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READING AND
WRITING SKILLS
Quarter 3 – Module 7: Textual
Evidence
(Second Semester)
Reading and Writing Skills – Grade 11
Alternative Delivery Mode
Quarter 3 – Module 7: Textual Evidence
First Edition, 2020

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 11
READING AND
WRITING SKILLS
Quarter 3 – Module 7: Textual
Evidence
(Second Semester)

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Introductory Message
For the facilitator:

Welcome to Reading and Writing Skills Alternative Delivery Mode

(ADM) Module on Textual Evidence!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in
the body of the module:

For the learner:

Welcome to Reading and Writing Skills Alternative Delivery Mode

(ADM) Module on Textual Evidence!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the

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 lesson to take. If you get all the answers
correctly, you may decide to skip this module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to strengthen your understanding
and skills of the topic. You may check the
answers in the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or open-ended

statements to be filled in to process what you
learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also develops retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.

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 5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You can
do it!

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 What I Need to Know

Learning Competency:

Determine textual evidence to validate assertions and counterclaims

made about a text read. (EN11/12RWS-IVac-10)

What I Know

Direction: Read each item carefully. Choose the correct answer by writing the
letter on the space before each number.

_______ 1. It is information gathered from the text that supports your

evaluative statements.
A. Assertion C. Textual Evidence
B. Evaluative Statement D. Counterclaim

_______ 2. It is a statement used to make a declaration or to express strong

belief on a particular topic, often without evidence.
A. Assertion C. Textual Evidence
B. Evaluative Statement D. Counterclaim

_______ 3. It is a statement that you can make to reflect your judgment and
generalization about a text that you have read.
A. Assertion C. Textual Evidence
B. Evaluative Statement D. Counterclaim

_______ 4. These are statements that oppose the claims of the writer in the
text.
A. Assertion C. Textual Evidence
B. Evaluative Statement D. Counterclaim

_______ 5. In formulating assertions and counterclaims about a text, it is

important to support one’s statement with __________.
A. Assertion C. Textual Evidence
B. Evaluative Statement D. Counterclaim

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 _______ 6. It is the act of mentioning a specific section of the text like an event
or action.
A. Referencing C. Summarizing
B. Paraphrasing D. Quoting

_______ 7. It is stating a part of a text in the exact way it was written.

A. Referencing C. Summarizing
B. Paraphrasing D. Quoting

_______ 8. It is restating the text in your own words.

A. Referencing C. Summarizing
B. Paraphrasing D. Quoting

_______ 9. It is restating the text in a shorter way using your own words.
A. Referencing C. Summarizing
B. Paraphrasing D. Quoting

_______ 10. Textual evidence weakens the assertion or counterclaims about

a text.
A. True C. Maybe
B. False D. It depends

Lesson
Textual Evidence
1

What’s New

Reading as a critical element of literacy is very essential for individuals’

success. It is one of the ways that we use language in our daily life to gather
information, communicate with others and for enjoyment. Hence, reading
always occurs in context. Thus, when you read and evaluate the text you are
reading, it is important to validate your assertions and counterclaims with
valid evidences to produce meaningful evaluative statements.

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 What Is It

In formulating assertions and counterclaims about a text, it is

important that you support your statements with textual evidence.

What is textual evidence?

Textual evidence is information gathered from the text that supports

your assertion or counterclaim about the text. It refers to any proof of an
argument, a claim, a counterclaim, an assertion cited in the text leading to a
conclusion.

In expressing your judgment about the text,

1. First, state your idea about the text.

2. To determine evidence from the text, look for clues and keywords that
support your idea about the text.
3. Quote or paraphrase the part of the text that helped you come up with
your idea.
4. Use quotation marks to quote a part of the text. If it is from a book,
indicate the page number at the end of your sentence.
5. Lastly, express how the quote supports your idea.

In citing textual evidence, you need to quote, paraphrase or refer to the

very specific part of the text where you can use to support your own thoughts
and ideas.

Below are types of textual evidence:

Referencing. This is the act of mentioning a specific section of the text like
an event or action.

Examples:

• According to Fussell, „The Oxford Book of English Verse presides over

the Great War in a way that has never been fully appreciated’ (159).
• Strickland tells the story of Minty Nelson, a 27-year-old Seattle
University employee and student, whose encounter with a census
worker epitomizes the identity battle faced constantly by multiracial
people.
Paraphrasing. This is restating an author’s or someone else’s work using
your own words without losing the original idea of the text.

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Summarizing. This is stating the essential ideas together of the text in a
shorter way.

Quoting. This is stating a part of a text in the exact way it was written.
Example:

• Samantha King, a forensic specialist, stated that ―DNA evidence is

usually indisputable.
• According to Confucius, ―You can’t open a book without learning
something.

Support your statements with textual evidence to come up with strong or

solid arguments and make your ideas more credible. You can come up with

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good textual evidence by selecting the most relevant section of the text that
strongly supports your statement about the text.

Why do you need to determine textual evidence?

The need to answer questions after reading a text and or to share our
ideas enables us to go back to what we have read and give evidence from it to
prove that you are not just manufacturing your thoughts. Oftentimes, when
we you are asked about how nice a movie was, you need to cite part or parts
of the movie which could support your thoughts that it was indeed a very nice
movie worthy to be watched. What you are doing is using textual evidence.

Example: Eric often gets wet on Saturdays. He wakes up at 6 o‟clock in the

morning and goes straight to the faucet. He prepares a basin, soap, shampoo
and a stool. One by one, he calls out his fur friends for the Saturday mornings
“ritual”.

Question: Based on the text, what is Eric’s work on Saturday mornings?

a. Washes clothes

b. Cooks for breakfast

c. Baths his pets

d. Preparing for work

Textual Evidence: One by one, he calls out his fur friends for the Saturday
mornings “ritual”

What’s More

Direction: Read the passages carefully. Write the letter of your choice on the
space before the number.
A lot of people waste time driving around when they are lost. This can be
avoided by asking other people for direction. The trick is to find a person
who would point the right direction.
_____ 1. Which of the following is an assertion regarding this text?
A. People should ask directions from strangers when they are lost so
that they do not waste time driving.
B. I agree with the claim of the writer that people should ask directions
from strangers to save time by asking someone reliable such as gas
station attendant.

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 C. I disagree with the claim of the writer that people should ask
directions because they might end up getting lost longer if a stranger
gives them wrong directions.
D. All of these are correct.
_____ 2. Which of the following is a counterclaim about the text above?
A. People should ask directions from strangers when they are lost so
that they do not waste time driving.
B. I agree with the claim of the writer that people should ask directions
from strangers to save time by asking someone reliable such as gas
station attendant.
C. I disagree with the claim of the writer that people should ask
directions because they might end up getting lost longer if a stranger
gives them wrong directions.
D. All of these are correct.
______ 3. “A handshake does not mean the same thing around the world.”
Which of the following is the best paraphrase?
A. A handshake does not mean the same thing around the world.
B. Internationally, a greeting by shaking hands is not the same.
C. A handshake means something different around the world.
D. All of these are correct.

______ 4. “Climbing mountain is dangerous activity.” Which of the following is

the best paraphrase?
A. A perilous sport is climbing mountain
B. Climbing mountains is dangerous activity.
C. Climbing mountains can be an unsafe activity.
D. None of these are correct.

The Leboyer method of childbirth seeks to protect a newborn’s delicate

senses from the shock of bright lights, harsh sounds, and rough handling. After
the baby’s head has begun to emerge, lights are dimmed and the delivery room
is quieted. The baby is not held by the ankles and slapped to encourage the
first breath; Leboyer states that since the fetus’’ spinal column has never been
in a straight position; this kind of handling is a severe shock to the infant.
Instead, the baby, with the umbilical cord still attached, is gently placed on the
mother’s abdomen until breathing begins naturally. At this point, the baby is
rinsed in a tepid bath, rather than weighed on a cold scale. Babies born this
way are usually relaxed and smiling, not tensed and screaming. Some studies
of Leboyer babies and standard-delivery have shown that Leboyer children are
slightly more physically advanced and quicker to learn. Parents of Leboyer
children, in general, saw the birth as a positive and exhilarating experience.

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 _____ 5. Which sentence best summarizes the selection?
A. The usual method of childbirth subject newborns to bright lights, harsh
sounds, and rough handling.
B. In the Leboyer method of childbirth, a newborn’s first breath is never
encouraged by the common process of holding the infant by the ankles
and slapping it.
C. The Leboyer method of childbirth, designed to protect a newborn’s
delicate sense from the shock of standard deliveries, has positive
effects.
D. All of these are correct.

What I Have Learned

Remember!

What I Can Do

Direction: Cite the strongest piece of textual evidence to support your

assertion and counterclaim.

An excerpt of Meat Culture By Steve Pavlina

When I see a piece of flesh on someone’s plate, I also see the processes
that brought it to their plate. Some people argue that plants may be harmed by

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being eaten. I happen to agree. If we care about minimizing harm to plants, then
we’ll do much less harm by eating them directly as opposed to grinding them
up, feeding them to animals, and then grinding up and eating the animals. If
we stopped growing crops to feed to animals and fed those crops to people
directly, it’s estimated that we’d have enough food to feed the whole planet five
times over. So if you do actually care about plants, then you can greatly reduce
your plant harm by eating plants directly. Another way to reduce harm to plants
is to favor fruits that can be eaten without killing the plants. You can eat a wide
variety of fruits, both sweet and non-sweet, without seriously hurting the plant
that spawned it. And that same plant will often continue to bear even more fruit.
I think a more sensible and realistic approach is to keep leaning towards a more
conscious, compassionate, and ecologically sound way of eating.

If you want to argue that we should model predators’ diets to justify meat
culture, I encourage you to go ahead and try being a truly predatory person for
a while. Do it consciously. Prey on the weak. See where that takes you.
Source: (Pavlina, 2014) http://www.stevepavlina.com/blog/2014/06/meat-culture/

Write your assertion with textual evidence.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Write your counterclaim with textual evidence.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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 Assessment

Direction: Read each item carefully. Choose the correct answer by

writing the letter on the space before each number.
_______ 1. It is information gathered from the text that supports your
evaluative statements.
A. Assertion C. Textual Evidence
B. Evaluative Statement D. Counterclaim

_______ 2. It is a statement used to make a declaration or to express

strong belief on a particular topic, often without evidence.
A. Assertion C. Textual Evidence
B. Evaluative Statement D. Counterclaim

_______ 3. It is a statement that you can make to reflect your judgment

and generalization about a text that you have read.
A. Assertion C. Textual Evidence
B. Evaluative Statement D. Counterclaim

_______ 4. These are statements that oppose the claims of the writer in
the text.
A. Assertion C. Textual Evidence
B. Evaluative Statement D. Counterclaim
_______ 5. In formulating assertions and counterclaims about a text, it
is important to support one’s statement with __________.
A. Assertion C. Textual Evidence
B. Evaluative Statement D. Counterclaim
_______ 6. It is the act of mentioning a specific section of the text like
an event or action.
A. Referencing C. Summarizing
B. Paraphrasing D. Quoting

_______ 7. It is stating a part of a text in the exact way it was written.

A. Referencing C. Summarizing
B. Paraphrasing D. Quoting

_______ 8. It is restating the text in your own words.

A. Referencing C. Summarizing
B. Paraphrasing D. Quoting

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_______ 9. It is restating the text in a shorter way using your own words.
A. Referencing C. Summarizing
B. Paraphrasing D. Quoting

_______ 10. Textual evidence weakens the assertion or counterclaims

about a text.
A. True C. Maybe
B. False D. It depends

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What’s More What I Know/Assessment
1. B 1. C
2. C 2. A
3. C 3. B
4. A 4. D
5. C 5. C
6. A
7. D
8. B
9. C
10. B
Answers Key
References
Explicit and Implicit Information. Retrieved from
https://link.quipper.com/en/organizations/547ffb8bd2b76d0002002
618/curricul um#curriculum

McGaan, L. PhD. (2016). Argumentation. Retrieved from

https://department.monm.edu/cata/mcgaan/classes/cata335/Oclai
ms.335.html Olivieri, P. (n.d.). How to Teach Text Evidence: A Step-by-
Step Guide. [online] Rockin Resources. Available at:
https://blog.teacherspayteachers.com/teach-textevidence/ [Accessed
28 Aug. 2019].

Perez, R.E. (2014). Exit essay: Save the Filipino language. Retrieved
from http://rjaperez.tumblr.com/post/95149266012/exit-essay-save-
the-filipinolanguage

Reid, S. (n.d). Claims for Written Argument. Available @

https://www.mesacc.edu/~paoih30491/ArgumentSampleClaimofFact
Def.html Dayagbil, Felomina, et. Al (2016). Critical Reading and Writing
for the Senior High School. Lorimar Publishing, Inc., Quezon
City.

http://ollie.dcccd.edu/Services/StudyHelp/StudySkills/sub/rdgcri.ht
m https://www.slideshare.net/marykatrinebelino/critical-reading-as-
reasoning- 7847430