Learning Competency 4: Identify the context in which a

text was developed

a) Hypertext
b) Intertext
S2 Q4 EN11/12RWS-IIIgh4
Learning Competency 5: Explain critical reading as
reasoning S2 Q4 EN11/12RWS-IVac-8

Reading and Writing Skills

Quarter 4 - Module 4.1
Text and Context Connections

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Lesson Text and Context Connections:
4 Contexts of Written Texts

What’s New

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 I Need to Know

By the end of this lesson, you are expected to:

1. identify the context in which a text was developed
a) Hypertext
b) Intertext

To achieve the objectives of this module, do the following:

 Take your time reading the lessons carefully.

 Follow the directions and/or instructions in the activities and exercises
diligently.
 Answer all the given tests and exercises.

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What I Know

Before heading on to our lesson, let us first check what you already know. Read
the statements carefully, and determine what is being referred to, 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.

Can you think of the differences between these two ways in identifying the
context of text development? Try to fill this table with your ideas.

HYPERTEXT INTERTEXT

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Lesson Text and Context Connections:
4.1 Context

What’s New

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 and purpose of a written text is heavily
influenced by its context.

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.

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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?

What I Have Learned

 Context refers to the occasion, or situation that informs the reader about why a
document was written and how it was written.
 The way writers shape their texts is dramatically influenced by their context.

What is it?

Activity 3: Read the following essay and identify the context with which the text
was written by answering the questions that follow.

DIGITAL BAYANIHAN AMID COVID-19

Experts all over the world believe that to mitigate the effects and end the spread
of the Novel Coronavirus disease (COVID-19), all sectors of the society must work
hand in hand to fight the deadly virus.
It is not the sole responsibility of the government to stop the global pandemic,
and it is imperative for people to join in the efforts and collectively stop the virus from
further infecting anyone.

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This rings true in the Philippines, where the spirit of bayanihan is slowly being
revived amid the onslaught of natural and man-made catastrophes that struck the
whole country during the first three months of 2020.
Various non-government organizations and even individuals have started calling
on Filipinos to help in the war against the pandemic, whether it’s through volunteerism
or through monetary donations.
Donations drives have been launched by various groups to help protect frontline
healthcare workers from the virus. These came amid the reported scarcity of personal
protective equipment (PPEs) in hospitals.
Likewise, groups and individuals are seeking support to fund relief goods for the
families that are in need of food and personal hygiene kits, as major cities and
provinces and provinces impose in their own community quarantine protocols.
There are hundreds of more donations drives that are hundreds of more
donations that are happening across the Philippines today, signaling the strong revival
of the Filipino culture of Bayanihan—only that with the strict implementation of
community quarantines and social distancing protocols, donations are facilitated
through mobile phones.
Source: globalnation.inquirer.net (posted March 2019)

1. What is going on in the Philippines while this text was written?

_____________________________________________________________________
_____________________________________________________________________
_______________________________________________________________
2. What is meant by BAYANIHAN?
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________________________
3. How is bayanihan during the pre-colonial Philippines different from bayanihan
during the pandemic?
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________________________
4. How are things different in the Philippines during the pandemic?

6
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________________________

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Lesson Text and Context Connections:
4.2 Hypertext

What’s New

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).

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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:

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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.

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What is it?
Activity 4: Try to research about a word that you were curious about. You can
start with WIKEPEDIA, then click on the hyperlinks on the article and see what
sites the hyperlinks sent you. List the sites that you were able to explore.

WORD/PHRASE THAT YOU WANT TO RESEARCH OR READ FURTHER ABOUT:

____________________________________________________________________

SITES THAT YOU WERE ABLE TO VISIT BY CLICKING THE HYPERLINKS:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

________________________________________________________________

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Lesson Text and Context Connections:
4.3 Intertext

What’s New

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, is also the modelling of a text’s meaning by another text.
It is defined as the connections between language, images, characters,
themes, or subjects depending on their similarities in language, genre and
discourse.
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 Disctionary, 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.

Let us see if you can see the connections between these two literary works
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What is it?

Activity 5: Are you familiar with the Harry Potter Series and the Lord of the Rings
Trilogy? If so, can you discuss what their similarities are?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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What I Have Learned

 Context is defined as the social, cultural, political, historical, and other related
circumstances that surround the text.
 Hypertext is a non-linear way of presenting information. 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.
 Intertext on the other hand, is defined as the connections between language,
images, characters, themes, or subjects depending on their similarities in
language, genre or discourse.

Assessment

After our lesson, let us now check what you have learned. Read the
statements carefully, and determine what is being referred to, 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.

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Key to Answers

Pre-Test & Post-Test

1. Hypertext
2. Intertext
3. Context
4. Intertext
5. Hypertext

ACTIVITY 1
Answers may vary

ACTIVITY 2
Answers may vary

ACTIVITY 3
Possible answer:

JK Rowling’s "Harry Potter Series" share similar events and even characters
types similar to JRR Tolkien’s "Lord of the Rings Trilogy". Both texts use wise
wizards as the protagonist’s mentor (Gandalf in LOTR and Dumbledore in Harry
Potter), this is an example of intertextuality. As readers, we understand "Harry
Potter’s" journey more because of the individual connections we can attribute to
the "Lord of the Rings".

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REFERENCES

Dayagbil, Felomina, et. Al. (2016). Critical Reading and Writing for the Senior
High School. Lorimar Publishing, Inc., Quezon City.

https://en.wikipedia.org/wiki/Text_(literary_theory)

https://www.slideshare.net/KatrinaClaireLandich/

Lesson Text and Context Connections:

5 Critical Reading as Reasoning

What’s New

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.

What I Need to Know

By the end of this lesson, you are expected to:

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1. explain critical reading as reasoning.

What I Know

Before heading on to our lesson, let us first check what you already know. Read
the statements carefully, and determine if they are TRUE or FALSE, then write
your answers on the blanks provided before each number.

____________________1. Critical reading is simply recognition of the text’s meaning

and restating it in your own words.
____________________2. Critical reading examines the author’s choice of content,
language and structure.
____________________3. Critical reading teaches the readers to accept all the
presented facts without further examination.
____________________4. A statement of fact can be verified through
experimentation, personal observation or credible sources.
____________________5. A statement of opinion needs further evidence and other
valid supporting details to be proven true.

Can you think of the similarities and differences between critical reading and
reasoning? Try to fill this Venn Diagram with your ideas.

Critical Reading Reasoning

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Lesson Text and Context Connections:
5.1 Critical Reading

What’s New

 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.
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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 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.

What I Have Learned

So far we have discussed what critical reading is.

 Critical reading is a more active way of reading. It is a deeper and more

complex engagement with a text.
 When we read critically, we use our critical thinking skills to question both the text
and our own and others’ interpretation of it.
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 Critical reading teaches the reader how to not blindly accept all the presented
facts without further examination.

ARE YOU READY TO BECOME A CRITICAL READER?

Lesson Text and Context Connections:

5.2 Facts versus Opinions

What’s New

 A statement of fact is characterized by its ability to be verified through

experimentation, personal observation or credible sources.
 On the other hand, a statement of opinion needs further evidence and
other valid supporting details to be proven true.

Facts are statements that can be checked or proved. We can check facts by
conducting some sort of experiment, observation or by verifying (checking) the fact with
a source document.

Facts often contain numbers, dates or ages and facts might include specific
information about a person, place or thing.

An opinion, on the other hand, is a statement that cannot be proved or checked.

It tells what someone thinks, feels or believes.

Clue words for opinion statements are: think, believe, seem, always, never,
most, least, worse, greatest.

To recognize a fact or an opinion, ask yourself, “Can this statement be

proved?”. If your answer is YES, then that statement is a fact; if your ANSWER is NO,
then that statement is an opinion.

What is it? 20
Activity 6: Identify whether the following statements are statements of fact or
opinion. Write SOF for statement of fact and SOO for statement of opinion.

________1. Chocolate cake is the most delicious kind of dessert.

________2. Belo Medical Clinic is the best clinic that can reverse skin aging.
________3. LBC is the most reliable express delivery company in the Philippines.
________4. BDO is the best bank in the Philippines.
________5. Listerine is a mouthwash.
________6. Listerine is a dynamite against bad breath, plaque and gingivitis.
________7. Globe handy phone makes great things possible.
________8. Natural fibers boost the immune system and improve digestive health.
________9. Paula’s Hotel is perfectly suited for your family vacation.
________10. Paula’s Hotel is located at Tagoloan, Misamis Oriental.
________11. BMW is the fastest and most sporty car ever.
________12. Winston Cigarette is the “spirit of the USA”.
________13. Hope is the largest-selling luxury cigarette.
________14. Hope is a brand of cigarette.
________15. Palmolive is a brand of shampoo and conditioner.
________16. Palmolive shampoo makes you more confident with your straighter hair.
________17. Filipinos are lazy people.
________18. Men and women are opposite sexes.
________19. People from Mindanao are all beautiful.
________20. Duterte is the greatest president this country has ever had.

Lesson Text and Context Connections:

5.3 Author’s Purpose and Tone
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What’s New

 An author’s purpose is his reason for or intent in writing. An author’s

purpose may be to amuse the reader, to persuade the reader or to inform
him.
 An author’s purpose is reflected in his tone.
 Tone reflects the author’s attitude in approaching the topic. According to
Forlini, “an author chooses words according to his/her attitude toward the
topic and how the author expects the reader to respond to the material.”

Purpose is the reason an author writes about a topic. An author may have a
more specific purpose in mind other than to inform, entertain or persuade him. To
figure out the author’s purpose, you as the reader, must consider the main idea,
thought pattern and tone.

The author’s tone, on the other hand, may be evident in his/her choice of words
either expressing its connotation or denotation.

The author uses various persuasive techniques to color the presentation of

facts and to appeal to the reader. Authors use jargons and slanting to make the
readers lean towards their position/argument.

 Jargons are “specialized vocabulary used by people in a particular field.” While

often misused to conceal meaning, jargons may prove effective in solidifying an
argument if defined and explained appropriately.

 Slanting “is the writing of a passage so that it leans toward one point of view.”
Words with either positive or negative connotations may be used as slanting.
Another example of slanting is purposefully leaving out information of a different
perspective on a similar issue.
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Analyzing a Written Text

In analyzing a written text, it is important to take note of the following elements as

well as the guide questions that come with it:
 Purpose/Context – What does the text aim to do? Does it mean to persuade or
does it contribute to a discussion of an existing topic? What content does the text
cover? What purpose does it serve its readers?
 Author/s – Who wrote the text? What are his qualifications for writing about the
topic?
 Audience – What is its target audience? Where is the text found? What does the
author expect the reader to get from his/her composition? Are you a part of the
author’s audience?
 Topic and Position – Is the author’s argument on the topic at hand supported by
valid evidence? Is the author’s position clear? Is it presented as objective? Is
his/her stand based on other author’s position or simply from personal
observation/experience?
 Research/Sources – Do previous researches have a role in supporting the
author’s argument? Which of the references elicits further discussion?
 Proof/Evidence – What are the proofs/evidence presented by the author
throughout the text? Did they come from credible sources? What type of proof is
used by the author (e.g. references to other work, interpretations of other work,
original research, personal experience, author’s opinions, critical analysis, etc.)?
Do these proofs validate the argument? Which of the evidence carries the most
weight?
 Organization – How are the information organized in the text? For what particular
reason are they arranged in this particular way? Where did the author plainly
states his/her stand on the topic? Is the organization driven more by the content
(the information that needs to be presented), by the authors' argument, by the
needs of the audience, or by some combination of the three?
 Style – What can you infer from the author’s choice of words? From what
perspective did the author write the text? Was he/she inclusive with his/her
choice of words? Did they use jargons or slanted meanings? If there are, were
they properly defined for the reader’s convenience and understanding? What
other writing techniques did the author apply in writing the text? Analyze each

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sentence structure, figurative language and rhetorical questions existing in the
text.
 Drawing Conclusions – What does the author want to highlight? Compare and
contrast the text with other similar ones. Identify the similarities and differences in
their approach of the same topic.

What is it?

Activity 7: Read the following passage and analyze the author’s purpose, tone
and persuasive techniques used by completing the table that follows it. Use the
guide questions we have discussed in the previous page to help you in
analyzing the text.

Exit Essay: Save the Filipino Language

The Filipino language plays a huge part in the lives of the countrymen. It is the
heart and soul of the country as it symbolizes oneness in words, speech, and thought.
Language is something one continuously learns as he/she grows up. Truly, a country’s
language paves way for bigger and better opportunities that will benefit everyone. But
what will happen to this optimistic view of the future if the means of learning one’s
language is taken away from him? This has been one of the hottest issues present in
Philippine society today – the exclusion of the Filipino subject in the tertiary level.
Commission on Higher Education (CHED) has already released a revised
general education (GE) curriculum that implements the dropping of the mandatory
Filipino subjects on the tertiary level. The CHED memorandum order on the new
curriculum notes that the integration of GE courses in senior high school – Grades 11
and 12 – has created a window for the revision of the current curriculum in colleges.
According to CHED, the revision of the curriculum aims to promote the development of
a student’s intellectual competency, personal and civic competency, and practical
skills. CHED also claims that the Filipino subjects taken under the K to 12 program are
sufficient given that students already have 108 hours under the said subject in Grade
11 alone. “The proposed GEC strips away remedial courses, those that duplicate

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subjects in Grades 11 and 12, and introductory courses to the disciplines,” CHED
explained in CMO 20-2013.
The new curriculum includes the following core courses: Understanding the Self;
Readings in Philippine History; The Contemporary World; and Mathematics in the
Modern World. Also included are Purposive Communication; Art Appreciation; Science,
Technology and Society; and Ethics. It requires three courses on the Arts &
Humanities; Social Sciences & Philosophy; and Mathematics Science and Technology
clusters. It also mandates the three-unit Life and Works of Rizal course. As a whole,
the number of GEC units has been reduced from the current 63-51 units down to 36
units for all college students.
The revision of the curriculum has met various violent reactions and oppositions
from stakeholders, linguists, academics, and even students themselves. Movements
from different universities concerned are currently in motion in order to fight for the life
of the Filipino subjects in the tertiary level. David San Juan (2014), a professor in De
La Salle University-Manila, pointed out that while the memorandum stated that the
optional provision for the teaching of the courses in Filipino dilutes its purpose as most
universities in the country uses English as its default language. In addition to the
statements of oppositions, the Kagawaran ng Filipino of the Ateneo de Manila
University avers that “Hindi lamang midyum ng pagtuturo and Filipino. Isa itong
disiplina. Lumilikha ito ng sariling larang ng karunungan na nagtatampok sa pagka-
Filipino sa anumang usapin sa loob at labas ng akademya.” UP DFPP also reacted on
the revision of the curriculum expressing, “Ang pagtatanggal ng siyam na yunit ng
Filipino sa kolehiyo ay isang anyo ng karahasang pangkamalayan. Nilulusaw nito
ang pagpapahalaga sa kasaysayan at kabihasnang tanging Filipino ang
makakapagpaliwanag.”
On a personal account, being a student myself makes me think twice about
the revision of the GE curriculum in college. Through the years of my schooling, the
Filipino language has been one of the most important factors that shaped me as a
person. It is the language I use at home, in school, and nearly in everywhere I go every
day. I couldn’t stress even more the fact that I am a Filipino living in the Philippines. I
grew up in a family that treasures the native language of the Philippine culture. Hearing
about the mandatory exclusion of the Filipino subjects in college irks me mostly
because I cannot see the point if it is really necessary to remove the Filipino language
when in fact; it plays a big role in the development of the country. Resorting to dropping
these subjects in favor of others, let alone its mere deletion, is senseless. There are far

25
more ways to address the issue of the student’s incompetence and the revised
curriculum is not one of them. It is a shameful act to kill the nurturing of the native
language. We are Filipinos and our language is something we should be proud of –
something that we must treasure. Save the country from senseless actions by fighting
for the life of the Filipino subjects. It is not impossible to oppose such acts if all
countrymen are united towards achieving one goal. The time to act is now – before it is
all too late.
(Perez, R.E. (2014). Exit essay: Save the Filipino language. Retrieved from
http://rjaperez.tumblr.com/post/95149266012/exit-essay-save-the-filipino-language)

Purpose/Context

Author

Audience

Topic & Position

Research/Sources

Proof/Evidence

Organization

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Style

Drawing Conclusions

Lesson Text and Context Connections:

5.4 Making Inferences

What’s New

 An inference is an idea or conclusion that’s drawn from evidence and

reasoning.
 An inference is an educated guess.
 When you are making an inference, you are reading between the lines or just
looking carefully at the facts and coming to conclusions.

The text, by itself, does not contain meaning. It is up to the reader to interpret the
meaning of the words, their usage and structure in the text. The reader infers an
interpretation of the text through prior knowledge, social conventions, shared
experience or shared values.

27
Inferences are essential in both written and spoken communication. A single
sentence may contain a variety of assertions. Reading is “an active, reflective,
problem-solving process.” Readers do not simply read the words, but ideas from a
collection of assertions.

Some examples of inferences are the following:

 A boy is wearing a Led Zeppelin T-shirt, glasses, and his shoes have mud on
them. One can infer he likes Led Zeppelin, his eyesight is poor and he walked
through mud.

 You adopt a puppy from the shelter and he seems nervous and scared. He hides
from loud noises and had some noticeable scars. You can infer that he was
abused by his former owner.

What is it?

Activity 8: Let’s try if you can infer where I am and what I am doing, and what can
you infer about the feelings of the people in the situations that I’ll be giving you.
The first one has been done for you.

Can you infer where I am and Can you infer where I am and
what I’m doing? what I’m doing?

I see bubbles rising. I hear my I hear screaming. My stomach

own breathing. There are fish feels funny. Can you see my hair
swimming above me. I feel the blowing? I’m feeling excited.
seaweed swaying.

Answer:
Answer: Scuba diving in the sea!
Can you infer where I am? Can you infer where I am?

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It’s so dark in here. What’s that I hear the crowd cheer as the ball
spooky sound? Oh I feel gets inside the ring. The players
somebody on my back! I’m whop with glee.
getting nervous.

Answer:
Answer:
What can you infer from this? What can you infer about
Anna’s father?

Rey always carries his guitar with

him. After Anna broke the vase, her
father turned and walked away
without saying anything.

Answer:
Answer:

What can you infer about the What can you infer about what
relationship of the speaker and Grandma is feeling?
whom she is speaking to?

Grandma’s mouth dropped open.

If you won’t go, I won’t either. Her hands flew to her face.

Answer:
Answer:

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What I Have Learned

 Critical reading goes beyond recognition of the text’s meaning and

restating it in your own words
 A critical reader must be able to do the following
a. Distinguish between fact and opinion
b. Identify the author’s purpose
c. Make inferences
d. Recognize the author’s tone
e. Recognize persuasive techniques.

Assessment

After our lesson, let us now check what you have learned. Read the
statements carefully, and determine if they are TRUE or FALSE, then write
your answers on the blanks provided before each number.
____________________1. Critical reading is simply recognition of the text’s
meaning and restating it in your own words.
____________________2. Critical reading examines the author’s choice of
Congratulations!
content, language and structure.
____________________3. Critical reading
You have completed your teaches
journeythe
inreaders to accept all the
this module.
presented facts without further examination.
You did a great job!
____________________4. A statement of fact can be verified through
It’s now timeexperimentation,
to go on to the next observation
personal adventure… or credible
sources.
Good luck!
____________________5. A statement of opinion needs further evidence and
other valid supporting details to be proven true.

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Key to Answers

Pre-Test & Post Test

6. False
7. True
8. False
9. True
10. True

ACTIVITY 1 ACTIVITY 2
1. SOO Answer may vary
2. SOO
3. SOO
4. SOO
5. SOF
6. SOO
7. SOO
8. SOF
9. SOO ACTIVITY 3
10. SOF Possible answers
11. SOO
12. SOO I’m in an amusement park ride
13. SOO I’m in a horror house
14. SOF I’m at a basketball game
15. SOF The guitar is important to him
16. SOO Anna’s father is upset
17. SOO They are good friends
18. SOF Grandma is surprised
19. SOO
20. SOO

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REFERENCES

Analyzing a written text. Retrieved from:

https://writing.colostate.edu/guides/teaching/co301aman/pop7b3.c fm

Inference reading. Retrieved from:

http://www.criticalreading.com/inference_reading.htm

Critical reading strategies. Retrieved from:

http://www.salisbury.edu/counseling/new/7_critical_reading_strategies.ht ml

Forlini, et.al., (2004) Prentice Hall: Grammar and Composition.

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