Reading and Writing

Context of Text Development

At the end of this module, I can
 Explain Critical Reading as Reasoning.
 Formulate Evaluative Statements about a read text.
 Write Unified and coherent paragraphs as a response to texts read.
 Identify the thesis and basic argument or theme of a book in English (other than a textbook).

Context of Text Development

• Two Types of Contexts in Text Development
• Intertextuality
• Hypertextuality
• Determining Textual Evidence

Vocab Task (1/8 sheet of paper)

1. to take in A. hyper-
2. between; among B. absorb
3. over; beyond; above C. context
4. basic; underlying; core D. inter-
5. setting; situation; perspective E. fundamental
Intertextuality
• A literary device termed by theorists as “the complex interrelationship between a text and other texts
taken as fundamental to the creation and interpretation of the text”

(Merriam-Webster Dictionary, 2015).

• Ability to create connections among various texts that enhances the meaning of the reading material
• Uses the reference of the full story in another text or story as its backbone

Examples of Texts using Intertextuality

• JK Rowling’s Harry Potter Series and JRR Tolkien’s Lord of the Rings Trilogy
• George R.R. Martin’s Game of Thrones and GMA’s Encantadia
• No Other Woman, My Neighbor’s Wife, A Secret Affair, The Mistress, My Husband’s Lover, Halik
• Examples of Intertextuality
• Voltes V, Power Rangers, Daimos, Power Rangers, B-Daman, Gundam
• Detective Conan & Scooby Doo
• The Adventures of Jimmy Neutron & Dexter’s Laboratory
• World War Z, The Walking Dead, Train to Busan, The Last 7 Days, The Cure, Resident Evil, Warm
Bodies, Left for Dead
• Wrong Turn, Final Destination, BFG
• 300 & Troy

Hypertextuality
• Allows readers to study a text semantically
• Pieces of information are connected semantically
• There is an undefined beginning, middle, and end
- Department of Education, 2013
• 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.
Hypertext
• Allows readers to choose their way of reading the text that speaks to them in the most logical manner
individually
• Removes the burden of making meaning from the author to the reader
• Readers are given the chance to explore other parts of the text or even ideas linked to the text without
being told how and what to read in a step-by-step process

• Activity
An example is given below. Read and analyze the activity given.
Title Genre #1 Title of Genre 1-2 Similarities based on the
of Text #2 #2 overall concept or plot
Text
#1
1 TV series, TV commercial,
mobile game,
2 movie, indie film, play, short
film
3 horror, comedy, thriller,
mystery, chick lit/chick flick
4 romance, period drama,
anime, manga, drama, fanfic
5 song, poem, novel, book,

Example:
Title of Text Genre #1 Title of Text #2 Genre #2 1-2 Similarities based on the overall
#1 concept or plot
1 The Fault Book turned movie Midnight Sun American movie, Main character/s battle/s against a
in Our Stars (American), romance, YA terminal illness that keeps them
romance, YA from being together with their love
interest
Quiz
Write IT for Intertext and HT for Hypertext.

• 1
The ability to create connections among various texts that enhances the meaning of the reading material
• 2
Allows readers to study a text semantically
• 3
Unintentionally seeing patterns (that are apparent in another text) in the materials being read
• 4
Creates a network of linked materials and encourages readers to go through the material at their pace
• 5
The complex inter-relationship between a text and other texts taken as fundamental to the creation and
interpretation of the text

Determining Textual Evidence

• Textual Evidence
• In formulating assertions and counterclaims about a text, it is important that you support your statements
with textual evidence.
• Textual evidence is information gathered from the text that supports your assertion or counterclaim
about the text.

How to Express Your Judgment about a Text

1. State your idea about the text.
2. Determine evidence from the text by looking 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. Express how the quote supports your idea.

Types of Textual Evidence

• Paraphrasing is restating the text in your own words.
• Summarizing is restating the text in a shorter way using your own words.
• Referencing is mentioning a specific section of the text.
• Quoting is stating a part of a text in the exact way it was written.
Writing claims, assertions, and counterclaims with the use of textual evidence
Activity 1
• Read the text in the next slide
• Formulate 1 claim, 1 assertion, and 1 counterclaim about the text

Duterte approves mandatory ROTC for Senior High students

by Ver Marcelo, CNN Philippines
Metro Manila (CNN Philippines) — President Rodrigo Duterte approved the restoration of the Reserved
Officers Training Corps (ROTC) for Grades 11 and 12 in public and private schools nationwide.
In a Facebook post, Agriculture Secretary Emmanuel Piñol said the President approved the mandatory ROTC
after thorough discussion with members of the Cabinet on Tuesday.
He said the proposal "will now be forwarded to Congress and Senate and certified as urgent by President
Duterte."
Piñol said Defense Secretary Delfin Lorenzana presented an amendment for Republic Act 7077 or the "Citizen
Armed Forces of the Philippines Reservist Act” to make ROTC mandatory.
The Agriculture Secretary also quoted Lorenzana, saying that "ROTC instills patriotism, love of country, moral
and spiritual values, respect for human rights and adherence to Constitution."
Piñol said the Anti-Hazing Law will be strictly implemented to "avoid hazing deaths" and will be one of the
measures to safeguard the mandatory ROTC.
The implementation of mandatory ROTC stopped in 2001 when University of Santo Tomas student and ROTC
member Mark Welson Chua was found dead after exposing the alleged corruption in his unit.
The ROTC has since been offered as an optional program under the National Service Training Program (NSTP)
through Republic Act 9163.
Other components of NSTP include the Civic Welfare Training Service, which requires students to participate
in community service programs, and the Literary Training Service, which allows students to teach basic skills in
public school.

Reminders:
• 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 good textual evidence by selecting the most relevant section of the text that
strongly supports your statement about the text.
•
Activity 2

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 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.

What is the claim stated in the text?

What textual evidence can you determine from the text to support your assertions and counterclaims about
the text?

Read it!
Assertion to the excerpt of Meat Culture
I agree with the writer that animals are being subjected to cruelty when they are killed to become our
food. This claim of the writer is reflected in the first part of the text wherein the writer makes the readers
think of how the meat ended up on their dinner plates. The writer deliberately chose to say that
whenever he looks at the food on his plate, he also has mental images of what had to be done to the
animal for it to become someone’s food. By using the phrase “processes that brought it to their plate,”
the readers are made to imagine what an animal goes through just to end up on our dinner plates.

Counterclaim to the excerpt of Meat Culture

I disagree with the writer when he challenged some people to copy predatory behavior of animals and
prey on the weak. This is reflected in the sentence “Prey on the weak. See where that takes you.”
Although he might have been sarcastic to prove a point when he said this, it paints an unnecessary
violent mental picture for the readers and some readers might actually take it literally.
Tips
• In locating textual evidence, decide which type of textual evidence will best support your statement
before locating textual evidence.
• Always look for clues and keywords that support your evaluative statement/s about the text.

Test Yourself
5-item Quiz
Quiz
Identify what is being asked for.
• 1
Statements that oppose the claims of the writer in the text
• 2
Positive statements about a text read
• 3
Statements are formed by one’s judgment and generalization about claims of the writer in a text
• 4
A type of textual evidence that means restating the text in your own words
• 5
A type of textual evidence that means stating a part of a text in the exact way it was written
What were your thoughts or ideas about the What new or additional ideas did you learn
Patterns of development, articles, and stories to after taking up this lesson?
the discussion of this lesson?
I thought I learned

Teacher’s Background and Contact Details:

Name: MARC HAROLD I. FLORES

Cellphone Number: 09955962516
FB/Messenger Account: Marc Harold Ignacio Flores
Email Address: [email protected]

References:

Diwa Senior High School Series, Reading and Writing Skills.

Miss Hazel Angelyn E. Tesoro