SENIOR HIGH SCHOOL

Reading and
Writing Skills
Quarter 4
Module 2 (Weeks 1-8)

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Reading and Writing Skills - Core Subject
Alternative Delivery Mode
Quarter 4
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Authors: Rheydith G. Conte, EdD
Henee Arcinue
Arlene F. Almazan
Content Editors: Shammy-Rose V. Santiago, PhD
Ramona A. Villanueva, EdD
Language Editor: Marwin A. Tatoy
Layout Artist: Reynante B. Saldivar
Myron Willie III B. Roque, Raphael A. Lopez
Management Team: Meliton P. Zurbano, SDS
Filmore R. Caballero, CID Chief
Jean A. Tropel, Division EPS in-charge of LRMS
Dr. Winnie F. Tugade, EPS English and Journalism

Printed in the Philippines by ________________________

Department of Education – National Capital Region- SDO VALENZUELA

Office Address: Pio Valenzuela St., Marulas, Valenzuela City

Telefax: (02) 292 – 3247
E-mail Address: [email protected]

ii
 What I Need to Know

Content Standard: The learner realizes that information in a written text may
be selected and organized to achieve a particular purpose.

Performance Standard: The learner critiques a chosen sample of each

pattern of development focusing on information selection, organization, and
development.

Most Essential Learning Competencies

After going through this module, you are expected to identify claims explicitly or
implicitly made in a written text:
1. Claim of Fact
2. Claim of Policy
3. Claim of Value

What I Know

Directions: TRUE OR FALSE Read the sentences carefully. On your notebook, write
True if the sentence is correct; otherwise, False.

__________ 1. Fact refers to information that is certain and cannot be proven

based on documents, historical data, research and observation.
__________ 2. Evidence can support a debatable claim.
__________ 3. To be valid, claims of fact usually include sufficient and appropriate
date.
__________ 4. Claims of policy argue that certain conditions should exist.
__________ 5. Claims of value does not make a judgment.

Lesson Claim of Fact, Claim of Policy, and

1 Claim of Value

What’s In

The following are the following statements that corresponds to each type of claim.

Claim of Fact - The death penalty as used in the Philippines is ineffective and
impractical.
Claim of Policy- “Recovered memory” should be disallowed as evidence in
courts
Claim of Value – Fetal tissue research is wrong.

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Directions: On your notebook, write the type of claim presented in the following
statements.

__________ 1. Reality show is not as entertaining as TV drama series.

__________ 2. The Philippines should move toward normalizing diplomatic and trade
relations with China.
__________ 3. Fetal tissue research should not be funded by the Philippine
Government.
__________ 4. Generally, public secondary schools in the Philippines are not
adequately preparing students for college.
__________ 5. The possibility of an intensity 8 earthquake to hit some areas in Metro
Manila is great enough that the Philippine government should plan to
prevent many casualties.
__________ 6. The use of civil disobedience during the Civil Rights struggle was
reasonable, moral, and necessary.
__________ 7. The death penalty as applied in the Philippines is immoral.
__________ 8. We should stop spending so much on prisons and start spending more
on education.
__________ 9. The only life in the universe exists on this planet.
__________ 10. Yougurtland is better than Pinkberry.

What’s New

Claims in Written Text

Below is an example claim for cause and effect.

Global warming is a serious phenomenon that affects every facet of human

life. We are all responsible and accountable for the environment that we experience
at the moment. This could be addressed by garbage segregation, water conservation,
and marine life conservation.

Directions: Classify the statements below as to a claim of fact, claim of value, and
claim of policy. Use the Proof Chart to write your answer. Be reminded
that it is possible to have an unequal number of items per category in
the chart. Use a separate sheet for your answers.

Claim of Fact Claim of Value Claim of Policy

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1. The transition of Philippine presidents marks significant changes in our culture
and society. Despite the fact that History classes provide a comprehensive
discussion on these salient events, very few appreciate the positive influence, the
moral changes, and the contribution of Presidents in the country.
2. Materialism has invaded every Filipino household partly due to advertising. A
typical household is exposed to various type of media: television, radio, print
media, and the internet. The repetitive nature of advertisements through media
reinforces recall among consumers that influence their buying habits.
3. Globally, about 1 in 3 women will be beaten or raped in her lifetime.
4. Positive values need to be reinforced among students. The value of honesty and
integrity hard work, and resilience are expected to be developed and be cultivated
both in the family and in school.
5. Children in low-income families should receive medical insurance from the
government.

What Is It

Activity 1: Read and Analyze

Directions: Read each paragraph and analyze what kind of claim it is. Write your
reasons on a separate sheet of paper.
Euthanasia, which is also known as mercy killing, is an act to end a person’s
life to alleviate the suffering brought about by terminal or grave illness. While it may
be supported by some, euthanasia is not only an unethical medical practice, it is also
a crime. After all, on the most basic level, this practice takes a life. In fact, majority
of the countries in the world consider it as homicide. Aside from being a crime,
euthanasia is unethical in the medical context because it violates the one of the
tenets of the Physicians’ Oath, namely that of “primum non Nocore” which means
“first, do no harm.” In the Declaration of Geneva, doctors have the responsibility of
saving lives, not destroying them. In essence, euthanasia is a violation of life, and
can never be an acceptable procedure.
Activity 2: Read and Analyze 2.0

Directions: Read and analyze the succeeding paragraphs. Then, identify the evident
type of claim. Justify your answer. Write your answers on a separate
sheet.
Despite the seemingly marked difference of today’s songs from those of the
past, the current pop music scene does not offer something new that can progress
music. In fact, one of the findings from the research of a group of scientist reports
that the timber palette of songs from 1955 to 2010 has been more or less
homogeneous (Serra et al., 2012). Timbre is the property of music distinguishes one
sound from another, even when the pitch and the loudness are the same. This means
that the songs from 1955 until 2010 have more or less the same sound. Since music
evolves through the development of new techniques and exploration of new sound

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elements, this trend of timbre homogenization indicates that today’s music scene
does not offer a fresh contribution that can advance the growth of the field.
Information source: Serra, J., Corral, A., Boguńa, M., Haro, M. & Arcos, J.L. ( 2012). Measuring the evolution of
contemporary western popular music.Scientific Reports (2). Retrieved
from:htttp://www.nature.com/articles/srep00521

Alternative sources of energy and conservation efforts must be applied to

preempt potential energy problems. Today, most of the energy resources we have are
generated can be from limited resources like coal, oil, and natural gas. If
continuously consumed at an alarming rate, fossil fuels necessary for generating
power to operate vehicles and factories will run out before long. Nonetheless, this
problem can be addressed by using alternative sources of energy and by emphasizing
conservation. First, using alternative sources of energy such as solar energy and
fusion energy would lessen pollution. The alternatives are actually more accessible
and cost-efficient. Although there are some potential risks in using fusion energy,
these risks van be migrated by implementing strict safety measures. The second
solution that governments can adopt is the enhancement of conservation efforts. To
do this governments need to make the public more aware of the benefits of
conservation as well as ways of conserving energy, such as recycling. Laws can also
be passed to mandate the public and all stakeholders to recycle energy.

What’s More

Directions: Answer the following questions on a separate sheet of paper.

1. Are the claims presented in the text supported by pieces of evidences?

__________________________________________________________________________________
2. Are these pieces of evidence valid and sufficient?
__________________________________________________________________________________
3. Is the text reliable and recent?
__________________________________________________________________________________
4. How does the writer present facts and opinions?
__________________________________________________________________________________

What I Can Do

Directions: Read the paragraph and answer the questions on a separate sheet.
The K to 12 Program was introduced in the Philippines with the aim of
providing sufficient time to master concepts and skills, prepare graduates for higher
education, produce lifelong learners, and prepare students for middle level skills
development, entrepreneurship, and employment (Republic of the Philippines Official
Gazette). Hence the program added two years of Senior High School (SHS) The courses

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that can be learned from SHS include accounting, welding, machinist work,
agriculture, music medical technology, and culinary and hospitality work.

Although the intention of adding SHS is commendable, some critics claim that
there is still a mismatch between our schooling system and working system. As
regards the implementation of SHS, some people are concerned about the lack of
learning materials provided to the schools. For example, during the school year 2013
– 2014, learning materials for one school in Tondo arrived during the last two
quarters of the school year. The lack of sufficient facilities, such as classrooms,
chairs, and computer laboratories, is also a problem. Moreover, more students
require more teachers, but there seems to be a lack of teachers as well. Colleges and
universities also assert that they will be losing revenues with the of SHS since there
will be no enrollees for the first year 2016.

Despite these observations, DepEd is optimistic that these shortages and

problems will be overcome as they claim that these are being addressed. Meanwhile,
the Coordinating Council of Private Educational Associations (COCOREA) DepEd’s
implementation of the K to 12 Program. According to its chairman, additional two
years of education should not be seen as a burden.
Information source: Barrot, Jessie S., Ph,D. Academic Reading & Writing. C& E Publishing Inc., QC., 2016

1.What is the stand of the author?

2.What is the central claim of the text?
3. Who is the target reader of the text? Why?
4.What was currently happening when the text was written?
5. Do you think there is sufficient and valid evidence against and for SHS? Justify
your answer.
6.Based on your experience should the implementation of SHS continue?

Assessment

Directions: Read the following items. On your notebook, write the letter of the best
answer.
___________ 1. Claim is a question:
a. True b. False c. Maybe

___________ 2. The three types of claims are:

a. Belief, Fact and Questions
b. Policy, Value, and Fact
c. Policy, Opinion and Value

___________ 3. A claim of value is about how something should or ought to be done

a. True b. False c. Maybe

___________ 4. What type of claim is presented in the statement, “Death due to

tobacco are expected to nearly double by 2020”?
a. Policy b. Value c. Fact

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___________ 5. “California is a better state than Florida.” Such statement gives
example to this type of claim.
a. Policy b. Value c. Fact

What I Need to Know

Content Standard: Understand the relationship of a written text and the

context in which it was developed.

Performance Standard: Write a 1000-word critique of a selected text on the

basis of its claim/s, context, and properties as a written material.

Most Essential Learning Competencies

• Identify the context in which a text was developed
After going through this module, you are expected to:
1. understand the relationship of a written text and context in which it
was developed;
2. differentiate the functions and characteristics of hypertext and
hyperlink; and
3. apply intertext and hypertext strategies in reading resources for an
output.

How do you look for reference for an assignment or project? One of the recent
developments in reading has been brought about by the advancement of technology.
However, the only problem is that some students do not know how to look for
references for their activities.

What I Know

Directions: Let us look at the technological advancements that you are familiar with.
On a separate sheet of paper, write at least (15) technological
advancements that can help you in learning.

Laptop Laser Automobile Google Tablet Smartphone

Electricity Elevator Camera Newspaper Radio Facebook
Basic Cellphone Television Digital Media YouTube Zoom Smartphone
Semiconductor chips Desktop Computer Online Dictionary

Perhaps you write most of the technological advancements above. Now, why,
and how can you use this media platforms that can help in your learning? Explain
your answers on a separate sheet of paper.

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 Technological Advancements Explanation

Lesson
Intertext and Hypertext
2

What’s New

Activity 1
Directions: Go to the website that your teacher assigns to you. Start reading
and list down the highlighted text and its corresponding URL if you decide to click on
a particular link. Use the following as a guide. Use a separate sheet for your answers.
Name of Link URL (WEB ADDRESS)

1. Decline in enrollees: Parents cite finances,

doubts about distance learning
2. (Opinion) Future on the line: Why learning
through screen won’t work in the PH
3. Explainer: What’s modified ECQ and modified
GCQ

Compare your list with your classmates. On a separate sheet, discuss how
similar or different are yours compared to theirs?
Information source: Anudin and Peña (2016). Reading and Writing Textbook. Vibal Group, Inc., QC., p. 155

What Is It

INTERTEXT

According to Richard Nordquist, the interface of text and intertextuality refers

to a process in which independent texts are interfaced with another text to produce
meaning. An intertextual approach to reading plays a significant role in enhancing
message transmission and message reception. This process activates your prior
knowledge as you try to determine the message transmitted through the text.
Eventually you shall find significance of this prior knowledge in relation to the text’s
presentation with other texts. Intertextuality could be applied in literary text and
media content. In literature, it could reflect title, scenes, storyline, and characters

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with previously written stories or novels. In media, the social context of the produced
text could be interpreted in references to previously published manuscripts, delivered
speech, news stories, and articles.

HYPERTEXT

Reading on a computer automatically puts students in a more analytical frame

of mind, drawing attention to the complexity of the reading process, thus fostering
connected “learning”. Hypertext and hyperlink are used to send the reader to a site
that might help him better understand a topic.

A hypertext 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. A hypertext looks
like this: Google

A hyperlink is when you type the link of the website you would like to quickly
send the reader. A hyperlink looks like this: www.google.com or “Facebook” that links
to the Facebook page.

What’s More

ACTIVITY 1

Directions: Read the following important historical text by Abraham Lincoln,

the 16th president of the United States of America and answer the questions that
follow. Use a separate sheet for your answers.

Four score and seven years ago, our fathers brought forth upon this continent
a new nation: conceived in liberty and dedicated to the proposition that men are
created equal. Now we are engaged in a great civil war, testing whether that nation
or any nation so conceived and so dedicated can long endure. We are met on a great
battlefield of that war.
We have come to dedicate a portion of that field as a final resting place for
those who here gave their lives that this nation might live. It is altogether fitting and
proper that we should do this.
But, in a larger sense, we cannot dedicate, we cannot consecrate, we cannot
hallow this ground. The brave men living and dead who struggled here have
consecrate it, far above our poor power add or detract. The world will little note, nor
long remember what we say here but it can never forget what they did here.
It is for us the living, rather to be dedicated here to the unfinished work which
they who fought here have thus far so nobly advanced. It is rather for us to be here
dedicated to the great task remaining before us that from these honored dead we
take increased devotion to that cause for which they gave the last full measure of
devotion that we here highly resolve that these dead shall not have died in vain that
this nation under God shall have a new birth of freedom… and that government of
the people, by the people, for the people shall not perish from this earth.

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Questions:

1. Which text could Abraham Lincoln be referring to when he said, “Dedicated to

the proposition that all men are equal?”

2. What kind of intertextuality is found in this text?

Information Source: Anudin and Peña (2016). Reading and Writing Textbook. Vibal Group, Inc., QC., p. 155

Activity 2

Directions: The following is an excerpt from “A Successful Failure” by Glenn Frank.

Read and answer the questions that follow. Use a separate sheet for your
answers.

A Successful Failure (Excerpt) By Glenn Frank

Several years ago, there appeared a series of papers that purported to be the
confessions of a successful man who under no delusion as to the essential quality of
his attainments. The papers are not before me as I write, and I must trust to memory
and a few penciled noted of the mind of the average college graduate.

He stated that he came from a family that prided itself on its culture and
intellectuality and that had always been a family of professional folk. His grandfather
was a clergyman; among his uncles were a lawyer, a physician, and a professor; his
sisters married a professional man. He received a fairly good primary and secondary
education and graduated from his university with honors. He stated of a distinctly
literary turn of mind and during his fourth year at college imbibed some slight
information concerning the English classics as well as modern history and
metaphysics, so that he could talk quite glibly about Chaucer, Beaumont and
Fletcher, Thomas Love Peacock and Ann Radcliffe, and speak with apparent
familiarity about Kant and Schopenhauer.

Questions:

1. What kind of intertextuality is found in “A Successful Failure?”

2. What words in the text identify this kind of intertextuality?

Information Source: Anudin and Peña (2016). Reading and Writing Textbook. Vibal Group, Inc., QC., p. 155

What I Can Do

Directions: Analyze how the underlined words were used in the sentences below.
Complete the second column with the clues found in the sentence
together with a brief analysis of how they contribute to the meaning of

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 the word. On the third column, write the definition of the word. Write
your answers on a separate sheet.

Sentences Clues Definition

1. That new employee looks dubious because when I

read his resume, I saw questionable credentials.
2. Mr. Santos should be liable for malversation of
public funds because of his inability to explain
where his office spent the 728 million pesos
fertilizer.
3. The Aquino administration offered a voluntary
repatriation program to Filipinos working in Libya
after the country faced civil war.
4. Truck drivers were apprehended by the highway
patrol group after being caught to have overloaded
cargo, which is strictly prohibited during the COVID
pandemic.
5. The politician besmirched the credibility of the
Philippine Congress when he was caught with
cocaine and marijuana in South Korea.
6. In a desperate move to block the impeachment trial
against the president, influential religious leaders
were making silent campaigns to scuttle the
complaint.
7. Aside from the death of eight people from the deadly
corona virus, the bungled rescue operation delayed
medical treatment for three persons under
investigation (PUI).

Information Source: Divina, Bella C., Ed.D. Workbook in Reading and Writing Skills., pp. 130-136

Assessment

Directions: Read the sentences carefully. Then, on a separate sheet of paper, write
TRUE if the sentence is correct and FALSE if not.
1. Hypertext looks like this: www.google.com
2. Richard Nordquist said that the interface of text and intertextuality refers
to a process in which independent texts are interfaced with another text to
produce meaning.
3. Summarize lengthy paragraphs and use appropriate referencing tools.
4. Only the Google can provide various platforms for dissemination of
information through news and information sites.
5. In order to ensure a credible and reliable source, there is no identifiable
author.

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 What I Need to Know

Most Essential Learning Competencies:

• Explain critical reading as reasoning. (EN11/12RWS-IVac-8)

• Formulate evaluative statements about a text read.
(EN11/12RWS-IVac-9)

The topics covered in the texts consider the relevance and timeliness of
situations that the students are likely to meet in the Information Technological Age.
Also, the reading texts that serve as the take-off for each lesson are accompanied by
comprehension questions as well as vocabulary enhancers. Hence, these succeeding
lessons are learner-oriented and task-based in nature.

After going through this module, learners are expected to:

1. accomplish a note taking ideas checklist;

2. write a short evaluation/reflection about a reading text; and,
3. create a Pictionary of a reading text

What I Know

Matching Type: Let’s find out how much you know about critical reading through
connecting ideas with images. Match the pictures on column A
with the pictures on column B. Make sure to answer all items.
After taking this short test, your answers will be checked to find
out how much you know about the given topic. Take note of the
items that you are not able to answer correctly and look for the
right answer as you go through this module.

1. A.

2. B.

3. C.

4. D.

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 5. E.

Lessons •
•
Dentifying Assumption, Argument, and Evidence.
Determining Textual Evidence.
•
3-5 •
Assertions about the content and properties of a text read.
Counterclaims in response to claims made in a text read

Critical reading skills play an important role in the success of a student. A

student who has excellent critical reading skills is able to evaluate a piece of writing
as he or she reads. In the new normal education, a critical reader must learn how to
ask questions about the validity of facts in a written piece. In short, a critical reader
is the opposite of a passive reader. Critical reading skills help students to figure out
the meaning behind a piece of writing, be it in writing or in social media. This skill
can be especially helpful to a student when evaluating a reading text.

This module attempts to explain Critical Reading as reasoning to form

evaluative statements on the text read and aims to teach the students to read
critically and to formulate judgement about what they are reading – that is, not
taking anything they read at face value

What’s New
Activity 1

Directions: Read the passage below to accomplish the matrix in the next page. Use
a separate sheet for your answers.

CORONAVIRUS

Coronavirus disease (COVID-19) is an infectious disease caused by a newly

discovered coronavirus.

Most people infected with the COVID-19 virus will experience mild to moderate
respiratory illness and recover without requiring special treatment. Older people,
and those with underlying medical problems like cardiovascular disease, diabetes,
chronic respiratory disease, and cancer are more likely to develop serious illness.

The best way to prevent and slow down transmission is to be well informed
about the COVID-19 virus, the disease it causes and how it spreads. Protect yourself

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and others from infection by washing your hands or using an alcohol- based rub
frequently and not touching your face.

The COVID-19 virus spreads primarily through droplets of saliva or discharge

from the nose when an infected person coughs or sneezes, so it’s important that you
also practice respiratory etiquette (for example, by coughing into a flexed elbow.

At this time, there are no specific vaccines or treatments for COVID-19.

However, there are many ongoing clinical trials evaluating potential treatments. WHO
will continue to provide updated information as soon as clinical findings become
available?

Activity 2: Note Taking Details

Directions: Apply the symbols in column 2 in the reading passage, Coronavirus.

Check the first column once the corresponding task is completed. Use a
separate sheet for your answers.
COMPLETED SYMBOL TASK/S

Key word Encircle the key terms/

vocabulary.

Identify and draw a box around

the difficult words.

Main idea Underline the main ideas.

Cross out/ delete the ideas

which you think are not
unimportant
important.

Put a question mark on the

parts of text that you don’t
?
understand.

Put an exclamation on parts of

the text which you will use in
!
writing your essay/reflection.

Create a visual/ symbol to

Visual/ Symbol represent important details to
remember.

Process Questions:
Answer the following questions. Write your answers on a separate sheet of paper.
1. Did you find any difficult words in the text? If yes, check the meaning
online or by using your dictionary at home?
2. What is the author trying to say when he stated that coronavirus is an
“infectious disease”?

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 3. What are the preventive measures to avoid coronavirus?
4. Why are older people more likely to get infected with the virus?
5. Do you think staying at home helps a lot in fighting the virus? How?

What Is It

Critical reading is concerned with the evaluation of arguments. It is the

determination of whether or not specific arguments are true or false; more or less
plausible; more or less strong; or correct or incorrect. It is important that we learn
how to identify, analyze, and evaluate arguments, because if not, this will lead us
into making mistakes in reasoning.

There are only three basic requirements needed to learn critical thinking:
1. First, one must have some confidence that there is a truth to be
found, or at least, that there is a more plausible or stronger view or
action to be chosen. Also, one must be willing to be persuaded by
good arguments in these areas.

2. Second, one must be willing to be self-reflective on these matters; to

question not only others, but also one’s own beliefs.

3. Finally, one must be willing to do the work (at times very difficult and
uncomfortable) of actually thinking things through.

Critical Reading follows this process:

1. Analyze the text

• Circle or underline the key terms, words or phrases.
• Look for hints or clues.
• Brainstorm and write all your ideas on one page.
2. Begin Research
• Browse through the internet, books, newspapers or magazines related
to the topic you are searching.
3. Pre- reading Activities
• Scan the text and look for the following: the author, publishing date
and location.
• You may also skim the text and read through the title, the
introduction, the body and conclusion.
4. Make a list of questions.
5. Deep reading
• Highlight or underline the main idea, write short comments on the
margin.
6. Make notes
• Make sure to write in your own words. Note the main argument of the
article and summarize the main idea/s.

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 7. Evaluate the text
• You may evaluate the article by answering the following:
• Is this valid?
• Is the information sufficient enough to support the claim?
• What are the underlying assumptions?
8. Consolidate and draw a mind map.
A mind map summarizes all the main ideas and supporting ideas. It could be
a web map, a tree or anything that could help your memory for better
retention.

An example of a mind map:

Main idea A
Main
Supporting
idea
idea
TEXT
Main idea B

Assumptions

An assumption is a premise that is not explicitly (directly) stated. These

unstated premises are very important since the validity of an argument is determined
by the validity of its assumptions. Assumptions are the missing links of arguments.
Assumptions may be based on opinions or strong beliefs; from there, we make
judgments, form interpretations and come to conclusions based on the beliefs that
we have formed.

Example: “At this time, there are no specific vaccines or treatments for COVID-
19. However, there are many ongoing clinical trials evaluating potential treatments.”

It simply means that the virus is deadly enough and that we should take extra
precautions to avoid getting infected with it, since that there is no vaccine being
discovered yet (as of the writing of this module).

Arguments

Arguments are claims backed by reasons that are supported by evidence.

Argumentation is a social process of two or more people making arguments,
responding to one another--not simply restating the same claims and reasons--and
modifying or defending their positions accordingly.

Claims are statements about what is true or good or about what should be
done or believed and claims are potentially arguable.

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Example: “Coughing and sneezing are first signs of Coronavirus.”

The statement above can be challenged by stating reasons. Reasons are

statements of support for claims, making those claims something more than mere
assertions.
Reasons are answers to the hypothetical challenge to your claim:

“Why do you say that?”

“What reason can you give me to believe that?” If a claim about coughing and
sneezing are first signs of Coronavirus, a response with a reason could be: “According
to the studies done by the World Health Organization, Coronavirus can be passed
through coughing and sneezing.”

How to evaluate an Argument?

• Identify the conclusion and the premises.

• Put the argument in standard form.
• Decide if the argument is deductive or non-deductive.
• Determine whether the argument succeeds logically.
• If the argument succeeds logically, assess whether the premises are true.
For premises that are backed-up by a sub-arguments, repeat all the
steps for the sub-arguments.
• Make a final judgement: is the argument good or bad?

Evidence

Evidence serves as a support for the reasons offered and helps compel
audiences to accept claims. It comes in different sorts, and it tends to vary from one
academic field or subject of argument to another.

An example would be:

“Older people, and those with underlying medical problems like cardiovascular
disease, diabetes, chronic respiratory disease, and cancer are more likely to develop
serious illness.”

Notice that the author gave a specific example by stating “older people” and
“and those with…” which could be an effective mode of building support for a reason
or claim by giving an illustrated idea in a particular case.

Statistics

It includes raw numbers that have the advantage of seeming objective,

authoritative, and factual, but critical audiences will want to know about the sources
and methods for determining your statistical evidence.

Testimony

Appeals to authority, can come in two categories: eyewitness and expert.

16 (DO_Q4_ReadAndWriting11_Lesson3-5)
Eyewitness are also known as first-hand testimonies who can relay information by
giving their direct experience. Just like the interviews with Covid-19 survivors.
Eyewitnesses give the audience that feeling as if they were there during the situation.

What’s More

Directions: Read and evaluate the short passage below by listing down the
assumption, argument/s and/or evidence on your notebook. Then,
write a short reflection and about the text on a separate sheet of paper.

Searching for Effective Treatments

Drug development is sometimes described as a pipeline, with compounds

moving from early laboratory development to laboratory and animal testing to clinical
trials in people. It can take a decade or more for a new compound to go from initial
discovery to the marketplace. Many compounds never even make it that far. That’s
why many medications being eyed as potential treatments for COVID-19 are drugs
that already exist. In a recent review in the British Journal of Pharmacology,
scientists from the United Kingdom called for wider screening of existing drugs to see
if they might work against the coronavirus.

They identified three stages of infection at which the coronavirus could be

targeted: keeping the virus from entering our cells, preventing it from replicating
inside the cells, and minimizing the damage that the virus does to the organs. Many
of the drugs being developed or tested for COVID-19 are antivirals. These would
target the virus in people who already have an infection.
Lee says antivirals work better if you administer them sooner, “before the virus
has a chance to multiply significantly.” And also, before the virus has caused
significant damage to the body, such as to the lungs or other tissues. Dr. Robert
Amler, dean of the School of Health Sciences and Practice at New York Medical
College and a former chief medical officer at the Centers for Disease Control and
Prevention (CDC) Agency for Toxic Substances and Disease Registry (ATSDR), says
both antivirals and vaccines will be valuable tools in combating COVID-19. However,
he told Healthline that “antivirals are likely to be developed and approved before a
vaccine, which typically takes longer.”
Source: https://www.healthline.com/health-news/heres-exactly-where-were-at-with-vaccines-and-
treatments-for-covid-19#Searching-for-effective-treatments

What I Can Do

Directions: Create a Pictionary for each of the significant terms from the above
text. Draw at least five. Write a short explanation too. Use a separate
sheet of paper for your answers.

Example: Angel

The author used “angel” to refer to the nurse who took care of her while she
was in the hospital

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 Assessment

Directions: Read and analyze the following statements. On your notebook, write the
letter of the BEST answer.
1. It may be based on opinions or strong beliefs; from there, we make
judgments, form interpretations and come to conclusions based on the
beliefs that we have formed.
a.assumptions b. evidence c. arguments d. statistics

2. It serves as support for the reasons offered and helps compel audiences to
accept claims.
a. arguments b. evidence c. experience d. testimony

3. These are claims backed by reasons that are supported by evidence

a. evidence b. arguments c. testimony d. assumptions

4. It includes raw numbers that have the advantage of seeming objective,

authoritative, and factual.
a. Statistics b. assumptions c. testimony d.
arguments

5. It is known as giving direct experiences.

a. testimony b. assumptions c. arguments d. Statistics

What I Need to Know

Most Essential Learning Competency:

• Identify the unique features of and requirements in composing

professional correspondence. (EN11/12RWS-IVhj-13)

After going through this module, you are expected to:

1. describe the main ideas and what the author wants to express;
2. analyze each important and interesting point and develop an
explanation of the article;
3. interpret the author’s intention; and
4. summarize and evaluate the value of an article using a supporting
evidence.

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 What I Know
Directions: On your notebook, write the letter that corresponds to the best
replacement for the following statements.

1. “Your bag is so big for your size.”

a. That is a nice bag! But it would be better if you get a smaller size.
b. Can I just have it?
2. “Liza, you are always late!”
a. Just go home.
b. I noticed that you are always late, can you tell me what’s wrong?
3. “The taste of this food is so bland! No flavor!”
a. This food would have tasted better if there’s a little more salt.
b. Just throw it away.
4. “You look awful.”
a. You look ugly.
b. Are you okay? look tired.
5. “Hey, you got fatter now!”
a. Hey, you look good.
b. Hey, you look like a big cow.

Lessons a. Writing an Article Critique

6-8 b. Writing a Resume

The subsequent lessons equip you with the unique features of and
requirements in composing texts useful across disciplines. Also, the lessons would
like to train you to write a critical evaluation and intensive analysis of an article.
Expect that in the following lessons, you will write a brief summary highlighting the
features of a text.

Towards the end of the lessons, you are expected to explain and identify the
unique features of and requirements in composing a professional correspondence
specifically a resume.

What’s New
Directions: Read the following article and write a short critique by accomplishing the
tasks below. Use a separate sheet for your answers.

Traditional Filipino steam therapy ‘Tu-ob’ does not cure COVID-19, says
Health Department-

The traditional practice of steam inhalation or tu-ob, which the Cebu

provincial government has controversially endorsed to its employees to help ward off

19 (DO_Q4_ReadAndWriting11_Lesson6-8)
COVID-19, does not prevent or cure the virus, the Philippines’ Department of Health
(DOH) said yesterday.

“We want to reiterate that there is no scientific evidence which proves that
steam inhalation or inhaling steam together with salt, lemon and other ingredients
kills the virus that causes COVID-19,” Health Undersecretary Maria Rosario Vergeire
announced in a virtual presser, in English and Filipino.

She said that the home remedy might actually do more harm than good, and
“cause accidents such as skin burns.” “Steam inhalation can also increase secretion
in the nose, which may possibly spread sickness through the sneezing and coughing
of an individual,” Vergeire added.

Tu-ob is a traditional form of healing where a person drapes a blanket or towel

over their head to trap and inhale steam rising from a basin of hot water. Salt, herbs,
and tinctures with purported medicinal properties are sometimes added into the hot
water, supposedly to help the patient’s body sweat out toxins.

DOH’s statement comes a week after the Cebu Provincial government sent a
June 18 memo to its employees urging them to practice tu-ob in their workstations,
and days after Governor Gwendolyn Garcia verbally attacked in a publicly broadcast
speeach at least one doctor who criticized their endorsement of the treatment.

In a separate statement yesterday, DOH Region 7 Director Dr. Jaime Bernadas

told reporters in a Zoom meeting that there’s nothing wrong with practicing tu-ob,
but reiterated that it does not cure COVID-19.

“We are not promoting it, but we are not also prohibiting it,” Bernadas said.
Like Vergeire, the director warned people who practice tu-ob against the possibility
of “overheating” and “skin burns.”

On Wednesday, the Philippine Medical Association (PMA), the country’s

leading organization of doctors, called out Garcia’s misplaced faith in tu-ob’s
effectivity in a statement.

The PMA said that it “denounces the recklessly imprudent assertions as well
as the personal attacks made by Cebu Gov. Gwendolyn F. Garcia in the video she
released on June 23, 2020. She belittled some doctors who took exception that she
promoted the practice of tuob to treat COVID-19. ”The organization also debunked
the governor’s “dangerous claims” and maintained that “despite great efforts, there is
presently no cure or vaccine for the coronavirus, although some medicine[s] have
shown promise in treatment.”
The PMA also pointed out that the World Health Organization (WHO) has issued
reminders in handling COVID-19 cases and oversees ongoing studies and clinical
trials and treatments, “which do not include steam inhalation or tuob.”

20 (DO_Q4_ReadAndWriting11_Lesson6-8)
 What Is It

What is a Critique or how to write a critique?

To formally understand this, Merriam Webster dictionary defines critique as
“somewhat formal word that typically refers to a careful judgment in which someone
gives an opinion about something.” Meaning, a written text is carefully reviewed and
evaluated based on facts and not just a mere opinion.
In case you may ask, what is the difference between critiquing and criticizing?
Critiquing is a form of art where a literary piece is being appreciated through
constructive evaluation. It looks on the structure of the text, asks for clarification if
there is any and is being jind, honest and objective. Criticizing is the opposite of it
all.
If we are going to put it in a simple example, it will be:
A: How do I look with green shirt and red pants?
B: You look ugly.
Notice how B replied to A. How about changing it to
A: How do I look with green shirt and red pants?
B: Oh. Those are good colors, but I am afraid that it won’t look good on you.
You might want to check the internet for the right color combinations?
Steps involved in writing an article critique:
1. Read the article for the first time to understand its main ideas. If you are
unsure whether you understand it clearly, reread it.
2. Once you feel you understand what the article is talking about, read the
article again and make notes as you go
3. If you find any interesting sentences or paragraphs that you think should
be discussed, you should quote them as evidence to support your discussion.
4. From your notes, analyze and discuss each important point. You can give
your comments and opinions at this stage.
5. Summarize and provide a conclusion regarding whether you like or dislike
the article. Support your ideas with the evidence you found
Part 2- Writing a Resume
This part of the module attempts to explain and answer the question,
How will I get the job?
What is a resume for a job?
A resume (sometimes spelled résumé) is a record of work experience,
professional achievements, education, skills, certifications, and other details that
make the case for the job. It is usually the first contact between a company and
candidate. Its fundamental principles have remained constant for generations, but

21 (DO_Q4_ReadAndWriting11_Lesson6-8)
evolving technologies mean more aspects of the application and hiring processes take
place online than ever before. Long time ago, work applicants go walk-ins and submit
their resume personally. By staying up to date with current best practices, you’re
better able to put your resume to work for you.
A clear example of a resume will look like this:

As what you can see from the resume above, it is a document that provides
a brief account of your skills, education, interests, and relevant work experience.
Resumes may be used to apply for jobs, scholarships, or to gain acceptance into
graduate degree programs. A resume should make a good first impression, so
construct yours meticulously.
The simple steps of writing a resume are:
1. Add Your Contact Information and Personal Details.
2. Start with a Heading Statement (Resume Summary or Resume Objective)
3. List Your Relevant Work Experience & Key Achievements.
4. List Your Education Correctly.
5. Put Relevant Skills that Fit the Job Ad.
Based on indeed.com, writing your resume must include the following basics:

22 (DO_Q4_ReadAndWriting11_Lesson6-8)
 1. Relevant educational degrees or certifications and/or licenses. The
importance of your educational background will vary based on the job or
industry you’re interested in. If you have many educational credentials, you
only need to include the ones that are most relevant to the job description.
2. Relevant work and volunteer experience. Most people choose to list their
experience beginning with their most recent job. Don’t include everything you
did in your past jobs. Instead, focus on achievements over responsibilities.
3. Contact information. Your full name, the city where you live, your email
address and phone number. Because this personal information is sensitive,
you should be cautious about who you share your resume with. Read over
these guidelines for a safe job search to protect yourself.
4. Relevant skills and your level of mastery. For example, “conversational
Spanish” or “familiar with Microsoft Excel” vs. “fluent in Spanish” or “expert
at Microsoft Excel”.
It is important to note that the basics of a resume often do not include references.
It’s a best practice to leave these off your resume. This helps you save space and also
preserves the privacy of your professional contacts.

What’s More
Activity 1:

Directions: On your notebook, write your answers to the following questions:

1. What is the article trying to tell the readers?
2. What is the most important part of the article?
3. Do you agree with the idea stated in the article? Why?

Activity 2:

Directions: Simply fill out this worksheet based on the article you read above. Use
another sheet of paper for your answers.

STEP 1 DESCRIBE STEP 2: ANALYZE

• What images can you visualize • How did the author describe the
while reading the text? List them topic? Is it positive? Negative?
down. Possible? Or impossible?
• Where did the event happen?
• Are there any unknown terms
there? If yes, write them down and
check the internet or dictionary.
STEP 3 RESEARCH STEP 4: DECIDE

• Make a research on the main topic • Now, based on your research, do

by browsing books, newspapers or you agree or disagree to the
ideas presented in the text?

23 (DO_Q4_ReadAndWriting11_Lesson6-8)
 the internet. Write down your
findings.

What I Can Do

Directions: On a sheet of paper, create your own resume. You may or may not
include your own photo.

Assessment
Directions: On your notebook, write the letter that corresponds to the best answer
for the following questions.

1. It is somewhat formal word that typically refers to a careful judgment.

a. Criticism b. Critique c. Evaluation d. Statement
2. In a critique, if there is something misunderstood, or not clear, what do you
do?
a. Ask for clarification b. Nothing c. Check the internet.
3. A _____ is a record of work experience, professional achievements, education,
skills, certifications, and other details that make the case for the job.
a. Diary b. Resume c. List
4. In writing a resume, which of the following shoud be considered?
a. Include a picture with business attire.
b. Write everything and tell a story.
c. Write all yout friends as references.

5. Which of the following is a basic rule in writing a resume?

a. Writing relevant work experiences.
b. Writing a short essay,
c. Writing a short biography

24 (DO_Q4_ReadAndWriting11_Lesson6-8)
References
Anudin and Peña (2016). Reading and Writing Textbook. Vibal Group, Inc., QC., p.
155
Barrot, Jessie S., Ph,D. Academic Reading & Writing. C& E Publishing Inc., QC., 2016
Bowen, TG. (n.d). Argument Identification and Casting.
https://www.oakton.edu/user/0/tbowen/aiconline.1.htm
Browning, E.(n.d) Critical Reading.
https://vwcceng111.pressbooks.com/chapter/chapter-1-critical-reading/
Davis, L. (2020). How to write a research report. Retrieved from
https://www.ozessay.com.au/blog/how-to-write-a-research-report
Elliers, C.(2020). How to make a resume. Retrieved from
https://zety.com/blog/how-to-make-a-resume
Divina, Bella C., Ed.D. Workbook in Reading and Writing Skills., pp. 130-136
Florida State University (n.d) Critical Reading
Activities.https://wr.english.fsu.edu/College-Composition/The-Inkwell/Critical-
Reading-Activities
Indeed Career Guide. (2020, November). Universal Rules for Resume Writing.
https://www.indeed.com/career-advice/resumes-cover-letters/6-universal-rules-
for-resume-writing
McRae, E. (2018). How to write an article. Retrieved from
https://www.eliteediting.com.au/how-to-write-an-article-
critique/#:~:text=An%20article%20critique%20is%20a,the%20author's%20ideas%2
0and%20intentions
OER Services. (n.d) Basic Reading and Writing. Introduction to Critical Reading.
https://courses.lumenlearning.com/suny-basicreadingwriting/chapter/why-it-
matters-reading/
Quizlet (n.d). 7 Critical Reading Strategies. https://quizlet.com/45467149/7-
critical-reading-strategies-flash-cards/
Rockowitz, M. (2019) Writing a critique. Retrieved from
http://www.hunter.cuny.edu/rwc/handouts/the-writing-process-
1/invention/Writing-a-Critique
Saey, T. (2020) https://www.sciencenewsforstudents.org/article/explainer-what-is-
a-coronavirus
Serra, J., Corral, A., Boguńa, M., Haro, M. & Arcos, J.L. ( 2012). Measuring the
evolution of contemporary western popular music. Scientific Reports (2) Retrieved
from:htttp://www.nature.com/articles/srep0052

Image used:

https://www.google.com/search?rlz=1C1AVFC_enPH822PH822&ei=rxv3Xr-
qJ4aHoATo4JCoAw&q=critiquing+vs+criticizing&oq=critiquing+vs+criticizing&gs_lc
p=CgZwc3ktYWIQAzIECAAQCjIICAAQFhAKEB46BAgAEEc6BAgAEEM6AggAOgUIA
BCLAzoHCAAQQxCLAzoGCAAQFhAeULOiAVi2vQFgoMABaABwAXgAgAGhAogB7xe
SAQUwLjkuNpgBAKABAaoBB2d3cy13aXq4AQI&sclient=psy-
ab&ved=0ahUKEwj_vdOR4aHqAhWGA4gKHWgwBDUQ4dUDCAw&uact=5

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For inquiries or feedback, please write or call:
Department of Education – SDO Valenzuela
Office Address: Pio Valenzuela Street, Marulas, Valenzuela City
Telefax: (02) 8292-4340
Email Address: [email protected]
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