Senior High School

Reading and Writing Skills

Quarter 3 – Module 3
Text and Context Connections
 Reading and Writing Skills
Quarter -3Module 3
Text and Context Connections

Learning Competency 3: Identify claims explicitly or implicitly made

in a written text EN11/12RWS-IIIij-6
a) Claim of Fact EN11/12RWS-IIIij-6.1
b) Claim of Policy EN11/12RWS-IIIij-6.2
c) Claim of Value EN11/12RWS-IIIij-6.3
 Lesson Text and Context Connections:

3 Claims in Written Texts

What’s New

Readers like you, interact with a material through critical reading. In the
practice of critical reading, the readers are not just gathering information; they
also judge the importance and legitimacy of the information gathered by
judging the purpose, manner of presentation, and holistic development of the
arguments presented in the text. This is what you are going to learn to do in
this module.

What I Need to Know

By the end of this lesson, you are expected to:

1. identify claims explicitly and implicitly made in a written text
a) Claim of Fact
b) Claim of Policy
c) Claim of Value

To achieve the objectives of this module, do the following:

 Take your time reading the lessons carefully.

 Follow the directions and/or instructions in the activities and exercises
diligently.
 Answer all the given tests and exercises.
 What I Know

Before heading on to our lesson, let us first check what you already know.
Instruction: Identify which type of claim the statement is making and put a check (/)
inside the box next to each sentence.
Statements Claim Claim Claim
of of of
Fact Value Policy
1. Honesty is the best policy.
2. Staying late at night can cause obesity.
3. Smoking can lead to respiratory infection.
4. Be kind for everyone has a hard battle to win.
5. Social media makes every youth share common
goals.
6. Extra Judicial Killings lessen the crimes in our
community.
7. All students must be strictly prohibited to bring any
gadgets at school.
8. Barkada Kontra Droga would eradicate drug addiction
in the community.
9. Zero Waste Management should be strictly
implemented in the school campus.
10. To compete globally, the Department of Education
adapted the K to 12 curriculum.

Great job! Later we will see if your answers are correct by reading
the rest of this module.
 Lesson
Text and Context Connections:
3.1 Claims in a Written Text

What’s New

To properly evaluate the ideas you have gathered while reading, you must
be able to know the different kinds of information which are explicit information
and implicit information.
Two Kinds of Information:

 Explicit Information is the information stated in the text. Readers can see
the piece of information stated in the given passage.
 Implicit information is the information not directly presented in the text.
As readers, we need to read between the lines to understand the details
that the writer is trying to tell us.

Critical reading enables you to distinguish the explicit and implicit information
provided by the author. Explicit information is information that is clearly stated in
the text. Implicit, on the other hand, are ideas suggested in the text but not directly
stated. This is where the ability to make inferences based on clues within the text is
applied.

Through proper identification of explicit and implicit information, the critical

reader can properly evaluate the claim/s made by an author. Claims state the point
or position of an author regarding a certain topic. The claim statement is further
proven by supporting details from various resources and reliable evidence.

Tiongson (2016) gave the following characteristics of good claims:

1. A claim should be argumentative and debatable. It is expected for a written

text to yield objections and opposite perspectives to appear for readers of a
text that supports a certain stand on a topic. Completely factual texts are not
considered debatable.

2. A claim should be specific and focused. With the statement of claim limiting
the scope of the written text, it must be noted that claims must be focused on
a single topic alone to arrive at an equally concise and specific result or
conclusion.
 3. A claim should be interesting and engaging. It should capture the interest of
readers at first glance and encourage a healthy discussion on the topic.

4. A claim should be logical. The evidence supporting the claim must be

reasonable at its best.

2 Claim of Fact
What’s New

Claims of Fact are pieces of information which are grounded on reliable

authority such as science or history.
Claims of Fact relate to statements that can be easily verified and not
dependent on a person's preference. It also asserts that a condition has
existed, is existing, or will exist and is based on facts or data.
Facts that are universally accepted are not considered claim of fact but instead a
statement of fact.

Claims of Fact are often qualified by such terms as generally, probably, or as a

rule. And, to verify whether these statements are claim of fact or not, ask these
questions:
Is it debatable? Is it verifiable? Is it specific? Can it be solve objectively?
Types of factual claims (generally "objective")
1. Factual / historical
2. Relational - causal connections
3. Predictive

Proof requires:
• sufficient and appropriate grounds
• reliable authority
• recent data
• accurate, typical data
• clearly defined terms -no loaded language
 EXAMPLES OF CLAIMS OF FACT

• The oldest known disease in the world is leprosy.

• Generally, obesity causes health problems.
• Neil Armstrong was the first man to step on the moon.
• The first Mindanaoan President is Rodrigo Duterte.
• The earth is warming rapidly.

Lesson
Claim of Policy
3.3
What’s New
 The Claim of Policy calls for some form of action.
 It states what the reader should or ought to do about a particular
situation/topic.

The Claim of Policy advocates a specific course of action. It asserts that

specific policies should be instituted as solutions to problems.
Claims of policy argue that certain conditions should exist. Almost always
"should" or "ought to" or "must" are included in this claim.
Claims of Policy are specific statements on procedures or laws that need to be
modified based on certain issues or conditions.
Most of the time, claims of policy ask for plans of action to solve current
problems. Proof requires:
• Making proposed action (clear), need (justification), plan (must be workable),
benefit (advantages) consider opposition / counter arguments.
Consider this statement, for example:

To attract more non-traditional students, this college must review and revise
its course offerings.

The given statement above is an example of a claim of policy. It calls on

action for the college referred to, regarding its course offerings to arrive at a
workable conclusion which is to attract more non-traditional students. The author
may choose to elaborate on this course of action to prove that this claim can work for
the college.
 EXAMPLES OF CLAIMS OF POLICY

• The mayor should suspend the classes today.

• You must send your children to public schools.
• The government should legalize medicinal marijuana.
• The Boy Scouts should not have to include gay scout leaders.
• Local Malls should not open during the general community quarantine.

Lesson
Claim of Value
3.4
What’s New
 Claims of Value referto statements that appeal to a person’s taste and
morals or the sense of what’s good and what’s bad.
 This type of claim weighs the values according to which is more desirable.
Claim of value deals with topics concerning moral, philosophical, or aesthetic
aspects.

Claims of Value involve judgments and evaluations. It judges whether

something is good/bad, right/wrong, just/unjust, ethical/non-ethical, and others. We
judge the worth of something. It attempts to prove that some things are more or less
desirable than others.

Some claims of value are simply expressions of taste, preferences, and

prejudices. The most important in proving claim of value is by establishing standards
of evaluation.

Proof requires:
• Establishing standards of evaluation (i.e. a warrant that defines what
constitutes instances of the relevant value) • note the priority of the value in
this instance
• Establish the advantage (practical or moral) of your standards
• Use examples to clarify abstract values
 Use credible authorities for support

The famous saying, honesty is the best policy, is one good example of a claim
of value. To prove the statements validity, the author may elaborate on the examples
that show how honesty holds advantage over other policies and how it has been
proven to be effective.
 EXAMPLES OF CLAIMS OF VALUE
• It is better to be feared than loved.
• Cheating is not good.
• Gay marriage is immoral.
• Buying a house is a lot better than building it.
• Rock music sucks.
• The government is doing a great job during the Covid-19 pandemic.

CHECK THIS OUT!

Claim of Fact Claim of Value Claim of Policy
Facebook is
Facebook must be doing
Generally, Facebook better than Twitter
well considering the
received most visits than and Instagram.
number of visitors it has
Twitter and Instagram.
every day.
debatable, verifiable, Requires a “standard” Suggests a solution or a
specific, objective to verify policy

What is it?

Activity 1: Read and identify the types of claims used in each statement.
Write COF for Claim of Fact, COP for Claim of Policy and COV for Claim of
Value. Write your answer on the space provided before each sentence.

______________1. The use of civil disobedience during the Martial Law struggle
was reasonable, moral, and necessary.
______________2.The private ownership of automatic and semi-automatic weapons
in the Philippines should be banned.
______________3. The possibility of an asteroid or meteor hitting Earth is great
enough that the Federal government should be finding plans to prevent it.
______________4.The death penalty if used in the Philippines will be ineffective and
impractical.
______________5. The death penalty if applied in the Philippines will be immoral.
______________6. Recovered memory should be disallowed as evidence in
Philippine courts.
______________7. Opera is not as entertaining as musical comedy.
______________8. Generally, public secondary schools in America are not
adequately preparing students for college.
______________9. Fetal tissue research should not be funded by the Philippine
government.
______________10. Fetal tissue research is wrong.

What is it?

Activity 2: Read and analyze the following essay. And fill in the table with the
claims that are in the essay.

EDUCATION IN THE NEW NORMAL

Ching Jorge

If last year’s enrollment figures are to be a basis, the Philippine education

system will be expecting around 27 million students to enroll in the Basic Education
System in the coming school year. With the early closure of the school year in
March, the enhanced community quarantine in effect, and the still unclear future
that the COVID-19 pandemic will bring, the Department of Education (DepEd) and
our millions of learners are facing enormous challenges.

In a recent evaluation on ALS (Alternative Learning System) interventions

done in the Mindanao region during the quarantine period, platforms such as
ICT4ALS, FB Chat, Google Classroom, the Aral Muna app, and DepEd Commons
emerged as the most common technological interventions used. Also popular are
the use of radiobased intervention — partnerships with local radio stations to
announce questions or lessons that can be replied to by phone. There are also the
door-to-door delivery of worksheets, take-home learning activity sheets, and take-
home portfolio completions. These modalities are being used and explored during
the quarantine period and will serve as key learning points for implementation in the
bigger education system.

While home school and online learning are among the proposed solutions,
access to technology and the internet, especially in remote areas, remains a
challenge. In the public education system, it is not uncommon for students to lack
internet connection at home or be unable to afford to ―load‖ their phones regularly.
Some do not even have computers or phones at all. As this is a reality that many
schools, students, and communities will face, the DepEd proposes a combination of
different learning modalities and will be using the Blended Learning approach.

In-classroom study and individual study/online classroom work, or Blended

Learning, will allow students to learn at their own pace under guided modules. The
DepEd has launched an online study platform called DepEd Commons, accessible
to both private and public schools, to help students continue their lessons. It has
also developed an ALS platform in partnership with Unicef called ICT4ALS, a portal
of learning resources, activity sheets, and online tutorials for ALS teachers and
learners.

However, the challenge of technology access still remains for public school
students. Other factors such as home environment (conduciveness to learning),
learner attitudes toward home learning, and technology competence can affect
learner outcomes and the effective use of Blended Learning. Learning at home also
requires parent participation and support.
Education’s new normal will not just be about operating in an environment
that secures the health of students; nor will it be about completely transitioning to
online modalities. Instead, it should be about using technology to increase
efficiency in areas with the capacity to do so, while empowering learners and
communities to create positive learning environments in which the student can
grow. It should not sacrifice quality but continue to provide equal opportunities,
most especially to the marginalized and vulnerable sectors. It is not a one-size-fits-
all solution, but one that is dependent on the needs of each learning community.

While the DepEd carries most of the burden for this challenge, the role of
local government units is crucial. An alignment of resources and education goals
within each community is needed to support the education ecosystem of students,
teachers, and parents and assist the adjustment to the new normal — home
schooling, parentas-teachers training, community internet centers, a Citizen Watch
for education, establishing LGU leaders as education champions.

While the future remains unknown, by working together to support and

empower the education ecosystems in our communities, we can help establish the
structures that our students will need to receive the quality education they deserve,
and bring stability in a time of uncertainty.

https://opinion.inquirer.net/129286/ph-education-and-the-new-normal
Posted April 28, 2020
Paragraph Key Claim Type of Claim (Fact,
Number Policy, Value)

What I Have Learned

 A claim is a statement that is not considered accepted by all. It may be

unverified or controversial to a certain degree.
 There are claims rooted in history
science
or claims
( of fact).
 There are claims that demand action because the present conditions for
certain policies are no longer effective
claims( of policy
).
 There are claims that assert the morality of an idea based on certain
standards or preferencesclaims
( of value).

Assessment

After our lesson, let us now check what you have learned.

Instruction: Identify which type of claim the statement is making and put a check (/)
inside the box next to each sentence.
 Statements Claim of Claim of Claim
Fact Value of
Policy
1. Honesty is the best policy.
2. Staying late at night can cause obesity.
3. Smoking can lead to respiratory infection.
4. Be kind for everyone has a hard battle to win.
5. Social media makes every youth share common
goals.
6. Extra Judicial Killings lessen the crimes in our
community.
7. All students must be strictly prohibited to bring
any gadgets at school.

8. Barkada Kontra Droga would eradicate drug

addiction in the community.
9. Zero Waste Management should be strictly
implemented in the school campus.
10. To compete globally, the Department of
Education adapted the K to 12 curriculum.

Congratulations!
You have completed your journey in this module.
You did a great job!
It’s now time to go on to the next adventure…
Good luck!