I’m pretty sure you would like to
know and understand what you were doing in instances like that.
What’s In
In the previous module, you learned about determining textual evidence to validate
assertions and counterclaims made about a text read. This time, you will understand
the requirements of composing academic writing.
What’s New
Read the sample book review below and complete the matrix with information about
the text on a separate sheet of paper.
Handbook of Disaster Risk Reduction & Management

Climate Change and Natural Disasters
By Yingigba Akenyemi
Climate change is increasingly of great concern to the world community. The earth
has witnessed the build-up of greenhouse gases (GHG) in the atmosphere changes
in biodiversity, and more occurrences of natural disasters. Recently, scientists have
begun to shift their emphasis away from curbing carbon dioxide emission to adapting
to carbon dioxide emission. The increase in natural disasters around the world is
unprecedented in earth’s history and these disasters are often associated to climate
changes. Many nations along the coastal lines are threatened by massive floods and
tsunamis. Earthquakes are increasing in intensity and erosion and droughts are
problems in many parts of the developing countries. This book is therefore to
investigate ways to prepare and effectively manage these disasters and possibly
reduce their impacts. The book takes an in-depth look at climate change and its
association to socio-economic development and cultures especially in vulnerable
communities; and investigates how communities can develop resilience to disasters.
A balanced and a multiple perspective approach to manage the risks associated with
natural disasters is offered by engaging authors from the entire world to proffer
solutions (Worldscientific 2020).
Main Idea
Purpose
Your Evaluation of the Text
6
Answer the following questions and write them on a sheet of paper:
1. What skills did you apply in the activity?
2. How were you able to come up with responses needed for the activity?
What is It
A book review describes and evaluates a work of fiction or nonfiction and offers the
book’s overall purpose, structure, style of narration to the unknown readers. It tells
not only what a book is about, but also how successful it is at what it is trying to do.
It is a sneak peek at a book, not a summary.
As a reviewer, you bring together the two strands of accurate, analytical reading and
strong, personal response when you indicate what the book is about and what it
meant to readers. Hence, in writing a book review, you combine your skills of
describing the content of the pages, analyzing how the book achieved its purpose,
and expressing your most personal comments, reactions and suggestions.
But before you start writing a book review, you have to read the book first and ask
yourself these questions: What are the author’s viewpoint and purpose? What are the
author’s main points? What kind of evidence does the author use to prove his or her
points? How does this book relate to other books on the same topic? Does the author
have the necessary expertise to write the book? What are the most appropriate
criteria by which to judge the book? How successful do you think the author was in
carrying out the overall purposes of the book?
If it is a short review, you may not be able to fulfill your purpose. If it is too long, it
may stray too much of the plot or of the content, you may lose the interest of your
readers. Take this general guideline: the length of the review depends upon the length
of the book itself, and a review should not be less than 100 words. Longer books
usually asks for more than 500 words.
A book review title should be based on your total impression of a book. Similar to
creating passwords, strong titles might be “Drew girl power to new height”, “A night
owl that seldom sleeps even during daytime,” “Beautiful illustrations with a story to
match,” “Perfect for a weekend getaway” while weak titles are: “State of the art book,”
“Five stars,” “A breath of fresh air,” “Fast and furious.”
How do you START writing a book review?

1. Identify the book by author, title, and sometimes publishing information.
2. Specify the type of book (for example: fiction, nonfiction, biography, and
autobiography). Help your readers to review with perspective.
3. Mention the book’s theme.
4. Include background, if necessary, to enable reader/s to place the book into a
specific context.
5. You may also use an interesting quote, an interesting fact, or an explanation
of a concept or term.
7
What do you DO with the content?
1. For nonfiction books like biography, history and the like: pay primary
attention to the major points (the argument) the author is putting forth and
to the sources the author has drawn upon to back up his/her point of view.
2. For fictional works such as novels, chic lit, graphic novels, manga: Pay
attention primarily to the novel or book’s setting, plot, style, characters,
theme/s, use of language and voice. Caution: Do not give away the story for
no one appreciates a spoiler!
3. Provide your reactions to the book.
4. Describe the book.
5. Respond to the author’s opinions and analyze it.
6. Explore issues the book raises.
How do you CONCLUDE?

1. Relate your argument to other books or authors.
2. Relate the book to larger issues.
3. Tie together issues raised in the review.
4. Briefly restate your main points and your thesis statement.
5. Indicate how well the book has achieved its goal, what possibilities are
suggested by the book, what the book has left out, how the book compares to
others on the subject, what specific points are not convincing, and what
personal experiences you’ve had related to the subject.
How do you REVISE the draft?

1. Allow time to elapse, at least a day, before starting your revision.
2. Correct grammatical mistakes and punctuation as you find them.
3. Read your paper through again looking for unity, organization and logical
development.
4. If necessary, do not hesitate to make major revisions in your draft.
5. Verify quotations for accuracy and check the format and content of references.
What’s More
Following the process in book reviewing, write a rough draft on Dr. Jose Rizal’s novel,
Noli Me Tangere. Focus only on the author’s portrayal of the main characters Ibarra,
Maria Clara, Sisa, Padre Damaso, and the like.
What I Have Learned
In your own words, write at least five pointers for writing a book review.
8
What I Can Do
Write a book review of a novel or a book that you like. You may choose to upload
your output to your class group chat or to your school’s Facebook page.
Book Review Rubric
Components Distinguished Proficient Apprentice Novice
(5 points) (4 points) (3 points) (2 points)
Introduction Book review “grabber” is Book review Book review No attempt was
very interesting or “grabber” is mildly “grabber” lacks made to catch the
catchy. interesting. interest. reader’s attention.
Plot Reviewer does a good job Reviewer offers a Reviewer offers Reviewer gives
Summary of leaving the reader in little too much plot way too much plot away the ending.
suspense about conflict summary, but summary, leaving
resolutions while paints a fair picture the reader little
painting a clear, of what the novel is reason to read the
interesting portrait of about. book or novel.
the novel or book’s
story.
Opinion/ Reviewer offers his/her Reviewer offers a Reviewer offers Reviewer consist
Commentary opinion on the book’s little of his or her very little of of plot summary
aspects. Reviewer also opinion on the his/her opinion and offers no
writes a book’s aspects. on the book’s opinion of or
recommendation to Reviewer writes a aspects. Reviewer commentary on
readers. recommendation to also writes the book or novel.
readers. recommendation
to readers
Spelling/ No errors. Somewhat Some errors. Error-filled all
Mechanics errorless. throughout the
text.
(Myenglishclass 2020)
Assessment
paper.
1. It is a sneak peek of the content of the book that includes relevant description as
well as its overall perspective and purpose.
A. Fiction Review B. Movie Review
C. Newspaper Review D. Book Review
2. The following are the focus of reviewing a book, except:

A. Purpose of the Author B. Title of the Book or Novel
C. Relevance of the Issues D. Content of the Book or Novel
3. Which of the following parts of a review provides the author’s name, book article’s
name, source, and their statement?
A. Introduction B. Body
C. Conclusion D. Synthesis
9
4. How long should a book review be?
A. 50 words B. strictly 500 words
C. 500 words or more D. strictly 100 words
5. The following skills are enhanced when one writes a book review, except :
A. Describing B. Expressing
C. Analyzing D. Assessing
6. What is your best basis in creating titles for a book review?

A. Background of the Author B. Book’s Impression
C. Book Illustrations D. Book’s Sales and Popularity
7. Which of the following are identified first in writing a book review?

A. Author and Title B. Page and Number
C. Publication House D. Audience
8. Which of the following is a strong book review title?

A. Hilarious B. Student Reviewer Went Viral
C. Five Thumbs Up! D. Millennial Philosophy to the Highest Level
9. Which of the following shows a weak book review title?

A. Quite Tough
B. A nerve-wracking thriller to date
C. She is a rose among thorns
D. Pinoy frontliners honored insanely
10. In reviewing fiction books, what elements should be paid with most attention by
the reviewer?
A. Setting and plot only B. Language and audience
C. Setting, plot and characters D. Language and genre
11. Which should be given particular treatment in reviewing nonfiction materials?

A. Argument and sources B. Style and diction
C. Content and context D. Audience and relevance
12. The following are categorized as fiction, except :

A. Poetry B. Novel
C. Biography D. Sci-fi
13. Which of the following cannot be classified as nonfiction?

A. Fantasy B. Documentary
C. History D. Autobiography
14. What do we mean by this book review warning, “Do not give away the story?”
A. Avoid distributing the story B. Avoid the story
C. Avoid telling the entire story D. Avoid reading the story
15. What should reviewers do first in revising the draft?

A. Checking the format of the references
B. Correcting grammatical mistakes and punctuation
C. Verifying quotations for accuracy
D. Allowing time to elapse before revising
10
Analyze a book review to be given by your teacher. Examine how it was written using
the process which you learned from the lesson. Comment on the good points and
bad points of the book review. Write your answer on a separate sheet of paper.

Answer Key
You may choose to provide your learners with strand-
specific book review sample.
Answer Key
15.A (Answer may vary)

14.B vary) Activities
13.A (Answer may Additional
12.B
11.A What I Can Do 15. D
14. B
10.B
13. A
9. A 12. B
8. D vary) 11. A
7. A (Answer may 10. B
6. C 9. A
5. D Learned 8. D
4. B What I Have 7. A
3. A 6. C
2. D 5. D
1. A 4. B
vary) 3. A
(Answer may 2. B
1. D
What I Know What’s New
Assessment
11
What I Need to Know
This lesson was designed and written to help you identify the unique features of a
Literature Review and its requirements that are useful across disciplines. It is here
to help you create a Literature Review following the properties of well-written text
and process approach to writing. Thus, in this lesson, you are expected to write a
simple yet comprehensive literature review.
What I Know
Choose the letter that best represents your answer. Write them on a sheet of paper.
1. Which of the following does not describe the nature and purpose of a literature
review?
A. It is a type of an academic essay.
B. It synthesizes and evaluates the relevant scholarly paper on a topic.
C. It contains some of the major concerns and debates within a discipline.
D. It attempts to develop a new argument.
2. Why should students write a literature review?

A. to show knowledge of the topic
B. to keep current or abreast with the times
C. to serve as stepping stone for further research
D. all of the above
3. This system provides a mean of identification for managing information on digital

networks.
A. DOI B. DTI C. STI D. FTI
4. Which of the following does not describe the literature review accurately?
A. It is a summary of existing literature
B. It is a synthesis of the arguments of others
C. It is a critical or analytical account of a finished research
D. It is an account of a selection of writing relevant to your work
5. This part of a literature review defines the topic and the scope being considered.
A. Introduction B. Main Body C. Conclusion D. References
6. It offers the reviewer’s justification of the conducted research.

7. Which part is the organization of the evaluation of sources chronologically?

8. This is the part that accurately contains in-text citations.

12
9. Relational words and phrases are used in writing the literature to achieve ______
A. Coherence B. Cohesion C. Inference D. Reference
10. What literature review strategy should be applied when you state the
arguments and main points of the research?
A. Summary B. Synthesis C. Analysis D. Evaluation
11. This is a literature review strategy that combines ideas in order to form an
integrated theory or system through critical evaluation.
12. When one closely examines the elements or structure of the research, it is
called _______.
13. This is a literature review strategy that assesses the research based on criteria
that you chose.
14. It is a literature review is simply a summary of what existing scholarship knows

about a particular topic.
A. Book Review B. Article Critique C. Literature Review D. Book Report
15. The following are sources for a good literature review, except:
A. Databases B. Websites C. Textbooks D. All of the Above
Lesson
2 Literature Review
Literature review is one of the components of the research process. Aside from that,
a student researcher like you should have the ability to determine what you should
read and include in your study.
What’s In
In the previous lesson, you were introduced with the process of writing a book review.
However, in this lesson you will be required to read a lot and learn how to write a
literature review faithfully following a few guidelines and an attached rubric.
13
What’s New
List down the sources that you used in your Grade 10 Science Investigatory Project.
Separate the sources taken from databases, websites, or textbooks.
What is It
A literature review (LR) is a type of academic essay that examines what has already
been written about a topic. As a collection of published research about your topic by
recognized scholars and researchers, it is a way for you to examine also what has
already been done in regard to your research question or problem. Likewise, it
summarizes and synthesizes the conducted research driven by guiding principles.
Although, it is not a research paper, it provides background for your problem and a
rationale for your research (Abadiano 2016, 51-52).
Literature reviews consist of the following components and its purposes:
 Introduction
o Defines the topic and the scope being considered
o Notes intentional exclusions
o States the general findings of the review and the availability of the sources
 Main Body
o Organizes the evaluation of the sources whether chronologically or
thematically
o Showcases the critical summary and evaluation of the research’s premise,
methodology, and conclusion
o Uses grammatical connectors, relational words or phrases and transitional
devices
 Conclusion
o Summarizes the key findings of the review
o Offers the reviewer’s justification of the conducted research
 References
o Reflects the in-text citations
o Contains complete and correct citations
Here are four literature review strategies:

Summary Synthesis
State briefly the argument and Combine ideas in order to form an integrated
main points of relevant research theory or system through critical evaluation,
compare/contrast, etc.
Analysis Evaluation
14
Examine closely the elements or Assess the research based on the criteria or
structure of the research rubric that you choose, state, and explain.
Support it with another similar research.
What’s More
Read the literature review of your previous research outputs (like your Grade 10
science investigatory project or any research in English). Rate the said review based
on the rubric below.
Target Acceptable Not acceptable

Content The inquiry question was well The inquiry question The inquiry question was
established in the broader was established in not established in the
context of an educational the context of an context of an educational
topic. (2 points) educational topic. (2- topic. (0 point)
1point
At least five articles were At least five articles At least five articles were
selected and each specifically were selected and selected; some minimally
related to the initial inquiry related to the initial related to the inquiry
question. (5 points) inquiry question. (5-4 question. (3-0 points)
points)
The findings/results of articles The findings of The findings of articles
were thoughtfully compared, articles were were mentioned with little
contrasted and/or connected compared, and or no comparison or
to each other. (5 points) contrasted and/or connection to each other.
connected to each (3-0 points)
other. (4 points)
The conclusion of the review The conclusion of the The conclusion of the
summarized the knowledge review summarized review did not summarize
found from this review and the knowledge found the knowledge found from
related the knowledge gain to from this review. (1 this review. (0 point)
the inquiry question. (2 point)
points)
The references were cited The references were The references were not
using CMOS or the Chicago listed. (1 point) listed. (0 point)
Manual of Style. (2 points)
Organization The review was organized The review was The review was minimally
using subheadings. The review suitably organized organized and writing was
was suitably organized considering the difficult to follow
considering the contents of contents of the throughout. (0 point)
the selected articles. (2 points) selected articles. (1
point)
Mechanics There were no grammatical, There was an There were many
spelling and/or punctuation occasional grammatical, spelling
errors and transitional grammatical, spelling and/or punctuation errors
phrases were used to guide and/or punctuation that distracted the reader
the reader throughout the error that did not from the content of the
text. (2 points) distract the reader. writing. (0 point)
(1 point)
15
What I Have Learned
1. The basic parts of a literature review are: _______________.

2. The four literature review strategies are: ____________.
What I Can Do
Improve the literature review that you have evaluated in What’s More. Please refer
to the previous rubric for your guidance. Don’t forget to include the output in your
portfolio.
Assessment
Choose the letter of the best answer. Write the chosen letter on a sheet of paper.
1. Which of the following does not describe the nature and purpose of a literature
review?
A. It attempts to develop a new argument.
B. It synthesizes and evaluates the relevant scholarly paper on a topic.
C. It contains some of the major concerns and debates within a discipline.
D. It is a type of an academic essay.
2. Why should students write a literature review?

A. to show knowledge of the topic
B. to keep current or abreast with the times
C. to serve as stepping stone for further research
D. all of the above
3. This system provides a means of identification for managing information on

digital networks
A. AOI B. FOI C. DOI D. FTI
4. Which of the following does not describe the literature review accurately?
A. It is a summary of existing literature
B. It is a synthesis of the arguments of others
C. It is a critical or analytical account of a finished research
D. It is an account of a selection of writing relevant to your work
5. This part of a literature review defines the topic and the scope being considered
6. It offers the reviewer’s justification of the conducted research

16
7. Which part is the organization of the evaluation of sources chronologically?
8. This is the part that accurately contains in-text citations

9. Relational words and phrases are used in writing the literature to achieve ______
A. Coherence B. Cohesion C. Inference D. Reference
10. What literature review strategy should be applied when you state the
arguments and main points of the research?
A. Analysis B. Evaluation C. Summary D. Synthesis
11. This is a literature review strategy that combines ideas in order to form an
integrated theory or system through critical evaluation.
12. When one closely examines the elements or structure of the research is called
____________.
13. This is a literature review strategy that assesses the research based on the
criteria that you chose.
14. It is a literature review is simply a summary of what existing scholarship knows

about a particular topic
A. Book Review B. Article Critique C. Literature Review D. Book Report
15. The following are sources for a good literature review, except:
A. Databases B. Websites C. Textbooks D. All of the Above
Write a literature review on the topic of your choice (like Facebook Page Netiquette,
Cyberbullying in Your School, Courtship among Millennials, etc.). Please refer to the
rubric in What’s More.
17
18
Assessment What I Know
What’s New
1. D (Answer may vary) 1. A
2. D 2. D
3. C What’s More 3. A
(Answer may vary)
4. A 4. A
5. A What I Have Learned 5. A
6. C 1. The basic parts of 6. C
7. B a literature review 7. B
are: Introduction,
8. D Main Body, 8. D
9. A Conclusion, and 9. A
References
10.C 2. The four literature
10.A
11.D review strategies 11.B
12.A are: Summary, 12.C
Analysis,
13.B Synthesis, and 13.D
14.B Evaluation 14.C
15.D 15.D
What I Can Do
(Answer may vary)
(Answer may vary)
Answer Key
What I Need to Know
This module will help you to identify the unique features, parts, requirements and
how to write a Research Report as a part of academic writing and professional
correspondence. Thus, in this lesson, you are required to prepare and write a
research report on recent and relevant topics such as natural disasters.
What I Know
paper.
1. Which of the following is a long, formal essay, usually five to fifteen pages in
length that presents the writer’s views and findings on a chosen subject?
A. Book Report B. Research Report
C. Formal Report D. Informal Report
2. It allows the readers to evaluate the quality of the research and provides the
details by which another researcher may replicate and validate the findings.
A. Abstract B. Discussion C. Methodology D. Results
3. It contains the interpretation of data and perhaps a short introduction.

4. It is an overview of the research study and is typically two to four paragraphs in

length.
5. It is where the results of the study are interpreted and evaluated against the
existing body or research literature.
6. This should reflect the content and emphasis of the project described in the
report
A. Abstract B. Title C. Introduction D. References
7. The abstract is limited to ________ number of words?

A. 50-100 B. 100 C. 150 D. 200-300
8. What is the other term for a research format?

A. Type B. Structure C. Mechanics D. Style
19
9. Which of the following is not the physical format of a research report?
A. Margins B. Length C. Width D. Vlog
10. Who should evaluate the research report best?

A. Researcher B. Teacher C. Parent D. Principal
11. Which of the following is not found in a research report?

A. Results B. Discussion C. Recommendations D. Abstract
12. The introductory part of a research report should aim to:

A. Identify the specific focus of the study
B. Provide a rationale of the study
C. Grab the readers’ attention
D. All of the above
13. What is the purpose of the conclusion in a research report?

A. Summarizes what the research conducted already said
B. Summarizes the key findings
C. Contains a useful review
D. It outlines the methods
14. Which of the following could be considered as the biggest enemy of students in
preparing and writing of research reports?
A. Time B. Money C. Commitment D. All of the Above
15. Who is the main intended audience of a research report?

A. Unknown reader B. Teacher C. Personnel D. Principal
Lesson
3 Research Report
As a student, research has always been gradually explained to you by your

subject teachers. You most likely received activities or homework at school in which
you are asked to surf online on concepts related to the topics that you discussed and
learned in class. In this lesson, you will be instructed on how to write a research
report.
What’s In
Previously, you learned about writing a literature review. This time
you will be introduced into the writing of a research report.
Caution: This lesson requires a tremendous amount of your
patience and the application of your reading skills.
20
What’s New
Surf a research report on the effects of ash fall in your barangay. Cite your sources
well. Then, read it in advance to supplement your knowledge in the next part of this
lesson.

Research topics other than the one given above can be
considered. You may provide list of topics that learners can
choose from.
What is It
A Research Report is a long, formal essay, usually five to fifteen pages in length,
which presents the writer’s views and findings on a chosen subject. However, it is
not just a long composition which follows the principles of good writing. It is a
scholarly work and not just a collection of notes lifted from many different sources
and strung together, one after the other.
The components of a research report are as follows:
Title
It reflects the content and emphasis of the project described in the report.
Similarly, it should be as short as possible, including essential key words.
Abstract
It is an overview of the research study and is typically two to four paragraphs
in length containing 200-300 words. Think of it as an executive and technical
summary that distills the key elements of the remaining sections into a few
sentences.
Introduction
It provides the key question that the researcher is attempting to answer and
a review of any literature that is relevant. In addition, the researcher will provide a
rationale of why the research is important and will present a hypothesis that
attempts to answer the key question. Lastly, it should contain a summary of the key
question following the completion of the research.
Methodology
This is arguably the most important section for two reasons: (1) it allows
readers to evaluate the quality of the research, and (2) it provides the details by which
another researcher may replicate and validate the findings. Typically, the information
21
in the methodology section is arranged in chronological order with the most
important information on top of each section.
Results
In longer research papers, the results section contains the data and perhaps
a short introduction. Ideally, the interpretation of the data and the analysis is
reserved for the discussion section.
Discussion
This section is where the results of the study are interpreted and evaluated
against the existing body or literature. In addition, should there be any anomalies
found in the results, this is where the authors point them out. Finally, it is an attempt
to connect the results to the bigger picture and show how the results might be
applied.
References
This section provides a list of each author and paper cited in the research
report. Any fact, idea, or direct quotation used in the report should be cited and
referenced.
How do you format a research report?

There is no one best format for all reports for a format depends on several relevant
variables. You must employ a suitable format to create a desirable impression with
clarity. Report must be attractive. While you should write systematically, you must
use the format (or often called structure) that best fits the needs and wants of its
readers.
Below is an example of senior high school students’ research report:

Utilization of Used Electrical Wires as Accessories
Rommel Abarte, Ferdinand Genaga and Jana Mae Clemente
Southville 1 Integrated National High School
Abstract
This study aims to find out the utilization of electrical wires as accessories among
Grade 12 TVL Electrical Installation and Maintenance (EIM) students for the school year
2019-2020.
The descriptive-developmental design was used to deal with the variables. Using
purposive sampling, the consolidated data were determined, employed to statistical analysis
and utilized as inputs to the development of the finished products – the accessories.
With an obtained weighted mean of 3.76 interpreted as Utilized, the findings revealed
that the students could use the materials and had mastery to create such products.
The research is a first in Southville 1 Integrated National High School for it enlightened
the respondents on the concept of designing with an attention to originality and creativity.
The study covers one group of respondents composed of twenty-seven (27) Grade 12
TVL-EIM students with 25 male and two female participants respectively
Keywords: Utilization, Electrical Wires, Accessories
Introduction
The study focuses on the utilization of used electrical wires as accessories of Grade
12 Electrical Installation and Maintenance (EIM) students of Southville 1 Integrated National
High School. Making accessories with electrical wires is one way of reusing and recycling
electrical wires as future entrepreneurs. Likewise, the creation of accessories with such
materials is a recreational activity that enhances skills in the proper handling of electrical
tools in order to produce pieces such as earrings, bracelets, necklaces, rings and a crown
enhanced by an LED (Light Emitting Diode).
This in in cognizance to RA 10679, “An Act Promoting Entrepreneurship and Financial
Education among Filipino Youth” or “Youth Entrepreneurship Act of 2014” which declares
that it is the policy of the State to promote the sustained development of young Filipinos
22
whose aptitude and skill in the field of finance and entrepreneurship shall be encouraged and
honed through education and specialized training programs. Towards this end, the State
shall establish, maintain, and support a complete, adequate, and integrated system of
education and training to encourage the entrepreneurial spirit among our youth as well as
support and promote the growth of young entrepreneurs nationwide.
The researchers conducted this study to determine whether accessories using
electrical wires are feasible to the EIM students during their free time and start a business
out of it.
Research Questions
1. What is the level of utilization of used electrical wires as accessories among Grade 12
TVL-EIM students in terms of:
1.1. usage of electrical tools and
1.2. skill mastery?
2. How do the Grade 12 TVL-EIM students utilize electrical wires as accessories in terms of:
2.1. creativity and
2.2. originality?
3. Based on the results of the study, what can be proposed?
Methodology
The methods used by the researchers are sampling, data collection and analysis. Likewise,
they employed the descriptive-developmental research to determine the utilization of used
electrical wires.
Results and Discussion

1. On the level of utilization of used electrical wires as accessories among Grade 12 TVL-
EIM students in terms of usage of electrical tools shows that the highest mean of 4 is
achieved by indicator #1(Uses appropriate tools and equipment in making accessories)
interpreted as Utilized is followed by the mean of 3.92 gained by indicator #2 (Uses
electrical wires economically) interpreted as “Utilized”. The overall mean of 3.90
indicates that the level of utilization of electrical wires in terms of usage of electrical
tools is “Utilized”.
2. Apparently, the level of utilization of used electrical wires as accessories in terms of
skill mastery shows that the highest mean of 4.14 was gained by indicator #4 (Has
the ability to use tools and equipment properly) with an interpretation of “Utilized” is
followed by the mean of 3.77 gained by indicator #1 (Knows how to create innovative
designs (with same interpretation. On the other hand, indicator #2 (Creates
accessories with enough speed) gained the lowest mean of 3.37 interpreted as
“Moderately Utilized” and the overall mean of 3.71 which indicates that the level of
utilization in terms of skill mastery is “Utilized”.
3. In addition, the utilization of used electrical wires as accessories in terms of creativity
reveals that the highest mean of 3.74 is gained by indicator #3 (Shows spontaneous
and cognitive attitude) and indicator #4 interpreted as “Mastered” is followed by a
mean of 3.70 for indicator #2 (Shows deliberate and emotional aptitude) with a similar
interpretation. With that, the overall mean of 3.69 indicates that the utilization of
electrical wires in terms of creativity is “Mastered”.
4. Finally, in terms of originality the participants rated the proponents with the highest
mean of 3.85 as revealed by indicator #1 (Designs are unique) interpreted as
“Mastered” followed by a mean of 3.81 as seen in indicator #2 (Designs cater to the
millennials) with a similar mean and interpretation. However, indicator #3 (Designs
are personally selected by the proponents) has the lowest mean of 3.62 interpreted as
“Mastered”. Interestingly, the overall mean of 3.76 indicates that the grade 12 TVL-
EIM students’ utilization of used electrical wires as accessories in terms of originality
was “Mastered”.
Conclusions
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1. Based on the findings, the proponents are skilled enough to utilize electrical wires as
accessories. Their acquired skill can be useful if they plan to put up their own
accessories business applying it real-life business situations.
2. Although their developed products were approved by a school-based electrical
engineer and by a panel of research examiners, the proponents should obtain
permission from a local DTI representative, have it registered in the local SEC and
then secure permits from the barangay, the city hall and the BIR. This is in case they
aspire to venture into the accessories business.
3. The results also indicated that the proponents demonstrated their competence in
utilizing electrical tools and equipment without the guidance of their EIM teachers.
Their initiative and independence satisfy the law on youth entrepreneurship which
clearly advocates the putting up of a microbusiness strongly honed while in school.
4. The grade 12 researchers are capable of creating original designs with an attention to
details and safety.
References
Babbie, E. (2018) The Practice of Social Research, 8th ed: Wadsworth Publishing.
Ghani, A. (2014) Experimental Research Methods for Students in Built Environment and
Engineering.
https://www.researchgate.net/publication/274618610_Experimental_Research_Method
s_for_Students_in_Built_Environment_and_Engineering.
Lazatin, H (2019) The Best New Fashion and Accessory Brands You Should Discover in
Manila https://www.townandcountry.ph/style/fashion/new-fashion-and-accessory-
brands-in-the-philippines-a00184-20190726-Ifrm.
What’s More
Read the sample student research report in What’s New. Then rate it using the rubric
that follows. Provide comments as well.
Scoring Rubric for Research Report

Name __________________________________________ Date ____________
Organization 4 points 3 points 2 points 1 points
The report is The report is The report is The report is
both accurate accurate and factual and shows generally
and compelling clear. evidence of some confusing and
work. hard to follow.
Elements of The writers The writers The writers The writers
Research provide facts provide facts provide facts and provide a mixture
Reports and quotations and quotations quotations from of opinions,
from a variety from several more than one facts, and
of sources. sources. source. statements.
Grammar, There are few or There are minor There are Numerous errors
Usage, no errors in errors in numerous errors in mechanics,
Mechanics, mechanics, mechanics, in mechanics, usage, grammar,
and Spelling usage, usage, usage, grammar, or spelling may
grammar, or grammar, or or spelling. hinder
spelling. spelling. comprehension.
(Wordpress 2012)
Comments:
24
What I Have Learned
Research reporting is one of the academic activities in senior high school. That is
why, critically thinking a problem, processing the problem, and proposing possible
solutions to that problem may offer a huge leap to effect positive changes to your
school and to your community. Now, recall the parts of a research report. Which of
the parts is the most difficult to do, and why?
What I Can Do
Write the complete components of a research report about natural disasters that
have recently affected your school. You may use the rubric in What’s More as a guide
for this task.
Assessment
Choose the letter of the best answer. Write the chosen letter on a separate sheet.
1. Which of the following is a long formal essay with the length of five to fifteen
pages presenting the writer’s views and findings.
A. Book Report B. Formal Report
C. Research Report D. Informal Report
2. It allows the readers in evaluating the quality of the research which another
researcher may replicate.
3. It contains the interpretation of data and perhaps a short introduction.

4. It is an overview of the research study measuring two to four paragraphs.

5. This is where the outcome of the study is interpreted and evaluated against the
existing body of research literature.
6. It reflects the content and emphasis of the project described in the study.
A. Abstract B. Title C. Introduction D. References
25
7. The abstract is limited to ___________ number of words.
A. 50 B. 100 C. 150 D. 200-300
8. What is the other term for research format?

A. Mechanics B. Style C. Structure D. Type
9. Which of the following is not a physical format of a research report?

A. Margins B. Length C. Vlog D. Width
10. Who should evaluate the research report best?

A. Parent B. Principal C. Researcher D. Teacher
11. Which of the following is not found in a research report?

A. Abstract B. Recommendations C. Results D. Discussion
12. The introductory part of a research report should have the aim to:
A. Identify the specific focus of the study. C. Grab reader’s attention
B. Provide a rationale of the study D. All of the above
13. What is the purpose of the conclusion in a research report?

A. It contains a useful review of the research report.
B. It outlines the research methods.
C. It summarizes the conducted research.
D. It summarizes the key findings of the research report.
14. Which of the factors below could be considered as the biggest enemy of
students in the preparation and in writing research reports?
A. Time B. Money C. Commitment D. All of the above
15. Who is the main intended audience of a research report?

A. Personnel B. Principal C. Teacher D. Unknown Reader
Write a research report on a researchable topic of your choice. Use the attached
rubric in What’s More. Don’t forget to file your output in your portfolio.
26
27
Assessment What’s New What I Know
(Answer may vary)
1. C
2. C
1. B
3. D What’s More 2. C
4. A (Answer may vary) 3. D
5. B 4. A
6. B 5. B
7. D What I Have 6. B
8. C Learned 7. D
9. C (Answer may vary) 8. B
10. D 9. D
11. B 10.B
12. D 11.C
What I Can Do
13. D 12.D
(Answer may vary)
13.B
14. D
14.D
15. D
15.A
(Answer may vary)
Answer Key
What I Need to Know
Have you experienced standing in front of the class, trying to convince your teacher
or your classmate to get their approval of your suggestion or point of view? That’s
what we call persuasion. Hence, this lesson is written to help you identify the unique
features of Project Proposal and its requirements that are useful across disciplines;
and create Project Proposal following the properties of well-written text and process
approach to writing.
What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet.
1. Which part of the Project Proposal provides the background necessary for
understanding the project?
A. Project Introduction B. Project Description
C. Project Methodology D. Project Revision
2. Which section gives specific information about the project itself?

3. Which of the following presents an analysis of all the costs anticipated in the project?
A. Benefits B. Methods C. Schedule D. Budget
4. What part of the proposal reveals what the project intends to achieve in terms of
results?
A. Rationale B. Objectives C. Benefits D. Introduction
5. Which shows what the reader target audience can gain from the proposal, like
improvements on systems or a change in behavior of the beneficiaries?
A. Introduction B. Rationale C. Benefits D. Objectives
6. Which document is written for problem solving, service provision, event planning, or
equipment selling?
A. Research Report B. Project Proposal
C. Book Report D. Position Paper
7. Which details the different activities the project will take on that includes the
manpower?
A. Budget B. Schedule C. Methodology D. Objectives
8. Which part of the project description discusses the task duration and expected start
and end dates of each activity in the project?
9. Which identifies the problem to be addressed and shows the need to solve it?
28
10. Which guideline in writing the proposal do you collect data from primary and
secondary sources?
A. Gathering the data B. Organizing the data
C. Writing the proposal D. Revising the proposal
11. In doing a project proposal, when do you use an outline to structure your discussion
more effectively?
12. What do you do when you review your proposal for accuracy and organization before
you send it out?
13. What do you do when you fill out the parts of the proposal with the relevant data?
14. In stating the proposal’s objective, you should clearly state the issue, the target
group, time and place of the program.
A. Specific B. Measurable
C. Achievable D. Results oriented
15. What is a detailed description of a series of activities which aim to solve a certain
problem?
Lesson
4 Project Proposal
Knowing how to convince people of your perspective is a valuable skill, more so, if
you are equipped with the strategies suitable for a particular audience. A project
proposal is a tool which you can use to influence people to achieve what you want.
What’s In
Project proposals have elements which construct the proposal’s foundation. Match
the descriptions from the left to the elements on the right. Write the letter of your
answer on a separate sheet of paper.
1. institution information, title, author, date A. Introduction
2. background, rationale, objectives B. Schedule
3. date of implementation, duration, start date C. Title Page
29
4. gain, increase in revenue, improved processes D. Project Description
5. methodology, schedule, budget E. Benefit
What is It
A project proposal is a document that is written for problem solving, service

provision, event planning, or equipment selling. Generally, proposals are used to
convince the reader to do what the proposal suggests, such as buying goods or
services, funding a project, or implementing a program. Proposals in the professional
world are used for internal (within an organization) and external (from one
organization to another) purposes. They are ways of generating income for companies
or seeking funding for projects. This is provided to the sponsor of the project for
approval.
A proposal stands out depending on its ability to clearly answer questions
about what is being proposed, how the plan will be carried out, when it will be
implemented, and how much money will be needed or spent. In other words, they
are persuasive documents that need to do the following: highlight reader benefits,
prove your credibility in carrying out the project, and allow the reader to respond
easily.
As a student, you have been familiarized with writing proposals - maybe even
without you knowing it. Whenever you envision, plan, and complete a project for your
science class or your club outreach, you are thinking about fulfilling a need for
something. This process may involve writing a paper or doing a presentation in front
of an audience to get their approval. While proposal writing may seem like an
intimidating task, they can be made easier by following the guidelines in writing and
familiarizing yourself with the parts of a project proposal.
(Projectmanager 2018)
Guidelines in Writing the Proposal

1. Gathering the Data. One of the characteristics of an effective proposal is being
well- researched. It needs concreted data to back up its claims so it can become
more credible. You can gather data from primary and secondary sources, and
apply the strategies that you learned in writing a research paper in the previous
lessons.
2. Organizing the Data. A proposal becomes more effective if the information on it
is clearly organized. You can use the parts of the proposal to guide you in your
organization, or use an outline to structure your discussion more effectively.
3. Writing the Proposal. Fill out the parts of the proposal with the relevant data.
4. Revising the Proposal. Make sure to review your proposal for accuracy and
organization before you send it out. A good proposal will be comprehensive and
will put your organization in the best light.
(Tiongson and Rodriguez 2016)
Formatting the Project Proposal

Proposals are primarily categorized according to their length. An informal
proposal is about 2-4 pages long. Meanwhile, a formal proposal has 5 or more pages.
Regardless of their purpose and audience, they have standard parts such as the
following:
30
1. Introduction. This part provides the background necessary for understanding the
project, which is done by telling your reader the following:
 Rationale - this identifies the problem to be addressed and shows the need to
solve it.
 Objectives - these reveal what the project intends to achieve in terms of results.
It also gives the reader an idea of the intended solution. Good objectives are
SMART (Specific, Measurable, Attainable, Results oriented, and bound within
a realistic Time frame).
 Benefits - these show what the reader or the target audience can gain from the
proposal, which may be improvements in processes or systems, an increase in
revenue, or a change in behavior of the beneficiaries of the proposal.
2. Project Description. This section gives specific information about the project itself. It
indicates how the project will address the identified problem through the following
parts:
 Methodology – this entails the different activities, the project will take on,
including the manpower (i.e., the people involved and their duties), resources
to be utilized and the expanded output.
 Schedule - this discusses the task duration and expected start and end dates
of each activity in the project.
 Budget - this presents an analysis of all the costs anticipated in the project,
which can be itemized or shown as a whole, depending on the needs of the
project.
Note: Organizations usually provide interested parties with a required format

for project proposals, so make sure that you follow the prescribed format.
(Brighthubpm 2009)
What’s More
Conceptualize a solution related to the number one problem listed in What is It.
Then, write a Project Proposal outline. Highest point for each criterion is indicated
below, but one (1) point will be deducted to your score if you fail to meet the given
requirements.
Description Highest Point

Has appropriate quality of well-organized points to 5 points
support the topic.
Has clear and specific details. 3 points
Grammar, spelling and punctuation marks are correct. 2 points
Total 10 points
What’s More
31
Complete the following statements to summarize what you have learned in this
lesson:
1. A project proposal is a ____________________ which aim to solve a certain
problem
2. Proposals are used to convince the reader ____________________, such as
buying goods or services.
3. The introductory part of the proposal provides the background necessary for
understanding the project, which tell the reader of the ____________________,
____________________, and ____________________.
What I Can Do
Supply the necessary details of the Project Proposal format below, you may use the
ideas/details of your Barangay’s top most problem. The rubric in What I Have
Learned may still apply to this activity.
Project Title: _________________________________
Part of the Introduction Content
Rationale (What prompted the project? Is there an existing concern
or potential problem that you want to address?)
Objectives (What does the project hope to achieve?)
Benefits (Who are the project beneficiaries? How will they benefit?)
II. Project Description
Methodology (Who are the people involved in the project? What are
their duties? What are the resources needed? What is the expected
output?)
Schedule (What is the date of implementation and its duration?)
Budget (What is the estimated amount of budget requirement?
Budget sources?)
(Sampletemplates 2020)
Assessment
Write the letter of your answer on a separate sheet of paper.

1. Which part of the Project Proposal provides the background necessary for
understanding the project?
2. Which section gives specific information about the project itself?

3. Which of the following presents an analysis of all the costs anticipated in the
project?
32
A. Benefits B. Methods C. Schedule D. Budget
4. What part of the proposal reveals what the project intends to achieve in terms of
results?
5. Which shows what the reader target audience can gain from the proposal,
like improvements on systems or a change in behavior of the beneficiaries?
A. Introduction B. Rationale C. Benefits D. Objectives
6. Which document is written for problem solving, service provision, event planning, or
equipment selling.
7. Which details the different activities the project will take on that includes the
manpower?
8. Which part of the project description discusses the task duration and expected start
and end dates of each activity in the project?
9. Which identifies the problem to be addressed and shows the need to solve it
10. Which guideline in writing the proposal do you collect data from primary and
secondary sources?
11. In doing a project proposal, when do you use an outline to structure your
discussion more effectively?
12. What do you do when you review your proposal for accuracy and organization
before you send it out?
13. What do you do when you fill out the parts of the proposal with the relevant data.
14. In stating the proposal’s objective, you should clearly state the issue, the target
group, time and place of the program.
A. Specific B. Measurable C. Achievable D. Results-oriented
15. What is a detailed description of a series of activities which aim to solve a certain
problem?
A. Research Report B. Project Proposal C. Book Report D. Position Paper
33
Assuming you are the Supreme Student Government (SSG) President and you would
like to convince the School Principal about a particular project (i.e. tutorial sessions,
school fair, etc.), write a one-page project proposal observing the required format.
Answer Key
15. B 10. A C 5. 5.Introduction

14. A 9. A B 4. Appendix 9. 4.Executive Summary
13. C 8. B D 3. Conclusion/Recommendation 8. 3.Table of Contents
12. D 7. C B 2. Research Findings 7. 2.Title Page
11.B 6. B A 1. Methodology 6. 1.Letter of Transmittal
What I Know/Assessment What’s In
What I Need to Know
In the previous lesson, you have learned what a project proposal is. In this one,
you will identify the unique features, parts, requirements and how to write a Position
Paper as a part of academic writing.
What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. Which composition highlights the opinion of the author or specific entity about an
issue?
A. Research Report B. Article Critique C. Project Proposal D. Position Paper
2. The following criteria are considered in choosing the issue on problem to be discussed,
EXCEPT:
A. Pervasiveness B. Argument C. Urgency D. Demonstrability
3. Which of the following is the supporting evidence that is valid and verifiable?
A. Factual Knowledge B. Statistical Inferences
C. Informed Opinion D. Personal Testimony
34
4. Which knowledge relies on evidence instead of limited personal experience?
5. What is called the first-hand experience of the writer on knowledgeable parts?

6. Which is referred as the conclusions drawn from data gathered?

7. Which component of the proposition paper contains the main argument which can be
further broken up into sections?
A. Introduction B. Body C. Conclusion D. Summary
8. Which part of the proposition paper restates the key points and suggests resolution to
the issue.
9. This identifies the issue that will be discussed and states the author’s position on
that issue.
10. Which part of the paper suggests a course of action?

11. Which part of the paper defines the issue and discusses its background?
12. What is an idea that disagrees or contradicts with your given position?
A. Argument B. Counter-argument C. First Claim D. Support
13. Why is a topic like “The pandemic Covid-19 shakes the world” not a good idea for a
position statement?
A. It’s too controversial. B. It’s a long, complicated topic.
C. There is nothing to debate about. D. It’s a good topic for a position statement
14. Which of the following statements is false?

A. A position statement can be based upon your opinion
B. You will need to choose a side when writing a position statement
C. You don’t need to offer any options when writing a position statement
D. You should always write a conclusion that sums up your position
15. Which of the following is not included in the introduction of the position paper?
A. counter-argument B. background of the topic
C. relevance of the topic D. position statement
Lesson
5 Position Paper
35
You most likely received activities or homework at school in which you are asked to
explain a concept or prove a point. In this lesson, you will be taught on how to win
an argument over an issue or a problem with the help of your writing skills.
What’s New
“Maharlika”, a word originally meaning warrior class, is proposed to replace the name
of our country Philippines. Given its history and its meaning, do you agree that our
country will be renamed Maharlika? What is your stand on this matter? Write your
answer on a separate sheet.
What is It
The position paper is a composition that highlights an opinion of an author or

specified entity about an issue. As a debate, it presents one side of an arguable
opinion and persuades the readers or audience that the author has a well-founded
knowledge about the issue.
In writing the Position Paper, your goal as a writer is not only to state and defend
your position on the issue but also to show how your stance relates to other position.
Do remember that arguments should be supported with reasons and evidences?
Writing Center of the University of Hawaii, stated that in choosing the issue or
problem to be discussed, you may ask yourself the following questions as issue
criteria to ensure that you will be able to present a strong argument:
1. Is it the actual and real issue?
2. Can you clearly identify two positions?
3. Are you an advocate of one of these positions?
4. Is the issue narrow enough to be manageable?
After choosing the argument to take, you must present relevant supporting
evidence like:
1. Factual knowledge, which valid and verifiable information
2. Statistical inferences, which are conclusions drawn from data gathered
3. Informed opinions, which are based on knowledge of the facts and carefully
considered principle, and rely on evidence instead of limited personal
experience
4. Personal testimony, which are personal or first-hand experience of the writer
or knowledgeable party
(Rutgers 1998)
Now, here are the components of a position paper.

I. The Introduction – identifies the issue that will be discussed and states the
author’s position on that issue.
A. Introduce your topic with background information
B. Build up your thesis statement which asserts your position
36
 Fast food restaurants are bad for our health.
 Fast food packages should contain warning labels.
II. The Body – contains the central argument and can be further broken up into
sections:
A. Possible objections to your position (counter argument)
 Whose job is it to determine which restaurants are bad?
 Such labels would affect the profits of major corporations.
B. A discussion of both sides of the issue, which addresses and refutes arguments
that contradict the author’s position (your argument)
 It would be difficult and expensive for any entity to determine which
restaurants should adhere to the policy.
 Nobody wants to see the government overstepping its boundaries.
C. Explain that your position is still the best one, despite the strength of counter-
arguments. This is where you can work to discredit some of the counter-
arguments and support your own.
 Restaurants might improve the standards of food if warning labels were put
into place.
 The role of the government is to keep citizens safe.
III. Conclusion – restating the key points and when applicable, suggest resolution to
the issue.
A. restate your position
B. provide Plan of Action
(Thoughtco 2020)
What’s More
Your position paper should have a clear and relevant claim or argument. Choose
between A and B which you think is the better thesis statement.
1.
A. Milktea is delicious.
B. Milktea tastes better than other drinks because of its creamy and refreshing
flavor.
2.
A. The governor is a bad and ungrateful man.
B. The governor has continually done the community a disservice by failing to
listen to his constituents.
3.
A. Reading to babies is the best predictor of academic success.
B. Babies are born with the ability to swim.
4.
A. Drug use is detrimental to society.
B. Illegal drug use is dangerous because it encourages gang violence.
5.
37
A. We should vote for candidates who are willing to make the necessary changes
because our education system is in need of reform.
B. In this essay, I will persuade you to vote for candidates who support education
reform.
What I Have Learned
Is social media helpful or harmful? Brainstorm and list down your claims using the
format below.
Issue/argument: __________________________________________
Helpful Harmful
(include details/evidences) (include details/evidences)
What I Can Do
Do you feel ready to try writing it on your own now? Create an outline showing your
position on the topic: Children below 10 years old should not be given access to social
media.
Please be guided by the score sheet below. A deduction of one (1) point each criterion
if you fail to meet the given requirements.
Description Highest Your
Point Score
Has appropriate quality of well-organized points to 5 points
support the topic
Has clear and specific details 3 points
Grammar, spelling and punctuation marks are correct 2 points
Total 10 points
Assessment
1. Which composition highlights the opinion of the author or specific entity about an
issue?
A. Research Report B. Article Critique C. Project Proposal D. Position Paper
38
2. The following criteria are considered in choosing the issue on problem to be discussed,
except:
A. Pervasiveness B. Argument C. Urgency D. Demonstrability
3. Which of the following is supporting evidence that is valid and verifiable?

4. Which knowledge relies on evidence instead of limited personal experience?

5. What is called the first-hand experience of the writer on knowledgeable parts?

6. Which is referred as the conclusions drawn from data gathered?

7. Which component of the proposition paper contains the main argument which can be
further broken up into sections?
8. Which part of the proposition paper restates the key points and suggests resolution to
the issue.
9. This identifies the issue that will be discussed and states the author’s position on
that issue.
10. Which part of the paper suggests a course of action?

11. Which part of the paper defines the issue and discusses its background?
12. What is an idea that disagree or contradict with your given position?
A. Argument B. Counter-argument C. First Claim D. Support
13. Why is a topic like “The pandemic Covid-19 shakes the world” not a good idea for a
position statement?
A. It’s too controversial B. It’s a long, complicated topic
C. There is nothing to debate about D. It’s a good topic for a position statement
14. Which of the following statements is false?
A. A position statement can be based upon your opinion
B. You will need to choose a side when writing a position statement
C. You don’t need to offer any options when writing a position statement
D. You should always write a conclusion that sums up your position
15. Which of the following is not included in the introduction of the position paper?
A. counter-argument B. background of the topic
C. relevance of the topic D. position statement
39
Write a five-paragraph essay and try to win your readers’ vote by clearly stating your
claim and providing strong evidences. Choose one among the topics below:
1. Can smoking be prevented by raising the price of cigarettes?
2. Are we too dependent on computers?
3. Do young people’s behavior better or worse than it was years ago?
Please be guided by the score sheet below. A deduction of one (1) point each criterion
if you fail to meet the given requirements.
Description Highest Point Your Score

Has a clear, arguable thesis statement 3 points
Has strong and relevant claims and evidences 5 points
Grammar, spelling and punctuation marks are 2 points
correct
Total 10 points
Answer Key
A 15. 10. C D 5. D 5. A 5.
D 14. 9. A C 4. E 4. B 4.
C 13. 8. C A 3. B 3. A 3.
C 12. 7. B D 2. A 2. B 2.
A 11. 6. B D 1. C 1. B 1.
What I Know/Assessment What’s In What’s More
References
Books
Babbie, E., The Practice of Social Research. 8th ed: Wadsworth Publishing, 2018.
John W. Creswell, Educational Leadership 4th Edition Massachusetts: Pearson, 2012,

79-80.
40
Mark N. Abadiano, Research in Daily Life 1: Qualitative Research Method, Quezon
City: Cronica Bookhaus, 2016, 51-52.
Nelia G. Prieto, Victoria C. Naval, and Teresita G. Carey, Practical Research for Senior
High School 1 Qualitative, Quezon City: Lorimar Publishing, Inc., 2017, 97-98.
Tiongson, Marella Therese A. Tiongson and Rodriguez, Maxine Rafaella C. Reading

and Writing Skills: REX Book Store 1st edition. Manila, Philippines, 2016
Yingigba C. Akenyemi, “Handbook of Disaster Risk Reduction & Management

Climate Change and Natural Disasters,” accessed June 8, 2020,
https://www.worldcientific.com/worldscribooks/10.1142/10392.
Unpublished Research Paper
Rommel Abarte, Jana Mae Clemente, and Ferdinand Genaga, “Utilization of Used
Electrical Wires as Accessories,” Senior high school research paper presented at the
2019 Division Research Festival, Cabuyao City, Laguna, November 21-22, 2019.
Electronic Resources
“Academic Writing: Position Paper Bowie State University,” last updated Aug 20,
2019, accessed June 6, 2020. https://bowiestate.libguides.com/academicwriting
“Book Review Original,” accessed June 8, 2020
https://twp.duke.edu/sites/twp.duke.edu/files/file-attachments/book-
review.original.pdf.
“Book Review Rubric,” accessed June 8, 2020

https://Nthurston.k12wa.us/cms/lib/WA01001371/Centricity/Domain/2655/Bo
ok%20Review%20rubric%20destiny.pdf
Bowen, Ronda. “How to Write a Project Proposal: What Components Should a Project
Proposal Include?” Published November 30, 2009, accessed June 5, 2020
https://www.brighthubpm.com/project-planning/57947-how-to-write-a-project-
proposal/
Fleming, Grace. "5 Steps to Writing a Position Paper." ThoughtCo, accessed June 6,
2020. https://www.thoughtco.com/how-to-write-a-position-paper-1857251
Ghani, A., “Experimental Research Methods for Students in Built Environment and
Engineering,” 2014
https://www.researchgate.net/publication/274618610_Experimental_Research_M
ethods_for_Students_in_Built_Environment_and_Engineering.
How to Make a Project Proposal: ProjectManager.com, Inc. 3420 Executive Center

Drive, Suite 160 Austin, TX 78731 Last Modified: May 22, 2018
https://www.projectmanager.com/academy/how-to-make-a-project-proposal
41
Lazatin. H., “The Best New Fashion and Accessory Brands You Should Discover in
Manila,” 2019, https://www.townandcountry.ph/style/fashion/new-fashion-and-
accessory-brands-in-the-philippines-a00184-20190726-Ifrm.
M. Hogue, “Writing a Research Report,” 2013, accessed June 10, 2020,

https://www.slideshare.com/writingaresearchreport~131214070636~phpapp02/9
5/writing-a-research-report-2-638.jpg?cb=1387005049.
Quadra-Balibay, Aurora. “Teen Author Chloe Reynaldo Tackles Girl Issues in

Empowering Book Be a Girl Champion.” Good News Pilipinas, November 19, 2019.
Accessed June 19, 2020. goodnewspilipinas.com/teen-author-chloe-reynaldo-
tackles-girl-issues-in-empowering-book-be-a-girl-champion/.
“Research and Study Skills Book Review,” accessed June 8, 2020, http://www.
Collegeofthedesert.edu/students/asc/SiteAssets/Pages/Research-and-Study-
Skills/Book%20Review.pdf. Hazel Angelyn Tesoro, “Reading and Writing Skills,”
accessed June 9, 2020. www.depedcommons.gov.ph. 2020.
“Research Report Rubric,’” Prentice-Hall, Inc., accessed June 10,

2020.https://peqnhsagoo.files.wordpress.com/2012/08/research-report-rubric.
“Small-Scale Literature Review Assignment,” accessed June 9, 2020
https://www.cortland.edu/rombachk/portfolio/doc/Small-
scale%20literature%20review
“Sample templates”. Accessed June 4, 2020.

https://www.sampletemplates.com/business-templates/project-proposal.html
“Writing a Position Paper”. University of Hawaii - WO Writing Center. 1998.

https://www.cs.rutgers.edu/~rmartin/teaching/fall17/Writing_a_Position_Paper.p
df
42

Telefax: (632) 8634-1072; 8634-1054; 8631-4985
43
Reading and Writing
Skills
Composing Professional
Correspondence
Quarter 4 – Module 9: Composing Professional Correspondence
First Edition, 2020
Republic Act 8293, Section 176 states that: No copyright shall subsist in any work of
over them.


Writers: Kristine Y. Zantua, Maria Monica M. Angeles
Editor: Shiela Niña L. Rea-Santes
Reviewers: Cyril E. Sales, Louie Grace G. Margallo, Laila R. Maloles, Jonathan H.
Marquez, Jhonathan S. Cadavido
Layout Artists: Mark Joseph O. Torres
Ludy N. Pasagui, Doris DJ. Estalilla, Schools Division
Superintendents
Neil G. Angeles, Elvira B. Catangay, Assistant Schools Division
Superintendent/s
Henry P. Contemplacion, Jackie Lou A. Almira, Division EPS/s In
Charge of LRMS

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
Reading and Writing
Skills
Composing
Professional Correspondence
Module on Composing Professional Correspondence!
the module:

As a facilitator, you are expected to orient the learners on how to use this module.
For the learner:
Module on Composing Professional Correspondence!
The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
1
module.

module.







competency.

learned concepts.

module.
2

this module.
What I Need to Know
In this century of literacy and technology, you are expected to prepare yourselves to
become significant people in the academic or professional world. As you begin your
journey as incoming college students, you are expected to have the knowledge and
skills to communicate within and across the disciplines.
This lesson is divided into variety of activities which you will answer at your own
pace and will enable you to compose a résumé.
After going through this lesson, you are expected to:
1. identify the unique features and requirements in writing a résumé; and
2. demonstrate understanding of the features and requirements in preparing
and composing a résumé
3
What I Know
1. Which document is an enclosure to a cover letter that is used for employment

and highlights applicant’s education, experience, skills, and qualifications?
A. Biodata C. Application Letter
B. Résumé D. Memorandum
2. Which of the following is not a résumé format?

A. Chronological C. Functional
B. Fusion D. Combination
3. Which of the following is not a necessary part of a résumé?

A. Religion C. Education
B. Contact Information D. Employment history
4. In which part of a résumé would you most likely include your bilingual skills?
A. Education C. Contact information
B. Employment History D. Additional Information
5. What information should you leave off in your résumé?

A. Experiences C. Hobbies
B. Awards D. Accomplishments
6. Which part of the résumé reflects the applicant’s career goals and intention
for applying on the job?
A. Personal Details C. Work Experience
B. Career Objective D. Additional Information
7. Which of the following is not necessary to include in your personal details?

A. Height and Weight C. Contact Number
B. Mailing Address D. Email Address
8. What information in the education section should you include in a résumé?

A. Name of the institution C. Inclusive dates or year attended
B. Course or program taken D. All of the above
9. It is recommended to start your phrases for the job description with ________.
A. Nouns c. Verbs
B. Adjectives d. Adverbs
10. When you are asked to provide 2-3 professional or character references, you
may include ______________.
A. Parents, siblings, and other relatives
B. Former employers, former managers, teachers/professors
C. The CEO who happens to be your uncle as well.
D. All of the above
4
11. The following are sections of the additional information that you may include
in your résumé except _______________.
A. Awards/ Achievements c. Skills and Strength
B. Languages d. Professional Experience
12. The text of your résumé should always be ________________.

A. Printed in capital letters
B. Printed with decorative fonts
C. Printed using black ink
D. Printed with a font size of 9
13. Job applicants should print their résumés on ________________.

A. White paper c. Colored paper
B. Glossy paper d. Photo paper
14. Enrique would like to apply for a service crew position in a local fast food chain
in his hometown. If he has no work experience, what should he do with his
résumé instead?
A. Just write the heading and leave it blank
B. Highlight the skills that he possesses
C. Better not to submit his résumé
D. Copy the work experience from other résumés
15. Liza is going to submit her résumé online. Which of the following is the best
email address for her to use?
A. iloveparkseojoon@email.com
B. heaven_sent_liza@email.com
C. lizaverano@email.com
D. liza.gorgeous@email.com
Lesson
1 Composing a Résumé
Résumés, application letters, and other professional correspondence are some of

your weapons to start up and sustain your career. Most of the time, your résumé is
the first written document that your employers will be looking at while reviewing your
application. Having a well-written résumé is very important in helping you secure an
interview which could open your doors to job vacancies and opportunities.
In selecting exit points in Senior High School, you are expected to either prepare for
employment, entrepreneurship, skills development, or higher education. Whichever
exit point you are most likely to consider after Grade 12, you would definitely need a
persuasive résumé that will create the best impression of you.
5
What’s In
In the previous module, we focused on the various forms of academic writing. As we

move forward, you will discover different forms of professional writing such as
résumés, application letters, and other business or office correspondence. It is not
too early for you to start learning this professional task. This will enable you to
prepare yourself on the reality of the professional world.
What’s New
Know yourself better by identifying your strengths before coming up with your career
objectives and writing your résumé. You may do it by yourself or ask a few people to
help you answer the questions below. Write your answers on a separate sheet of
paper.
1. Name at least three traits or characteristics that you think people admire
about you the most.
2. Think of a challenge or a problem that you had encountered. How did you
arrive at a solution?
3. Which subjects do you do well in school? Why?
4. What do you think is your expertise?
5. What makes you proud of yourself?
What is It
Résumé originated from the French word résumé which means, “summary”. It is a
concise document that highlights your education, work experiences, and other
qualifications such as your skills and strengths. These are information or
qualifications that your future employer might look for in the job that you are
applying for. A résumé is usually an enclosure to an application or cover letter so it
is recommended that you prepare the résumé first since the information that you
include there will be the basis of your letter. On the next page is the structure and
organization of a sample résumé:
6
Personal Details
-include your full LILY D. CRUZ
name and contact 140 Emerald St. Victoria Homes,
information Cabuyao City, Laguna, Philippines 4025
09998054321
Career lily.cruz@chronological.com
Objective/ CAREER OBJECTIVE
Summary
To obtain employment as a Human Resource Staff at JTBC
-convey your goals Company where I can utilize my existing skills and knowledge.
or highlights
experience EDUCATION
2014 – 2018 Polytechnic University of the Philippines- Sta. Rosa
Education Bachelor of Science in Business Administration
-list the most Major in Human Resources Development Management
recent first Cum Laude
WORK EXPERIENCE
2018-Present DanBam Phils. Inc.
Work Experience HR Staff
- use action verbs Sta. Rosa City, Laguna
for descriptive  Supervised the interview process
phrases and list  Participated in recruitment efforts
the most recent  Organized job application résumés
experience first
2017-2018 Laguna Brewery, Inc.
HR Staff (Internship)
Additional
Cabuyao City, Laguna,
Information  Provided support within the HR functions such
- optional part; payroll and interview process
headings could be  Ensured completion of the requirements for new
languages, awards, employees
achievements, SKILLS
skills, etc.  Proficient in Microsoft Office
 Strong oral and written communication skills
References REFERENCES
- 2 to 3 reliable ALLAN Z. GOZON MARY JOY D. GUZMAN
people to endorse HR Manager HR Manager
you; could be DanBam Phils. Inc. Laguna Brewery, Inc.
former professor or Sta. Rosa City, Laguna Cabuyao City, Laguna
employer +639951012345 +639150987654
allan_gozon@email.com mjguzman@email.com
7
What’s More
Below is an example of an ‘Incorrect Résumé’. On a separate sheet of paper, write

down the miscues found and rewrite it applying the necessary corrections.
LETIZIA G. RIVERA
Address: 537 J.P. Rizal St. Bacoor City, Cavite
Contact Number: +63918 7778899
Email: prettyziarivera@email.com
CAREER OBJECTIVE
Seeking for any vacant position available for a high school graduate in your company
where I can demonstrate my sense of humor 
EDUCATION
Doña Juana Integrated National High School
Bacoor City, Laguna
Senior High School Graduate
VOLUNTEER EXPERIENCE
INFORMATION DESK ASSISTANT
SHS Job Fair
- Took pictures of my friends
- Assisted participants and guests
- Responsible for the monitoring of attendance
SKILLS
- Proficient in Adobe Photoshop
- Expert in Microsoft Office
- Social Media Photography, Dancing, Singing
REFERENCES What I Have Learned

MARIANNA G. RIVERA
Housewife (My Mom)
537 J.P. Rizal St. Bacoor City, Cavite
+639185454455
Answer the questions below on a separate sheet of paper.
No Email
1. Why do we need to make a résumé? Is it important?

2. When can you say that a résumé is impressive and a well-written one?
What I Can Do
Look for an interesting job advertisement from a newspaper or from the internet and
write a résumé that suits the nature of the job you are applying for. Prepare your
résumé on a clean sheet of paper by following the tips or guidelines in making a good
one. A rubric is attached as reference for checking your résumé.
8
Criteria Excellent Good Needs SCORE
(4) (3) Improvement (2)
Résumé All 6 parts are Only 1 part is 3 parts are
Content complete and in missing but the missing with very
detail. content is in detail. little details.
Format and Consistent font and Minor issues with Inappropriate
Appearance spacing with font, spacing, and font, spacing,
appropriate margins. Easy to and margin. Too
margins. It is easy read but with much white
to read and not too many white spaces exist in
crowded. spaces. the résumé.
Structure All parts are Minor issues on Inappropriate
and arranged the arrangement of title for each part
Organization accordingly. parts. of the résumé.
Spelling and No spelling and 1-2 spelling and 3 or more
Grammar grammar errors grammar errors spelling and
grammar errors
TOTAL
Assessment
Choose the letter of the best answer and write it down on a separate sheet of paper.
1. Which of the following is not a résumé format?

A. Chronological C. Functional
B. Fusion D. Combination
2. Which of the following is not a necessary part of a résumé?

A. Religion C. Education
B. Contact Information D. Employment history
3. What information should you leave off in your résumé?

A. Experiences C. Hobbies
B. Awards D. Accomplishments
4. What document is an enclosure to a cover letter that is used for employment

and highlights applicant’s education, experience, skills, and qualifications?
A. Biodata C. Application Letter
5. Which part of the résumé reflects the applicant’s career goals and intention
for applying on the job?
A. Personal Details C. Work Experience
B. Career Objective D. Additional Information
6. Which of the following is not necessary information to include in your personal

details?
A. Height and Weight C. Contact Number
9
B. Mailing Address D. Email Address
7. In which section of a résumé would you most likely include your bilingual
skills?
A. Education C. Employment History
B. Contact information D. Additional Information
8. What information in the education section should you include?

A. Name of the institution
B. Course or program taken
C. Inclusive dates or year attended
D. All of the above
9. It is recommended to start your phrases for the job description

using ____________.
A. Nouns C. Verbs
B. Adjectives D. Adverbs
10. When you are asked to provide 2-3 professional or character references, you
may include ______________.
A. Parents, siblings, and other relatives
B. Former employers, former managers, teachers/professors
C. The CEO who happens to be your uncle as well.
D. All of the above
11. The text of your résumé should always be ________________.

A. Printed in capital letters C. Printed using black ink
B. Printed with decorative fonts D. Printed with a font size of 9
12. Liza is going to submit her résumé online. Which of the following is the best
email address for her to use?
A. iloveparkseojoon@email.com C. liza_verano@email.com
B. heaven_sent_liza@email.com D. liza.gorgeous@email.com
13. Job applicants should print their résumés on ________________.

A. White paper C. Colored paper
B. Gloss paper D. Photo paper
14. The following are sections of the additional information that you may include
in your résumé EXCEPT _______________.
A. Awards/ Achievements C. Skills and Strength
B. Languages D. Professional Experience
15. Enrique would like to apply for a service crew position in a local fastfood chain
in his hometown. If he has no work experience, what should he do in his
résumé instead?
A. Just write the heading and leave it blank
B. Highlight the skills that he possesses
C. Better not to submit his résumé
D. Copy the work experience from other résumés
10
The following are information about Kate, a student who wants to apply for a part-
time job at a café. Read the details and arrange it to help her form a résumé. Write
your answer on a clean sheet of bond paper.
kate_delacruz97@email.com  English Language Award

0928- 0987654  Most Consistent in Speaking English
Coffee Royal (2016-2017) Filipino, English

 Processed beverages and pastries
orders to customers Kate M. Dela Cruz
 Managed the cash register
 Ensured cleanliness of food areas Shine Integrated School,
Volunteer English Tutor (2015-2016) Lipa City, Batangas (2010-2016)
 Offered help to other students with
their English homework Jane O. Valdez
Operations Manager
90 Sampaguita St. Sunny Ville Mabini, Cafe Lucina, Lipa City, Batangas
Lipa City, Batangas 0995- 87654321
valdez.jane@email.com
Seeking a position as a coffee shop worker to
apply knowledge and skills in providing
exceptional coffee beverage
11
12
What's More
What I Know Assessment
Activity 1.1
1. B (Possible answers) 1. B
2. B 1. Unprofessional email 2. A
3. A 2. Informal objective 3. C
4. D with emoticon 4. B
5. C 3. Lacks inclusive dates 5. B
6. B 4. Insignificant duty 6. A
7. A was mentioned 7. D
8. D 5. Gave irrelevant skills 8. D
9. C 6. Provided a parent as 9. C
10.B a reference 10.B
11.D 11.C
12.C 12.C
13.A 13.A
14.B 14.D
15.C 15.B
Answer Key
What I Need to Know
As students of the 21st century, one of the skills that you need to achieve is to know
how to deal with written communications like letters. Letters are just one of the many
documents that will help you increase your chances of becoming a part of your dream
institution or securing a position in a workplace. This means that you want to be
accepted at the university that offers the course you would want to take up or
there may be times that you need to market yourself to your potential employer.
This lesson is divided into variety of activities which you will answer at your own
pace so that you will be able to learn the skills that will enable you to write application
letters for college admission and employment.
After going through this lesson, you are expected to:

1. identify the unique features and requirements in writing application letters;
and
2. compose a college admission letter and an employment letter.
What I Know
1. Which type of letter discusses the intention of the sender in attending a college
program?
A. Request Letter C. College Admission Letter
B. Cover Letter D. Employment Application Letter
2. Which of the following should you consider doing when writing a college
admission letter?
A. Convey why you are interested in the course
B. Highlight your work experience if you have
C. Tell about your family’s challenges in life
D. Reveal your financial capability to enroll
3. This is a letter of introduction attached to a résumé to introduce yourself and

explain your qualifications to potential employers.
A. Reference Letter C. Curriculum Vitae
B. Résumé D. Cover Letter
4. What should be the proper arrangement of your letter after heading and date?
A. Body, Inside Address, Salutation, Complimentary Close, Signature
B. Salutation, Inside Address, Body, Signature, Complimentary Close
C. Inside Address, Salutation, Body, Complimentary Close, Signature
D. Salutation, Inside Address, Body, Complimentary Close, Signature
13
5. Which information should you not include in your cover letter?
A. Intent on the position you are applying for
B. Company’s background and history
C. Your educational background
D. Your internship or work experience
6. The date of a letter is always placed ____________________.

A. under the heading C. under the salutation
B. under the signature D. under the inside address
7. When you do not know the name of the person you are writing to, it is best to
begin your salutation with ____________________.
A. Hi: C. Dear Sir/Madam:
B. Dear Mr: D. Ladies and Gentlemen:
8. In writing an application letter, the most applicable complimentary close is

A. Very truly yours, C. Lots of Love,
B. Cordially yours, D. Best Regards,
9. When do you need to send a cover letter?

A. Every time you send a résumé for application
B. When the employer requests for it
C. After being hired by the employer
D. Before signing your contract
10. How many page/s should you normally allot for your application letter?
A. One page C. Three pages
B. Two pages D. Four or more pages
11. Which of the following should NOT be seen in your opening paragraph?
A. Your advertisement in Jobstreet posted on May 1, 2020 says that you
are in need of a computer programmer.
B. I would like to apply for the vacant position in your company.
C. This is in response to your posted announcement on Facebook on
June 7, 2020.
D. At present, I am working as a computer programmer at KYZ Network
12. How should you write your middle paragraph?

A. Indicate your education and qualifications
B. State the position you are applying for
C. Tell your request for action
D. Express your gratitude to your reader
13. Which of the following should be seen in your closing paragraph?

A. I am writing to express my intent to apply.
B. I believe I am well-suited for the program.
C. I look forward with eagerness to be part of your institution.
D. I saw a vacant position in your advertisement posted on Facebook.
14. Which feature or requirement in writing an application letter should NOT be

considered?
A. Use any kind of paper as long as it is clean
B. Use the appropriate business letter format
14
C. Focus on matching your skills and qualifications to your desired
company or university
D. Tell on your opening paragraph the purpose of your letter
15. You are writing an application letter to the Human Resources Manager of City
Saver’s Bank Laguna. It is located at Lim Subd. Poblacion Dos, Cabuyao City,
Laguna. How would you write it on the inside address?
A. City Saver’s Bank C. Human Resources Manager
Lim Subd. Poblacion Dos, Lim Subd. Poblacion Dos,
Cabuyao, Laguna Cabuyao, Laguna
B. Human Resources Manager D. Lim Subd. Poblacion Dos,
City Saver’s Bank Cabuyao, Laguna
Lim Subd. Poblacion Dos, City Saver’s Bank
Cabuyao, Laguna Human Resources Manager
Lesson
2 Writing Application Letters
You might be aspiring to be admitted in a school or

university of your choice or be hired in a company or
institution that you desire. This could not be fulfilled
unless you express your intent through some forms of
written communication such as application letters.
What’s In
In the previous lesson, you were introduced to one of the many professional
correspondence such as the résumé. In addition to it, having a knowledge of the
other forms of professional correspondence such as writing business letters will give
you better opportunities in the future which will be beneficial to you as incoming
college students or prospect job applicant.
What’s New
Answer the given questions to help you prepare a draft of your application letter.
Write your answers on a separate sheet of paper.
1. Why am I writing a letter? Is it for college admission or for job application?
2. Who will receive my letter?
3. Which format (Block, Modified, Semi-Block) will I use in writing my letter?
4. What is my purpose for writing a letter?
5. How does my background make me a great candidate to consider?
6. How could I ensure that I would be considered/admitted?
7. What contact information should I include?
15
College Admission Letter is also known as the "letter of intent". It is a brief
discussion of your intention to be admitted in a specific course in college.
Employment Application Letter is widely known as a "cover letter". It is used to

introduce yourself to a prospective employer. You write this to demonstrate your
interest in the company, sell your services and qualifications in written form, and
show that you are fit for a job position. It is usually submitted with a résumé.
Using any of the three letter formats (Block, Modified Block, and Semi-Block) depends
on your preference as an applicant, but the most common layout for business letter
is the block format which means that all parts of the letter are aligned to the left. In
a modified block format, the heading, date, complimentary close, and signature are
placed slightly to the right of the center of the paper. The least used format is the
semi-block which is similar with modified block except that the paragraphs of the
body are indented.
Below are the parts of an application letter:
Heading 125 J. Luna St.

-the sender’s Rosa Villa Homes, Sala
mailing address Cabuyao City, Laguna, 4025
Date June 6, 2020

-the date when the
letter was written The Principal
Cabuyao Integrated National High School
Inside Address Cabuyao City, Laguna
-receiver’s name,
job title, and Dear Sir/Madam:
address
It is a great pleasure that I am writing with regards to the vacant senior
Salutation high school teaching position in your reputable school. This is in
-usually begins response to DepEd Cabuyao’s open ranking announcement which
with “Dear” and
was posted on its Facebook page on June 5, 2020.
uses colon (:) at the
end
I completed my degree Bachelor in Secondary Education Major in
English at Polytechnic University of the Philippines Sta. Rosa
Body
-consists of the Campus. In addition, I also obtained a degree Master of Arts in English
opening, middle, Language Teaching at Polytechnic University of the Philippines, Sta.
and closing Mesa, Manila. At present, I am teaching at Pamantasan ng Cabuyao
paragraphs as a senior high school teacher and a part-time college professor.
Complimentary Thank you for your time and patience to consider my application. If I
Close can provide you with any additional information, please contact me at
- a polite way of +639183456789 or email me at jamesronie.padilla@email.com. I look
ending your letter; forward with eagerness to be a part of your institution and contribute
ends with a comma with the best of my abilities.
(,)
Signature Truly yours,

-the complete name
and signature of
the sender
James Ronie A. Padilla
JAMES RONIE A. PADILLA
16
What’s More
Given the information below, write a letter in block format.
Mr. Jose S. Cartaño (Signature) Truly yours,

Human Resource Manager BEA M. AGUILAR
The Bread and Butter Restaurant February 24, 2019
197 Diego Silang St., Dear Mr. Cartaño:
Antipolo City, Rizal 2490 Zone 3 Gil Estate
Antipolo City, Rizal
I would like to express my interest to apply in the Managerial Position posted at

Jobstreet.com last February 12, 2019. As mentioned in your advertisement, I
consider my skills and expertise as fit for the said position in your renowned
establishment.
Aside from being a graduate of Hotel and Restaurant Management at Colegio de

San Miguel, I also have ten-year industry experience in managing a local fast-food
chain. I am applying in your establishment because I believe that your company
would benefit with the innovative approach that I could give.
My skills and experiences are included in the résumé enclosed on this letter. Thank
you for your time in processing my application. I look forward to hear from you soon.
If you have questions, you can contact me at +639150987654.
Your application letter is only one

page in length and free from errors.
Remember that any mistake will create
negative impression on you.
What I Have Learned
Answer the questions below on a one whole sheet of paper.

1. What are the parts of an application letter?
2. How do the various letter formats differ from each other?
3. When can we say that an application letter is properly written?
17
What I Can Do
Identify the unique features and requirements in writing a college admission letter
and an employment application letter by drawing a star () on your answer sheet.
1. An employment application letter is sent together with a résumé.
2. A college admission letter shows your intent to be accepted in a university.
3. Use comma after salutation.
4. The body should have an opening, middle, and closing paragraph.
5. Mention all the job experience that you had even the irrelevant ones.
6. Always have 2 spaces in between each paragraph of the body.
7. Both letters should be limited to one page only.
8. Use block format for college admission and job application letter.
9. Sign directly above your printed name.
10. Always include in your letter where the job advertisement was seen.
Assessment
1. Which of the following should you consider to do when writing a college

admission letter?
A. Convey why you are interested in the course
B. Highlight your work experience if you have
C. Tell about your family’s challenges in life
D. Reveal your financial capability to enroll
2. This is a letter of introduction attached to a résumé to introduce yourself and

explain your qualifications to potential employers.
A. Reference Letter C. Curriculum Vitae
B. Résumé D. Cover Letter
3. What type of letter discusses the intention of the sender in attending a college
program?
A. Request Letter C. College Admission Letter
B. Cover Letter D. Employment Application Letter
4. What should be the proper arrangement of your letter after heading and date?
A. Body, Inside Address, Salutation, Complimentary Close, Signature
B. Salutation, Inside Address, Body, Signature, Complimentary Close
C. Inside Address, Salutation, Body, Complimentary Close, Signature
D. Salutation, Inside Address, Body, Complimentary Close, Signature
5. The date of a letter is always placed ____________________.

A. under the heading C. under the salutation
B. under the signature D. under the inside address
18
6. Which information should you NOT include in your cover letter?
A. Intent on the position you are applying for
B. Company’s background and history
C. Your educational background
D. Your internship or work experience
7. When you do not know the name of the person you are writing to, it is BEST
to begin your salutation with ____________________.
A. Hi: C. Dear Sir/Madam:
B. Dear Mr: D. Ladies and Gentlemen:
8. When do you need to send a cover letter?

A. Every time you send a résumé for application
B. When the employer requests for it
C. After being hired by the employer
D. Before signing your contract
9. How many page/s should you normally allot for your application letter?
A. One page C. Three pages
B. Two pages D. Four or more pages
10. In writing an application letter, the most applicable complimentary close is

A. Truly yours, C. Lots of Love,
B. Cordially yours, D. Best Regards,
11. How should you write your middle paragraph?

A. Indicate your education and qualifications
B. State the position you are applying for
C. Tell your request for action
D. Express your gratitude to your reader
12. Which feature or requirement in writing an application letter should NOT be

considered?
A. Use any kind of paper as long as it is clean
B. Use the appropriate business letter format
C. Focus on matching your skills and qualifications to your desired
company or university
D. Tell on your opening paragraph the purpose of your letter
13. You are writing an application letter to the Human Resources Manager of City
Saver’s Bank Laguna. It is located at Lim Subd. Poblacion Dos, Cabuyao City,
Laguna. How would you write it on the inside address?
A. City Saver’s Bank C. Human Resources Manager
Lim Subd. Poblacion Dos, Lim Subd. Poblacion Dos,
Cabuyao, Laguna Cabuyao, Laguna
B. Human Resources Manager D. Lim Subd. Poblacion Dos,

City Saver’s Bank Cabuyao, Laguna
Lim Subd. Poblacion Dos, City Saver’s Bank
Cabuyao, Laguna Human Resources Manager
14. Which of the following should be seen in your closing paragraph?

A. I am writing to express my intent to apply.
19
B. I believe I am well-suited for the program.
C. I look forward with eagerness to be part of your institution.
D. I saw a vacant position in your advertisement posted on Facebook.
15. Which should NOT be seen in your opening paragraph?

A. Your advertisement in Jobstreet posted on May 1, 2020 says that you
are in need of a computer programmer.
B. I would like to apply for the vacant position in your company.
C. This is in response to your posted announcement on Facebook on
June 7, 2020.
D. At present, I am working as a computer programmer at KYZ Network.
20
21
1. C Activity 1.1 1. A
2. A  Refer to the parts of 2. D
3. D a professional letter 3. C
4. C 4. C
5. B What I Can Do 5. A
6. A 6. B
7. C
- 1, 2, 4, 7, 8, 9, 10 7. C
8. A 8. A
9. A 9. A
10.A 10.A
11.D 11.A
12.A 12.A
13.C 13.B
14.A 14. C
15.B 15. D
Answer Key
What I Need to Know
This lesson lets the students understand the requirements of composing office
correspondence such as business letter, memorandum or memo and e-mail. This helps them
identify the unique features, processes and requirements in composing professional
correspondence leading them in making a well-written sample of each office correspondence
types.
It is expected that at the end of this module, the learners must be able to produce each type
office correspondence following the properties of well-written texts and process approach to
writing.
After going through this lesson, the learners are expected to:
1. Identify different types of office correspondence; and
2. learn how to write major forms of office correspondence.
What I Know
paper.
1. Office Correspondence is also known as __________________.

A. Letter Writing C. Business Communication
B. Business Correspondence D. Writing in the Discipline
2. This letter format is when all elements are aligned at the left margin except the
date, complimentary close, and signature line and there is no indention on each
paragraph.
A. Full Block B. Modified Block C. Semi-Block D. Simplified Block
3. The heading, date, inside address, salutation, and complimentary close are all
parts of _____________.
A. Email Correspondence C. Letter
B. Memorandum D. All of the above
4. What are the 4 words used in the memorandum heading?
A. TO, FROM, CC, SUBJECT C. TO, FROM, BCC, DATE
B. TO, CC, SUBJECT, TIME D. TO, FROM, DATE, SUBJECT
5. Use Bcc field for emails when _________.
A. You want other people to receive the message, but you don’t want other
recipients to know they got it.
B. You want people to know about the message, but are not directly involved.
C. You are sending a message to more than one person.
D. You require your receiver to take an action
22
6. What do you call the written form used to exchange internal and external
communication to support all business processes?
A. Office Correspondence C. E-mail
B. Memorandum D. Inquiry Letter
7. The communication or agreement between departments or branches of the same
company is known as _____________.
A. Application Letter C. Admission Letter
8. When do we use the “Cc” field in an e-mail?
A. When we are sending a direct message to someone
B. When we want to send a copy of the email to people who are not meant to be
the direct recipients of the message
C. When we want the recipients to be ‘blind’ to other recipients’ email address
D. The “Cc” field is usually out of usage
9. Which of the following is NOT a common type of business letters?
A. Resignation letter C. Congratulatory letter
B. Letter of inquiry D. Application letter
10. Which of the following is NOT a necessary part of a business letter?
A. Name and Signature of the Sender C. Date the letter is sent
B. Formal Salutation D. Warm and polite closing
11. It is a type of special notation included with the memo.
A. Enclosure B. Attachment C. Heading D. Body
12. It is a type of special notation when a supporting document attached with the
memo.
A. Enclosure B. Attachment C. Heading D. Body
13. In e-mails, the recipient is written in the ______ part of the header.
A. DATE B. BCC C. TO D. FROM
14. In e-mails, the sender is written in the ______ part of the header.
A. DATE B. BCC C. TO D. FROM
15. There is no required format in writing e-mail correspondence but it is expected
that the writer maintains a ______ tone
A. Academic B. Journalistic C. Formal D. Technical
23
Lesson
Various Forms of
3 Office Correspondence
In this lesson, you are expected to familiarize yourself with various forms of office
correspondence, and exchange ideas and information by creating one.
What’s In
You have previously learned about the two types of applications letters: On one hand,
College Admission Letter is a one-page letter required for college and university
admission. On the other hand, Employment Application Letter is a one-page letter
attached to the résumé when applying for jobs.
Meanwhile, in this lesson, we will focus on the process of writing various forms of office
correspondence.
What’s New
Read the following questions and write your answer on a separate sheet of paper:
1. Why do people write letters? What are some specific events or purposes when
letter writing is important or expected?
2. When would sending a letter be more appropriate or convenient than using
another means of communication?
3. With the growing popularity of e-mail, will letter writing remain a vital part of
business and personal communications?
Source: (ReadWriteThink 2020)
24
What is It
Office Correspondence, or business correspondence, is a written interchange of

internal (communication between company departments) and external communication
(communication between a company to another firm) to assist the flow of business
processes.
Business letter is the traditional way of communicating information from one company
to another or used in external correspondence. The format can either be full block,
modified block and semi-block. Various types of letters are sales letter, order letter,
complaint letter, inquiry letter, adjustment letter, acknowledgement letter, follow-up
letter, cover letter, letter of recommendation, and letter of resignation. Here is an
example where you can identify the different parts of a letter.
Heading Street Address

City, Province Zip Code
Date
Date
Inside Address The Registrar

College of Education
Polytechnic University of the Philippines
Salutation Sta. Mesa, Manila
Body
Dear Sir/Madam:
I was a graduate of Bachelor of Secondary Education Major in English
at the Polytechnic University of the Philippines –Sta. Rosa Campus
last year. I would like to enrol in the Master’s Degree Program in the
PUP Graduate Studies next year. May I be informed of the following:
1. What are the requirements for admission in the Graduate

Program (Master of Arts in English Language Teaching)?
2. When will be the entrance examination?
3. How much is the tuition per unit?
Complimentary Close 4. When is the deadline for of the requirements?
Signature and It would be a pleasure for me to able to continue my studies in the

Sender’s university as it is reputed to be one of the best. Should I need to be
Identification reached, you can contact me at 0999-876-5432.
Sincerely,
(Your signature)
Your typed name
25
Additionally, Business memorandum or memo is a written communication strictly
between the company’s offices to another, or used in internal correspondence. A memo
has its title line and series number. Employees tend to read the memorandum if the title
line is related to their job description. Memos are also used to implement internal
guidelines or procedures that the employees must follow.
TO: Ina Castillo, EPS-in-Charge of Journalism

Heading All Concerned School Paper Advisers
All Concerned Campus Journalists
FROM: Kimberlyn Villaranda, Schools Division Superintendent
DATE: November 5, 2019
SUBJECT: Notice of Meeting
___________________________________________________________________
Body
In line with Schools Division Office’s participation to 2020 Regional
Schools Press Conference, there shall be an orientation meeting to all
participants on the 7th of November, 2019, 2PM at Rizal Hall, San Pablo
City Central School.
Special Matters concerning the contest, transportation and accommodation
Notation shall be discussed. Attendance is highly expected.
Immediate dissemination of this memorandum is desired.
Attachments: Regional Memorandum: Regional Schools Press
Conference 2020 (RSPC 2020)
Here are some reminders in completing the parts of a memorandum:
Heading – This segment follows this general format:

TO: (Identify the recipient/s)
FROM: (Your name)
DATE: (Complete and current date)
SUBJECT: (What the memo is about)
Body – Basically, the body of the memo has two parts: the purpose statement and
the explanation. It is usually presented in single-spaced paragraphs
with a line skipped between each paragraph.
Special Notations – Notations at the bottom of the memo are used to indicate
specific things to the reader.
 If you have an attachment on enclosure notation, type “Enclosure” or

“Attachment”.
An Enclosure is something included with the memo while an Attachment is

a supporting document attached by a paper clip, staple, etc.
 If copies are being sent to others, add notation cc (carbon copies or courtesy
copy) line and list of names at the bottom of the memo.
26
Lastly, Business e-mail is an office correspondence that can either be internal or
external. There is no required format in writing e-mail correspondence but it is expected
that the writer maintains a professional tone. Note that the header of the letter is written
on the blank fields including the ‘from’ and ‘to’ fields. ‘From’ contains e-mail from the
sender while the field ‘to’ contains the email of the recipient.
SAMPLE E-mail
From: John Dela Cruz <principaljohn@email.com>

Header To: teacher1@yahoo.com
Cc:departmenthead1@yahoo.com;departmenthead2@yahoo.com;
departmenthead3@gmail.com
Bcc:
Subject: Production of Awards Certificate

Dear Teachers,
Salutation
Thank you for agreeing to produce our Outstanding Students
certificates. The information you need to prepare for the certificates is
attached. The first document lists the names and awards of each
recipient. The second document provides the text for the wording of
Body the description of the award.
As we discussed, you will send me a sample of the finished product so
the department heads can approve the paper quality and design. I
appreciate your taking on the job with such a short notice and promise
to get back to you with approval within the day.
Complimentary Yours truly,
Close
John Dela Cruz
Principal
Pascual Integrated High School
Signature
principaljohn@email.com
What’s More
A. Identify the parts of a letter and write them down on a separate sheet of paper.
1. Dear Ms. Devenadera:
2. Very truly yours,
3. June 8, 2020
4. Thank you for sending us your quote for the printing of the book, Introduction to
Research.
5. Sheila Cruz
6. MS. ANGELYN DEVENADERA
ARBW Publishing Inc.
619 Quezon City, Metro Manila
27
B. Arrange the following parts by numbering them (1-4). After which, put it in the final
memorandum format. Do this on a separate sheet.
___________ FROM: Jerry Borlaza
___________ The next Executive Meeting will be held on March 30. I would like you to
present your report from the systems committee evaluation at the meeting.
Department heads are also invited to attend. Please bring a minimum of
20 copies of your report.
___________ Subject: Executive Meeting Schedule
___________ TO: Sebastian Hizon
___________ DATE: March 15, 2016
C. Name these parts of a Business e-mail
________ Thanks for registering to the on-line seminar. To start streaming, you can click
here to access your schedule. You can also share this to your social media
channels. Thank you very much.
________ Felix Lee
Webinar Consultant, Webinar Asia
<felix0330@events.webinarasia.com>
________ From: Felix Lee <felix0330@events.webinarasia.com>
To: maria777@gmail.com
Subject: Confirmation: On-line Seminar
________ Dear Maria,
________ Regards,
What I Have Learned
Complete the following statements:

1. __________ is also known as the ‘business correspondence.’
2. __________ is the traditional way of communicating information from one
company to another or used in external correspondence.
3. The format for business letters can either be ________, modified block and semi-
block.
4. __________ is a written communication strictly between the company’s offices to
another, or used in internal correspondence.
5. __________ is an office correspondence that can either be internal or external.
28
What I Can Do
A. Arrange the following parts of a letter by numbering them (1-7). After which, put it in
the final form using semi-block format. Use a separate sheet for writing.
( ) I want to thank you for the positive ( ) March 30, 2018
things you have done. I look forward ( ) Sincerely,
to spending my remaining high ( ) Maribeth G. Herrero
school years here at Cabuyao HIS. Cabuyao Integrated National High
( ) 123 Bella Subdivision School Limcaoco Subdivision
Sala, Cabuyao, Laguna 4025 Poblacion Tres, Cabuyao City,
( ) Dear Ms. Herrero: Laguna
( ) Kathryn Lustre
B. Write a memo informing your class that an upcoming holiday will be observed. Make
sure to follow the proper format for memo writing. The rubric below may be used in
this output.
5 points 3 points 1 point

The memo states all
The memo states few The memo states
appropriate
appropriate information inappropriate information
information and uses
and uses appropriate memo and uses inappropriate
appropriate memo
format. memo format.
format.
C. Choose your partner and exchange emails with each other using the situations given
below.
Introduce yourself to someone who has no idea who you are and request something.
 Ask for feedback on a new rule.
 Ask for special permission to do something that usually isn’t allowed.
 Politely decline all your partner’s invitations.
 Try to fix a time to meet (for business or social purposes) as soon as possible,
using your real schedule to say when you aren’t available.

The e-mail states all The e-mail states
The e-mail states few
appropriate information inappropriate information
appropriate information and
and uses appropriate and uses inappropriate
uses appropriate format.
format. format.
29
1. Write a business letter on a separate sheet focusing on acknowledging an

organization for helping your group project. The rubric below may be used in this
output.

The letter states all The memo states few The memo states
appropriate information appropriate inappropriate
and uses appropriate information and uses information and uses
format. appropriate format. inappropriate format.
2. Suppose you are the school principal and you need to inform teachers about the
upcoming seminar-workshop about education research. Write a memo about it.
Note to attach the seminar-workshop brochure. The rubric in the previous
activity may still be used for this writing task.
3. Get back in touch with someone you haven’t contacted for a long time,
e.g., a former teacher or friend from primary school. Send him/her an e-mail
using its appropriate format. The rubric in the previous activity may still be used
for this writing task.
Assessment
paper.
1. What are the 4 words used in the memorandum heading?
A. TO, FROM, CC, SUBJECT C. TO, FROM, BCC, DATE
B. TO, CC, SUBJECT, TIME D. TO, FROM, DATE, SUBJECT
2. Use Bcc field for emails when _________.

A. You want other people to receive the message, but you don’t want other recipients
to know they got it.
B. You want people to know about the message, but are not directly involved.
C. You are sending a message to more than one person.
D. You require your receiver to take an action
3. Office Correspondence is also known as __________________.

A. Letter Writing C. Business Communication
B. Business Correspondence D. Writing in the Discipline
30
4. This letter format is when all elements are aligned at the left margin EXCEPT the
date, complimentary close, and signature line and there is no indention on each
paragraph.
A. Full Block C. Semi-Block
B. Modified Block D. Simplified Block
5. The heading, date, inside address, salutation, and complimentary close are all parts
of _____________.
A. Email Correspondence C. Letter
B. Memorandum D. All of the above
6. When do we use the “Cc” field in an e-mail?
A. When we are sending a direct message to someone
B. When we want to send a copy of the email to people who are not meant to be the
direct recipients of the message
C. When we want the recipients to be ‘blind’ to other recipients’ email address
D. The “Cc” field is usually out of usage
7. Which of the following is NOT a common type of business letters?
A. Resignation letter C. Congratulatory letter
B. Letter of inquiry D. Application letter
8. What do you call the written form used to exchange internal and external
communication to support all business processes?
A. Office Correspondence C. E-mail
B. Memorandum D. Inquiry Letter
9. The communication or agreement between departments or branches of the same
company is known as _____________.
A. Application Letter C. Admission Letter
10. Which of the following is NOT a necessary part of a business letter?
A. Name and Signature of the Sender C. Date the letter is sent
B. Formal Salutation D. Warm and polite closing
11. In e-mails, the recipient is written in the ______ part of the header.
B. DATE C. TO
C. BCC D. FROM
12. In e-mails, the sender is written in the ______ part of the header.
B. DATE C. TO
C. BCC D. FROM
13. There is no required format in writing e-mail correspondence but it is expected that
the writer maintains a ______ tone
B. Academic C. Technical
C. Journalistic D. Professional
14. It is a type of special notation included with the memo.
B. Enclosure C. Heading
C. Attachment D. Body
15. It is a type of special notation when a supporting document attached with the memo.
A. Enclosure C. Heading
B. Attachment D. Body
31
32
Assessment What Can I Do: What’s More:
Activity A: Activity C.
1. D 5 1. Body
2. A 1 2. Signature
3. B 4 3. Header
4. B 7 4. Salutation
5. C 2 5. Complimentary
6. B 6 Close
7. C 3
8. C
9. A
10.D
11.C
12.D
13.D
What’s More: What I Know
Activity B What’s More: 1. B
1. 2 Activity A 2. B
2. 5 A. Salutation 3. C
3. 4 B. Complimentary 4. D
4. 1 Close 5. A
5. 3 C. Date 6. A
D. Body 7. D
E. Signature 8. B
F. Inside Address 9. C
10. C
11.A
12.B
13.C
Answer Key
References
BOOKS
Filomena T. Dayagbil, Ethel L. Abao, Remedios C. Bacus, Critical Reading and Writing
for The Senior High School, Quezon City, Metro Manila: Lorimar Publishing, Inc., 2016,
151-160.
Lourdes A. Dagdag et.al., Fundamentals of Research and Business Correspondence,
Valenzuela City: Mutya Publishing House, 2006, 222-228.
INTERNET SOURCES
"Cover Letter/ Letter of Introduction Writing,” Laep.Org. accessed June 5, 2020,
http://www.laep.org/wp-content/uploads/2015/06/Cover-Letter.-Lesson-Plan.pdf.
"Day 2 - Intro to Memos", Word Processing with Office 07, last modified May 3, 2010,
https://sites.google.com/site/wordprocessingwithoffice07/e-mail-memo/day-2---
memo-1-memo-2.
"Sample Memo", Purdue University, accessed June 05, 2020,

https://owl.purdue.edu/owl/subject_specific_writing/professional_technical_writing/
memos/sample_memo.html
"The Correspondence Project: A Lesson of Letters", ReadWriteThink, accessed June 05,

2020, http://www.readwritethink.org /classroom-resources/lesson-
plans/correspondence-project-lesson-letters- 1083.html?tab=4#tabs .
"Writing the Basic Business Letter," Purdue Online Writing Lab, accessed June 5, 2020,
https://owl.purdue.edu/owl/subject_specific_writing/professional_technical_writing/
basic_ business_letters/index.html.
33

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Reading and Writing

Published by the Department of Education

Development Team of the Module

Printed in the Philippines by ________________________

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro,

Welcome to the Reading and Writing 11 Alternative Delivery Mode (ADM)

This module was collaboratively designed, developed, and reviewed by

Notes to the Teacher

Welcome to the Reading and Writing 11 Alternative Delivery Mode (ADM)

This module has the following parts and corresponding icons:

What I Know This part includes an activity that aims to

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

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

What is It This section provides a brief discussion of the

What’s More This comprises activities for independent

What I Have Learned This includes questions or blank

What I Can Do This section provides an activity which will

Additional Activities In this portion, another activity will be given

Answer Key This contains answers to all activities in the

At the end of this module you will also find:

References This is a list of all sources used in developing

The following are some reminders in using this module:

The module is divided into two lessons, namely:

After going through this module, you are expected to:

Write the correct answer on a separate sheet of paper.

1. Which of the following does not describe hypertext?

4. Which of the following is a link from a hypertext file or document to another

6. In the URL http://www.fbi.gov/employment/, which part is the host name?

7. Clicking on a hyperlink can take you to which of the following locations?

10. Which of the following statements is true?

11. Which of the following statements is not true about hypertext?

14. Which of the following is a global hypertext system of information residing on

15. In 1963, the term hypertext was coined by ______________.

After learning the properties of a well-written text, it is important to connect

Click and Link!

Hypertext is a non-linear way to present information and is usually

The term hypertext was coined by Ted Nelson in 1963.

Hypertext allows readers to access information particularly suited to their

Conversely, a Uniform Resource Locator (URL), colloquially termed a web

protocol File name

 In a hypertext system, the reader is free to navigate information by exploring

Activity 1.Going Webby

Name of Link URL (Web Address)

What I Have Learned

1. Which of the following is not a characteristic of hypertext?

2. Which of the following is a global hypertext system of information residing on

4. Which of the following does not describe hypertext?

6. Which of the following statements is not true about hypertext?

7. Clicking on a hyperlink can take you to which of the following locations?

8. Which of the following refers to other forms of multimedia (pictures, sounds,

9. How could a hyperlink be used without an Internet connection?

12. Which of the following statements is true?

13. In 1963, the term hypertext was coined by ______________.

15. In the URL http://www.fbi.gov/employment/, which part is the host name?

2. Which of the following does not allow intertextuality to occur?

3. It is a text developed in a way that it copies the style or other properties of

5. This relationship between or among texts happens when a writer or speaker