Context of text development:HYPERTEXT

LESSON 1

CONTEXT
• the parts of discourse that surround a word or passage and can throw light on its meaning
• the interrelated conditions in which something exists or occurs: setting, environment
HYPERTEXT
• Hypertext is a non-linear way to present information and is usually accomplished using
"links". Such links help the readers navigate further information about the topic being
discussed and may also lead to other links that can direct the readers to various options.
• Hypertext also allows the readers to create their own meaning out of the material given to
them and learn better associatively.
• Hypertext is text displayed on a computer display or other electronic devices with references
to other text that the reader can immediately access.
•The World Wide Web (www) is a global hypertext system of information residing on servers
linked across the internet.
•Hypertext is the foundation of World Wide Web enabling users to click on link to obtain more
information on a subsequent page on the same site or from website anywhere in the world.
•The term hypertext was coined by Ted Nelson in 1963.
•Conversely, a Uniform Resource Locator (URL), colloquially termed a web address, is a
reference to a web resource that specifies its location on a computer network and a
mechanism for retrieving it. URLs occur most commonly to reference web pages (http) but are
also used for file transfer (ftp), email (mailto), database access (JDBC), and many other
applications.
• Most web browsers display the URL of a web page above the page in an address bar. A
typical URL has this form:
•Today, links are not just limited to text or documents but may also incorporate other forms of
multimedia such as images, audio, and videos that stimulate more senses.
WHY HYPERTEXT?
• In a hypertext system, the reader is free to navigate information by exploring the
connections provided.
• Hypertext is very different way of presenting information than the usual linear form.
• Text no longer flows in a straight line through a book. Instead, it is broken down into many
smaller units (lexias, to borrow a term from literary criticism), each addressing a few issues.
• It acts as a bridge between two basic, opposite, and complementing elements that may be
called gender of knowledge representation: free and shortcut.
Advantages Disadvantage

• Readers can read freely • Since the presentation of info is non-linear,

at their own path as they it takes away full control of the author over
navigate through the topic. the direction that a reader must take.
• Not limited to texts and
documents but also includes
pictures, sounds and videos.
CONTEXT OF TEXT DEVELOPMENT:INTERTEXTUALITY
LESSON 2

INTERTEXTUALITY/INTERTEXT
 is technically defined as a process of text development that merges two more processes
such as imitation and creation in doing a text.
o It involves imitation because the author as highly influenced by another author comes
up with his own version of the text consciously or unconsciously incorporating the style
and other characteristics of the text done by that author.
Elaboration on Intertextuality
o Intertextuality has rooted from the work of a Swiss linguist Ferdinand de Saussure
(1857-1913).
o Meanwhile, the term itself was first used by Bulgarian-French philosopher and
psychoanalyst Julia Kristeva in the 1960s.
o Intertextuality is said to take place using four specific methods namely: retelling,
pastiche, quotation, and allusion.
INTEXTUALITY/INTERTEXT
 is one method of text development that enables the author to make another text based
on another text.
o It happens when some properties of an original text are incorporated in the text that is
created by another author.
o One good reason why it occurs is perhaps the second writer is greatly affected or
influenced by the first writer leading to a combination of imitation and creation.
Elaboration on Intertextuality
1.Retelling/Appropriation/Adaptation
 It is the restatement of a story or re- expression of a narrative.
2.Quotation
 It is the method of directly lifting the exact statements or set of words from a text
another author has made.
o We should see things not on how it looks but based on how we feel, as to what the Little
Prince said, "It is only with the heart that one can see rightly; what is essential is invisible
to the eye."
3. Allusion
 In this method, a writer or speaker explicitly or implicitly pertains to an idea or passage
found in another text without the use of quotation.
o Can also be a reference to a person, a place or event
 It can be literary, cultural, biblical or historical
o Don't act like Romeo in front of her.
o Chocolate is Jacob's Kryptonite
4. Pastiche
 it is a text developed in a way that it copies the style or other properties of another text
without making fun of it unlike in a parody.
5. Parody
 A funny imitation of a serious piece of a literature, writing, art or music
 "Pokes fun" at something to entertain the audience or readers
o Satire - mocks or ridicules something to make a social or political change
 The Vanity of the Rat
 CRITICAL READING AS REASONING
LESSON 3

REASONING
• is an act of giving statements for justification and explanation.
• It is the ability of someone to defend something by giving out reasons.
(Merriam-Webster dictionary)
CRITICAL READING
• is engaging in analytic activity which involves the reader by asking questions about the
text and the author's claim.
• Critical readers are doing the process of evaluating, analyzing, and interpreting the
assertion of the hidden meaning of the entire text.
DIFFERENT FORMS OF HEDGES
• Modals:
- may, could, would, should, might, certain, must, etc.
• Frequency adverbs:
usually, generally, commonly
• Probability adverbs:
- probably, possibly, presumably
HEDGES
• When you write your counterclaim, you are expressing unfavorable statements.
Therefore, it is needed that you use hedges, which are words or phrases that give a
courteous tone.
CRITICAL READING
•is necessary to question the different arguments used by the author, as any problem
can weaken the authenticity of the conclusion. •Remember, it is not meant to criticize
but to assess the validity of textual evidence.
Steps Used in Critical Reading as Reasoning
1. Identifying assertions
- Identify by a common type of assertion such as fact, convention, opinion, and
preference
2. Formulating a counterclaim
-Counterclaims are made to rebut a previous claim
 3. Determining evidence Evidence is the details given by the authors to support his/her
claim

FORMULATING EVALUATIVE STATEMENT:ASSERTION

LESSON 4

EVALUATIVE STATEMENT
 It is a statement that states one's sound judgement about something through writing
which is supported by reasons and evidences.
 It also presents the strengths and weaknesses of something based on a set of criteria
which needs to be factual, substantial, and unbiased.
FORMULATING AN EVALUATIVE STATEMENT
 Just like any other writing, the formulation of the evaluative statements is done in the
same way except that the statement is about your own judgment of
 the text's content and properties.
 You may formulate your evaluative statements in two ways such as formulating
assertions and counterclaims
FORMULATING AN EVALUATIVE STATEMENT
 To formulate an evaluative statement, one needs to read the entire text carefully and
critically to understand and to check for possible fallacies in the argument presented by
the writer.
POINTERS IN FORMULATING AN EVALUATIVE STATEMENT
1. Begin with the positives before you point out the negatives.
 Remember that your evaluative statement should be factual, substantial, and unbiased.
 When giving your negative feedback, it should not sound insulting on the part of the
evaluatee (one who is evaluated).
2. Suggest a solution/s or suggestion/s on how to improve the written material being
evaluated and provide justification how these will work.
3. Keep your feedback concise and precise.
4. Be careful in giving your feedback.
Since evaluations pass judgment onto works of authors, they must be written and expressed
with care and much diligence.

ASSERTION AND ITS TYPES:

A good critical reader does not only understand the meaning of a reading material but also
logically evaluates whether the claims of the writer are true or false. Assertions serve as a
primary way for the readers to consider and possibly agree with the claims presented by the
writer in an expository writing.
ASSERTIONS
For example, you were asked to answer the question, "Do you believe education should
continue regardless of the situation we are facing right now?" and you would give your
opinion or argument about it. Afterwards, you would make an assertion whether you agree or
disagree with the issue, thus, take a stand and support it with your reason/s.
are declarative sentences that give one's belief about something else as if it is true though it
may not be.
It is expressed as an argument.
Usually, these assertions contain languages that expresses evaluation such as useful,
significant, important, insightful, detailed, up-to-date, comprehensive, practical, impressive,
etc.
FOUR TYPES OF ASSERTIONS
are classified according to the degree of certainty they can be judged as true or false.
1. Fact
2. Convention
3. Opinion
4. Preference

FOUR TYPES OF ASSERTIONS

1. FACT - is a statement that can be proven objectively by direct experience, testimonies of
witnesses, verified observations, or the results of research.
Example: According to experts, seawater contains high amounts of minerals such as sodium,
chloride, sulphate, magnesium, and calcium.
(The first sample sentence is classified as a fact since the mineral contents of seawater can be
tested and proven through experiments and researches.)
2. CONVENTION - is a way in which something is done similar to traditions and norms. Its
truthfulness can be verified only by reference to historical precedents, laws, rules, usage, and
customs. Something to note about conventions is that they may sound factual due to their
being derived from customs, but because they are socially accepted ways of doing things, they
cannot be verified objectively by measurements.
Example:Seawater is classified as a heterogenous and homogenous mixture.
(The second sample sentence is a convention because the classification of seawater is based
on the classification system made by scientists and is acceptable to the scientific community.)
3. OPINION - is a statement based on facts but is difficult to objectively verify because of the
uncertainty of producing satisfactory proofs of soundness.
Opinions result from ambiguities; the more ambiguous a statement, the more difficult it is to
verify. Thus, they are open to disputes.
Example:Swimming in seawater is the best activity to refresh and relax your mind, body, and
soul.
(The third sample sentence is an opinion since the claim is difficult to prove.The truthfulness of
the claim may be true to some but not to others.)
4. PREFERENCE - states a personal choice
in which the writer is under no obligation to support or prove the truthfulness of the
statement. They are subjective and cannot be objectively proven or logically attacked.
Example:I love to make frequent trips to places with seawater than those without it.
(The last sample sentence is a preference because it expresses the personal choice of the
writer to places with seawater over those places without it.)
FORMULATING EVALUATIVE STATEMENT:COUNTERCLAIMS
LESSON 5

Formulating Counterclaims
 To be an effective critical thinker, it is not enough just to be able to identify claims and
assertions.
 The ability to analyze an argument is essential to understanding the text more deeply,
but understanding the claim is not the only facet of the argument.
 You must also learn how to analyze the counterclaims and evidence provided by the
text.
 Being able to recognize and formulate counterclaims in reaction to an argument is a
characteristic of a good critical reader.
COUNTERCLAIMS
are claims made to rebut a previous claim. To rebut means to contradict someone's statement
through a formal argument.
They provide a contrasting perspective to the main argument.
Formulating Counterclaims
To be able to locate counterclaims to an argument, remember the following:
1. Show competence and familiarity with the writer's topic.
2. Examine different perspectives and not just passively accepting the writer's claim.
3. Consider the topic, and make sure you are willing to engage different viewpoints from
your own.
4. Clarify your personal position on the topic.

FOUR ELEMENTS OF ARGUMENT

1. CLAIM - is a statement that asserts facts based on one's understanding about a particular
topic or issue.
In the given example, Martha asking his father to buy her a smart phone is an example of a
claim.
2. COUNTERCLAIM
-is just the opposite of claim.
-It is a statement that contradicts one's claim and is usually proven and supported by both
reasons and evidences.
Mang Tonyo's negative response to Martha's claim is an example of counterclaim.
3. REASON
-is the part of an argument where a statement offers an explanation behind a party's claim.
Martha's offering of valid reasons to convince Mang Tonyo that she needs the smart phone is
an example of reason.
4. EVIDENCE
-is the statement that proves the truth of a claim and generally leads to the conclusion of an
argument.
Martha provides evidence of the necessity of using smartphone as part of the new normal life
in the time of corona virus is an example of evidence.
DETERMINING TEXTUAL EVIDENCES
LESSON 6

TEXTUAL EVIDENCE
 is defined as the details given by the author in order to support his/her claims.
 It reveals the position of the writer and makes the reading more interesting.
 Evidences are details that strengthen, add variety or weight to any argument.
 Finding textual evidence on a read text helps you make inferences using concrete
evidences on your claim.
 To support one's claim, you should explicitly cite the ideas that support your claim in
your writings.

TEXTUAL EVIDENCE
On the sample essay about the text, the author claimed that the poem gives him the feeling of
anger and depression. He usesexact words from the poem like foster like a sore, stink like
rotten meat, or does it explode which are directly relevant to his idea of anger and depression.
Thus, we can say that the writer's claim in this essay is valid and relevant.

Ways to present textual evidence

•PARAPHRASING or restating the text in your own words
•SUMMARIZING or stating in a shorter way the text and other relevant details to support the
idea
•REFERENCING or mentioning a specific section in the text,
•QUOTING or directly restating a part of the text.
 WAYS OF PRESENTATION EXAMPLE of CLAIM
With TEXTUAL EVIDENCE
Paraphrasing In the poem Harlem, the author claimed
that a person may feel disappointed when
dream deferred for he questioned the
reader's feeling about withholding dreams.
(What happens to a dream deferred?)

Summarizing
The movie Seven Sundays (2017) is a heart-
warming story and shows the importance of
family in our lives. The movie tells about the
Bonifacio siblings who were reunited
because of their father who was mistakenly
diagnosed with cancer. It presented the
different struggles of their lives and how
they were able to overcome them.

Referencing The Department of Education ensures the

delivery of quality education and safety of
the learners in the opening of classes for
this school year amidst COVID 19 as stated
in the Deped Order no.7 s. 2020 on DepEd
School Calendar and Activities for S.Y. 2020-
2021 paragraph 2 and 3.

Langston Hughes described deferred dreams

Quoting as if they "stink like rotten meat" in his
poem which suggest an unpleasant image,
giving me the feeling of resentment. He also
ends the poem with the line "Or does it
explode?" that made me think of a person
who boils over in anger.
Composing academic WRITING:BOOK REVIEW
LESSON 7

BOOK REVIEW
 describes and evaluates a work of fiction or nonfiction.
 offers the book's overall purpose, structure, style of narration to the unknown readers.
 tells not only what a book is about, but also how successful it is at what it is trying to do.
 a sneak peek at a book, not a summary.
BOOK REVIEW
But before you start writing a book review, you have to read the book first and ask yourself
these questions:
 What are the author's viewpoint and purpose?
 What are the author's main points? What kind of evidence does the author use to prove
his or her points?
 How does this book relate to other books on the same topic?
 Does the author have the necessary expertise to write the book?
 What are the most appropriate criteria by which to judge the book?
 How successful do you think the author was in carrying out the overall purposes of the
book?
BOOK REVIEW
 As a reviewer, you bring together the two strands of accurate, analytical reading and
strong, personal response when you indicate what the book is about and what it meant
to readers.
 Hence, in writing a book review, you combine your skills of describing the content of the
pages, analyzing how the book achieved its purpose, and expressing your most personal
comments, reactions and suggestions.
 If it is a short review, you may not be able to fulfill your purpose. If it is too long, it may
stray too much of the plot or of the content, you may lose the interest of your readers.
 Take this general guideline:
-the length of the review depends upon the length of the book itself
-a review should not be less than 100 words.
-Longer books usually asks for more than 500 words.

How do you CONCLUDE?

1. Relate your argument to other books or authors.
2. Relate the book to larger issues.
3. Tie together issues raised in the review.
4. Briefly restate your main points and your thesis statement.
5. Indicate how well the book has achieved its goal, what possibilities are suggested by the
book, what the book has left out, how the book compares to others on the subject, what
specific points are not convincing, and what personal experiences you've had related to the
subject.

What do you DO with the content?

3. Provide your reactions to the book.
4. Describe the book.
5. Respond to the author's opinions and analyze it.
6. Explore issues the book raises.

How do you REVISE the draft?

1. Allow time to elapse, at least a day, before starting your revision.
2. Correct grammatical mistakes and punctuation as you find them.
3. Read your paper through again looking for unity, organization and logical development.
4. If necessary, do not hesitate to make major revisions in your draft.
5. Verify quotations for accuracy and check the format and content of reference
PERFORMANCE TASK 4