Senior High School

11 – 2nd Semester
Core Subject

READING
and
WRITING
Quarter 4 – Module 4
(Week 4)
Module 4: Determination of Textual Evidence
 Senior High School
11 – 2nd Semester
Core Subject

READING
and
WRITING
Quarter 4 – Module 4
Module 4: Determination of Textual Evidence
 Day 1

Pretest
Directions: Read the statements carefully, then write the letter of your chosen answer.

1. It is a stylistic approach or technique involving a strong declaration, a forceful or

confident and positive statement regarding a belief or a fact.

A. Assertion C. Claim

B. Counterclaim D. Textual Evidence

2. It is considered the basis of argument and analysis in the composition of a

critical analysis paper.

A. Counterclaim C. Textual Evidence

B. Claim D. Assertion

3. The following are the types of assertion, EXCEPT:

A. Language C. Logic

B. Emphatic D. Escalating

4. Which sentence in the given text provides text evidence for the inference that the
Montgolfier brothers used hot air to lift their balloon?

Stephen and Joseph Montgolfier were papermakers, but they had been interested in flying for many
years. One night, in 1782, Joseph noticed something that gave him an idea. He was sitting in front of
the fire when he saw some small pieces of scorched paper being carried up the chimney. Soon
afterwards, the brothers conducted an experiment. They lit a fire under a small silk bag, which was
open at the bottom; at once, the bag rose to the ceiling. After this, Stephen and Joseph conducted
many more experiments, both indoors and in the open air. Eventually, they built a huge balloon of
linen and paper. On June 5th, 1783, they launched their balloon in the village of Annonay.
A. Eventually, they built a huge balloon of linen and paper.

A. They lit a fire under a small silk bag, which was open at the bottom; at once
the bag rose to the ceiling.

B. On June 5th, 1783, they launched their balloon in the village of Annonay.

C. One night, in 1782, Joseph noticed something that gave him an idea.

5. What line from the given text supports the idea that Mom and Max were going to go on a picnic?
Crack! Thunder struck and rain poured. Max stared blankly out the window, trying to contain his
emotions that raged like the weather. He was beginning to lose it. Dropping the kite from his hand,
Max broke out into full sob. His mother comforted him, "There, there, Max. We'll just find something
else to do." She began to unpack the picnic basket that was on the counter and offered him a
sandwich. Max snapped, "I don't wanna sand-mich!" A flash from the sky lit up the living room.
Boom! Mom sighed.

A. She began to unpack the picnic basket C. Mom offers Max a

sandwich

B. Max stares blankly out the window D. His mother comforted

him

6. It is a simple and straightforward statement for expressing feelings, opinions, and

beliefs.

A. Basic C. Emphatic

B. Language D. Escalating

7. It is the central argument of the text.

A. Claim C. Assertion

B. Counterclaim D. Textual Evidence

8. What type of assertion is shown in the given sentence?

“When I don’t get enough sleep, it affects my nerves and I feel irritated. Therefore, I try to go
to bed earlier.”

A. Basic C. Emphatic

B. Language D. Escalating

9. Which of the following is an example of a TEXT?

A. an article about skyscrapers C. a TV show
B. a casual conversation between friends D. a musical instrument

10. What is textual evidence?

A. one’s claim
B. what the author thinks about a topic
C. proof from the text to support your answer
D. an explanation through own words
11. What type of assertion is shown in the given sentence?
“Excuse me, first I want to finish my work, then I shall go with you.”

A. Basic C. Emphatic

B. Language D. Escalating

12. It is an idea or conclusion that is drawn from evidence and reasoning.

 A. Claim C. Counterclaim

B. Inference D. Escalating

13. What type of assertion is presented in the given sentence?

“I really want to finish this point before you start yours.”

A. Basic C. Emphatic

B. Language D. Escalating

14. Based on the given paragraph, what type of person is Alice?

Every day after work Paul took his muddy boots off on the steps of the front porch. Alice would
have a fit if the boots made it so far as the welcome mat. He then took off his dusty overalls and
threw them into a plastic garbage bag; Alice left a new garbage bag tied to the porch railing for him
every morning. On his way in the house, he dropped the garbage bag off at the washing machine
and went straight up the stairs to the shower as he was instructed. He would eat dinner with her after
he was "presentable," as Alice had often said.
A. carefree and calm C. messy and sloppy
B. meticulous and controlling D. sad and angry

15. The following are the questions that help determine evidence from the text, EXCEPT:
A. Are the sources reliable?
B. What are the guidelines in writing the text?
C. How does the given detail reinforce the claim?
D. What are some claims that do not seem to have support?
 Citing Textual Evidence

What I Need to Know

After going through this lesson, you are expected to:

 recall assertion, claims, and counterclaims;

 identify textual evidence in the text;

 determine ways on citing textual evidence; and

 write an essay.

What’s In
Let’s Take it Step-by-Step!
Directions: Complete the following chart by writing down what is asked. Write your answers
on a separate sheet of paper.

Imagine that you are the Editor-in-chief of your school publication. What are the steps that
you want your news writers to do before writing their articles?
Determine the news
topic .

Start writing your news

article with gathered
evidences in your hand.
 Day 2

What’s New
ASSERTION, CLAIMS AND COUNTERCLAIMS : A REVIEW

ASSERTION

Assertion is a stylistic approach or technique involving a strong declaration, a forceful or

confident and positive statement regarding a belief or a fact. Often, it is without proof or any
support. Its purpose is to express ideas or feelings directly, for instance, “I have put my
every effort to complete this task today.

Assertion has 4 types, including:

Basic Assertion
 It is a simple and straightforward statement for expressing feelings, opinions, and beliefs
such as:
“I wish I could have expressed this idea earlier, because now someone else has taken the
credit.”

Emphatic Assertion
 It conveys sympathy to someone, and usually has two parts: the first encompasses
recognition of the feelings or situations of the other person, and the second is a statement
that shows support for the other person’s viewpoint, feelings, or rights such as:
“I understand you are busy, and me too, but it is difficult for me to finish this project on my
own. So, I want you to help me complete this project.”

Escalating Assertion
 It occurs when someone is not able to give a response to a person’s basic assertions, and
therefore that person becomes firm about him or her such as:
“If you do not finish this work by 6:00 tonight, I will engage the services of another worker.”

Language Assertion
 It involves the first-person pronoun “I,” and is useful for expressing negative feelings.
Nevertheless, it constructively lays emphasis on a person’s feelings of anger such as:
“When you speak harshly, I cannot work with you because I feel annoyed. Therefore, I want
you to speak nicely and then assign me a task.”
(literarydevice.net)

CLAIM AND COUNTERCLAIM

Dayagbil et. al (2016) define claim and counterclaims as follows:

A claim is the central argument of the text. It can also be called a thesis, a proposition, or --
if there is only one -- simply “the argument.”

Counterclaims provide an opposing viewpoint to the central claim. Including a counterclaim

in your writing helps you to prove that yes, your opinion is the best-substantiated / most
widely-
supported one. By giving the opposition a voice and then knocking it down, the writer
demonstrates a deep competence and familiarity with the topic -- provided that s/he can
effectively address the counterclaim.
 Examples:
CLAIM
Hybrid cars are effective cars are an effective strategy to fight pollution.

COUNTERCLAIM
However, some might say that instead of focusing hybrid cars, which still encourages culture
of driving even if it cuts down on pollution, the nation should focus on building and
encouraging use of mass transit systems

TEXTUAL EVIDENCE

Textual evidence as,

 information stated in a given text that is used to support inferences, claims and assertions
made by a student or researcher. Typically, it is used in academic writing.
 considered the basis of argument and analysis in the composition of a critical analysis paper.
 stated in two forms: explicit and inferred. Explicit textual evidence is information that is
directly stated in a text. Inferred textual evidence is information that can be gathered
through clues given thought the text. An inference is an idea or conclusion that's drawn from
evidence and reasoning. An inference is an educated guess. (vocabulary.com)

Evidence includes the following:

 facts and statistics (objectively validated information on your subject);
 opinion from experts (leading authorities on a topic, such as researchers or academics);
and
 personal anecdotes (generalizable, relevant, and objectively considered). (reference.com)

The following questions that help 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?
 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? (elcombus.com)
(Source: https://thesimpleclassroom.com/blog/2020/1/25/three-step-approach-to-citing-text-evidence)
 INFERENCE

 An inference is an educated guess. When you draw an inference or conclusion based on the
evidence, there is a reason you come to that conclusion and that reason likely comes from
the evidence presented within the text. Inferences may be made based on evidence, but an
inference itself is not evidence. Different people may make different inferences based on the
same evidence because inferences also require the reader to apply prior knowledge and
experience to the evidence presented. Because we all have different experiences we bring
to the table, our inferences may be slightly different as we synthesize all information through
our own perspectives and personal lenses.

Using Inference and Evidence as a Reader

 On an assessment test, the questions are likely to ask you to locate key words, ideas, or
details included within the text. That would be evidence. If you are asked to draw a
conclusion or determine what inference can be made, you must synthesize the evidence
provided with your own personal understanding and experience to infer meaning from the
text.

 Writers may steer the reader toward a certain desired inference, but the only aspect they are
able to control 100% is the evidence used to support their claim or make their argument. And
this complex skill as a reader—being able to draw inferences from a text—is applicable to a
variety of reading tasks, not just those for English or those encountered on an exam.
Identifying and evaluating evidence and being able to draw inferences are life-long skills,
applicable far beyond the classroom or any test. (uniontestprep.com)

What I Can Do
Directions: Read the following article. Then, do what is asked.
 Task 1
Let’s Grasp!
Directions: Answer the questions based on the given text. Write your answers on a
separate sheet of paper.

Guide Questions:
 1. What is the article about?

_________________________________________________________________________

2. What happened when the number of COVID-19 cases began to rise in NCR?

________________________________________________________________________

3. What did Manuel Dayrit and his co-authors report in a 2018 review of PHS?

________________________________________________________________________

4. How did COVID-19 affect the Philippine Healthcare System?

_________________________________________________________________________

5. How did you locate the evidence in the given text?

_______________________________________________________________________

Task 2
Let’s Think!
Directions: Complete the statements below based on what you have understood from the
given text. Write your answers on a separate sheet of paper.

(Paraphrase)
The author believes that
_________________________________________________________________________
_________________________________________________________________________

(Direct Quote)
For example, the author points out that
_________________________________________________________________________
_________________________________________________________________________

(Inference)
I think that
_________________________________________________________________________
_________________________________________________________________________

What I Have Learned

My Learning Statement!

Directions: After you have read and answered the activities in this module, complete the
sentence by writing your conclusion about citing textual evidence. Write your
answers on a separate sheet of paper.

I have learned that

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
 Day 3

What’s More
Task 1
Let’s Write!
Directions: Write a reflective essay on the article, “The Philippine health care system was
never ready for a pandemic”. Be sure to provide evidences to your essay. Be
guided with the rubric below. Write your essay on a separate sheet of paper.

RUBRIC FOR SCORING AN ESSAY

COMPONENT 15 pts. 12 pts 10 pts 8 pts. 6 pts 4 pts1

Takes a clear Takes a clear Takes a clear Takes a position Takes a position, Attempts to take a
position and position and position and and provides but essay is position (addresses
supports it supports it with supports it with uneven support; underdeveloped. topic), but position
consistently with relevant reasons some relevant may lack is very unclear OR
well-chosen and/or examples reasons and/or development in takes a position,
Focus
reasons and/or through much of examples; there is parts or be but provides
examples; may use the essay. some development repetitive OR essay minimal or no
persuasive strategy of the essay. is no more than a support; may only
to convey an well-written paraphrase the
argument. beginning. prompt.
Is focused and well Is well organized, Is generally Is organized in Is disorganized or Exhibits little or no
organized, with but may lack some organized, but has parts of the essay; unfocused in much apparent
Organization effective use of transitions. few or no other parts are of the essay OR is organization.
transitions. transitions among disjointed and/or clear, but too brief.
sections. lack transitions.
Consistently Exhibits some Most sentences are Sentence structure Sentences lack Sentences run-on
exhibits variety in variety in sentence well-constructed may be simple and formal structure; and appear
Sentence sentence structure structure and uses but have similar unvaried; word word choice may incomplete or
Fluency and and word choice. good word choice; structure; word choice is mostly often be rambling; word
Word Choice occasionally, words choice lacks accurate. inaccurate. choice may be
may be used variety inaccurate in much
inaccurately. or flair. or the entire essay.
Errors in grammar, Errors in grammar, More frequent Errors in grammar, Errors in grammar, Errors in grammar,
spelling, and spelling, and errors in grammar, spelling, and spelling, and spelling, and
punctuation are punctuation do not spelling, and punctuation punctuation punctuation
Conventions few and do not interfere with punctuation, but sometimes interfere with prevent reader
interfere with understanding. they do not interfere with understanding in from fully
understanding. interfere with understanding. much of the essay. understanding
understanding. essay.
(Source: https://educ5let2012.blogspot.com/2012/07/essay-rubrics-for-evaluation.html)

Day 4

Post Test

Directions: Read the statements carefully and write the letter of your chosen answer. Use a
separate sheet of paper.

1. Why is it important to provide textual evidence?

A. It makes your paragraph longer.
B. It shows that you know what you are talking about.
C. It makes your claim stronger and helps prove your point.
D. It allows your reader to get the important facts from the article without reading the
whole thing.
2. What is an inference?
A. an educated guess
B. evidence that supports your claim.
C. what the story is mostly about.
D. something you have a gut feeling about.
3. It is a type of assertion that conveys sympathy to someone, and usually has two parts: the
first encompasses recognition of the feelings or situations of the other person, and the
second is a statement that shows support for the other person’s viewpoint, feelings, or rights.
A. Basic C. Emphatic
B. Language D. Escalating
4. Which piece of evidence could be used to BEST support this claim:
“High school students should be required to wear uniforms. It provides an opposing
viewpoint to the central claim.”

A. School uniforms can be ordered online.

B. When adding everything up, a school uniform could end up costing more than $200.

C. A student reported, "Allowing us to wear our own clothes gives us a chance to show
our unique style and independence."

D. At one school that recently required students to wear uniforms, attendance rates
went up, and behavior incidents went down.
5. Based on the given text, how do you know Paul works in construction?
Every day after work Paul took his muddy boots off on the steps of the front porch. Alice would
have a fit if the boots made it so far as the welcome mat. He then took off his dusty overalls and
threw them into a plastic garbage bag; Alice left a new garbage bag tied to the porch railing for
him every morning. On his way in the house, he dropped the garbage bag off at the washing
machine and went straight up the stairs to the shower as he was instructed. He would eat dinner
with her after he was "presentable," as Alice had often said.

A. He has tools.

B. He wears a hat.

C. He goes straight up the stairs to shower.

D. His boots are muddy, and his overalls are dusty.

6. Which piece of evidence could BEST be used to prove this claim?
The government SHOULD decide what students eat for lunch.
A. The rules make lunches cheap for students, but they cost schools money.
B. The GAO report said that students in one district refused to eat school lunches for three
weeks.
C. School lunches, on average have only about 550 calories; however, lunches brought from
home have about 850 calories.
D. None of the above
7. What can be inferred from the text below?
Crack! Thunder struck and rain poured. Max stared blankly out the window, trying to
contain his emotions that raged like the weather. He was beginning to lose it. Dropping the
kite from his hand, Max broke out into full sob. His mother comforted him, "There, there,
Max. We'll just find something else to do." She began to unpack the picnic basket that was
on the counter and offered him a sandwich. Max snapped, "I don't wanna sand-mich!" A
flash from the sky lit up the living room. Boom! Mom sighed.
Mom plans to ________________.
 A. take Max to the Zoo C. go to the mall
B. take Max to a movie D. take Max on a picnic

8. The following are the questions that help determine evidence from the text, EXCEPT:
A. What is the format used in the text?
B. What is each one’s relationship to the claim?
C. What questions can you ask about the claims?
D. Which details in the text answer your questions?

9. Which sentence from the passage shows that people need to be more observant when it
comes to reading food labels?
A. In fact, some people who read food labels might actually be putting harmful things into
their bodies.
B. Trying to take into account all aspects of the food you eat is critical to your overall health
and well-being.
C. People often look at the number of carbs on a food's label because they know carbs
contribute to fat.
D. Just because a meal contains a lot of vegetables does not mean it is an equally good
choice for everyone.
10. The sentence, Dogs make better pets than cats is an example of a/an ______.

A.Claim C. Counterclaim

B.Evidence D. Inference
11.What type of evidence is this?
Dr. Jones stated, “When students are given healthy options at school, they are more
likely to eat a well-balanced meal.”
A. fact C. quote
B. statistic D. example

12. Textual evidence that is directly stated in a text is referred as _________

A. explicit C. inferred

B. implicit D. evaluation

13. Which of the following is used to express ideas or feelings directly?

A. assertion C. claim

B. counterclaim D. textual evidence

14.What type of assertion is shown in the given sentence?
“I know this is making you angry and frustrated because you have not gotten a response yet.
But I can help you by giving you an estimate of how long it might take.”

A. basic C. emphatic

B. language D. escalating
15.What type of textual evidence can be gathered through clues given through the text?
A. explicit C. inferred
B. implicit D. evaluation
REFERENCES:

Book:

Dayagbil, F. et. al. (2016). Critical Reading and Writing. Lorimar Publishing Inc. Quezon

City,

Philippines.

Online:

Elcomblus.com (2019). Determining Textual Evidence. Retrieved at

https://www.elcomblus.com/determining-textual-evidence/ on November 20,2020

CNN Philippines 2020. The Philippine health care system was never ready for a pandemic.

Retrieved at https://cnnphilippines.com/life/culture/2020/3/20/healthcare-pandemic

opinion.html on November 22,2020

Literarydevices.net (2020). Assertion. Retrieved at https://literarydevices.net/assertion/ on

November 20,2020

Reference.com (2020). What is Textual Evidence. Retrieved at

https://www.reference.com/world-view/textual-evidence-2e5523a825f478da on

November 20, 2020

Uniontestprep.com (2020). Evidence vs. Inference. Retrieved at

https://uniontestprep.com/tasc-test/blog/evidence-vs inference#:~:text=An
 %20inference%20is%20an%20educated%20guess.%20When%20youevidence%2C

%20but%20an%20inference%20itself%20is%20not%20evidence

Vocabulary.com (2020). Textual. Retrieved at

https://www.vocabulary.com/dictionary/textual

at November 20, 2020

Image:

Cover Page
Retrieved at https://rb.gy/sr1i2e on May 7, 2021

How to find Text Evidence? Retrieved at

https://thesimpleclassroom.com/blog/2020/1/25/three-step-approach-to-citing-text-evidence
on November 21, 2020

Rubrics:

Essay Rubric. Retrieved at https://educ5let2012.blogspot.com/2012/07/essay-rubrics-for-

evaluation.html on November 21, 2020

Poster Rubric. Retrieved at

http://rubistar.4teachers.org/index.php?
screen=ShowRubric&rubric_id=1357669& on November 21,2020

Development Team of the Module

Compiler: Jeoffrey G. Guillen , TIII, Tisa National High School

Editors: Rowena A. Diputado, TIII, Pardo National High School

Angelique B. Villafuerte, MTI, Mabolo National High School

Evaluator: Evelyn R. Pielago, Principal IV, Abellana National High School

 For inquiries or feedback, please write or call:

Department of Education – Division of Cebu City

Office Address: Imus Avenue, Cebu City Telephone Nos.:
(032) 255-1516 / (032) 253-9095
E-mail Address: cebu.city@deped.gov.ph

Printed in the Philippines by DepEd Cebu City Division, ROVII

Office Address: Imus Avenue, Cebu City Telefax: (032) 255-1516 / (032) 253-9095
E-mail Address: cebu.city@deped.gov.ph