Reading and Writing

Learning Activity
Sheet
 Quarter 4 – Module 4:
Hypertext and Intertext
Name of Learner: ____________________________________
Grade Level: ________________________________________
Section/Seksiyon: ________________________________________
Date/Petsa: ________________________________________

Background Information for Learners/Panimula (Susing Konsepto)

Welcome to the Reading and Writing 11 Alternative Delivery Mode (ADM) Module on Hypertext and
Intertext! The hand is one of the most symbolized parts of the human body. It is often used to depict skill,
action and purpose. Through our hands we may learn, create, and accomplish. Hence, the hand in this
learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in your own hands!

Learning Competency with code/Kasanayang Pampagkatuto at koda

After going through this module, you are expected to:
1. Understand the concept of hypertext and intertextuality;
2. Obtain information in a customized manner through hypertext;
3. Determine the key elements of intertextuality;

References for learners/Mga Sanggunian

Department of English Language and Literature National University of Singapore. “Fast City Documentation
and Writing”. Last modified November 7, 2002. Accessed on May 28, 2020.
http://www.cyberartsweb.org/cpace/cpace/fiction/bosco/01.html.

Domagsang, Anne Gelene T., Exploring Literature and Grammar, Reading and Writing Skills, Quezon City:
Brilliant Creations Publishing, Inc., 2016, 94.

Wikipedia the Free Encyclopedia. “Hypertext”. Edited last

June 4, 2020.
https://en.wikipedia.org/wiki/Hypertext_(semiotics)

Wikipedia. “URL”. Edited last May 17, 2020. https://en.wikipedia.org/wiki/URL.

“Intertextuality,” Literary Devices. Accessed June 6, 2020. https://literary devices.net/intertextuality/.

Nordquist, Richard “Intertextuality: Glossary of Grammatical and Rhetorical Terms.” Last modified March 6,
2020. Accessed on May 29, 2020. https://www.thoughtco.com-what-is-intertextuality-1691077.\

Wimmer, Joshua. “Lesson Transcript”. Accessed June 5, 2020.

https://study.com/academy/lesson/intertextuality-in-literature-definition- examples.html

Wikipedia, the free encyclopedia. “Indio (TV series),”, last modified May 22, 2020,
https://en.wikipedia.org/wiki/Indio_(TV_series)

2
 Lesson

1 Hypertext
Reading and writing does not only mean perceiving the world around us. The
process of perceiving embodies the relationship of a text and another text. Likewise,
it deals with reading from the viewpoint of a research question and actively using
what you read to develop your own analysis and argumentation and eventually
collect materials that you can use in your on writing. Reading and writing goes
beyond finding the linkage of the evidences and corresponding texts and identifying
and interpreting possible uncertainties and flaws in the reasoning of the author. It
also means understanding that texts are always developed with a certain context,
thus its meaning and interpretation are affected by a given set of circumstances.
Moreover, reading now involves a relatively new way of reading a text online as
brought by the advent of the internet and technology. Today, let us practice our
reading skills as we discuss hypertext.

What’s In

In the previous lesson, you have learned that organization, coherence, and
cohesion, language use, and mechanics play a very significant role in developing a
well-written text. Having unity in writing helps the readers to easily understand
what the text is about without having to re-read it. Language use enables writers to
communicate ideas effectively without confusing the reader. An effective language is
specific, concise, familiar, correct, and in appropriate levels. Mechanics refers to the
rules of the written language such as capitalization, punctuation, spelling, and even
grammar. Having a well-written text makes it easier for you to express your work to
the readers.

After learning the properties of a well-written text, it is important to connect

it to hypertext so that it will be easier for you to use connections to other locations
that you may find interesting and useful with your readings.
 Before delivering this lesson, the teacher should see to it that he/she knows how to connect with hyperlinks

What’s New

Digital devices, browsers, and other similar technology have made it very easy
for readers to obtain the information they want, in the sequence that they prefer.
This is through the use of links which takes the reader into another text.

Click and Link!

Open the e-copy of the paragraph below in a document located in the
laptop/computer provided for you by your teacher. Click all the highlighted
words/phrases and look for its brief description by completing the table below.

Hypertext (semiotics)
From Wikipedia, the free encyclopedia

alludes, derives from, or relates to an earlier work or hypotext.[1] For example, James
Joyce's Ulysses could be regarded as one of the many hypertexts deriving
from Homer's Odyssey; Angela Carter's "The Tiger's Bride" can be considered a
hypertext which relates to an earlier work, or hypotext, the original fairy-story Beauty
and the Beast. Hypertexts may take a variety of forms including imitation, parody,
and pastiche.
 Highlighted Word/s What is it? Describe/Define.

What is It

Hypertext is a non-linear way to present information and is usually

accomplished using “links”. Such links help the readers navigate further information
about the topic being discussed and may also lead to other links that can direct the
readers to various options. Hypertext also allows the readers to create their own
meaning out of the material given to them and learn better associatively.
Hypertext is text displayed on a computer display or other electronic devices
with references to other text that the reader can immediately access. Hypertext
documents are interconnected by hyperlinks, which are typically activated by a
mouse click, keypress set, or by touching the screen. Rather than remaining static
like traditional text, hypertext makes a dynamic organization of information
possible through links and connections (called hyperlink).
The World Wide Web (www) is a global hypertext system of information
residing on servers linked across the internet.
Hypertext is the foundation of 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.
The term hypertext was coined by Ted Nelson in 1963.

Hypertext allows readers to access information particularly suited to their

needs. Example, if a reader still needs more background on a particular item that a
text is discussing, such as when a reader does not know a particular term being
used, the reader can choose to highlight that term and access a page that defines
the term and describes it.

Conversely, a Uniform Resource Locator (URL), colloquially termed a web

address, is a reference to a web resource that specifies its location on a computer
network and a mechanism for retrieving it. URLs occur most commonly to reference
web pages (http) but are also used for file transfer (ftp), email (mailto), database
access (JDBC), and many other applications.
 Most web browsers display the URL of a web page above the page in an address
bar. A typical URL has this form:
http://www.example.com/index.html

protocol
File name
Host name

Today, links are not just limited to text or documents but may also
incorporate other forms of multimedia such as images, audio, and videos that
stimulate more senses. This is called hypermedia.

Why hypertexts?

 In a hypertext system, the reader is free to navigate information by exploring

the connections provided.
 Hypertext is very different way of presenting information than the usual
linear form.
 Text no longer flows in a straight line through a book. Instead, it is broken
down into many smaller units (lexias, to borrow a term from literary
criticism), each addressing a few issues.
 It acts as a bridge between two basic, opposite, and complementing elements
that may be called gender of knowledge representation: free and shortcut

Assessment

Choose the letter of the correct answer. Encircle your answer.

1. Which of the following is not a characteristic of hypertext?

A. Text flows in a straight line through a book.
B. It acts as a bridge between two basic, opposite, and complementing
elements: free and shortcut.
C. In a hypertext system, the reader is free to navigate information by
exploring the connections provided.
D. Hypertext is very different way of presenting information than the usual
linear form.

2. Which of the following is a global hypertext system of information residing on

servers linked across the internet?
A. Domain address
B. http
C. Uniform Resource Locator
D. World Wide Web
 3. Which of the following is a link from a hypertext file or document to another
location or file, typically activated by clicking on a highlighted word or image
on the screen?
A. Hyperlink
B. Hypermedia
C. Link
D. URL

4. Which of the following does not describe hypertext?

A. It allows readers to access information particularly suited to their needs.
B. It permits the readers to create their own meaning out of the material
given to them and learn better associatively.
C. It is a text displayed on a computer display or other electronic devices with
references to other text that the reader can immediately access.
D. It is a linear way to present information and is usually accomplished using
“links”.
5. What do you call a reference to a web resource that specifies its location on a
computer network and a mechanism for retrieving it?
A. Universal Resource Locator
B. Uniform Resource Locator
C. Universal Resource Identifier
D. Uniform Resource Identifier

6. Which of the following statements is not true about hypertext?

A. All textual information is easily presented in a linear form.
B. A hypertext environment gives the learner control over paths of learning.
C. Hypertext allows readers to analyze information from multiple
perspectives.
D. As the learner uses hypertext, they determine the focus or center of
investigation by choosing to move outside the limits set up by the author's
navigational structure.

7. Clicking on a hyperlink can take you to which of the following locations?

A. Another website
B. Another place in the document you have opened
C. Another document other than the one you have opened
D. All of the above

8. Which of the following refers to other forms of multimedia (pictures, sounds,

and videos) that could stimulate more senses and are incorporated in the
links?
A. Hyperlinks
B. Hypermedia
C. Links
D. URL

9. How could a hyperlink be used without an Internet connection?

A. To link from one page to another in a PDF document
B. To link from one page to another in a Word document
C. To link from one document stored on your computer to another document
stored on your computer
D. All of the above
10. Other than using the 'Insert' menu, what is another way to insert a hyperlink?
 A. Just type 'Hyperlink' in the Search box within Microsoft Word
B. Press Control + Shift + H
C. Triple click the word you want to use as the link
D. Right-click the word or phrase you want to use as the hyperlink

11. Which of the following allows the reader to jump from the original text to
another connected text using a link?
A. HTML
B. Highlighted words
C. Hypertext
D. Web address

12. Which of the following statements is true?

A. Hypertext is usually read in a linear manner.
B. A link may stock the reader to only a brief sentence, to a paragraph, or to
whole pages of new text.
C. User follows a link from its source to its destination, usually by clicking on
source with the mouse.
D. Hypertext refers to "links" on a computer screen that, when inactivated, will
bring the reader immediately to a new site of text, audio and video.

13. In 1963, the term hypertext was coined by .

A. Ned Nelson
B. Ted Jackson
C. Ted Nelson
D. Ned Jackson

14. Under what menu would you find the 'Hyperlink' button in Microsoft Word?
A. Format
B. Home
C. Insert
D. Review

15. In the URL http://www.fbi.gov/employment/, which part is the host name?

A. Employment
B. http
C. www
D. www.fbi.gov

Lesson
Intertext
2
Intertextuality or intertext is one method of text development that
enables the author to make another text based on another text. It happens when
some properties of an original text are incorporated in the text that is created by
another author. One good reason why it occurs is perhaps the second writer is
greatly affected or influenced by the first writer leading to a combination of
imitation and creation.
 What’s In
In the last lesson, you have learned that hypertext is a method that
enables an individual to make bits of information more accessible
to the readers by taking advantage of technology.

Notes to the Teacher

ply be a story or another literary piece that allows the author to mix various styles leading to a new tex
earning booster.

What’s New

Directions: Rearrange the jumbled letters to decode the needed words. After
doing so, put these words together inside the box below to unlock the
meaning of the given term.
Intertext Defined
Intertext or intertextuality is technically defined as a process of text
development that merges two more processes such as imitation and creation in
doing a text. It involves imitation because the author as highly influenced by another
author comes up with his own version of the text consciously or unconsciously
incorporating the style and other characteristics of the text done by that author.

Elaboration on Intertextuality
Intertextuality has rooted from the work of a Swiss linguist Ferdinand de
Saussure (1857-1913). Meanwhile, the term itself was first used by Bulgarian-French
philosopher and psychoanalyst Julia Kristeva in the 1960s.
Intertextuality is said to take place using four specific methods namely:
retelling, pastiche, quotation, and allusion.

Table 1. Elaborating Intertextuality

Method Definition
Retelling It is the restatement of a story or re-expression of a narrative.

Quotation It is the method of directly lifting the exact statements or set

of words from a text another author has made.

Allusion In this method, a writer or speaker explicitly or implicitly

pertains to an idea or passage found in another text without
the use of quotation.
Pastiche It is a text developed in a way that it copies the style or other
properties of another text without making fun of it unlike in a
parody.

Table 2. Identifying Intertext

Questions Used to Validate Intertext

1. Are there two or more stories involved?
2. Does the text show a direct or an indirect connection to
another piece of work?
Note: If the reader has affirmation towards these questions,
the texts he/she is dealing with contains intertext.
Assessment
Choose the letter of the correct answer. Write your answers on a separate sheet of
paper.
1. The new text that is formed using intertext has borrowed
or imitated from the original text.
A. location B. language C. context D. time

2. Which of the following does not allow intertextuality to occur?

A. allusion
B. originality
C. quotation
D. retelling

3. Who coined the term ‘intertextuality’ in 1960s?

A. Ferdinand de Saussure
B. Laurent Jenny
C. Julia Kristeva
D. Graham Allen

4. It is a text developed in a way that copies the style or other properties of

another text without making fun of it unlike a parody.
A. allusion
B. pastiche
C. quotation
D. retelling

5. This method of text development allows writers to produce texts with

borrowed ideas from other writers.
A. hypertext
B. intertext
C. context
D. concept

6. This relationship between or among texts happens when a writer or speaker

explicitly or implicitly pertains to an idea or passage found in another text
without the use of quotation.
A. allusion B. pastiche C. quotation D. retelling

7. It is the method of directly lifting the exact statements or set of words from
a text another author has made.
A. allusion B. pastiche C. quotation D. retelling

8. Norse mythology of Europe was the inspiration of Victor Magtanggol,

an action-fantasy series of GMA Network. What text development was
used in crafting this story?
A. hyperlink B. intertext C. analysis D. context
 9. It is one form of intertextuality that utilizes the process of restatement of a
story or re-expression of a narrative.
A. allusion B. pastiche C. quotation D. retelling

10. James Joyce used the modern context of The Odyssey in his very
famous novel Ulysses. It is an example of a/an .
A. hyperlink B. intertext C. analysis D. context

11. In the statement, “No man can write a single passage to which a parallel
one may not be found somewhere in the literature of the world,” what does
Alfred Tennyson mean about intertextuality?
A. It is present in almost all the texts that have written.
B. It is synonymous to originality.
C. It affects selected writers only.
D. It exists in limited texts.

12. Intertextuality was first observed in the work of from 1857

to 1913.
A. Ferdinand de Saussure
B. Laurent Jenny
C. Julia Kristeva
D. Graham Allen

13. Which of the following is not a kind of an intertextual relationship?

A. bibliography
B. quotation
C. retelling
D. allusion

14. Intertextuality is important because .

A. It allows the writer to reshape a text to be in a better form.
B. It enables the readers to see how original the text is.
C. It is way of showing creativity.
D. It promotes originality.

15. Which of the following is not an example of intertextuality?

A. The song Love Story by Taylor Swift was described as one of the
modern versions of Romeo and Juliet due to its lyrics.
B. Clueless was the basis of Iggy Azalea’s music video Fancy.
C. Harry Potter was originally written by J. K. Rowling.
D. None of the above
 Quarter 4 – Module 5:
Critical Reading as Reasoning
Name of Learner: ____________________________________
Grade Level: ________________________________________
Section/Seksiyon: ________________________________________
Date/Petsa: ________________________________________

Background Information for Learners/Panimula (Susing Konsepto)

Welcome to the Reading and Writing 11 Alternative Delivery Mode (ADM) Module on Hypertext and
Intertext! The hand is one of the most symbolized parts of the human body. It is often used to depict skill,
action and purpose. Through our hands we may learn, create, and accomplish. Hence, the hand in this
learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in your own hands!

Learning Competency with code/Kasanayang Pampagkatuto at koda

After going through this module, you are expected to:
1. Understand the concept of hypertext and intertextuality;
2. Obtain information in a customized manner through hypertext;
3. Determine the key elements of intertextuality;

References for learners/Mga Sanggunian

Department of English Language and Literature National University of Singapore. “Fast City Documentation
and Writing”. Last modified November 7, 2002. Accessed on May 28, 2020.
http://www.cyberartsweb.org/cpace/cpace/fiction/bosco/01.html.

Rodriguez, Maxine Rafaella C. and Tiongson, Marella Therese A., Reading and Writing Skills, Manila, Rex
Book Store, Inc., 2016.
 Lesson
Explain critical reading as reasoning
5
Critical reading is engaging in analytic activity which involves the reader by asking questions about the text
and the author’s claim. Critical readers are doing the process of evaluating, analyzing, and interpreting the
assertion of the hidden meaning of the entire text.

On the other hand, reasoning as defined in Merriam-Webster dictionary, is an act of giving statements for
justification and explanation. It is the ability of someone to defend something by giving out reasons.

Therefore, when reading critically, it is necessary to question the different arguments used by the author, as
any problem can weaken the authenticity of the conclusion.

Remember that critical reading is not meant to criticize but to assess the validity of textual evidence.

Steps Used in Critical Reading as Reasoning

by Maxine Rafaella C. Rodriguez and Marella Therese A. Tiongson

1. Identifying assertions
Identify by a common type of assertion such as fact, convention, opinion, and preference
2. Formulating a counterclaim
Counterclaims are made to rebut a previous claim
3. Determining evidence
Evidence is the details given by the authors to support his/her claims

Example
You are asking your father for an Android phone—that is your claim. Then, your father answers you, “I am
sorry, but you couldn’t.”—this is his counterclaim.
He might say that you already have a cellphone. Now, you are going to formulate a reason for your
counterclaim. You may say that the reason you are asking for an Android phone is because you
need to use it for your online class and would be very helpful in the new normal classroom
setup.

When you write your counterclaim, you are expressing unfavorable statements.
Therefore, it is needed that you use hedges, which are words or phrases that give a courteous tone.

Different forms of hedges

Modals: may, could, would, should, might, certain, must, etc.
Frequency adverbs: usually, generally, commonly Probability adverbs: probably, possibly, presumably

Example:

The common cold is caused by a virus.

With hedges:
The common cold must be caused by a virus.
The common virus is certain to be caused by a virus.
 A claim is a statement that answers the question. It will usually only be one sentence in length. The
claim does not include any explanation, reasoning, or evidence so it should not include any transition words
such as “because.”

The evidence is the data used to support the claim. It can be either quantitative or qualitive
depending on the question and/or lab. The evidence could even be a data table the student creates. Students
should only use data within their evidence that directly supports the claim.

The reasoning is the explanation of “why and how” the evidence supports the claim. It should
include an explanation of the underlying science concept that produced the evidence or data.

Example:

Claim: The Yankers are the best baseball players in the world.
Evidence: Yankers won World Series more than any other team in history.
Reasoning: World Series is a championship to determine who is the best team in the baseball game.

Assessment

Direction: Write your claim, evidence, and reasoning to the following topics.

1. What is your claim on covid vaccines?

Claim :
______________________________________________________________________
______________________________________________________________________
Evidence:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Reasoning
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. What is your claim on bullying in social media?

Claim :
______________________________________________________________________
______________________________________________________________________
Evidence:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Reasoning
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
 Quarter 4 – Module 6:
Formulating Evaluative Statements
Name of Learner: ____________________________________
Grade Level: ________________________________________
Section/Seksiyon: ________________________________________
Date/Petsa: ________________________________________

Background Information for Learners/Panimula (Susing Konsepto)

Welcome to the Reading and Writing Skills 11 Alternative Delivery Mode (ADM) Module on Formulating
Evaluative Statements!
This module was collaboratively designed, developed and reviewed by educators both from public and private
institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to
12 Curriculum while overcoming their personal, social, and economic constraints in schooling.

Learning Competency with code/Kasanayang Pampagkatuto at koda

After going through this module, you are expected to formulate evaluative statements about a text read:
1. assertions about the content and properties of a text read; and
2. counterclaims in response to claims made in a text read;

References for learners/Mga Sanggunian

Department of English Language and Literature National University of Singapore. “Fast City
Documentation and Writing”. Last modified November 7, 2002. Accessed on May 28, 2020.
http://www.cyberartsweb.org/cpace/cpace/fiction/bosco/01.html.

Domagsang, Anne Gelene T., Exploring Literature and Grammar, Reading and Writing Skills, Quezon
City: Brilliant Creations Publishing, Inc., 2016, 94.
 Lesson
Assertions
1
What is an Evaluative Statement?
It is a statement that states one's sound judgement about something through writing
which is supported by reasons and evidences. It also presents the strengths and weaknesses
of something based on a set of criteria which needs to be factual, substantial, and unbiased.

How to Formulate an Evaluative Statement:

To formulate an evaluative statement, one needs to read the entire text carefully and
critically to understand and to check for possible fallacies in the argument presented by the
writer. Just like any other writing, the formulation of the evaluative statements is done in the
same way except that the statement is about your own judgment of the text’s content and
properties. You may formulate your evaluative statements in two ways such as formulating
assertions and counterclaims. Meanwhile, you will be formulating meaningful counterclaims
at the second part of this module.
The question now is, how are you going to form evaluative statements? It’s very
simple! Just remember the following pointers:

1. Begin with the positives before you point out the negatives. Remember that your
evaluative statement should be factual, substantial, and unbiased. When giving your
negative feedback, it should not sound insulting on the part of the evaluatee (one who
is evaluated).

2. Suggest a solution/s or suggestion/s on how to improve the written material being

evaluated and provide justification how these will work.

3. Keep your feedback concise and precise.

4. Be careful in giving your feedback. Since evaluations pass judgment onto works of
authors, they must be written and expressed with care and much diligence.

Take a look at the given example below:

SITUATION:

A student was tasked to compose a poem that would express his thoughts and
feelings about various events around him. After a while, he submitted it to his teacher before
the set deadline. As the teacher evaluated his output, she was impressed about the way the
student wrote his concrete poem using the shape of a dove as the poem’s structure to help
the readers to easily understand the meaning of his writing. Surprisingly, he chose a theme
about the 2019 Corona Virus Disease that gives hope to the readers who may be affected by
the pandemic. In addition to this, a good physical and grammatical arrangement of words
were evidently shown. Figurative language and imagery were also used. However, the
teacher found out that the poem was written in forced rhyme that may have caused him to
use inappropriate words. Since the teacher wanted to improve the writing skill of the
student, she then suggested to consider the use of appropriate language over rhyme to better
connect with the audience.
 EVALUATION:
1) You (referring to the writer) composed an impressive poem. It has a good
physical and grammatical arrangement of words that enhanced the readers’
overall experience. Another good thing is that your chosen theme is very timely
that gives hope to the readers in this time of pandemic. When it comes to the
elements of poetry, you used figurative language and imagery that added spice to
the overall quality of your composition. These literary devices stir up and startle
the readers’ imagination. Furthermore, the choice of writing a concrete poetry (a
poetry of which visual appearance matches the topic of the poem) with a dove as
the shape of the poem’s structure contributes a lot in understanding the meaning
of the poem.

Explanation:
The evaluation begins with an evaluative statement that says, “You (referring
to the writer) composed an impressive poem.” It is followed by giving a
positive feedback to the writer specifying the strengths of the poem.
2) However, the rhyme of your writing is forced. It seems that the words
were chosen for the sake of having a rhyming effect that somehow affect the
emotional connection between the reader and the poem itself.

Explanation:

In the second paragraph, the evaluator mentioned about the weaknesses she
saw in the writing.
3) To improve your work, you should be careful in choosing the
appropriate words to be used to best express the meaning and
emotions you would like the readers to understand and feel. It should
be considered over the rhyme of the poem. Remember, a poem may or

may not have a rhyme but if you choose to have one, the meaning and the
emotional appeal of the poem should not be compromised. In this way, you can
have a good connection with the readers and would therefore make them
appreciate your poem more.

Explanation:

Finally, a suggestion was given to the writer at the third paragraph for the
improvement of the poem.

ASSERTION AND ITS TYPES:

A good critical reader does not only understand the meaning of a reading
material but also logically evaluates whether the claims of the writer are true or false.
Assertions serve as a primary way for the readers to consider and possibly agree with the
claims presented by the writer in an expository writing.

Assertions are declarative sentences that give one’s belief about something
else as if it is true though it may not be. It is expressed as an argument. Usually, these
assertions contain languages that expresses evaluation such as useful, significant,
important, insightful, detailed, up-to-date, comprehensive, practical, impressive,
etc.
 For example, you were asked to answer the question, “Do you believe education
should continue regardless of the situation we are facing right now?” and you would give
your opinion or argument about it. Afterwards, you would make an assertion whether you
agree or disagree with the issue, thus, take a stand and support it with your reason/s.
There are four types of assertions which are classified according to the
degree of certainty they can be judged as true or false.

1. FACT - is a statement that can be proven objectively by direct experience,

testimonies of witnesses, verified observations, or the results of research.

Example:
According to experts, seawater contains high amounts of minerals such as
sodium, chloride, sulphate, magnesium, and calcium.

(The first sample sentence is classified as a fact since the mineral contents of
seawater can be tested and proven through experiments and researches.)

2. CONVENTION - is a way in which something is done similar to traditions and

norms. Its truthfulness can be verified only by reference to historical precedents, laws,
rules, usage, and customs. Something to note about conventions is that they may
sound factual due to their being derived from
customs, but because they are socially accepted ways of doing things, they cannot
be verified objectively by measurements.

Example:
Seawater is classified as a heterogenous and homogenous mixture.

(The second sample sentence is a convention because the classification of

seawater is based on the classification system made by scientists and is acceptable
to the scientific community.)

3. OPINION - is a statement based on facts but is difficult to objectively

verify because of the uncertainty of producing satisfactory proofs of soundness. Opinions
result from ambiguities; the more ambiguous a statement, the more difficult it is to
verify. Thus, they are open to disputes.

Example:
Swimming in seawater is the best activity to refresh and relax your mind, body,
and soul.

(The third sample sentence is an opinion since the claim is difficult to prove.
The truthfulness of the claim may be true to some but not to others.)

4. PREFERENCE - states a personal choice in which the writer is under no

obligation to support or prove the truthfulness of the statement. They are
subjective and cannot be objectively proven or logically attacked.

Example:
I love to make frequent trips to places with seawater than those without it.

(The last sample sentence is a preference because it expresses the personal

choice of the writer to places with seawater over those places without it.)
 Assessment

Identify the type of assertion in each statement whether it is a fact, convention, opinion, or
preference. Write your answer on the space provided.

_____________________.1. I would rather watch educational shows than play computer

games.
_____________________.2. Roses grow best in soil made of ¾ clay and ¼ sand and loam.
_____________________.3. In America, the bride's family pays the majority of the wedding
costs.
_____________________.4. Chocolates taste better than ice cream.
_____________________.5. Lions belong to the genus Panthera which contains well-known
animals such as the tiger, leopard, and jaguar.
_____________________.6. I think that green is the best color.

_____________________.7. I prefer to go to Maldives than to St. Gallen.

_____________________.8. Corazon Aquino was the 11th president (and first female
president) of the Philippines. She restored democracy after the long dictatorship of Ferdinand
Marcos.
_____________________.9. The export of cut rose can easily become one of the most lucrative
businesses in the country.
_____________________.10. President Rodrigo Duterte signed the Bayanihan to Heal as
One Act on March 24, 2020.
 Quarter 4 – Module 7:
Composing Academic Writing
Name of Learner: ____________________________________
Grade Level: ________________________________________
Section/Seksiyon: ________________________________________
Date/Petsa: ________________________________________

Background Information for Learners/Panimula (Susing Konsepto)

Welcome to the Reading and Writing Skills 11 Alternative Delivery Mode (ADM) Module on Composing
Academic Writing!
This module was collaboratively designed, developed and reviewed by educators both from public and
private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set
by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling.

Learning Competency with code/Kasanayang Pampagkatuto at koda

After going through this module, you are expected to:
• identify the unique features, parts, and requirements in writing a book review; and
• write a book review following the process approach to writing

References for learners/Mga Sanggunian

Department of English Language and Literature National University of Singapore. “Fast City
Documentation and Writing”. Last modified November 7, 2002. Accessed on May 28, 2020.
http://www.cyberartsweb.org/cpace/cpace/fiction/bosco/01.html.

Domagsang, Anne Gelene T., Exploring Literature and Grammar, Reading and Writing Skills, Quezon
City: Brilliant Creations Publishing, Inc., 2016, 94.
 Lesson
Book Review
1
A book review describes and evaluates a work of fiction or nonfiction and
offers the book’s overall purpose, structure, style of narration to the unknown
readers. It tells not only what a book is about, but also how successful it is at what it
is trying to do. It is a sneak peek at a book, not a summary.

As a reviewer, you bring together the two strands of accurate, analytical reading and
strong, personal response when you indicate what the book is about and what it
meant to readers. Hence, in writing a book review, you combine your skills of
describing the content of the pages, analyzing how the book achieved its purpose,
and expressing your most personal comments, reactions and suggestions.

But before you start writing a book review, you have to read the book first and ask
yourself these questions: What are the author’s viewpoint and purpose? What are
the author’s main points? What kind of evidence does the author use to prove his or
her points? How does this book relate to other books on the same topic? Does the
author have the necessary expertise to write the book? What are the most
appropriate criteria by which to judge the book? How successful do you think the
author was in carrying out the overall purposes of the book?

If it is a short review, you may not be able to fulfill your purpose. If it is too long, it
may stray too much of the plot or of the content, you may lose the interest of your
readers. Take this general guideline: the length of the review depends upon the
length of the book itself, and a review should not be less than 100 words. Longer
books usually asks for more than 500 words.

A book review title should be based on your total impression of a book. Similar to
creating passwords, strong titles might be “Drew girl power to new height”, “A night
owl that seldom sleeps even during daytime,” “Beautiful illustrations with a story to
match,” “Perfect for a weekend getaway” while weak titles are: “State of the art
book,” “Five stars,” “A breath of fresh air,” “Fast and furious.”

How do you START writing a book review?

1. Identify the book by author, title, and sometimes publishing information.
2. Specify the type of book (for example: fiction, nonfiction, biography, and
autobiography). Help your readers to review with perspective.
3. Mention the book’s theme.
4. Include background, if necessary, to enable reader/s to place the book into a
specific context.
5. You may also use an interesting quote, an interesting fact, or an explanation
of a concept or term.
What do you DO with the content?
1. For nonfiction books like biography, history and the like: pay primary
attention to the major points (the argument) the author is putting forth and
to the sources the author has drawn upon to back up his/her point of view.
2. For fictional works such as novels, chic lit, graphic novels, manga: Pay
attention primarily to the novel or book’s setting, plot, style, characters,
theme/s, use of language and voice. Caution: Do not give away the story for
no one appreciates a spoiler!
3. Provide your reactions to the book.
4. Describe the book.
5. Respond to the author’s opinions and analyze it.
6. Explore issues the book raises.

How do you CONCLUDE?

1. Relate your argument to other books or authors.
2. Relate the book to larger issues.
3. Tie together issues raised in the review.
4. Briefly restate your main points and your thesis statement.
5. Indicate how well the book has achieved its goal, what possibilities are
suggested by the book, what the book has left out, how the book compares to
others on the subject, what specific points are not convincing, and what
personal experiences you’ve had related to the subject.

How do you REVISE the draft?

1. Allow time to elapse, at least a day, before starting your revision.
2. Correct grammatical mistakes and punctuation as you find them.
3. Read your paper through again looking for unity, organization and logical
development.
4. If necessary, do not hesitate to make major revisions in your draft.
5. Verify quotations for accuracy and check the format and content of references.

Assessment

Encircle the letter of the best answer.

1. It is a sneak peek of the content of the book that includes relevant description as
well as its overall perspective and purpose.
A. Fiction Review B. Movie Review
C. Newspaper Review D. Book Review

2. The following are the focus of reviewing a book, except:

A. Purpose of the Author B. Title of the Book or Novel
C. Relevance of the Issues D. Content of the Book or Novel

3. Which of the following parts of a review provides the author’s name, book article’s
name, source, and their statement?
A. Introduction B. Body
C. Conclusion D. Synthesis
4. How long should a book review be?
A. 50 words B. strictly 500 words
C. 500 words or more D. strictly 100 words

5. The following skills are enhanced when one writes a book review, except :
A. Describing B. Expressing
C. Analyzing D. Assessing

6. What is your best basis in creating titles for a book review?

A. Background of the Author B. Book’s Impression
C. Book Illustrations D. Book’s Sales and Popularity

7. Which of the following are identified first in writing a book review?

A. Author and Title B. Page and Number
C. Publication House D. Audience

8. Which of the following is a strong book review title?

A. Hilarious B. Student Reviewer Went Viral
C. Five Thumbs Up! D. Millennial Philosophy to the Highest Level

9. Which of the following shows a weak book review title?

A. Quite Tough
B. A nerve-wracking thriller to date
C. She is a rose among thorns
D. Pinoy frontliners honored insanely

10. In reviewing fiction books, what elements should be paid with most attention by
the reviewer?
A. Setting and plot only B. Language and audience
C. Setting, plot and characters D. Language and genre

11. Which should be given particular treatment in reviewing nonfiction materials?

A. Argument and sources B. Style and diction
C. Content and context D. Audience and relevance

12. The following are categorized as fiction, except :

A. Poetry B. Novel
C. Biography D. Sci-fi

13. Which of the following cannot be classified as nonfiction?

A. Fantasy B. Documentary
C. History D. Autobiography

14. What do we mean by this book review warning, “Do not give away the story?”
A. Avoid distributing the story B. Avoid the story
C. Avoid telling the entire story D. Avoid reading the story

15. What should reviewers do first in revising the draft?

A. Checking the format of the references
B. Correcting grammatical mistakes and punctuation
C. Verifying quotations for accuracy
D. Allowing time to elapse before revising
 Lesson
Literature Review
2
A literature review (LR) is a type of academic essay that examines what
has already been written about a topic. As a collection of published research about
your topic by recognized scholars and researchers, it is a way for you to examine also
what has already been done in regard to your research question or problem.
Likewise, it summarizes and synthesizes the conducted research driven by guiding
principles. Although, it is not a research paper, it provides background for your
problem and a rationale for your research (Abadiano 2016, 51-52).

Literature reviews consist of the following components and its purposes:

 Introduction
o Defines the topic and the scope being considered
o Notes intentional exclusions
o States the general findings of the review and the availability of the sources
 Main Body
o Organizes the evaluation of the sources whether chronologically or
thematically
o Showcases the critical summary and evaluation of the research’s premise,
methodology, and conclusion
o Uses grammatical connectors, relational words or phrases and transitional
devices
 Conclusion
o Summarizes the key findings of the review
o Offers the reviewer’s justification of the conducted research
 References
o Reflects the in-text citations
o Contains complete and correct citations

Assessment

Encircle the letter of the best answer.

1. Which of the following does not describe the nature and purpose of a literature
review?
A. It attempts to develop a new argument.
B. It synthesizes and evaluates the relevant scholarly paper on a topic.
C. It contains some of the major concerns and debates within a discipline.
D. It is a type of an academic essay.
2. Why should students write a literature review?
A. to show knowledge of the topic
B. to keep current or abreast with the times
C. to serve as stepping stone for further research
D. all of the above

3. This system provides a means of identification for managing information on

digital networks
A. AOI B. FOI C. DOI D. FTI

4. Which of the following does not describe the literature review accurately?
A. It is a summary of existing literature
B. It is a synthesis of the arguments of others
C. It is a critical or analytical account of a finished research
D. It is an account of a selection of writing relevant to your work

5. This part of a literature review defines the topic and the scope being considered
A. Introduction B. Main Body C. Conclusion D. References

6. It offers the reviewer’s justification of the conducted research

A. Introduction B. Main Body C. Conclusion D. References

7. Which part is the organization of the evaluation of sources chronologically?

A. Introduction B. Main Body C. Conclusion D. References

8. This is the part that accurately contains in-text citations

A. Introduction B. Main Body C. Conclusion D. References

9. Relational words and phrases are used in writing the literature to achieve
A. Coherence B. Cohesion C. Inference D. Reference

10. What literature review strategy should be applied when you state the
arguments and main points of the research?
A. Analysis B. Evaluation C. Summary D. Synthesis

11. This is a literature review strategy that combines ideas in order to form an
integrated theory or system through critical evaluation.
A. Analysis B. Evaluation C. Summary D. Synthesis

12. When one closely examines the elements or structure of the research is called
.
A. Analysis B. Evaluation C. Summary D. Synthesis

13. This is a literature review strategy that assesses the research based on the
criteria that you chose.
A. Analysis B. Evaluation C. Summary D. Synthesis

14. It is a literature review is simply a summary of what existing scholarship knows

about a particular topic
A. Book Review B. Article Critique C. Literature Review D. Book Report

15. The following are sources for a good literature review, except:
A. Databases B. Websites C. Textbooks D. All of the Above