3rd Quarter Reviewer in English

Module 1: B. Posting
Biases and something
Prejudices negative on
social
Prejudice refers media to
to a defame a
preconceived neighbot
opinion or because of
feeling toward their
a person based ethno-
solely on their cultural
affiliation with group.
a group. This C. Your group
feeling may be leader did
translated into not allo
action by one of your
discriminating classmates
against the to join
person or your group
members of the because he
target group. was
visually
An individual impaired
may be and
prejudiced thought
against others that he’s
based on no use in
factors such as the group.
race, age,
gender, sexual BIAS is a
orientation, tendency to
class status, lean in a certain
religion, direction, either
nationality, and in favor of or
amongst other against a
things.
particular thing.
Examples: To be truly
biased means to
A. The new lack a neutral
teacher viewpoint on a
walked particular topic.
into our Somewhere
classroom along the line,
and I bias took on a
immediatel negative
y knew I connotation.
wouldn’t
like her If you're biased
because of toward
her funny something, then
walk. you lean
favorably based on
toward it; you insufficient
tend to think facts and
positively of it. usually
Meanwhile, if unfavorable
you're biased and/or
against intolerant.
something, then
you lean How can you
negatively verify if
against it; you someone has
tend to think prejudice/prej
poorly of it. udices?

Answer: If
Examples:
there is any
preconceived
A. The
opinion or
students
feeling,
think that
whether
female
positive or
teachers
negative.
are more
approacha Bias is very
ble than similar to but
male not as extreme
teachers. as prejudice.
B. Younger Someone who
teachers is biased
are
usually refuses
impatient
to accept that
than
there are other
experience
views than their
d teachers
own.
with their
students.
How can you
C. You accept
verify if
the ideas of
someone has
your
bias/biases?
classmates
who are Answer: if
looking someone is
rich or being against
famous someone in
and tend to favor of another
ignore person.
those from
the others
who are
PREJUDICE BIAS
not.

Prejudice is an
opinion against
a group or an
individual
 It is used when
• Preconceived opinion you are arguing
that is not based on for or against a
actual experience orclaim or when
reason. you are trying
• Prejudgment to persuade
• Forming an opinion someone to
before becoming agree with your
aware of the relevantpoint of view. It
facts of a situation. does not just
present
information,
but also shows
The difference
the pros and
between
cons of an
prejudice and
issue.
discrimination
is simple. In extracting
Prejudice is an information
attitude and from an
discrimination argumentative
is an action. text, you must
Discrimination be able to note
refers to actions the issue and
that are taken the supporting
against a person and opposing
or a group of opinions about
people based on the issue.
their cultural, Therefore, you
ethnic, must be
religious, familiar with
gender or the parts of an
sexual argumentative
background. It text.
relates to
prejudice Claim
because without
prejudice there • It is defined
would be no as a
discrimination. statement
that a
person
Module 2: asserts as
Extracting true.
Important
Information • A claim
from defines
Argumentati your
ve/Persuasiv writing’s
e Texts goals,
direction,
ARGUMENT and scope.
ATIVE TEXT
• A good In an
claim is argumentati
specific and ve text, the
asserts a thesis states
the topic of
focused your paper,
argument. your
position on
These are the
the topic,
following
and the
statements
reasons you
that support a
have for
claim:
taking that
a. It is logical. position.
b. It can be
supported.
c. It is
reasonable.

Introduction
Body
● Should
engage ● Contain
the s
readers paragra
by using phs of
hook supporti
which is ng
a details,
sentence evidenc
that es such
captures as
readers’ articles,
attention. studies,
● Contains and
the thesis statistic
statemen s
t at the ● Explain
last s
sentence
which is why
a clearly the
worded
statement evidenc
telling es are
readers worthw
exactly hile
what the ● Each
writer body
intends to paragra
do in the ph
essay. should
begin
 with a argumenta
topic tive
sentenc text/paragr
e which aph look
clearly for the
states following:
the
purpose • Claim/
of the argument:
paragr This states
aph. the position
in relation
Rebuttal to the topic.
• Data/
● Contains Evidences:
paragraphs Refers to
of information
objections that support
or opposing the claim.
views about A fact,
the claim. statistic,
● Explains quote,
and proves percentage,
why a etc. & cite
counterargu where that
ment is information
wrong. came from.
● Sums • Warrant:
up This
explains
problems why or how
with the
the evidence/da
counterargu ta support
ment. the claim. It
Conclusion is typically
2-3
● Restates the sentences
main in length.
points. • Counterar
● Leaves a gument:
strong This states
impression a logical
on the counterclai
reader by m. It uses
ending on a language to
clinching show that
statement. there is a
conflicting
Therefore, viewpoint
in (i.e.
extracting although,
informatio even
n from an
 though, In extracting
despite, important
however, in information
contrast, from a
etc.)
• Rebuttal: persuasive
This text, it is
presents imperative that
data and readers must be
analysis to analytical since
discredit or the writer is
prove the subjective in
counterclai his claim even
m is weak. after presenting
It is a counterclaim.
typically 2- Readers must
3 sentences learn to figure
in length. out if the writer
• Conclusion uses ethos,
statement: pathos and
It restates logos in
or persuading.
summarizes
the main ❖ Ethos is a
points. way of
convincing
PERSUASIV the readers
E TEXT that the
A persuasive writer is a
paragraph tries credible
to convince the source.
reader that a
❖ Pathos is a
particular point
way of
of view is
connecting
worthy of
with the
consideration.
reader's
It wants you to
emotions.
consider both
It means to
sides of an
persuade
issue, but it
an
reveals a bias in
audience
favor of one
by
side over
purposely
another. Facts
evoking
may be
certain
presented in
emotions to
support of a
make them
position, but the
feel the
writer is not
way the
being objective.
author
The point of
wants them
view is.
to feel.
Authors
 make Module 9:
deliberate Determining
word the
choices, Relevance
use
and
meaningful
Truthfulness
language
of the Ideas
and use
examples Presented In
and stories the Material
that evoke
Identifying Fact
emotion.
and Opinion are
❖ Logos is some
the use of considerations
facts, in analyzing or
informatio interpreting
n, ideas in any
statistics, material viewed
or other or presented.
evidence to
make the If there is a
argument strong
more relationship
convincing. between the
main idea and
As an analytical supporting
reader, you details, then
must learn to fact and
weigh how the opinion injected
writer are relevant in
persuades the developing a
readers like good
you. Try to paragraph.
scrutinize if
the writer used FACT – should
supporting be based on
details such as observation or
arguments, research and it
examples, or is not debatable
descriptions since the
that justify, information is
explain, and true.
develop his • Somet
main points. hing
that
can be
proven
to be
true.

OPINION – it
is your
assumption or
personal view
and it is information that
debatable explain, define,
because an or prove an
opinion is not idea.
always true.
• It is How to
what a determine
person supporting
believe details?
s or 1. Decide
thinks which
about details help
someth to further
ing. the story
line.
MAIN IDEA – 2. Decide
the most which
important details help
thought about you to
the topic. The understand
topic is the the main
person, place, idea.
thing, or idea 3. Answer
being written questions
about. raised by
the main
Other idea
definitions of (who, what,
Main Idea: when, why,
a. It may or how)
use fact
and Relevant idea -
opinion should contain
in information
develop that supports
ing the point or
idea to subject of the
establis material. These
h are in a form of
strong article,
support conversation or
. even pictures. It
is important to
b. It is the
note that
main
relevant
point of information
the consists of
paragra factual data.
ph.
The facts and
SUPPORTIN opinion put by
G DETAILS – the writer are
it can be relevant if they
defined as support the
main point or
additional
idea.
 progra
Examples of m had
factual already
information: sent-off
a. Locally the first
Strand batch
ed of
Individ benefic
uals iaries
(LSIs) to their
– Some home
LGUs provinc
request e of
ed that Leyte.
LSI d. Gover
should nment-
underg require
o d
testing motorc
before ycle
going barrier
home – The
accordi DILG
ng to a secretar
news y said
report. that
b. there
COVI are
D already
vaccine 2
– prototy
Accord pes
ing to approv
Dr. ed by
Romme NTF
l that
Banlaoi may be
, used by
Internat the
ional motorc
Securit ycle
y riders.
Expert,
China Irrelevant
already information
had a is any other
success information
ful that is not
testing related to
of what is
COVID being
-19 discussed,
vaccine and
. therefore not
c. Balik- important.
Probin
sya
Progra
m–
The
Module 10 interpretations.
Interpreting However, you
the Message should take into
Conveyed in consideration
the correct
a Material
ways of
analyzing or
Due to the rapid
interpreting the
development of
messages
technology,
conveyed in
visual literacy
any materials,
becomes
either viewed
integral or
or read.
important in
interpreting the
There are many
messages or
ways to
symbolic values
represent ideas
of any visual
visually.
forms.
Presentation
can be done by
Visual literacy
drawing,
is the ability to
photographs,
interpret the
formatting
meaning of
information
visual images.
with a word
It is also the processing
ability to program,
construct video,
effective multimedia,
visuals in order webpages and
to convey ideas web- based
to others. correspondenc
Through the e.
help of social
media Take note of
platforms such these artistic
as Facebook elements
and Twitter, related to visual
many people representations:
have already
been reacting or • Print (charts,
even giving diagrams,
their varied illustrations)
opinions and • Textual
comments on techniques
certain (layout,
powerful color,
images or symbols)
visual cues • Perspectives
which can help or
you gain an assumptions
array of • Variety of
perspectives media
and
 (photos, • Indirect or
plays, video Circumsta
ntial
Evidence -
a set of
facts that,
Module 4 - when taken
Judging the together,
Validity of lead to the
the Evidence desired
from a Text conclusion.

CLAIM is Remember to
defined as a do these things
statement that a on how to find
person asserts text evidence.
as true. This You need to
states the PROVE IT!
position in
relation to the PASSAGE
topic. The evidence
must be found
CITE is a verb somewhere in
which means to the passage.
state a source or • It could be
provide an in just one
example to paragraph,
support a several
response. places
throughout
EVIDENCE the
refers to passage,
information that sometimes
supports a the best
claim. supporting
piece of
VALIDITY
evidence
refers to
comes later
statements that
in the text.
can be
described as REFERENCE
true or real. The specific
location of the
Kinds of
text.
Evidence in an
Argument • It says in
paragrap
• Direct h ____
Evidence - on page
any piece ___, that
of evidence …
that stands
alone to OFFER
prove an SUPPORT
argument.
The connection from
between the ______
question and that
the evidence. _____.
• I know
because TEXT
…. FEATURES
Help the reader
• The
understand the
reason I
text. Watch out
think
for the titles,
____ is
headings,
because
charts, tables,
_____.
graphs,
VIEW OF illustrations,
AUTHOR etc.
Provides the • The
author’s illustratio
perspective on n shows
the topic. …
• The • Based on
author the
stated section
that … ….
• “For • Accordin
instance, g to the
the title …
author
says …” Other ways
you can
EYES CAN validate the
SEE IT reliability and
Something that
is seen trustworthines
physically in s of the
the text. evidence in the
• In the text is through
text, it the C.R.A.A.P.
explicitly method, which
states … stands for:
• The text
said … • CURRE
NCY –
INFERENCE timelines
Be a reading s of the
detective; use informati
clues from the on
text to figure • RELEV
something not ANCE –
stated in the importan
text. ce of the
• I can informati
infer on for
 your effective
needs behavior or to
• AUTHO guide someone
RITY – back on track
source of toward
informati successful
on performance.
• ACCUR
ACY – 4 Types of
the Feedbacks
reliability Informal
, Feedback
truthfulne
ss, and • Can occur
correctne at any time
ss of as it is
informati something
on that
• PURPO emerges
SE – the spontaneou
reason sly in the
the moment or
informati during the
on exists action.
• Therefore,
informal
Module 6:
feedback
Appropriate requires the
Feedback to building of
a Specific connection
Situation with the
person to
FEEDBACK
effectively
It is a useful
encourage,
tool when
coach, or
indicating
guide them
things that are in daily
going in the manageme
right direction nt and
or for decisionma
redirecting king for
problem learning.
performance. • This might
The objective occur in the
of giving classroom,
feedback is to over the
provide phone, in
guidance by an online
supplying forum, or
information in a virtual
useful manner, classroom.
either to
support Peer Feedback
• With basic become
instruction more
and independen
ongoing t.
support, • Allowing
students students to
can learn to have a
give quality reflection
feedback, or self-
which is assessment
highly
valued by Formal/
peers. Constructive
• When Feedback
students
provide one • Is
another providing
with useful
feedback comments
on their and
work or suggestions
performanc that
e. contribute
to a
positive
Self-Feedback outcome, a
better
• The process, or
ultimate improved
goal of behaviors.
feedback • It provides
for learning encourage
• Teachers ment,
have the support,
opportunity corrective
not only to measures,
provide and
direction direction to
for the the person
students but receiving it.
to teach • Knowing
them, how to give
through constructiv
explicit e feedback
modeling is a
and valuable
instruction, skill.
the skills of
self- Constructive
assessment Feedback can
and goal be...
setting,
leading • Positive -
them to letting
 someone opinion
know of...?
they're • How
doing well. do you
• Negative - feel
letting about...
people ?
know about • What's
ways in your
which positio
things n on...?
could be • Don't
improved. you
• Neutral - think
just an that...?
objective • Do you
observation really
. think
that...?

Module 7: GIVING
OPINION
Sharing
• In my
Personal
opinion
Opinion
...
about the • As far
Ideas as I'm
Presented in concern
a Text ed...
• As I
PERSONAL
see it...
OPINION
• I think/
It is an guess...
individual’s • It
view or seems
judgment of a to me
certain topic or that... 
idea. This may
not be based on I
facts, but is believe.
more rooted on ..
one’s emotion,
perspective or AGREEING
evaluation. TO AN
OPINION
ASKING FOR • I think
AN OPINION so.
• What • That's
do you true/rig
think ht.
of...? • I
• What's couldn't
your
 agree Module 8:
more. Forming
• I agree Decisions
with Based on
this Ideas
idea.
Mentioned
• This
idea is Decision-
absolut making is not
ely difficult. It is
right.  the situation
and the impact
I'm it has to us and
with our
you on surroundings
that. that makes it
hard. There are
DISAGREEIN
many factors
G TO AN
to consider in
OPINION
making
• I don't
decisions like
think
the pros and
so.
cons, our
• On the
feelings, past
contrar
experiences,
y, I
relationships
think...
and goals. As
• I'm
we grow older,
sorry
decisions we
but I
face become
disagre
bigger so it is
e...
extremely
• I see
important to
your
learn how to do
point
them right.
but...
• I'm
Forming
against
Decision or
it.
Decision
• I can't
Making is the
agree process of
with selecting a wise
this choice from the
idea. available
options. It is the
act of choosing
between two or
more courses of
action.

The Flow of
Forming
Decision
 PROBLEM

Option 1 Option 2

PROS PROS
(advantages) (advantages)

CONS COS
(disadvantages) (disadvantages)

GO
OD LUCK!