Senior High School

Reading and Writing Skills

Module 2
 Lesson Text and Context Connections:
5 Claims in Written Texts

Readers like you, interact with a material through critical reading. In the practice of critical
reading, the readers are not just gathering information; they also judge the importance and
legitimacy of the information gathered by judging the purpose, manner of presentation, and holistic
development of the arguments presented in the text.

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

To properly evaluate the ideas you have gathered while reading, you must be able to know
the different kinds of information which are explicit information and implicit information.
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. 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 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.

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 evidences 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.

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.

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.

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.

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.

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.

Lesson Three types of Claim:

5.1 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
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 objectively?

Types of factual claims (generally "objective")

1. Factual / historical
2. Relational - causal connections
3. Predictive
 Proof requires:

• sufficient and appropriate grounds

• 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.
• The first Mindanaoan President is Rodrigo Duterte.
• The earth is warming rapidly.

Lesson Three Types of Claim:

5.2 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.

Lesson Three Types of Claim:

5.3 Claim of Value
  Claims of Value refers 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 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.

Key to Remember :

 A claim is a statement that is not considered accepted by all. It may be unverified or

controversial to a certain degree.
 There are claims rooted in history or science (claims of fact).
 There are claims that demand action because the present conditions for certain policies are no
longer effective (claims of policy).
 There are claims that assert the morality of an idea based on certain standards or preferences

Lesson Text and Context Connections: Contexts of

6 Written Texts

Being a critical reader also involves understanding that texts are always developed with a
certain context. A text is neither written nor read in a vacuum; its meaning and interpretation are
affected by a given set of circumstances. Thus, there is a need to identify the context of text
development.

What is CONTEXT?

 Context is defined as the social, cultural, political, historical, and other related
circumstances that surround the texts and form the terms from which it can be better
understood and evaluated.
 It also refers to the occasion or situation that informs the reader about why a document
was written.
 Context, according to Moxley, refers to the occasion, or situation that informs the reader
about why a document was written and how it was written. The structure, organization

The way writers shape their texts is dramatically influenced by their CONTEXT. Writers
decide how to shape their sentences by considering their contexts.
Context is important as a foundation for the author in constructing his/her written text. This
includes how the writer has researched the topic and how he/she organized the content.

Moxley posed the following questions on the analysis of context:

1. What is going on in the world of readers that will influence the reader’s thoughts and feelings
about the document?
2. Does the intellectual content of the document rest on the shoulders of other authors? Will readers
expect the author to mention particular scholars or researchers who did the original, ground-breaking
work on the subject you are exploring?
3. What background information can you assume your reader is already familiar with?

Lesson
Text and Context Connections: Hypertext
6.1
Typically, a text is written in a linear fashion. This linear progression only enables the
reader to read the material the way the author designed it from the beginning to end.
HYPERTEXTUALITY allows readers to study a text in a different manner.

In a hypertext, pieces of information are connected semantically. There is an undefined

beginning, middle and end.

Hypertext creates a network of materials linked because of various connections they

share. This encourages and, at times, requires readers to go through the material at their pace.
Hypertextuality according to Amaral, 2010 is
simply a non-linear way of presenting information. Rather
than reading or learning about things in the order that an
author, or editor, or publisher sets out for us, readers of
hypertext may follow their own path, create their own order
– their own meaning out the material.
This is accomplished by creating “links” between
information. These links are provided so that the readers
may “jump” to further information about a specific topic
being discussed (which may have more links, leading each reader off into a different direction).

Instead of reading or learning about things in the order predefined by an author, an editor or a
publisher, the readers of a hypertext can follow their own path, create their own order – their own
meaning out of the material.
 Hypertext is text which contains links to other texts. The term was coined by Ted Nelson
around 1965. It is when you type a word and attach a link to that word so that upon clicking on that
word, the reader is sent to the site attached.
Hypertext is the foundation of the 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.
Hypertext materials include pictures, video materials animated and audio illustrations. All
those possibilities make hypertext materials content high and suitable for educational purposes.
Hypertext connects topic on a screen to related information, graphics, videos, and music –
information is not simply related to 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 wider
horizon of information to a new direction.
A reader can skim through sections of a text, freely jumping from one part to another
depending on what aspect of the text interests him/her. Thus, in reading with hypertext, you are
given more flexibility and personalization because you get to select the order in which you read the
text and focus on information that is relevant to your background and interests.
Take a look at this example:

Every time you search on the web, you see words or clusters of words that are underlined and
are in blue. When you click these words, you will be transported to another site.
Hypertext is a new way of reading a text online. It collects every available data but this
exhaustive inclusion exposes the reader to a wealth of irrelevant material. While intertextuality
banks on its text-generated constraints on the reader’s perceptions, hypertextuality is a reader-
generated loose web of free association.
Information directly/indirectly related to the topic written may be referenced through
hyperlinks in which the reader can access the direct source or reference through a single click.
Hypertextuality, although opens up to a wide variety of mostly irrelevant information, gives
the reader the free will to personalize his or her analysis of the text. The reader may choose to focus
only on the information that is related to his/her background, thus creating a personal meaning out of
the given material.

Lesson
Text and Context Connections: Intertext
6.1
When reading, the readers try to make meaning of the material that they are absorbing
through many different processes. Unintentionally, sometimes, the patterns in the materials read are
apparent in another text. Theorists term this as intertextuality.
 Intertextuality, as defined by Tiongson (2016), is the modeling of a text’s meaning by
another text. Intertext is the relationship between texts and how culture and other writers influence a
text. This is often seen on works wherein the author borrows and transforms an existing text or when
one references a text on his own written work. The text will then contain a wide accumulation of
cultural, historical and social knowledge.
Intertextuality, as a literary device, “is the complex interrelationship between a text and other
texts taken as fundamental to the creation and interpretation of the text” (Merriam Webster
Dictionary, 2015).
Intertext excludes irrelevant data. It underscores the main point/s of the text by making
explicit those data that are only implied or presupposed in the text, thus defining their relevance.
Spurred by this context, a healthy dialogue among different texts and interpretations, audience, is
born.
As readers, the ability to create connections among various texts enhances the meaning of the
reading material.

Lesson Text and Context Connections: Critical

7 Reading as Reasoning

It is important to read critically. Critical reading requires you to evaluate the arguments in the
text. You need to distinguish fact from opinion, and look at arguments given for and against the
various claims. This also means being aware of your opinions and assumptions (positive and
negative) of the text you are reading so you can evaluate it honestly. It is also important to be aware
of the writer's background, assumptions and purposes.

 Critical reading goes beyond recognition of the text’s meaning and restating it in your

. own words.
 A critical reader does not merely skim the text at hand.
 To reach a solid interpretation of a text, the critical reader must dwell on what the text
does by making such remarks beyond what it says. From this, the critical reader must
identify what the text wholly means based on the previous analysis.

Critical reading advances the understanding of the reader by not taking the text by its face
value. It studies the composition’s every nook and cranny until you find the author’s inconsistencies,
oversights, limitations and other reasonable arguments that is often overlooked by a normal reader.
According to the website criticalreading.com, there are three steps of analysis reflecting the three
types of reading and discussion:
1. What a text says – restatement (wherein the reader merely restates what is said in the original text)
2. What a text does – description (wherein the reader discusses aspects of the discussion itself)
3. What a text means – interpretation (wherein the reader analyzes the meaning of the text as a
whole).
Critical reading does not simply ask what the text says but more of how the topic is presented
and why. Critical readers dwell on the distinctive qualities of the text. Readers normally read texts to
obtain facts and knowledge. A critical reader, on the other hand, mulls over the unique perspective
of the author on a particular text and how the facts the author presented arrived at his/her conclusion.

Goals of Critical Reading

Prentice Hall has enumerated the following critical reading skills:

1. The ability to distinguish between fact and opinion
2. The ability to identify the author’s purpose
3. The ability to make inferences
4. The ability to recognize the author’s tone
5. The ability to recognize persuasive techniques

Critical reading involves scrutinizing any information that you read or hear. Critical reading
means not easily believing information offered to you by a text. “Read not to contradict and confute;
nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider” as
Francis Bacon stated in The Essays.
Critical reading is an active process of discovery because when you read critically, you are
not just receiving information but also making an interaction with the writer. The interaction
happens when you question the writer’s claims and assertions and/or when you comment on the
writer’s ideas.
A critical thinker possesses the following characteristics. (Adapted from
skillsyouneed.com)
1. Understands the relation of one idea to another
2. Determines the importance and relevance of ideas and arguments
3. Recognizes, builds and appraises arguments
4. Identifies inconsistencies and errors in reasoning
5. Approaches problems in a consistent and systematic way
6. Reflects on the justification of his own assumptions, beliefs and values
Critical reading ultimately examines the author’s choice of content, language and structure.
The basis of recognizing the purpose of an author is their choice of content and language to use. The
critical reader analyzes the tone and persuasive elements of a text through reviewing the choice of
language used. In recognizing the bias of the text, the critical reader must identify the nature of
patterns of choice of content and language. Critical reading teaches the reader how to not blindly
accept all the presented facts without further examination. This technique allows you to confirm and
present your own argument. The practical starting point of every critical reader is to question
everything you read.
To read critically is to make judgments about how a text is argued. This is a highly reflective
skill requiring you to stand back and gain some distance from the text you are reading.
It is not recommended to read just to look only or primarily for information; instead, read to
look for ways of thinking about the subject matter.
Critical thinking on the other hand, is the ability to think clearly and rationally, and the
ability to understand the relation of ideas presented. Similar to a critical reader, you as a critical
thinker should be able to question ideas and assumptions and should not just accept them without
analyzing if there is truth to them or not.
Critical reading is engaging yourself in a text or any material that you are reading. Although
the word ‘critical” means to express criticism or disapproval about something like a book, movie or
piece of art, etc., critical reading does not necessarily mean that you have to be “critical” of
something that you read.
Critical reading is more engaging yourself about what the author or writer is trying to tell you
in his or her writing, or being focused on the intention or the argument being presented in the
material.
It is exercising your judgement about the material being read, and not just accepting or being
satisfied with everything that is presented by the author without analyzing the points, especially the
author’s opinions whether true, valid or acceptable.

The critical reading strategies are:

1. Annotating. It is the first strategy that you can use as a critical reader. It is underlining or
highlighting the important ideas or points in a text like thesis statement, topic sentence, supporting
details, body of the material and the conclusion.
2. Contextual Reading. In contextual reading, a reader studies the author of the text, the time or
period when the author wrote it and the important events that occurred during the time the text was
written.
3. Outlining. It’s an overview of a document in which information and ideas are arranged according
to hierarchy-the main idea being at the top followed by the rest of the supporting ideas or subtopics.
4. Summarizing. It’s the condensing or writing of a material in the reader’s own words.
5. Paraphrasing. One way of understanding a text better is to paraphrase it. Paraphrasing is putting
or writing a text in your own words but maintaining the original information as given by the author.
6. Comparing and Contrasting. It’s naming the similarities of two or more ideas or information.
7. Evaluating an Argument. A critical reader must not accept anything on face value; instead, he or
she must evaluate whether the claim or the argument that the author is presenting is true and can be
supported by evidence.
8. Reflecting on Challenges to your Beliefs and Values. There are reading materials that will
affect your emotions.
9. Looking for Patterns of Opposition. This strategy should not be confused with number 8
strategy.
10. Judging the Writer’s Credibility. You ask questions to check if the writer of the text is credible
enough to get your approval of what s/he has written.
11. Exploring the Figurative Language. This refers to the language that uses words or expressions
with a meaning different from the literal interpretation.
12. Recognizing Emotional manipulation. Some writers become emotionally manipulative if they
want their readers to agree with them or to believe what they are saying and resort to false and
exaggerated statements or appeals.

A critical reader and a critical thinker therefore, must not depend on the use of their instinct
or intuition when reading. Both must know how to observe, identify, analyze, interpret, infer,
evaluate, explain, solve problems and make decisions. These are the necessary skills a “thinking”
reader should possess. Critical thinking and critical reading therefore, go hand in hand in helping
you develop into a more active learner rather than being passive to the information.

The SQ3R (Survey, Question, Read, Recite & Review) Method is also a commonly used
critical reading strategy.

Lesson FORMULATING EVALUATIVE

8 STATEMENTS

It is essential to express and write evaluative statements. It can provide practical information
of a situation or a reading material based on the judgment through evaluative statements.
With the right amount of understanding and application of evaluative statements, bridging of
communication within and among groups will be more effective and efficient.
The evaluative statement is a statement that you can make to reflect your judgment and
generalization about a text you have read. You may use evidence from the text to formulating
assertions or positive statements about the content of a text and properties of a text you have read.
Another way to formulate evaluative statements is by formulating counterclaims.
 We have discussed that the properties of well-written texts are an organization, which is the
clear and logical pattern, coherence and cohesion refer to connection of ideas, language use or the
choice of words and mechanics, which means proper capitalization, punctuations, spelling, and
grammar. These properties help in assessing and making evaluative statements on the read text.
Now we will discuss writing evaluative statements through assertions and counterclaims to
state them in a very logical manner effectively.
Assertions have different types, such as basic assertion, emphatic assertion, and I- Language
assertion.
Counterclaims are made as a contrast to the perspective of the argument stated.
Evaluative statements express one's judgment and generalizations about a text that you have
read.
One can articulate evaluative statements through assertions and counterclaims.
After reading a certain text, a reader can create positive statements about the content and the
properties of the text. These statements may be declared emphatically as if it is to be understood as a
fact. These are called assertions.
Usually, a text contains a claim which suggests an idea to the reader. In turn, the reader may
have an opposing argument than the writer, which is called a counterclaim.

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.
It is a confident and forceful statement of fact or belief. Its purpose is to express ideas or
feelings directly, for instance, “I have put my every effort to complete this task today. “Standing up
for your rights and not being taken advantage of is one definition of being assertive. It also means
communicating what you really want in a clear fashion, respecting your own rights and feelings and
the rights and feelings of others.
Assertion is an honest and appropriate expression of one’s feelings, opinions, and needs.
A way to convince a critical reader to accept the writer’s claim is to formulate assertions.
Assertions, as defined by Tiongson(2016), are “declarative sentences that claim something is true
about something else.” These sentences may either be statements of truths or opinions. There are
four common types of assertion enumerated by Tiongson.

Tiongson’s Types of Assertion

1. Statement of Fact
This is a statement that can be proven objectively by direct experiences, 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 a sedative.
This statement is a fact because it can be directly verified by experience or reliable research
reports.

2. Statement of Opinion
Opinions are based on facts, but are difficult to objectively verify because of the uncertainty
of producing satisfactory proofs of soundness.
Example: The popularity of sampaguita flowers is most evident in places of worship.
The above statement is an opinion because it is based on an observation that needs to be
proven by studies and repeated observation; there are too many factors involved that makes
explicit judgment difficult.

3. Statement of Convention
 A convention is a way in which something is done, similar to traditions and norms.
Conventions depend on historical precedent, laws, rules, usage, and customs.
Example: The sampaguita belongs to the genus Jasminum of the family Oleaceae.
This statement is a convention because it is based on a classification system made up by
scientists and is acceptable to the scientific community.

4. Statement of Preference
Preferences are based on personal choice; therefore, they are subjective and cannot be
objectively proven or logically attacked.
Example: Sampaguitas are the most beautiful and most fragrant of all flowers.
This statement is a preference because it says a lot about the type of flowers that the writer
likes, instead of objectively comparing the qualities of sampaguitas to that of other flowers.

These are different types of assertion:

1. Basic assertion is a statement used to express the writer's feelings directly, beliefs, and
opinions. This is generally used in writing formal papers like thesis and dissertation.
2. The empathic assertion is a statement used to express empathy or understand the literary
author's feelings and emotions. This generally consists of two parts; the first part recognizes
the situation or even the character's feelings on the text, and; the second part is where the writer
states his stand about the situation.
3. -Language assertion – is a statement used to express feelings and preference of the writer. It
focuses on using the pronoun "I" if the author wants to express negative feelings and opinions,
which can be best used in writing a reflection paper.

To be an effective critical thinker, it is not enough just to be able to identify claims and
assertions. It is also important to have the ability to analyze an argument and counterclaims.
Counterclaims are claims made to rebut a previous claim. They provide a contrasting
perspective to the main argument.
Counterclaims – answer the question “What are other credible possibilities?
The following questions will help you formulate a counterclaim:
• What are the major points on which you and the author can disagree?
• What is the 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?

Steps in Writing a Counterclaim

Step One – Ways to begin counterclaim paragraphs
• Many people believe that . . .
• It is often thought that . . .
• It might seem as if . . .
• While it is common . . .
Step Two – Ways to transition from the opposite side back to your opinion
• What this argument fails to consider is . . .
• This view sounds convincing at first but . . .
• Although the core claim is valid, it suffers from the flaw in its . . .
Step Three – Write a counterclaim. Use one of the sentence starters in step one.
Remember to transition back to your opinion. Use one of the sentences starters in step two.
Counterclaim example:
It is often thought that social studies is the favorite academic class for junior high school
students. However, what this argument fails to consider is that science allows for more hands-on
activities. For example, when studying amphibians, you get to dissect a frog rather than just read
about an event from the past.

Lesson
DETERMINING TEXTUALEVIDENCE
9

You have previously learned that one can give his/ her own assertions on what he/she has
read. Such assertions can be based on fact, convention, opinion or preference and these assertions
lead to formulating claims.
As a critical reader, you should be able to recognize and formulate counterclaims about what
was read. Counterclaims refer to claims that refute previous claim in your readings. It is necessary to
locate evidences provided by the text to prove one's counterclaim.
To clarify one's position on giving counterclaims, you also learned how to formulate
evaluative statements. Reading texts should be examined carefully by identifying evidences that
support the author's claim, finding evidences that support the claim and evaluate if it is worthy for
sharing.
After learning these skills in formulating evaluative statement, you must learn to determine
textual evidences to validate assertions and counterclaims made about a text read.
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.
Let's take this paragraph as a sample essay about the poem:
Harlem by Langston Hughes gives me the feeling, or mood of
anger and depression. It feels like the idea of deferring dreams is hurtful and
maybe even causes one to become resentful before eventually being overcome
by anger. I know this because the poem uses the words "foster like a sore,"
which gives me a feeling of pain. Further, describing deferred dreams as if
they "stink like rotten meat" is an unpleasant image, giving me the feeling of
resentment. Finally, when the poem end with "Or does it explode?" makes me
think of a person who boils over in anger.
Here, the author claimed that the poem gives him the feeling of anger and depression. He
uses exact 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.
In addition, 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.
There are different ways on how you can present textual evidence in your writings. It can be
through paraphrasing or restating the text in your own words, through summarizing or stating in a
shorter way the text and other relevant details to support the idea, through referencing or mentioning
a specific section in the text, and through quoting or directly restating a part of the text.
EXAMPLES of CLAIM with TEXTUAL
WAYS OF PRESENTATION
EVIDENCE
 In the poem Harlem, the author
claimed that a person may feel disappoin ted
Paraphrasing when dream deferred for he questioned the
reader's feeling about withholding dreams. (
What happens to a dream deferred?)
The movie Seven Sundays (2017) is a heart-
warming story and shows the importance of
Summarizing family in our lives. The movie tells about the
Bonifacio siblings who were reunited because
of theirfather who was mistakenly diagnosed
with cancer. It presented the different
The Department of Education ensures
the delivery of quality education and safety of
Referencing 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
Langston Hughes described deferred dreams as
if they “stink like rotten meat” in his poem
Quoting 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

Lesson
Purposeful Writing in the Disciplines
10

Writing a Book Review or Article Critique

What is a Book Review or Article Critique?

A book review or article critique is a specialized form
of academic writing in which a reviewer evaluates the
contribution to knowledge of scholarly works such as
academic books and journal article. A book review or
article critique, which is usually ranges from 250 to 750
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words, is not simply a summary. It is a critical
dates=any&format=search&page=2&que
ry=book+review&sort assessment, analysis, or evaluation of a work. However,
take care not to equate the word “critique” to cynicism
and pessimism. As an advance form of writing, it involves your skills in critical thinking and
recognizing arguments. A book review or article critique is different in movie review that you see in
a newspaper. Although movie review involves the analysis of one’s work, it is written for a general
audience and primarily aims to offer a persuasive opinion. An academic book review or article
critique, on the other hand, addresses a more specific audience and usually offers a critical response
to a published scholarly work. Moreover, book review must not be mistaken for book reports. Book
reports focus on describing the plot, characters, or idea of a certain work.
Book and article reviewers do not just share mere opinion; rather, they use both proofs and
logical reasoning to substantiate their opinions. They process ideas and theories, revisit and extend
ideas in a specific field of study, and present analytical responses.
Structure of a Book Review or Article Critique
Introduction (around 5% of the paper)
• Title of the book/article
 • Writer’s name
• Writer’s thesis statement

Summary (around 10% of the paper)

• Writer’s objective or purpose
• Methods used (if applicable)
https://www.freepik.com/search? • Major findings or claims
dates=any&format=search&query=book

Review/Critique (in no particular order) (Around 75% of the paper)

• Appropriateness of methodology to support the arguments
• Theoretical soundness
• Soundness of explanation in relation to other available information and experts
• Sufficiency of explanation
• Other perspectives in explaining the concepts and ideas
• Coherence of ideas

Conclusion (around 10% of the paper)

• Overall impression of the work
• Scholarly value of the reviewed article/book
• Benefits to the intended audience
• Suggestion for future directions

When writing a book review or article critique, make sure to ask the following:
1. What is the topic of the book or article?
2. What is its purpose?
3. Who are its intended readers?
4. Does the writer explicitly state his/her thesis statement?
5. What theoretical assumptions (i.e., a scientific/logical explanation without evidence) are
mentioned in the book or article?
Are they explicitly discussed?
6. What are the contributions of the book or article to the field (e.g., language, psychology) it is
situated in?
7. What problems and issues are discussed in the book or article?
8. What kind of information (e.g., observation, survey, statistics, and historical accounts) are
presented in the book or article? How they are used to support the arguments or thesis?
9. Are there other ways of supporting the arguments or thesis aside from the information used in the
book or article? Is the author silent about these alternative ways of explanation?
10. What is your overall reaction to the work?

Guidelines in Writing a Book Review or Article Critique

1. Read the article or book to be reviewed carefully to get its main concept.
2. Reread it to get the arguments being presented.
3. Relate the content of the article or book to what you already know about the topic. This will make
you more engaged with the article or book.
4. Focus on discussing how the book treats the topic and not a topic itself. Start your sentences with
phrases such as “this book presents…’ and “The author argues…”
5. Situate your review. This means that your analysis should be anchored on the theories presented
by the book or article writer.
6. Examine whether the findings are adequately supported or not.
7. Analyzed the type of analysis the writer use (e.g., quantitative, qualitative, case study) and how its
supports the arguments and claims.
8. Suggest some ways on how the writer can improve his/her reasoning or explanation.
9. Discuss how the same topic is explained from other perspective. Compare the writer’s explanation
of the topic to another expert from the same field of study.
10. Point out other conclusion or interpretations that the writer missed out. Present other ideas that
need to be examined.
11. Examine the connections between ideas and how they affect the conclusions and findings.
12. Show your reactions to the writer’s idea and present an explanation. You can either agree or
disagree with the ideas, as long as you can sufficiently support your stand.
13. Suggest some alternative methods and processes of reasoning that would result in a more
conclusive interpretation.
Completing a book review or article critique means that you can pinpoint the strengths and
weaknesses of an article or book and that you can identify different perspectives. This task also
equips you with more skills to engage in discussions with an expert and makes you a part of a
community of scholars.

Writing a Literature Review

What is Literature Review?

A literature review is a type of academic writing that provides an overview of a specific
topic. It surveys scholarly work such as academic books (but not textbooks), computerize databases,
conference proceedings, dissertation’s/theses, empirical studies government reports, historical
records, journal article, monographs, and statistical handbooks.
As an advance form of academic writing, a literature review critically analyzes the
relationship among the scholarly works and the current work. It can be written as a stand-alone paper
or as part of a research paper explaining a theoretical framework and related studies. Unlike an
annotated bibliography which presents a summary and synthesis (i.e., linking different sources).
Below are the differences among the sources.
Annotated Book Review Literature Review
Bibliography
Summarizes the Evaluates a book Review Reviews a significant
references and explain number of scholarly work
how important they are in to be identify what is
addressing the research known and not known
questions about a topic

Doing a literature review will test your ability to seek literature efficiently and identify useful
scholarly work. It will also test your ability to evaluate studies for their validity and reliability.
Hence, writing a literature review involves research, critical appraisal, and writing. Everything else
included, a student may take 40 hours to finish a well- written literature review.

Functions of a Literature Review

This type of a review has the following roles.
• Justifies a research questions, method or theoretical and conceptual framework
• Establishes the relevant of the topic
• Provides necessary information to better understand a specific topic or study
• Shows reviewers familiarity and mastery of the topic
• Establishes a niche of the study
• Resolves conflict among contradictory studies

Structure of a Literature Review

Introduction
• Purpose for writing literature review and the importance of the topic being reviewed
• Scope the review
• Criteria used for selecting the literature
• Organizational pattern of the review
Body
• Historical background
• Relevant theories
• Relationship between and among the studies, and how each study advanced a theory
• Strengths and weaknesses of each paper
• Various viewpoints on the topic
Conclusion
• Restatement of the main argument or thesis
• Main agreements and disagreements in the literature
• If stand-alone paper: conclusions; implications; and direction for future studies
• If part of a thesis or research paper: linking of the literature review to the research questions
• Overall perspective on the topic.

Guidelines in Writing a Literature Review

Writing a literature review is composed of three distinct parts ---literature search, evaluation
and analysis of articles and writing the literature review –all of which are discussed below.

Literature Search

1. Review the documentation style (e.g., APA, MLA, Chicago) that you will adopt and be familiar
with its format in relation to writing a literature review.
2. Choose and focus on a topic that you will explain.
3. Determine the kind and number of sources you will be using. Will your literature review be
exclusive to articles or will it include other documents? Will you focus on experimental studies or
will you also include theoretical papers that explain a theory?
4. Survey the available online databases relevant to your topic. These include Proquest, Science
Direct, JSTOR, or Google Scholar. As much as possible, include only the references published by
top journals and publishers.
5. Use relevant keywords when searching for scholarly documents or article. For example, if your
topic is about the impact of Facebook-based e-portfolios on the writing skills of ESL learners, your
possible keywords are Facebook, ESL writing, e-portfolio, portfolio assessment, Facebook-based e-
portfolio, and social networking site.
6. Always include landmark studies or papers (i.e., studies which had remarkably changed the field)
related to your topic.
7. Always evaluate the sources for coverage and currency. Include only those article directly related
to your topic.
Evaluation and Analysis of Articles
Once you have identified and obtained the articles for your review, analyze them before writing the
actual literature review. To do this, you may apply the following steps.
1. Skim the articles and read their abstracts.
2. Group the articles and other documents according to their categories.
3. Take down notes. Focus on the research questions, methodology used, major findings and their
explanation, and conclusion.
4. Summarize the details using a concept map. In this way, you will see the relationship, similarities
and differences among the articles.
5. Write a synthesis of the references you have read before writing the actual literature review.
6. Create an outline. You may look for other literature reviews to serve as models for writing the
outline.

Writing the Literature Review

Once all the materials are ready and you have clear outline of the ideas you want to express, you
may now start the actual writing process.

1. State clearly your thesis or main argument and be guided by it accordingly. Below is an example
of a thesis statement for a literature review.

Because of Facebook’s popularity, many educators have explored its educational use
in the tertiary level.

2. If you say that no studies have been conducted on one aspect of your topic, justify it.
3. Direct the readers to other related literature reviews that cover items which you do not intend to
cover. You may use the citation format “(see Author, year)” or follow the format prescribed by your
chosen documentation style.
4. Never treat a literature review as a series of annotated bibliography.
5. Use headings and subheadings to classify the parts of your topic. For each topic heading, analyze
the differences among studies and look for gaps. Note that each paragraph should focus on one
aspect of the topic.
6. Use effective transitions to make your review easier to read and understand.
7. The body of the literature review can be organized thematically, methodologically or
chronologically.
8. Use direct quotations sparingly.
9. Classify important definitions.

Writing a Research Report

A research report is an expanded paper that presents

interpretations and analyses of a phenomenon based on
experiments and previous information so that the readers can
better understand it. It is a laborious work produced through
formal investigation and scientific inquiry.

Parts of a Research Report

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1. Title Page – contains an informative title that describes the content of the paper, the name of
author/s, addresses or affiliations, and date of submission. Examples of an informative title are the
following:
a. Effects of Facebook on the Academic Achievement of first Year Students
b. Development and Validation of a Software for Detecting Plagiarism

2. Abstract – contains the summary of the research findings and conclusions. It briefly presents the
context of the study, research questions or objectives, methodology, major findings, conclusions, and
sometimes implications. An abstract does not contain any citation or a great deal of statistical results.
Its length ranges from 100 to 250 words.

3. Introduction – explains the current state of the field and identifies research gaps. It is also the part
where the research focus is presented by addressing the identified gaps in the topic. It puts the
research topic in context. It is usually three to five paragraphs long.

4. Literature Review – contains the summary and synthesis of all available sources directly related to
the study. In a research report, the literature review is divided into two sections: related concepts and
related studies.

Related concepts present some of the fundamental concepts needed by the readers to better
understand the study. Concepts and theories are defined, explained, and described. Unlike related
concepts, related studies are based on previously conducted studies directly related to the paper.
Both the related concepts and studies will help the writer explain the phenomena that may arise in
the study.

This section ends with a paragraph that synthesizes all of the studies presented and puts the study in
context. Hence, the last paragraph may include the topic and specific research problems. The length
may range from two to three pages. Note that some cases, the literature review is integrated in the
introduction section.

5. Methodology – describes how the experiments or tests in the research were conducted. It presents
the context within which the study was conducted, the participants, the instruments used, data
gathering procedure, and the data analysis. In discussing the context of the study and the
participants, the number and the demographic profiles of the participants are explained as well as the
place where the study was conducted.

The discussion of the instrument used presents the tools in gathering data. These tools may be in the
form of a questionnaire, interview, focus group discussion, survey, and tests, among others. All of
the instruments used should be described in detail, along with the explanation of how they were
validated. The data gathering sections presents the details on how the data were collected while the
data analysis section presents how the data were analyzed, either qualitatively (coding scheme) or
quantitatively (statistical tools). The past tense is used in writing the methodology.

6. Results – factually describes the data gathered and the tables and graphs that summarize the
collected data. Along with the tables and graphs are their respective interpretations. The flow of the
results section should follow the flow of the research questions/problems/objectives. It is expected
that for each research problem or objective, corresponding results are presented.

7. Discussion – provides an explanation of all the results in relation to the previous studies presented
in the literature review.
In this section, the research problems or objectives, as well as the major findings, are restated in the
first paragraph. The succeeding paragraphs should explain whether the study supports or rejects the
previous findings and explain the reasons for this. New findings uncovered in the research should
also be stated. Similar to the flow of the results, the
discussion part follows the flow of the research problems
or objectives.

8. Conclusion – contains the restatement of the major

findings, the limitations of the study, the
recommendations, and the implications. Note that in some
cases, the conclusion is integrated into the discussion.

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Steps in Writing a Research Report

Writing a research report may seem like a daunting task, but if you break down the process into
small steps, you will be able to accomplish it effectively. The stages of writing a research report also
follow the basic writing process, with the few additions to accommodate and address the different
parts of the report.
1. Select and narrow down the topic. Use any of your preferred prewriting activities to generate
ideas.
2. Conduct a preliminary research by gathering the initial references.
3. Formulate the thesis statement and research questions. A good thesis statement effectively guides
and controls the flow of your paper.
4. Prepare a preliminary outline.
5. Gather additional references. Use the preliminary outline as a guide for this stage.
6. Prepare the pre final outline.
7. Prepare your instruments, such as your questionnaire. Below are some guidelines in preparing a
survey instrument.
Preparing a Survey Instrument
A survey instrument is a document that lists planned questions used to measure attitudes,
perceptions, and opinions of the respondents. It contains responses directly related to each
specific research questions. It can either be in the form of an interview guide or a
questionnaire.
A survey instrument usually has four parts:
 Personal information section for participants/respondents (this is usually optional
since, except for disclosing the gender and age and other general demographic
information, most participants wish to remain anonymous)
 Basic questions that establish the eligibility of the participants/respondents
 Main questions that are directly linked to the research questions.
 Open-ended questions (optional)
When preparing a survey instrument, follow these steps:
Do a preliminary research. You may visit your library or use online sources for this.
Talk to a person who is knowledgeable in preparing survey instruments.
Master the guidelines in preparing a questionnaire or interview guide.
 Clarify your research questions. Be sure that the items indicated in your survey
instruments are directly related to each specific research questions/
Write the instrument using the appropriate format. Get model instruments if needed.
Edit your instrument and match it with your research questions.
Revise when necessary.
Pilot your survey instrument to further improve its quality. This means that you have
to get some respondents (colleagues or a small sample of the target respondents) to
try to answer the instrument and give you feedback. Then, revise the instrument
accordingly.

8. Implement the instrument and gather the data.

9. Analyze the collected data and interpret it through tables and graphs.
10. Write the methodology and result sections.
11. Write the introduction and literature review.
12. Write the discussion. Be sure to link the literature review to the discussion section.
13. Write the conclusion.
14. Prepare the reference list. Be sure to list all the items citied in the body of your paper. It is useful
to keep a separate word document or physical notebook where you can list your reference as you
come across them to make sure you do not leave anything out when you have to prepare the
reference list
15. Edit and format your paper. Observe the proper mechanics.

Guidelines in Writing a Research Report

Now that you are aware of the steps in writing a research report, follow the writing guidelines below
to ensure that your report is well-written.
1. Fifty to seventy-five percent of the paper should be devoted to results and discussion.
2. Be sure to cite all your sources whether they are paraphrased or directly quoted.
3. As with the previous types of written works, use direct quotations sparingly; paraphrase as much
as possible.
4. Strictly follow the required documentation style.
5. Topics should be relevant, interesting, current, and manageable in terms of resources, skills
needed, and time. They should not be too sensitive and too controversial.
6. Research questions should directly address the given topic or thesis statement.

Example:
Title: Effect of Facebook on the Academic Performance of Senior High School Students
Thesis statement: Facebook has an effect on the academic performance of senior high school
students

Research questions:
(1) Does exposure to Facebook affect students’ performance during
examination?
(2) Does exposure to Facebook affect students’ attention span during class activities?
(3) Does exposure to Facebook affect students’ participation in curricular activities?

Writing a Project Proposal

A project proposal is a highly persuasive and informative

documents that aims to address a particular problem or
issue. It is a bid or offer to initiate a project for an
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individual or a group. It usually ranges from 1,000 to 2,500 words depending on the complexity
of
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the project being proposed.
A good project proposal specifies the following:
• Goals and objectives that the project wants to accomplish;
• Project plan that details how the set goals and objectives will be accomplished;
• Financial, human (e.g., experts, consultants), and technical (e.g., equipment and facilities)
resources useful in implementing the project; and
• Budget that specifies how much money is needed and for what purpose it will be spent.

Types of Project Proposal

There are four types of project proposals which vary depending on the context of the problem and
the receiver and sender of proposals.

1. Solicited internal
• It is used when the target reader is within the organization.
• It responds to a specific request within the organization.
• The problem has been identified within the organization and the decision to solve it has been made.

2. Unsolicited internal
• It is used when the target reader is within the organization.
• It is a self-initiated proposal that no one asked for.
• The target reader has not yet identified that a problem exists within the organization; hence, no
decision has been made to solve the problem.

3. Solicited external
• It is used when the target reader is not within the organization.
• It responds to a specific request from someone who is not within the company.
• The problem has been identified and the decision to solve it has been made.

4. Unsolicited external
• It is used when the target reader is not within the organization.
• It is self-initiated proposals that no one ask for.
• The target reader has not yet identified that a problem exists; hence, no decision has been made to
solve the problem.

Parts of a Project Proposal

1. Cover letter
• Introduces the proposals to the reader
• States the project proposal title, date the proposal was requested (if solicited), general purpose and
scope of the proposal, and acknowledgement of people who have contributed to the completion of
the proposals
• Includes the highlights of the proposal and directs the readers to this highlights

2. Title Page
• Includes the project title that is concise and informative
• Includes the lead organization, place and date of project, client’s or donor’s name, proponent’s
name and the department or organization he/she represents, and date of submissions
3. Abstract of Executive Summary
• Includes the objectives, implementing organization, major project activities and total project cost
• Usually composed of 200 to250 words and highlights only the major points; some abstract may be
longer depending on the culture of the funding agency
• Uses a paragraph format

4. Context of the Proposal

• Describes the socio-economic, cultural, and political background in which the proposal is situated.
• Presents data collected from other sources that are relevant to the planning stage

5. Project Justification
• Provides a rationale for the project
• Includes the problem statement that specifies the problem addressed by the project
• Points out why the problem is an issue that requires immediate attention
• Specifies the target group’s needs that arise from the adverse effect of the described problem
• Presents the approach or strategy that will be used to address the problem
• Describes the capability of the implementing organization or group by stating its track record
Note: When writing this section, justify why your organization or group is the best group to
implement the project.

6. Personnel Involved
• List the people involved in the project, their corresponding roles, and their summary of
qualifications

7. Project implementation
• Is divided into an activity plan which specifies the schedule of activities and a resource plan which
specifies the items needed to implement the project
• Describes the activities and resource allocation in detail, as well as the person in charge of
executing the activities
• Indicates the time and place of activities

8. Budget
• Presents the expected income and expenses over a specified time period
• Itemizes the budget

9. Monitoring and Evaluation

• Specifies when and how the team will monitor the progress of the project
• Specifies the method for monitoring and evaluation
• Specifies the personnel in charge of monitoring and evaluation

10. Reporting Scheme

• Specifies the schedule for reporting the finances and progress of the project

11. Conclusion
• Briefly describes the project, the problem it addresses, and its benefits to all stakeholders through a
summary
• Directs the readers back to the good features of the project
• Urges the readers to contact the proponent to work out the details of the project proposals

12. References
• Lists all the references used in drafting the project proposal using the format required the funding
agency

Guidelines in Preparing for a Project Proposal

1. Decide what the problem is and prepare a rough idea on how this problem can be addressed.
2. Develop or select a framework that will help you organize your ideas systematically.
3. Identify the organization that will probably fund your project. These can be government agencies,
non-governmental organizations, private companies, and foundations, and international funding
agencies.
4. Build your project proposal team and appoint a project leader who is responsible for coordinating
activities and communicating with the funding agency.
5. Identify the organization that will probably fund your project. These can be government agencies,
non-governmental organizations, private companies and foundations, and international funding
agencies.
6. Hold and initial meeting with your team to discuss the plans in preparing the project proposal.
7. Allot sufficient time for planning.
8. Involve all the team members by assigning specific responsibilities to them.
9. Be realistic with your project proposal. Make sure that your objectives and activities are within the
given time and resources.
10. Contact the funding agency if some items and requirements are not clear to you.
11. Always put yourself in the shoes of the receiver of the project proposal.

Guidelines in Writing a Project Proposal

1. The title page must be unnumbered but it is considered page I; the back page of the title page is
unnumbered as well; but it is considered page ii. The abstract, which follows after the title page, is
considered page 1 and must already be numbered.
2. Do not use abbreviations on the title page.
3. Attach the curriculum vitae of the personnel who are part of them.
4. In the project implementation section, use a Gantt chart for presenting the timeframe.
5. Write the abstract after you have completed the report.
6. Study the successful proposals that are similar to yours.
7. Be factual but use technical terms sparingly.
8. Choose a reader-friendly format
9. Use sections words to make your proposal more dynamic.

Here is a sample project proposal you can refer to:

I. Project Title:
“Bote Queen”

II. Project Proponents:

This project is headed only by the Supreme Student Government.

III. Project rationale:

 In line with vision-mission of the school, this project will help Promote cleanliness and
awareness of the students about the 3Rs; Reduce, Recycle.

IV. Project objectives:

• To expose students in different environmental activities
• To raise fund and support the Supreme Student Government (SSG) projects
• To promote the awareness of the students

V. Project description:
This project will be accomplished through the help of our officers, faculty and staff, and
the support of the students. Each section will have a representative queen and they are
required to bring bottles for the first and last counting. From their bottles and other
recyclable materials, they will make a presentable costume to be showcased by their
representative and the pageant will begin.

VI. Project Duration:

• Each section will start collecting bottles on march 1,2019 (Friday)
• The first counting will be on March 5,2019 (Tuesday)
• The last counting will be on March 11,2019 (Tuesday)
• The pageant will begin on March 15, 2019 (Friday)

VII. Target Beneficiaries:

The five sections will start collecting bottles will receive an incentive from the Supreme
Student Government (SSG) on their Christmas Party. The collected money will be used
for the LPCA battle that is proposed to be held in October.

VIII. Propose Budget

The only expenses will be prize (trophy, sash, certificates) for the winning sections and
also the reigned Bote Queen. The budget for this is estimated at Php 500-Php1500.

IX. Monitoring and Evaluation

This project will be overall managed by the Supreme Student Government (SSG) and
each adviser of the sections will assist their students for the activities.
Source: http://www.slideshare.com

Writing a Position Paper

What is a Position Paper?

A position paper is a type of academic writing that presents one’s stand or viewpoint on a particular
issue. The main objective of writing a position paper is to take part in a larger debate by stating your
arguments and proposed course of action.

Parts of a Position Paper

1. Introduction
• Write the specific issue, together with its importance and effect to the society.
• Uses a lead that grabs the attention of readers.
• Defines the issue and provide a thorough background.
• Provides a general statement of your position through a thesis statement.
• End the introductory paragraph with a position statement or a stand on the issue. Keep in mind that
one could take only one side of the argument.

2. Body
• The part may have several paragraphs. It may begin with short background information or a
discussion of arguments on both sides of the issue. In each paragraph, an explanation or observation
to clarify the portion of the position statement must be written and then followed by the supporting
evidence.
• State your main arguments and provide sufficient evidence.
• The evidences that can be used are the primary source quotation, interviews with field experts,
recommendation from scholarly articles and position papers, historical dates or events, and statistical
data.
• Provides counterarguments against possible weaknesses of your arguments.

3. Conclusion
• On the last part of writing the paper, summarize and reinforce the concepts and facts presented
without repeating the introduction and its content. It is also optional to include the procedure used to
deal with the issue and your suggested possible solution or recommendation.
• Explains why your position is better than any other position.
• Ends with a powerful closing statement (e.g., a quotation, a challenge, or a question).

Choosing an Issue
1. The issue should be debatable. You cannot take any position if the topic is not debatable.
2. The issue should be current and relevant.
3. The issue should be written in a question form and answerable by yes or no.
4. The issue should be specific and manageable

Guidelines in Writing a Position Paper

1. Begin the writing process with an in-depth research about the issue at hand.
2. Be aware of the various positions about the issue and explain and analyze them objectively.
3. Reflect on your position and identify its weaknesses.
4. Establish your credibility by citing reliable sources.
5. Present a unique way of approaching the issue.
6. Limit your position paper to two pages.
7. Analyze your target readers and align your arguments to their beliefs, needs, interest, and
motivations.
8. Summarize the other side’s counterarguments and refute them with evidence.
9. Define unfamiliar terms at first mention.
10. Use an active voice as much possible. This will make your tone dynamic and firm.
11. Arrange your evidence logically using an inductive or deductive approach.
12. Check your paper for fallacies and revise accordingly.
13. Use ethical, logical, and emotional appeals. Ethical appeals relate to your credibility and
competence as writer, logical appeal refers to the rational approach in developing and argument;
emotional appeals pertain to feelings evoked during arguments. Make sure to check your appeals to
ensure that they are not fallacious
 Lesson
Purposeful Writing for Professions
11

Writing a Resume

What comes to your mind when you hear the word résumé? Do you think it is important for
you to learn how to write a résumé? Why?

Résumé Formats
When you apply for a job or for any work, hiring administrators like the managers usually
require applicants to submit a résumé. To give them an overview of yourself, you need to know the
different formats in making a résumé so that it fits their standard. Below are the three types of
résumé format for you to follow.

1) Chronological Format
The chronological format is used to emphasize the applicant’s work experiences progress. It
starts with the complete work experiences, followed by the educational background. It is best used if
the applicant is applying for a job related to his previous experiences, and has ten to fifteen years

Heading

Objective:

Work Experience: Educational Background:

Skills/Expertise:

Voluntary Activities/Involvement:

work experiences.

2.) Functional Format

Functional format, on the other hand, focuses on the skills, not on the work history. It is
best used if the applicant changed career or if re-entering the industry after a long absence. It is also
used by the high school or college students entering the industry.
 Heading

Objective: Professional Summary: Work

Experience:

Educational Background:

Skills and Expertise:

3) Combination or Hybrid Format

Combination or Hybrid combines the chronological and functional format. It works best if the
applicant is aiming for a career change or wants to present both skills and accomplishment.

Heading

Objective:

Professional Summary: Expertise and Achievements: Work

Experience: Educational Background:

Writing your Resume

Below are the important features of a resume.

1) Heading
The resume heading includes the applicant’s complete name, current address and contact details such
as cell phone number or e-mail address. The heading can be written in the centre or on the left-side.
Make sure that the formatting style, especially the font type, looks professional.

• Example:
Ronan T. Kina-adman
Los-libertadores St. Comon, Mambajao, Camiguin Phone: (088) 387-000
Mobile: (+63) 967 570 1927
e-mail: ronankinaadman@yahoo.com
• Explanation:
The heading contains basic information about the applicant.

2) Objectives
An objective also referred to as job objective or career objective, reflects the applicant’s career goals
and intention for applying for the job. Remember to write a direct and specific objective that
contains what you want to achieve in your career and what the employer could expect from you.

• Example:
To land a job as hotel chamberlain, making every room a home of their own.

• Explanation:
The objective given as an example includes the position and its detailed description.

3) Professional Summary
Professional summary, also referred to as ‘career summary’ or ‘career profile’, showcases your
knowledge and abilities. It includes short recent job summary, together with your soft skills (e.g.
problem-solving capability, adaptability to change, etc.).

• Example:
Good cleaner, a flexible and hardworking. Hotelier with one year experience in providing customer
service, preparing beds and maintaining cleanliness of the hotel rooms.

• Explanation:
This highlights the most valuable and recent job experience of the applicant.

4) Expertise and Achievement

This also refers to the ‘professional skills’ and ‘qualification’ of the applicant. It includes personal
and technical skills including the certifications and recognition received.

• Example: Order Taking Skills

Received recognition as best housekeeper dated October 2004 excellent in finishing room make up
on time

• Explanation:
This is the part where the applicant, with or without experience, can write a detailed description of
his abilities and skills.

5) Work Experience
This is also called "employment history," "relevant experience", or "work history." Work experience
is a part of a résumé where the applicant states all previous employment. If you have no work
experience yet, write first the educational background, and include the optional part Training and
Seminar Attended.

• Example:
Housekeeper
Camiguin Highland Resort (August 2002- October 2005)
• Explanation: The example shows the applicant’s job title, the employer and the length of service.

6) Educational Background
The educational background section can also be labelled as Academic, Academic Qualification or
Education and Certifications. Write the degree together with your major, minor or concentration (if
there is any), school and year attended.

• Example:
TESDA
Camiguin School of Arts and Trades 2001-2002

• Explanation:
The inclusion of educational background from preschool to junior high school is not required in this
part. Mentioning only the details on where and when the applicant got his senior high school and
college degree would be enough.

Tips
• Pass the resume with a cover letter. A cover letter gives the employer an overview why they are
receiving the resume, job posting the applicant is applying for and the matching skills related to the
position.
• A resume is used to apply for a job that contains a summary of an applicant’s personal information,
educational background, skills and work experiences while a Curriculum Vitae (CV) is used to apply
for an academic training or grant that contains a detailed description of a person’s educational
background, academic credential, and achievement.
• It is optional to include the following sections on the resume: Training and Seminars Attended,
Activities and Honors and References.

Writing an Application for Employment

What is an employment application letter?

Employment Application Letter "is a one-page letter, also referred to as the "job application letter"
or "cover letter attached to the resume when applying for jobs. The purpose of writing the
employment application letter is to highlight the applicant’s experiences and personal qualities for
him to be considered for an interview schedule, as well as with the available job position.

Different Letter Formats

The format, including the content and tone of Applicant’s
the employment application letter, depends on Address Date
the applicant’s preference. Employment
application letter or cover letter has three
different formats: full block, modified block and Hiring Person’s Name and Company Address
semi-block format. The content in a cover letter Salutation
are all the same and will vary on the format or
on the placement of each part.

Body
1) Full Block Format
This is the most common layout used in writing cover letter. In this format, all parts are justified to
the left.

2. Modified Block Format

Another common format used is the modified
block format. Modified block is a type of
format where applicant’saddress,
complementary close, signature and sender’s
identification is shifted to the right side. Note
that the first sentence in the body or in each
paragraph is not indented.

Applicant’s Address

Date
3. Semi-Block Format Applicant’s Address
The least used format is the semi-block.
HiringasPerson’s
It is almost the same Name and Company Address
the modified
block format; however, the difference is
Salutation Date
that the first sentence in each paragraph
is indented.
Body
Hiring Person’s Name and Company Address
If there is no required format, it is
recommended to write it in full-block
with one-inch margin on all sides, single
Salutation
spaced and preferably using Times New Complimentary Close
Roman font and twelve point font size. Body (First line is indented)

Complimentary Close

Components of a Letter

1) Heading, Date and Inside Address

The heading includes the applicant’s address to make it easier for the employer to easily contact the
applicant. The date written below the heading indicates the date when the letter was written. The
inside address refers to where and to whom the letter is addressed. Ensure that there is a line in
between heading, date and inside address.

• Example:
Jerome C. Villa Andalucia St. Lumbia Cagayan de Oro CIty
April 03, 2002

Mr. Chris S. Lopez

Human Resource Manager Springhills Mountain Resort Gitago, Cagayan de Oro City

• Explanation:
Written on the first two lines of the heading is the address of the applicant. This includes the street
number, city, state and zip code. The format in writing the date is month-day-year. The inside
address includes the name of the name of the employer or the human resource manager, his job title,
name of the company and address.

2) Greeting or Salutation
Greeting or salutation is written to indicate for whom the letter is. It should start with the word
"Dear" followed by the last name of the receiver. End the salutation with a colon (:). If the name has
not been obtained, address it as “Ma’am/Sir.”

• Example:
Dear Mr. Rozales: or
Dear Ma’am/Sir:

• Explanation:
The greeting or salutation addresses the person concerned with the hiring process.

3) The Body
The most important and critical part in writing the employment application letter is its body. It
includes information on the job the applicant is applying for, where the job posting was seen, and the
skills and experiences the applicant possesses. You can also highlight the reason for a career change,
if there is any. Finalize the letter in two to three sentences by including the reason why the applicant
is perfect for the job and the statement of the applicant’s desire to meet the employer or human
resource person.

• Example:
I am writing to express my interest in the Managerial Position posted at Jobstreet.com last February
12, 2016. As per the qualification posted in your advertisement, I consider myself as one of the
qualified applicant for the said position.
Aside from being a graduate of University of the Philippines, I also have five- year industry
experience in managing a local fast-food chain. I am applying in your good office because I am
seeking for a career growth which I believe your company can provide.
My skills and experiences are included in the resume attached on this letter. Thank you for taking
time in processing my job application papers and I look forward to meet you at your earliest
convenience.

• Explanation:
The body of the letter contains information not seen in the applicant’s resume. In this example, the
applicant clearly indicates the desired position, source of information, qualification and experiences
and reason of career shift.

4) Complimentary Close
Complimentary Close is done to politely finish the letter. Note that the complementary close ends
with comma (,).

• Example:
Sincerely, or
Yours Truly,

• Explanation:
Writing the complimentary close shows that the letter has already ended.

5) Signature and Sender’s Identification

This is considered as the last part of the letter. Write your name on the first line and your title (if
applicable) on the second line. Then sign directly above the first line.

• Example: (Signature) Shiela J. Perez

• Explanation:
It shows the name of the job applicant

Tips
• Make sure the letter is free of errors and does not contain any slang or informal language. This
should be written in a professional manner so it to be considered as a good employment application
letter.
• Limit the letter up to one page only. The employer or human resource person will not have time to
read letter longer than this.
• It is advisable to computerize the letter so that it can be read easily and print it in a good quality
paper.
• The cover letter must not repeat elaborated details written in the resume.
• The applicant must not assume that he is hired after submitting the cover letter.
• The employment application letter is attached to the resume and not the curriculum vitae.
Curriculum Vitae are submitted for academic purpose and not for job application purpose.

Writing an Application for College Admission

College Admission Letter and Essay

College Admission Letter also referred to as the "letter of intent," is a one- page letter required for
college and university admission. The sender writes a letter to briefly discuss his intention for
attending the college program. College Admission Essay, or known as "statement of purpose" or
"personal statement," is an essay written by the student applicant to answer the essay topics given by
the admission office.

Pre-writing
Before you write a college admission letter and essay, you must first determine the program you
want to take, followed by a thorough research on program structure. Then reflect on your purpose in
enrolling the course, your achievements, and future goals. Decide the format to use in writing a
letter. If there is no required format, write the letter in a full-block style, meaning all parts are
aligned to the left, with the format of one-inch margin, twelve-point font size, and single-spaced
paragraph.

Writing your College Admission Letter

1) Heading, Date and Inside Address
Write on the top left the heading that includes your complete address and zip code. It is the address
of the sender. The date should be fully spelled out. The inside address contains the name of the
college or university admission head, his job title (if applicable) and the address of the university. It
is the address of the receiver. Skip a line between the heading, date, and inside address.

• Example:
a) Heading:
B15 L21 Amarillo St.
Brgy. Rizal, Makati 1218

b) Date:
February 16, 2016

c) Inside Address:
Ms. Katarina Katigbak
Officer-in-Charge, Admission Section Office of the Registrar
University of Science and Technology of Southern Philippines Lapasan, Cagayan de Oro City

• Explanation:
The heading is a receiver’s quick reference to the sender’s address and can be used if the letter has to
return. The date indicates when the letter is written, and the inside address refers to whom and where
the letter is addressed.

2) Greeting or Salutation
It starts mostly with the word "Dear" followed by the last name of the receiver. End the salutation
with a colon (:). If the name has not been obtained, address it as “Ma’am/Sir”.

• Example:
Dear Ms. Katigbak:
or
Dear Ma’am/Sir:

• Explanation:
The greeting or salutation addresses the person concerned with the admission process.

3) The Body
The body is the main part of the letter which includes the course you are interested in, reason for
choosing the university, description of academic interest, the basis for them to consider your
application, and plans, if any. Last part will be your request to consider your application for
admission and information on how to contact you.
• Example:
I am writing to inform you of my interest in applying for Bachelor of Science in Biology at your
prestigious school – University of Science and Technology of Southern Philippines.

I am enthusiastic to conduct researches in science. As shown in my scholastic achievements and the

documents attached, I am part of the team that ranked second in the recent National Science
Investigatory Project. The university offers the best tertiary education in the country and is at its
prime in research and publication. Because of this, studying at the university would help me improve
my research skills as I deepen my knowledge of biological science.

I plan to allot most of my time, during and after my studies, in conducting biological research. I
envision myself doing research for the benefit of my countrymen.

I hope for your kind consideration. For any questions or concern, contact me at this number
09675701927

• Explanation:
The body of the letter entails the course chose and the reason for choosing the college as part of his
academic career. The academic achievements related to the course, future goal and a contact detail
of the applicant is also included.

4) Complimentary Close
Complimentary Close is a polite way of finishing the letter. Remember that it always ends with
comma (,).

• Example:
Sincerely, or
Yours Truly,

• Explanation:
Writing the complimentary close shows that the letter has already ended.

5) Signature and Sender’s Identification

This is the last part of the letter. Write your name on the first line and your title (if applicable) on the
second line. Then sign directly above the first line.

• Example:
(Signature)
Shiela A. Canillas

• Explanation:
It shows the name of the college applicant.

Writing a College Admission Essay

Most admission essays have a limit of two hundred to five hundred words and usually answers
assigned topic. The challenge here is to showcase you - as the right candidate - for their university in
a limited number of words. Remember that the purpose of this essay is to know more of your
personality without repeating what is written in the profile or registration form. It should answer the
question or topic clearly.

Introduction
The introduction should catch the attention of the reader. It should contain the main concept for your
essay. You can also restate the question without repeating the exact words.

• Example:
Topic: Explain why you would like to pursue a program in our college.

My goal is not just to finish a degree. It should be finishing a degree in this college.

• Explanation:
This shows the main idea of the essay. It is short, but it captures the attention of the reader.

Content
This is the part where you should answer the topic or question with clarity. Provide justification
based on the experience you have undergone. You can also incorporate the factors that drive you
into finishing your studies.

• Example:
To be enriched holistically to serve the country cannot be possible if without the help of the college.
It is because the college has the best professors in the country – professors that are not only into
teaching but also in moulding the students.

• Explanation:
In this example, the applicant states the personal reason for pursuing a degree. It answers the
question or topic clearly.

Conclusion
To end the essay, write your plans after you graduate from their college. You could also include the
reinforcing statement stating that you are one of the best applicants to their college.

• Example:
After finishing my degree, I am looking forward to working with a research laboratory to be of aid to
our country in adding more scientific knowledge of the world around us. All of this would be
possible with the help of the college.

• Explanation:
The conclusion in this example depicts the long term goal of the college applicant.

Tips
• In writing a college admission letter, use a full-block style or the format prescribed by the college.
• In writing a college admission essay, answer the questions directly and state specific experiences
and or achievements to support your answer.
• Make sure that it is written in a positive tone, well-written and free of errors.

Sample College Application Letter Writing Tips:

• As it is a formal letter, words and phrases should be chosen carefully.
• The language should be simple and easy to understand.
• The content should be short and straightforward.

(Dean’s name)
(College address)

From:
(Your name)
(Your address)

Date (date of writing letter)

Dear Sir/Madam:
I came to know through one of your college students that you are conducting a special workshop for
management students. I am studying ………………. (name of course) in …………….(name of
institute) and would like to attend it. I would like to know if there is any application to be submitted.
If so, I request you to send me the application form to my address.
The training programs you conduct are popular in the industry and I want to take advantage of this
opportunity. I understand that several big names in the industry are associated with the program. Lot
many students belonging to various colleges are interested to participate in the training program and
get benefitted.
Please inform me through email or you can contact me on my telephone number .
I’m looking forward to hear from you.

Yours sincerely,
(Your name)

Writing an Office Correspondence

Office correspondence, also known as the ‘business correspondence’, is a written exchange

of internal and external communication to support all business processes. It has three major forms
including the business letter, business memo and business e-mail that may be used for internal or
external communication. Internal correspondence means that there is a communication or agreement
between departments or branches of the same company, while external correspondence means that
the communication is between the company and another organization or firm. The purpose of the
correspondence is to communicate the information in a clear and professional way.

1) Business Letter
Business letter is the traditional way of communicating information from one company to another or
used in external correspondence. The format can either be full block, modified block and semi-
block. The format used in writing a business letter depends on the requirements set by the company.
Different types of letters are sales letter, order letter, complaint letter, inquiry letter, adjustment
letter, acknowledgement letter, follow-up letter, acknowledgement letter, cover letter, letter of
recommendation and letter of resignation.

Example of an Inquiry Letter

Andalucia St., Lumbia Cagayan

de Oro City

April 26, 2019

Mr. Dehren Jun L. Perez Human

Resource Manager Springhills
Mountain Resort Cagayan de Oro
CIty

Dear Mr. Perez:

I am writing to ask if you have found a person to fill up the position of Operations
Manager as posted on your website. We currently have two qualified applicants that fit
the position.

Attached herewith are the resumes of the applicants, for your perusal. We look forward
to work with you again and hope to hear feedback from you.

Thank you and more power!

Sincerely,

(signature)

Flynt Verlie L. Perez

Explanation:
The letter of inquiry as an example includes the heading, date, inside address, salutation, body,
complimentary close, signature and sender’s information. This letter is an external correspondence
between two difference companies.

2) Business Memo

Business memo is a written communication strictly between the company’s offices to another, or
used in internal correspondence. The difference between a memo and a letter is that the memo has its
title line and series number. The employees tend to read the if the title line is related to their job
description. It is also used to implement internal guidelines or procedures that the employees must
follow. Some types of memos are operational memo, financial memo, request for action, directives,
trip report, field report and dress code memo among others.

Example of Announcement Memo

Happy Learning Center
Analucia St. Lumbia, Cagayan de Oro City Series No. 17 - 261

To: All School Teachers From: The

Head Teacher Date: February 26,

2019 Subject: School Party

In line with the approved budget for the year 2018 - 2019 is the pursuance of the proposed
company outing this coming March 21 to 22 at the San Gregorio Farms and Leisure. We
advise everyone to prepare your sports outfit and toiletries. We look forward to see you enjoy
in our two day company outing.

Thank you for your continuous support.

(signature)

Flynt Verlie L. Perez

Explanation:
The announcement memo includes information about the company outing of the employees. The
company also uses their own letterhead.

3) Business e-mail
Business e-mail is an office correspondence that can either be internal or external. There is no
required format in writing e-mail correspondence but it is expected that the writer maintain a
professional tone. Note that the header of the letter is written on the blank fields including the ‘from’
and ‘to’ fields. ‘From’ contains e-mail from the sender while the field ‘to’ contains the email of the
recipient.

Example of a Business e-mail

From: Flnt Verlie P.

To: Jessa H. jessa@hr.heping.com

Subject: Re: Vacant Position for supervisorship Dear

Ma’am Jessa:

Good day!
In behalf of Areflor Funeral Homes, we extend our deepest gratitude for helping us scout

Explanation:
In the above example, the e-mail correspondence is informal and external. It expresses gratitude
towards the effort made by the manpower agency.

Tips
• Make sure the office correspondence is concise and easy to understand. It is recommended for a
correspondence to have brief sentences and paragraphs for the employees tend to read it quickly.
• Controlling the tone of writing is important in any office correspondence. It should not sound too
formal or too informal.

Claim of Claim of Claim of

Statements
Fact Value Policy
1. Honesty is the best policy.
2. Staying late at night can cause obesity.
3. Smoking can lead to respiratory infection.
4. Be kind for everyone has a hard battle to win.
5. Social media makes every youth share common goals.
6. Extra Judicial Killings lessen the crimes in our community.
7. All students must be strictly prohibited to bring any gadgets at
school.
8. Barkada Kontra Droga would eradicate drug addiction in the
community.
9. Zero Waste Management should be strictly implemented in the
school campus.
10. To compete globally, the Department of Education adapted
the K to 12 curriculum.
11. The use of civil disobedience during the Martial Law struggle
was reasonable, moral, and necessary.
12. The private ownership of automatic and semi-automatic
weapons in the Philippines should be banned.
13. The possibility of an asteroid or meteor hitting Earth is great
enough that the Federal government should be finding plans to
prevent it.
14. The death penalty if used in the Philippines will be
ineffective and impractical.
15. The death penalty if applied in the Philippines will be
immoral.
16. Recovered memory should be disallowed as evidence in
 Philippine courts.
17. Opera is not as entertaining as musical comedy.
18. Generally, public secondary schools in America are not
adequately preparing students for college.
19. Fetal tissue research should not be funded by the Philippine
government.
20. Fetal tissue research is wrong.

Assessment for Lesson 5

NAME :
Instruction: Identify which type of claim the statement is making and put a check (/) inside the box next to
each sentence.

Read the statements carefully, and determine what is being referred to (hypertext, intertext
or context), then write your answers on the blanks provided before each number.

____________________1. This creates a network of materials linked because of various

connections.

____________________2. It is the complex interrelationship between a text and other texts.

____________________3. This refers to the occasion or situation that informs the reader about
why a document was written and how it was written.

____________________4. This is the modeling of a text’s meaning by another text.

____________________5. It is a non-linear way of presenting information.

Assessment for Lesson 7

Name :
Grade Level/Strand :

A. Direction. Identify the critical reading strategy being used in each of the following. Choose the
letter of the correct answer.
a .Recognizing Emotional Manipulation.
b. Reflecting on Challenges to your Beliefs and Values.
c. Contextual Reading Assessment for Lesson 6
d. Judging the Writer’s Credibility
e. Looking for Patterns of Opposition
1. As a reader, you have to be suspicious and be cautious when the writer uses emotionally
loaded words, writes very harsh and abusive things about or against someone or something or
maligns or insults another.
2. Some writers present opposing issues or hints and these are what a critical reader or
thinker may use in his or her analysis of the text.
 3. The critical reader is able to get clues which will help him interpret the work, and
understand the how’s and why’s that made the author write the text.
4. The critical thinker checks if the writer is building a common ground with the readers, or if
s/he is basing his or her reasoning on shared beliefs.
5. This entails the reactions or emotions that you are made to feel by the author when you
read his or her work is a good example of an occasion where you can be able to use this strategy.

B. Direction: Write C if the activity in each item influences you to think critically and P if passively.

1. reading print advertisements

2. watching investigative reports
3. listening to music
4. talking to friends about their school concerns
5. reading comics
6. playing online games
7. watching comedy films
8. planning research
9. listening to politicians
10. painting

Assessment for Lesson 8

Name:
Grade Level/Section :

A. Directions: Choose the letter of your choice from the box. Write your answer on the space
provided before each item.

a. Assertion b. Basic Assertion

c. Counterclaim d. Emphatic Assertion

e. Claim f. I-Language
Assertion

g. Evaluative statement
 1. This generally refers to one's judgment and generalizations about a text that you have read.
2. This refers to positive statements about the content and properties of a text that you have
read.
3. This contrasts with the perspective of the main argument.
4. This is a statement used to express the feelings and preferences of the writer. The author
can express negative feelings and opinions, which may be applied in writing a reflection paper.
5. This is a statement used to express how the person understands the literary author's
feelings and emotions.

B. Directions: Read each item carefully answer the following questions. Choose the letter of the
reasonable and logical evaluation. Write your answer on the space provided.
6. Senior High School students should apply cosmetics in going to school.
a. I agree if it would be appropriate and in moderation.
b. I disagree because students do not need that to achieve better grades.
c. Yes, of course.
d. all of the above
7. "New Normal" is a good practice to prevent the increase of COVID-19 cases.
a. Yes, it is better to stay home
b. I disagree because the more we follow the "new normal," the more cases of COVID-19.
c. "New Normal" is a health protocol that needs to be followed.
d. None of the above
8. Online classes are accessible to all public schools.
a. Yes, I agree based on the Wi-Fi-for-all program.
b. Not all public schools established internet connectivity.
c. No, I disagree.
d. Not all households can afford to pay for connectivity.
9. All students must have new smart cell phones for the online classes.
a. Yes, I agree because it will be helpful.
b. I disagree, a new laptop would be better for online classes.
c. I disagree because practically, students can make use of what they already have.
d. I agree because I also want to have one.
10. Students will not learn from modular classes compared to face-to-face classes.
a. Students can still learn when consistently done and with the help of household partners.
b. Students will not learn that much.
c. I agree, face-to-face classes are better.
d. I disagree; modular classes include everything that needed to be answered.

C. Directions: Read each item carefully and answer the following questions. Choose the letter of
appropriate evaluative statement to the text or situation. Write your answer on the space provided.

11. The text states, "We must all help to save the planet." What is the best evaluative
statement?
a. It is a mandate to be followed by all.
b. Most people do not care about the planet anymore.
c. The intention is to encourage more people to care about cleanliness and the like.
d. Earth hour is expected in the years to come.
 12. The text states, "Only the rich are becoming richer." What is the best evaluative
statement?
a. Most rich people invest their assets in businesses; this generally promotes an increase in
net worth.
b. Rich people share their assets within their families.
c. The poor will never be rich in the future.
d. Most rich people make use of their money to show how rich they are.
13. The article claims that "Corruption will end in the new administration." What is the best
counterclaim?
a. The new administration can bring recent management changes.
b. The new administration will not merely end corruption.
c. Corruption will not end in the new administration.
d. Corruption will be minimized in the new administration.
14. "The researcher believes that the conduct of the study will be feasible." Which among the
statements best describes an assertion?
a. The researcher believes that the conduct of the study will be achievable.
b. The conduct of the study is feasible.
c. It is with confidence that the conduct of the research is feasible.
d. The researcher will conduct the study.
15. Situation: You want to share your ideas about the series you have watched recently
entitled "The Crown." How do you state an I-Language Assertion out of this situation?
a. The series depicts the royal family's life, which gives the viewers a grasp of what is
happening in the royal houses. Hopefully, it should not expose confidential details of the
monarchy.
b. The series depicts the royal family's life, but hopefully, it should not expose confidential
details of the monarchy.
c. "The Crown" depicts the secret life of the monarchy.
d. It raises many issues in the royal family and their strict protocols and how it affects the
future of the monarchy.

D. Directions: Choose the letter of the best answer. Write your answer on the space provided.

16. It is the main argument presented by the author to the reader, which may be agreed upon
or not.
a. Assertion b. Counterclaim c. Claim d. Critical Reading
17. This refers to the statement you make to reflect your judgement and generalization about
a text you have read.
a. Evaluative statement b. Counterclaim c. Claim d.
Assertion
18. These are declarations made emphatically, especially as part of an argument or as if it is
to be understood as a statement of fact.
a. Evaluative statement b. Counterclaim c. Claim d.
Assertion
19. "The result presents a high possibility for students to pass the exam due to the high
percentage of easy questions." This statement is an example of .
a. I-Language Assertion b. Emphatic Assertionc. Basic Assertion d.
Counterclaim
20. "I understand that you are too busy with your work, but I need your help in setting up the
venue for my daughter's birthday." This statement is an example of .
 a. I-Language Assertion b. Emphatic Assertionc. Basic Assertion d.
Counterclaim

Assessment for Lesson 9

Name:
Grade Level/Strand:

A. Analyze the paragraph and answer the following questions. Write it in your answer on the space
provided.
After work, Domeng takes off his muddy boots at the doorstep. Ditas would check if the boots
were placed on its rack. He then places his soiled clothes in the laund1y basket and places his
toolbox in the cabinet. She tells him to freshen up before eating dinner. Then, Domeng goes straight
to the shower. Ditas sets the table while waiting for him, and dines with him afterwards.

1. What type of work does Domeng do?

A. a lawyer B. a doctor
C. a garbage collector D. a construction worker
2. Based on the text, how do you know Paul works in construction?
A. He has tools. B. He wears a hat.
C. He goes to shower upon coming home. D. His boots are muddy, and his
clothes are soiled.
3. What type of person is Alice?
A. Carefree and calm B. Sad and angry
C. Messy and sloppy D. Meticulous and organized
4. What type of relationship do Domeng and Ditas have?
A. They are colleagues B. They are neighbors
C. They are brother and sister D. They are husband and wife
B. Analyze each argument below and choose the correct letter of answer. Write your answer on the
space provided.
5. Argument: School uniforms are very beneficial in schools today. Which would be a claim
for this argument?
A. Uniforms in schools increase student safety.
B. Uniforms do not allow students w express their individuality.
C. Bullying and attacks are not stopped just because of uniforms.
6. Argument: Milk is very healthy for the human body. Which could be a counterclaim for
this argument?
A. Milk helps to strengthen bones.
B. Drinking milk contributes to obesity.
C. Milk provides many healthy vitamins and minerals for the body.
7. Argument: Cell phone radiation is harmful to people. Which would be a claim for this
argument?
A. Cell phone radiation is not powerful enough to cause cancer.
B. There are regulations and limits on how much radiation is allowed in cell phones.
C. Studies show that there is a correlation between cell phone radiation and brain
tumors.
 8. Argument: There are several disadvantages to social media. Which would be a
counterclaim for th is argument?
A. Social media is not private or secure.
B. Social media spreads false information.
C. Social media allows news to be broadcasted quickly.
9. Argument: There are several disadvantages to social media. Which would be a claim for
this argument?
A. Social media allows police to catch criminals.
B. Social media helps students do better in school.
C. Students who use social media often have lower grades.
10. Argument: College athletes should be paid. Which would be a claim for this argument?
A. College athletes are not professionals; they are just playing at an advanced level.
B. College athletes bring in money for the college because people pay to come watch
them play.
C. College athletes would have to pay taxes and likely not be able to afford tuition
expenses if they were paid.

Assessment for Lesson 10

Name:
Test 1: Write T if the statement is true and F if false. Write your answer on the space provided.
1. A review or a critique involves higher-order thinking skills.
2. A book description is similar to a book review.
3. A book review or article critique uses the organization of ideas.
4. A book review or article critique presents the strengths and weaknesses of a reading
material.
5. A book review is exclusive for professionals.
6. More than half of the review should be devoted to the summary.
7. The name of the author and title of the reviewed article is placed at the end of article
critique.
8. The purpose of an article critique is to inform and persuade readers.
9. The reviewer’s overall impression of the work should be placed in the introduction.
10. When reviewing a book or article, only one perspective should be used.
11. A literature review requires skills in summarizing but not in synthesizing information.
12. A literature review is an example of academic writing.
13. A literature review is limited only to articles.
14. A literature review requires skills in selecting sources.
15. A literature review shows a research gap.
16. Direct quotation should be used as frequently as possible.
17. Writing a literature review involves higher-order thinking skills.
18. The main purpose of making a literature review is to analyze literary texts such as short
stories and novels.
19. The quality of review is dependent on the quality of the reviewed articles.
10. The scope of the review should be indicated in the introduction.
11. The research report follows a format similar to that of an academic essay.
12. The abstract should be written prior to writing a conclusion.
 13. An informative title is preferred when writing a research report.
14. The conclusion contains the details of the finding obtained from the study.
15. Gathering references can be done recursively.
16. It is better to have as many direct quotations as possible.
17. Majority of the paper content should be devoted to literature review.
18. Survey instruments should be aligned to research questions.
19. Tables and graphs for the gathered data are presented under the introduction section.
20. The discussion section presents the procedure undertaken to compete the study.
21. The introduction contains the purpose of the study and the current state of the field of the
study.
22. The literature review contains the explanation of relevant concepts and related studies.
23. The methodology contains the description of participants and instruments.
24. Title and thesis statement are written differently.
25. Two different documentation styles can be used in one research report.
26. A good position paper considers all possible views on the issue at hand.
27. An issue is a crucial component of a position paper.
28. An issue is debatable if it cannot be answered by yes or no.
29. Audience analysis will help you write a more persuasive position paper.
30. One way to establish your credibility as a writer is to boast about your credentials.
31. Opinions are better than facts in supporting arguments.
32. Statistics can be used as evidence to support an arguments.
33. The main goal of a position paper is to inform readers.
34. The strongest type of appeal in a position paper is logical appeal.
35. Your position should be restated in the concluding paragraph.
36. The content of a position should have only one paragraph.
37. The most important thing in writing your position paper is how many sources you have to
support your argument.
38. A position paper must answer specific questions vital in presenting your argument.
39 . The purpose of a position paper is to generate more issues.
40. In the position paper you should validate your position with authoritative references or
primary source quotations.

Test II. Instructions: Read each sentence carefully. Choose your answer by writing the letter of your
choice on the space before each number.

1. It is an evaluation report of previous studies related to the subject matter of an academic

paper.
A. Book Review C. Article Review
B. Literature Review D. Movie Review

2. It is a problem-solution text that aims to persuade its reader to grant funding on the project.
A. Project Proposal C. Project Material
B. Project Cost D. Project Budget

3. It is a critical assessment, analysis, or evaluation of a work

A. Book Review C. Article Review
B. Literature Review D. Movie Review
 4. It is an expanded paper that presents interpretations and analysis of a phenomenon based
on experiments and previous information
A. Book Report C. Scientific Report
B. Research Report D. Survey Report

5. It contains a summary and synthesis of all available sources.

A. Book Review C. Article Review
B. Literature Review D. Movie Review

6. The main purpose of this writing is to persuade book readers of a particular genre or
researchers in a specific field
A. Article Review C. Book Review
B. Literature Review D. Movie Review

7. It expresses a writer’s position on an issue and the reasons for the writer’s stand.
A. Review Paper C. Position Paper
B. Book Paper D. Term Paper

8. It has a purpose to persuade or make the readers believe that the writer’s opinion is
probable or should be considered by a decision- making group.
A. Position Paper C. Book Paper
B. Review Paper D. Term Paper

9. It is a laborious work produced through formal investigation and scientific inquiry.

A. Book Report C. Scientific Report
B. Research Report D. Survey Report

10. It is highly persuasive and informative document that aims to address a particular
problem or issue.
A. Project Proposal C. Project Material
B. Project Cost D. Project Budget

Assessment for Lesson 11

NAME :
Write ( ∕ ) if the statement is true and ( X ) if false. Write your answer on the space provided before
the number.

1. A resume is essential in helping you land a great job.

2. Employers prefer to read chronological resumes.
3. Use of personal pronouns (i.e... I, you, we, he/she, they) is highly recommended.
4. Use of color and fancy font will ensure that your resume will be noticed and read.
5. An ideal resume is about 2 pages.
6. Abbreviations must be spelled out.
7. Resumes should be written in past tense.
8. Include every detail of your employment history, (e.g. months).
9. A resume should read like a job description.
 10. Use strong action verbs to describe your accomplishments
11. The effectiveness of taking risks with the opening paragraph of your letter depends
greatly on the field in which you are seeking a job.
12. Employers like candidates to express a willingness to perform any available job.
13. If you are not fully qualified, it's always best to discuss the reasons why you aren't fully
qualified in the letter.
14. Its okay to mention skills gained in school even if they have nothing to do with the job
sought.
15. Transferable skills should be portrayed both in the resume and in the cover letter.
16. Visiting a school and applying is really all I need to do to make myself known to the
admissions office.
17. Most of the country’s top-tier schools are very expensive and unaffordable for the
average person.
18. Your essay should highlight something about you that the admissions office couldn’t
learn anywhere else on your application.
19. College admissions officers are looking up applicants online and on social media.
20. Extracurricular activities only matter during the school year.

TEST II-B: Read each item carefully. Write the letter of the correct answer on the space provided
before the number.

1. Which of the following BEST describes a cover letter?

A. make a good first impression B. answer the question "Why should I hire
you?"
C. present your qualifications directly D. all three
2. In which paragraph of a cover letter does the reader sell himself or herself?
A. First B. Second C. Third D. Fourth

3. Applications are used by:

A. some employers B. all employers C. most employers D. only
large firm

4. It is a piece of paper which contains a summary of an applicant’s personal information,

educational background, skills and work experiences.
A. Business Letter B. Application Letter C. Resume D. Memo

5. A type of resume format used to emphasize the applicant’s work experiences progress. It
starts with complete work experiences, followed by the educational background.
A. Application Letter B. Functional Format C. Chronological Format D. Hybrid

6. This is the most common layout used in writing cover letter. In this format, all parts are
justified to the left.
A. Full block B. Modified Block C. Semi-block D. Normal

7 . This is the least used format in writing an application letter. It is almost the same as the
modified block format; however, the difference is that the first sentence in each paragraph is
indented.
A. Full block B. Modified Block C. Semi-block D. Normal
 8. It is one of the components of a letter which includes the applicant’s address to make it
easier for the employer to easily contact the applicant.
A. Heading B. Body C. Complimentary close D. Date

9. The most important and critical part in the components of a letter. It includes the
information on the job the applicant is applying for, where the job posting was seen, and the skills
and experiences the applicant possesses.
A. Heading B. Body C. Complimentary close D. Date

10. It is referred to as the “letter of intent”, and is a one page letter required for college and
university admission. The sender writes a letter to briefly discuss his intention for attending the
college program.
A. College Admission Letter B. Application Letter C. Business Letter D. Letter
of plea

11. Referred to as ‘career summary’ or ‘career profile’, it is one of the features in writing a
resume.
A. Professional summary B. Body C. Work Experience D. Objective

12. This is considered to be the last part of the letter. The name is written on the first line
(also the title if applicable) on the second line then, a signature above the first line.
A. Heading B. Signature C. Body D. Date

13. It is the traditional way of communicating information from one company to another or
used external correspondence.
A. Business Letter B. Business Memo C. Business Email D.
Friendly Letter