GE-4 PURPOSIVE COMMUNICATION

ALFREVILYN G. DASIG, LPT, M.E.

Faculty, College of Engineering

We Innovate. We Build. We Serve.

Unit 1 Fundamentals of
Communication

Lesson 4 Evaluation of Texts and

Images in Multicultural Contexts
At the end of the lesson, students should be able to:

1. Apply critical reading in evaluating text and images;

2. Discuss strategies in evaluating texts and images in multicultural
contexts;
3. Convey ideas through oral, audio-visual, or web-based
presentations;
4. Evaluate multimodal texts;
5. Write a narrative report on evaluating texts and images; and
6. Reflect on a learning experience.
Warm-up
(By group with 3 members)

1. Study the image.

2. Come up with a slogan that best interprets the image.
3. Be prepared to share your slogan with the class.

Debriefing questions:
What is the message of the image?
What contributes to the message of the image?
Is your interpretation of the image different from those of others? Why?
Self-Audit (Individual, Quiz Notebook)
Usually Sometimes Seldom Never
3 2 1 0
1. I analyze the organizational pattern used by the
author in writing the text.
2. I analyze the visual and technical quality of the
image.
3. I annotate the text.
4. I assess the usefulness, relevance, and credibility
of the text or image.
5. I determine the context.
6. I determine the organizational pattern of the text.
7. I determine the target audience.
8. I evaluate the author’s credibility.
9. I evaluate the source.
10. I make inferences.
TOTAL
GRAND TOTAL
Self-Audit (Individual, Quiz Notebook)

Interpretation:

Score Level of Proficiency

28-30 Advanced
25-27 Proficient
23-24 Approaching Proficiency
21-22 Developing
20 and below Beginning

This sums up your level of proficiency or ability to evaluate texts and images in a
multicultural context.
Input

Today, evaluating texts and/or images is essential because of the proliferation

of information resources and rapid technological change. As you have noticed,
you are always confronted with a diverse wealth of information for personal,
academic, or professional use that can be accessed in multicultural settings.

With the advent of a digital environment or the Internet, most of the information
is unfiltered making its authenticity, validity, and reliability questionable.
The abundance of information from various media, namely short message
service, electronic mail, social media, print and electronic journals, periodicals,
and advertisements also poses a challenge for you in terms of evaluating and
understanding it fully.
As a competent communicator, you should be able to evaluate, manage, and use
information effectively to enhance your message, improve your receptive skills,
and viewing skills, and accomplish a specific purpose.

One best way to evaluate messages and images is through critical reading.
I. CRITICAL READING

II. QUALITIES OF A CRITICAL READER

III. GENERAL GUIDE QUESTIONS IN EVALUATING A TEXT

IV. GENERAL GUIDE QUESTIONS IN EVALUATING IMAGES

I. CRITICAL READING

As one of the categories of reading skills along with rapid reading, previewing,
literal reading and inferential reading, critical reading involves studying and
evaluating the text closely in terms of relevance, validity, and logic.

Goal
To examine not only what message is conveyed but also how the message is
conveyed as well as its purpose, target audience, and other ways of presenting
it.

Essentially, critical reading requires you to be an investigator and “break

down” a text to appreciate and understand it better.
II. QUALITIES OF A CRITICAL READER
A critical reader…
1. Annotates the text by writing or using sticky notes.
2. Determines and analyzes the organizational pattern (compare-contrast,
cause-effect, description, narration, definition, or persuasion) of the text.
3. Asks critical questions that promote analysis, synthesis, and evaluation of
text.
4. Considers the cultural and historical background of the text or image.
5. Distinguishes facts from opinions.
6. Evaluates the source of the text and image.
7. Looks beyond the text or ideas that are not explicitly stated.
8. Makes inferences about the text or images and the author’s ideas, biases,
claims, agenda, or views.
II. QUALITIES OF A CRITICAL READER
A critical reader…

9. Assesses the usefulness and relevance of the text by previewing or reading

the titles, table of contents, summaries and abstracts, introductions, conclusions,
headings, and subheadings.
10. Reads with specific question in mind that he/she wants the text or image to
answer.
11. Reads with an open mind.
III. GENERAL GUIDE QUESTIONS IN EVALUATING A TEXT

Source
■ What is the source?
■ When was the text published?
■ Are there titles or headers, table of contents, summaries and abstracts,
introductions, headings, and subheadings in the source? Is the source useful? Is
the source relevant? Is the source reliable?

Context
■ What is the context of the text?
■ What pieces of information are given that provide the context of the text?
III. GENERAL GUIDE QUESTIONS IN EVALUATING A TEXT

Contents
■ What is the message?
■ What is the purpose of the message?
■ What are the facts or figures that support the message?
■ How is the message conveyed by the text?
■ What is the tone of the text?
■ What words contribute to frame the message of the text?
■ How do you think the audience might be affected the way the text is written?
III. GENERAL GUIDE QUESTIONS IN EVALUATING A TEXT

Audience
■ Who is the target audience?
■ What information is provided that give you the idea about the target audience
of the text?

Author
■ Who is the author?
■ What are the credentials of the author?
■ What is the author’s purpose of writing (informational, persuasive, or
entertainment)?
■ What is/are the author’s major idea/s?
IV. GENERAL GUIDE QUESTIONS IN EVALUATING IMAGES

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

Context
■ Can you determine the information which accompanies the image?
■ Does the information provide the context of the image or where, when, why,
how and for whom the image is?
IV. GENERAL GUIDE QUESTIONS IN EVALUATING IMAGES

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

Audience
■ Who is the target audience?
■ What information is provided that gives you an idea about the target audience
of the image?
IV. GENERAL GUIDE QUESTIONS IN EVALUATING IMAGES

Author
■ Is the name of the author given?
■ Who is the author?
■ What are the credentials of the author?
■ What is the author’s purpose (informational, persuasive, or entertainment)?

Visual
■ How do you find the layout, design, and color? How are they used? Are they
helpful in framing the message of the image?
■ Can you identify what is in the foreground and in the background? What are
they?
IV. GENERAL GUIDE QUESTIONS IN EVALUATING IMAGES

Technical Quality
■ What can you say about the color and size of the image?
■ What can you say about the quality of the image?
■ Is it copyrighted?
IV. GENERAL GUIDE QUESTIONS IN EVALUATING IMAGES

Technical Quality
■ What can you say about the color and size of the image?
■ What can you say about the quality of the image?
■ Is it copyrighted?
Comprehension Check

Write CT on the blank if the statement conveys critical reading; otherwise, write
NCT.
1. I analyze the strategies authors use to achieve his/her purpose of writing.”
2. I read all newspaper articles from the first page up to the last page.
3. I write the author’s purpose and biases on the margins.
4. I highlight confusing ideas.
5. I distinguish facts from opinions.
6. I assume the target audience of the scholarly articles are always teachers.
7. I question the intended message of the text or image.
8. I ask 5Ws,1H, and “So what?” before reading.
9. I examine the relationships of ideas presented in the text.
10. I apply skimming and scanning.
Task I (Individual)

Title: Information Literacy: The Battle We Won that We Lost?

Author: Susanna M. Cowan
Source: Johns Hopkins University Press (
https://www.press.jhu.edu/journals/portal_libraries_and_the_academy/portal_pre_print/current/articles/
14.1cowan.pdf
)
Date of Publication: 2013

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

1. Is the source reliable?
2. Based on the title, what previous knowledge do you have about the text?
3. Based on the title, what do you think is the text about?
4. Who is the author? Do you find him/her credible? What makes you say so?
Task I (Individual)
B. Annotate the text by writing or using sticky notes.
1. What is the context of the text?
2. Who is the target audience?
3. What information is provided that gives you the idea about the target audience of the text?
4. What organizational pattern (compare-contrast, cause-effect, description, narration, definition, or
persuasion) is used?
5. What are the author’s biases?
6. What pieces of information are given that provide the context of the text?
7. What is the message?
8. What is the purpose of the message?
9. What are the facts or figures that support the message?
10. How is the message conveyed by the text?
11. What is the tone of the text?
12. What words contribute to frame the message of the text?
13. How does the message relate to your field of discipline?
Task I (Individual)

C. Make a graphic representation of the ideas in the text.

You can use a semantic web or any graphic organizer.
Task II (By group, divide the class into three groups)

Evaluate your assigned advertisement using the General Guide Questions for Evaluating
Images.

Group 1 Bullet, 1

Image credit: Terremoto

Made by:
Terremotopropaganda.com.br
Group 2 Balance of Nature, 3

Image credit: Terremoto

Made by: Terremotopropaganda.com.br
Group 3
Stop the Violence, Don’t Drink and Drive

Image credit: Terremoto

Made by:
Terremotopropaganda.com.br
I-Reflect

Reflect on the learning that you gained from this lesson by completing the given chart.

What were your misconceptions What new or additional learning

about the topic prior to taking up have you gained from this lesson
this lesson? in terms of skills, content, and
attitude?
I thought… I learned that…
Photo retrieved from https://stock.adobe.com/search?k=congratulation
 Thank you!

We Innovate. We Build. We Serve.