Republic of the Philippines

Department of Education
REGION IX, ZAMBOANGA PENINSULA
SCHOOLS DIVISION OF ZAMBOANGA CITY
BUENAVISTA INTEGRATED SCHOOL
Buenavista, Zamboanga City
READING AND WRITING Grade 11
Learning Competencies
Module 1
1. Describes a written text as connected discourse
2. Distinguishes between and among techniques in selecting and organizing information
3. Distinguishes between and among patterns of development in writing across disciplines
4. Identifies properties of a well-written text
Module 2
1. Explains critical reading as looking for ways of thinking
2. Identifies claims explicitly or implicitly made in a written text
3. Identifies the context in which a text was developed
4. Explains critical reading as reasoning
5. Formulates evaluative statements about a text read
6. Determines textual evidence to validate assertions and counterclaims made about a text
read

MODULE 1- Determines textual evidence to validate assertions and counterclaims made about a
text read

TEXT AS CONNECTED DISCOURSE

 Many books offer lengthy discussions about proving or disproving theories. Despite being
extensive and tedious, the writings in those books remain coherent. On the other
hand,other books like recipe books and manuals containinstructional writings. They
present procedures and steps.The long and comprehensive discussions as well as the
instructional writings are referred to as discourse.
WHAT IS DISCOURSE?
 A dicourse is a formal and often lengthy discussion of a topic, where concepts and insights
are arranged in an organized and logical manner. It is often associated with speech, but it
may be also written.
Purpose of a discourse
1. To inform- A discourse may aim to inform; such as discourse provide a descriptive and
comprehensive discussion on the topic. It points out what one should know about a topic or
subject.
2. To persuade- A discourse tha aims top persuade tries to convince the reader that the
proposed claim or solution is better that any other proposal.
3. To entertain- A discourse that aims to amuse provides a source of entertainment for it’s
readers.
Types of Discourse
1. Argumentation- Is an act process of making and presenting an argument. Arguments are
a series statements for or against an idea.- The word argument come from a Latin word
argumentum, which means “evidence”, “ground”, “support” or a “logical argument”.
Example: a. They made a compelling argument for our participation. 2. The committee
presented strong arguments against building a new school. a lawyer's closing argument at the
trial His argument did not convince his opponents. Let us accept, for the sake of argument,
that she is right.
2. Discription- This type of discourseis based on the main impression of the author the topic
or subject. It’s purpose is to transmit the expression throught concrete, colorful and
vivid language so that the readers can fully imagine the topic or subject.
Example: 1. My dog's fur felt like silk against my skin and her black coloring shone,
absorbing the sunlight and reflecting it back like a pure, dark mirror. 2. The sunset
filled the sky with a deep red flame, setting the clouds ablaze. 3. The waves rolled along the
shore in a graceful, gentle rhythm, as if dancing with the land.
3. Exposition- This aims to inform, about clarify and the expain a phenomenon. It
define what something in and provides in-depth discussion about tyopics that are usually less
explore. Moreover, it may also give readers instruction on how something is done.
Example: Computer manual, Cellphone manual.
4. Narration- It is like a story-telling. This discourse is told in 1 st, 2nd or 3nd persons point of
view. The main purpose of narration then is to relate a series of event.
Example: I remember that time when I learned how to swim. I was only eight years old and
afraid to bathe in a pool. I envied the kids who played with inflatable balls and animals when
ever my family would visit the clubhouse.

Techniques for selecting and organizing information:

1. Brainstorming -A group problem-solving technique that involves generating ideas spontaneously.

2. Graphic organizers -Visual representations of concepts that help organize information into patterns.
Venn diagrams are a type of graphic organizer that can be used to compare and contrast ideas.
3. Sentence outlines- Provide more in-depth information than topic outlines, and focus on complex issues
in detail.Topic outlines A preliminary summary of written work, typically organized in headings and
subheadings.
4. Data reduction -Reducing the size of a dataset while maintaining key information.
5. Outlining- A preliminary summary of written work, typically organized in headings and subheadings.

 Pattern of Development

1. Narration: Tells a story or event, often in chronological order. Narration is a

common tool in literature, but it can also be used in academic writing.
2. Cause and effect: Explains why something happens, what causes it, and what the
effects are.
3. Classification and division: Groups items into types or parts. This pattern can be
useful for organizing complex or abundant information.
4. Compare and contrast: Explains how something is similar to or different from
other things.
5. Exemplification: Uses examples to support a point.
6. Problem-solution: Presents a problem and a solution.
7. Persuasion: Attempts to convince the reader of something.

MODULE 2- Text and Context Connections ( Critical Thinking)

Critical Reading - Text and Context Connections
• Whenever you read something and you evaluate claims, seek definitions, judge
information, demand proof, and question assumptions, you are thinking critically (Tiongson &
Rodriguez, 2016).
• It means not taking anything at face value. It is watching out for the author’s limitations,
omissions, oversights, and arguments in the text.
• It is a skill that goes beyond the reading of the written text. The reader takes an effort to
create images and pictorial concepts through his sense impressions of the words written by
the author.
I. Critical Reading As Ways Of Thinking
A. Critical Approach to Reading
1. Readers should always bear in mind that no test, however well-written and authoritative,
contains its own predetermined meaning. Everything is subject to the reader’s own
interpretation, understanding, and acceptance of the text material.
2. To be a critical reader, one should interact with the material being read. Look for the
connections between the texts. Ask questions; and then, respond to the questions; or expand
the ideas by giving more
examples.
3. To create meaning for the text read, use a variety of approaches, strategies, and
techniques to connect to the presentation of the text.
B. Identifying and Analyzing Claims
1. Defining explicit and implicit information
Critical reading also means that you are able to distinguish the information that is clearly
stated (explicit) in the text from the ideas that are suggested (implicit). This
will help you make inferences about what you read.
2. Defining Claim
The claim is the most important part of the text. The quality and complexity of the reading
depend on the claim because the claim defines the paper’s direction and scope. The claim is a
sentence that summarizes the most important thing that the writer wants to say as a result of
his/her thinking, reading, or writing.
a. Characteristics of good claims:
 A claim should be argumentative and debatable.
When the writer makes a claim, he/she is making a case for a particular perspective on
the topic. Readers expect to be able to raise objections to your claim and they can only
raise objections if the claim is something that can be reasonably challenged. Claims that
are only factual or based on opinion, thus, are not debatable.
 A claim should be specific and focused.
If the claim is unfocused, the paper will be too broad in scope and will lack direction and a
clear connection to the support provided. It may also lead to overgeneralizations and
vague assertions.
 A claim should be interesting and engaging.
It should hook the reader, who may or may not agree with you, to encourage them to
consider your perspective and learn something new from you.
 A claim should be logical.
It should result from reasonable weighing of support provided. Here are some questions to
help you determine the writer’s claim while you are reading a text:
i. What is the author’s main point? ii. What is the author’s position regarding it?
3. Distinguishing Between the Types of Claim
a. Claims of Fact
• It states a quantifiable assertion or a measurable topic. They assert that something has
existed, exists, or will exist based on data. They rely on reliable sources or systematic
procedures to be validated; this is what makes them different from inferences.
• Claims of fact usually answer a “what” question. When determining whether something is
a claim of fact, the following questions are useful.
i. Is this issue related to a possible cause or effect?
ii. Is this statement true or false? How can its truthfulness be verified?
iii. Is this claim controversial or debatable?
b. Claims of Value
• Assert something that can be qualified. They consist of arguments about moral,
philosophical, or aesthetic topics. These types of topics try to prove that some values are
more or less desirable compared to others. They make judgments, based on certain
standards, on whether something is right or wrong, good or bad, or something similar.
• Attempts to prove that there are things that are more or less valuable and desirable. It
involves judgments, evaluation, and appraisals.
• Claims of value attempt to explain how problems, situations, or issues ought to be valued.
In order to discover these explanations, you may ask the following questions:
i. What claims endorse what is good or right?
ii. What qualities should be considered good? Why is that so?
iii. Which of these values contend with others? Which ones are more important, and why?
Whose standards are used?
iv. What are some concrete examples of such values?
c. Claims of Policy
• Posit that specific actions should be chosen as solutions to a particular problem. You can
easily identify a claim of policy because they begin with “should,” “ought to,’ or “must.”
Claims of policy, because they defend actionable plans, usually answer “how” questions.
• The following questions will be useful in evaluating a claim of policy:
i. Does the claim suggest a specific remedy to solve the problem?
ii. Is the policy clearly defined?
iii. Is the need for the policy established?
iv. Is the policy the best one available? For whom? According to whose standards?
v. How does the policy solve the problem?
C. Identifying the Context of Text Development
• Context - is defined as the social, cultural, political, historical, and other related
circumstances that surround the text and form the terms from which it can be better
understood and evaluated.
• In discovering a reading’s context, you may ask questions like:
1. When was the work written?
2. What were the circumstances that produced it?
3. What issues does it deal with?
• Intertextuality
▪ It is the modeling of a text’s meaning by another text. It is defined as the connections
between language, images, characters, themes, or subjects depending on their similarities in
language, genre, or discourse.
▪ In this strategy, the author borrows a prior text from another author and integrates it in
his writing. This way, the readers are able to see the interrelationship among texts and are
able to generate a deeper understanding of the topic being discussed.
• Hypertext – is a non-linear way of showing information. It connects topics on the screen
to related information, graphics, or videos that are related to the text. This information
appears as links and is usually accessed by clicking. The reader can jump to more information
about a topic, which in turn may
have more links. This opens up the reader a wider horizon of information or to a new
direction .
II. Critical Reading as Reasoning
A. Identifying Assertions
Assertions are declarative sentences that claim something is true about something else. It
is a sentence that is either true or false.
Four (4) Types of Assertions
• Fact – is a statement that can be proven objectively by direct experience, testimonies
of witnesses, verified observations, or the results of research.
Example: The Sampaguita’s roots are used for medicinal purposes, such as an
anesthetic and sedative.
• Convention – is a way in which something is done, similar to traditions and norms. It
depends on historical precedent, laws, rules, usage, and customs.
Example: The Sampaguita belongs to the genus Jasminum of the family Oleaceae.
• Opinion – is based on facts but are difficult to objectively verify because of the
uncertainty of producing satisfactory proof of soundness.
Example: The popularity of Sampaguita is most evident in places of worship.
• Preference – is based on personal choice; they are subjective and cannot be objectively
proven or logically attacked.
Example: Sampaguitas are the most beautiful and most fragrant of all flowers.

B. Formulating Counterclaims
Counterclaims are claims made to rebut a previous claim. They provide a contrasting
perspective to the main argument.
The following questions will help you formulate a counterclaim:
• What are the major points on which you and the author can disagree?
• What is their strongest argument? What did they say to defend their position?
• What are the merits of their view?
• What are the weaknesses or shortcomings in their argument?
• Are there any hidden assumptions?
• Which lines from the text best support the counterclaim you have formulated?
C. Determining Textual Evidence
The evidence is defined as details given by the author in order to support his/her claim. The
evidence provided by the author substantiates the text. It reveals and builds on the position
of the writer and makes the reading more interesting.
1. Evidence can include the following:
• Facts and statistics (objectively validated information on your subject)
• Opinion from experts (leading authorities on a topic, like researchers or cademics).
• Personal anecdotes (generalized, relevant, and objectively considered)
2. The following are some questions to help you determine evidence from the text:
• What questions can you ask about the claims?
• Which details in the text answer your questions?
• What are the most important details in the paragraph?
• What is each one’s relationship to the claim?
• How does the given detail reinforce the claim?
• What details do you find interesting? Why so?
• What are some claims that do not seem to have support? What kinds of support could
they be provided with?
• What are some details that you find questionable? Why do you think so?
• Are some details outdated, inaccurate, exaggerated, or taken out of context?
• Are the sources reliable?
3. The following are the characteristics of a good evidence:
• unified
• relevant to the central point
• specific and concrete
• accurate; and
• representative or typical