READING AND WRITING SKILLS Quarter 3 – Module 3: Claims in Written Texts (Second Semester) Reading and Writing Skills – Grade 11 Alternative Delivery Mode Quarter 3 – Module 3: Claims in Written Texts 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 book 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
Printed in the Philippines by
Department of Education – Division of Cagayan de Oro City Office Address: Fr. William F. Masterson Ave., Upper Balulang, Cagayan de Oro Telefax: (08822)855-0048 E-mail Address: [email protected]
ii 11 READING AND WRITING SKILLS Quarter 3 – Module 3: Claims in Written Texts (Second Semester)
iii Introductory Message For the facilitator:
Welcome to Reading and Writing Skills Alternative Delivery Mode
(ADM) Module on Claims in Written Texts!
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:
For the learner:
Welcome to Reading and Writing Skills Alternative Delivery Mode
(ADM) Module on Claims in Written Texts! 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
iv lesson to take. If you get all the answers correctly, 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 strengthen your understanding and skills of the topic. You may check the answers in the exercises using the Answer Key at the end of the module.
What I Have Learned This includes questions or open-ended
statements to be filled in to 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.
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 develops 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 checking your answers.
v 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!
vi 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
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.
1 Lesson Claims in Written Texts 1
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 explicit information and implicit information are. 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.
2 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.
What Is It
Claim of Fact
• 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
• reliable authority • recent data • accurate, typical data • clearly defined terms -no loaded language • a clear distinction between fact and inference 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.
3 • The first Mindanaoan President is Rodrigo Duterte. • The earth is warming rapidly. Claim of Policy
• 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. Claim of Value
• Claims of Value refer to 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
4 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.
What’s More
Activity 1 Direction: 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.
5 ______________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 I Have Learned
What I Can Do
Activity 2 Direction: Read and analyze the following essay. And fill in the table with the claims that are in the essay.
6 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
7 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
8 Assessment
Instruction: Identify which type of claim the statement is making and put a check (/) inside the box next to each sentence.
Olivieri, P. (n.d.). How to Teach Text Evidence: A Step-by-Step Guide.
[online] Rockin Resources. Available at: https://blog.teacherspayteachers.com/teach-textevidence/ [Accessed 28 Aug. 2019]
Perez, R.E. (2014). Exit essay: Save the Filipino language. Retrieved from http://rjaperez.tumblr.com/post/95149266012/exit-essay-save- the-filipino-language
Reid, S. (n.d). Claims for Written Argument. Available
