COMPETENCY/IES: Identify Claims Explicitly or Implicitly Made in A Written Text

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ZAMBOANGA DEL SUR NATIONAL HIGH SCHOOOL

SENIOR HIGH SCHOOL


STA. MARIA DISTRICT, PAGADIAN CITY
NAME: _________________________________________________ GRADE & SECTION: _____________________
nd
SUBJECT: READING AND WRITING Semester: 2 Quarter: 1 Week: 5
COMPETENCY/IES: Identify claims explicitly or implicitly made in a written text.
a. Claim of Fact
b. Claim of Policy
c. Claim of Value
Adapted from: Region 9, Reading and Writing Module

Direction: Follow instructions given and ask if there is something that you did not understand. Have fun as you learn.
MODULE 5: TYPES OF CLAIMS IN A WRITTEN TEXT

WHAT I KNOW
To start with a new lesson, let's see how much knowledge you have on this topic.
Directions: Identity which type of claim the statement is making. (FACT, VALUE, POLICY).

____1. Excessive consumption of alcohol can lead to many illnesses.


____2. Honesty is the best policy.
____3. Television newscasting influences the way Americans think about social and political issues.
____4. The Bates GRE Study Guide is an excellent tutorial for students preparing to take the GRE
____5. To attract more nontraditional students, this college must review and revise its course offerings.
____6. The existence of nuclear weapons has prevented the outbreak of World War III.
____7. An improved sewer system would solve these flood drainage problems.
____8. America should protect its domestic industries with tariffs and quotas.
____9. Obesity can cause heart disease.
____10. 20% of Americans believe that the U.S. has never landed on the moon.
a. Obvious and apparent b. Not expressed clearly
c. true in some cases d. maybe incorrect

WHAT’S IN
You have learned the "EXPLICIT AND IMPLICIT CLAIMS IN A TEXT" text in the previous lesson. You were
supposed to understand that being a writer, you must have the first critical reading scheme.
• Critical reading is necessary for judging the text's reliability through the study of implicit and explicit
information. This information may lead to various claims, such as rooted in history or science (claims of fact). Some
claims demand action because certain policies' present conditions are no longer effective (claims of the policy). Also,
claims assert an idea's morality based on certain standards or preferences (claims of value).
• Explicit information is any idea that is stated or found in the text.
With explicit information, you see the text's clear or obvious meaning—no need to explain.
• If something is implied (or implicit), the text is being suggested through the text's details, which serves as a
clue to get the right meaning of the text.
The idea is not clear. It needs analysis or deep thinking; thus, one needs to read between the lines.
TYPES OF CLAIMS
1. Claims of Fact. (existence of something/definition or classification/facts -- inferences about past present or
future)
Types of factual claims (generally "objective")
1. Factual / historical
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2. Relational - causal connections
3. Predictive
proof requires:
4. sufficient and appropriate grounds
1. reliable authority
2. recent data
3. accurate, typical data
4. clearly defined terms -no loaded language
5. a clear distinction between fact and inference.
2. Claims of Value (taste & morals / good-bad) [make value judgments/ resolve conflict between values/ quasi policy
(rightness of it; relative merit)]
proof requires:
1. Establishing standards of evaluation (i.e. a warrant that defines what constitutes instances of
the relevant value)
2. note the priority of the value in this instance.
3. Establish the advantage (practical or moral) of your standards.
4. Use examples to clarify abstract values
5. Use credible authorities for support.
3. Claims of Policy (action / should or ought) - usually involves sub-claims of fact and value
proof requires:
1. Making proposed action clear
2. need (justification)
3. plan, (must be workable)
4. benefit (advantages)
5. consider opposition / counter arguments
Claims of Fact:
➢ Did it happen?
➢ Does it exist?
➢ Is it true?
➢ Is it a fact?
Example: When you insist a paper was turned in on time even if the professor cannot find it, or that you were not
exceeding the speed limit when a police officer claims that you were, you are making claims of fact.

Claims of Value:
➢ Is it good or bad?
➢ How bad?
➢ How good?
➢ Of what worth is it?
➢ Is it moral or immoral?
➢ Who thinks so?
➢ What do those people value?
➢ What values or criteria should I use to determine its goodness or badness?
Example: When you claim that sororities and fraternities are the best extracurricular organizations for college
students to join, you are making a claim of value.

Claims of value, as their name implies, aim at establishing whether the item being discussed is either good or bad,
valuable or not valuable, desirable or not desirable.

Claims of Policy:
➢ What should we do about it?
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➢ How should we act?
➢ What should our future policy be?
➢ How can we solve this problem?
➢ What concrete course of action should we pursue to solve the problem?
Example: When you claim that all new students should attend orientation or that all students who graduate should
participate in graduation ceremonies, you are making claims of policy.

A claim of policy often describes a problem and then suggests ways to solve it.

WHAT’S NEW
Students are expected to be able to read and evaluate arguments or opinions in a text but, not all students
are given an equal opportunity to be taught in depth on how to do it. Hence, many learners develop low self-esteem in
engaging reading meaningfully.
The problem is no longer with the students; it is a problem of lack on training and
practice in our current educational system. In fact, everyone can learn to read and
evaluate an argument if resources are readily made available. Analyzing a text in a
formal argument presented by an author should be seen beyond than a mere of
something one does for a class. It is a basic life skill that everyone must practice to be
able to make reading engagement fruitful and helpful in our life. Readers must be
made aware that the goal of an author is to convey and persuade, by providing
arguments supported with evidence thus, expect them to change their attitude, belief, or behavior. This poses a
challenge to readers. It will now test the ability of the readers to analyze a text, react, verify issues, affirming one's value,
and make a stance that would lead to yield right decisions for the betterment of oneself, community and industries. On
same note, readers should also be made fully aware that an opinion, idea, assertion, and arguments cover certain
claims. And there are three types of claim: Fact, Value, and Policy Claim.

What is a Claim?
A claim is an arguable statement – an idea that a speaker or writer expects an audience to accept. A claim is
an opinion, idea, or assertion. Here are some examples: "I think we should protest the Anti-Terror Bill." "I believe that
the present administration has no concrete plans to fight COVID-19". "We need Modernization." These three claims
might all be valid, but it should be supported with evidence to reach an audience's agreement.
The word claim comes from the Latin word clamare, which means "to cry out, shout." Hence, with the
definition of a claim, this can then be argued, verified, or disproved. A claim deals with the searching for agreement from
the audience to agree with the statement or discourse. It also involves anticipation from the audience's agreement and
anxiousness that they might disagree with. A claim must pose two sides of a coin. It is a question of whether the
audience will agree or not. Because a claim with a certain answer, whether to agree or not to agree, is not a claim.

Three (3) types of claim in a Written Text

1. The claim of fact. A claim asserts some empirical truth. It is an assertion of:
• A condition that has existed exists or will exist.
• The truth of an assertion to be ascertained by an event. The speaker will give information and offer an
explanation that characterized the events.
• An argument with strong evidence presented as a reason for the arguer's belief in the claim.
Examples:
1. Action research is conducted to respond to the needs of the students.
2. Illegal mining has already become an issue in the Philippines.
3. School is the most important part of education.

2. A claim of value. A claim asserts judgment. It is an assertion of:


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• Look for keywords that are a matter of judgment rather than fact, such as: good, well, kind, useful,
desirable, etc.
• Authors offer reasons for their judgment, with the ultimate goal of getting the reader's agreement with the
reasons rather than comparing to the fact that establishes assent to the claim.
• A claim is based on things we like or dislike. Hence, it deals with the goal of what value us most.
• The authors' argument is based on judgment or value and does not necessarily carry out facts.
Disagreements overvalue importance for us to determine how one presented his or her point over certain belief.
• An argument usually gets the other person's approval because the claim's underlying value proves to be
acceptable as a public good.

Examples:
1. Living in a city is more productive than living in the countryside.
2. Saying "OPO" is the highest form of respect.
3. Staying with a family with limited resources is more valuable than working abroad.
3. A claim of Policy. A claim asserts that an action should be taken.
• Be careful to call that some actions be taken.
• Take note of the keywords "should," "ought," or "must. These words may not be present all the time, but
the author's purpose is usually to call for an action to be taken if they are.
• The most difficult thing in an argument is to decide whether we should take action or not in any of the
claims.
• An argument usually turns on whether the reasons for taking action compensates for the possible costs of
taking action.
Examples:
1. Deforestation should be eradicated in the Philippines.
2. The government should pursue scholarship programs, especially to those identified marginalized sectors
affected by COVID-19.
3. Child Protection Policy should be implemented in the school system.

WHAT’S THIS

Directions: Read the statements below carefully and identify the types of claims written in a text used. Write A for Claim
of Fact, B for Claim of Policy, C for a claim of value on the space provided before the number.
____1. Basketball is more exciting than football.
____2. Mercury is the closest planet to earth.
____3. Law is a prestigious profession than Medicine.
____4. The Department of Health should impose mass testing amid an increase of
COVID-19 cases in the country.
____5. The School Principal should recommend for strict policy on "NO ID, NO
ENTRY".

WHAT’S MORE

Activity: Try to write claims (fact, value, and policy) with the issue of social media and bullying.
Types of claims Write your claims below according to the types given.
FACT
CLAIM
POLICY

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WHAT CAN I DO

Directions: Read the instruction below, then answer that question that follows;

Jess was an officer in the military. Everyone admired him for his erect posture. But, jess felt some discomfort in his
back which made it difficult for him to maintain his bearing. Seeing a doctor he was diagnosed to have a pinched
nerved or herniated disc. The doctor explained that there are three treatments for his back: back surgery,
chiropractic treatment or exercise / postural / massage restraining.

Questions:
1. Give claims of fact?
2. Give claims of value?
3. Give claims of policy?

ASSESSMENT

Directions: Read each item carefully and answer the following questions. Write the letter of the correct answer on
the space provided..

____1. Living with parents after marriage is being practical.


a. Claim of Fact b. Claim of Value c. Claim of Policy d. Claim

____2. Students should wear their identification card inside the school campus.
a. Claim of Fact b. Claim of Value c. Claim of Policy d. Argument

____3. Advocates should heighten their call for gender equality in the workplace.
a. Claim b. Claim of Value c. Claim of Policy d. Claim of Fact

____ 4. Good Moral and Right Conduct (GMRC) integration should be made of the Curriculum.
a. Claim of Fact b. Claim of Value c. Claim of Policy d. Argument

____ 5. It's more fun in the Philippines


a. Claim of Fact b. Claim of Value c. Claim d. Claim of Policy

____ 6. The following are Policy claim, except.


a. There should be a recommendation to stop the opening of classes in August.
b. Mass Testing for COVID-19 should be implemented immediately.
c. We need to wear face mask all the time.
d. The City Councilors of Zamboanga must declare the City as COVID free.

______7. Which of the following statements is TRUE about Claim?


a. Is an opinion, idea, or assertion that need to be backed up with evidence and reasoning.
b. It is not just something doing in a class but useful skill.
c. Certain that the audience will agree.
d. Does not attempt to search for an agreement.

______8. Which of the following types of claim Asserts matter of judgment than a fact?
a. Claim b. Claim of Policy c. Claim of Fact d. Claim of Value

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______9. The School Principal of Baliwasan Senior High School-Stand Alone asserts for an action to be taken on Child
Protection Policy. What type of claim is that?
a. Claim of Fact b. Claim of Value c. Claim of Policy d. Argument

_____10. A claim that asserts judgment for the good of many people.
a. Claim b. Claim of Policy c. Claim of Fact d. Claim of Value

Prepared by:

LIANA L. TUMANDAY & SARAH JEAN B. BAYOCOT

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