A MODULE IN READING AND WRITING SKILLS FINALS 2 ND SEM SY: 19-20

PREPARED BY: ERICA VANE BALCANAO-BUCO

LEARNING OBJECTIVES: right/wrong, just/unjust, ethical/non-ethical, etc. We

a. Formulates assertions about the content and judge the worth of something. It attempts to
properties of a text read prove that some things are more or less desirable than
b. Formulates meaningful counterclaims in others. Some claims of value are simply expressions of
response to claims made in a text read taste, preferences, and prejudices. The most important in
c. Determines textual evidence to validate proving claim of value is by establishing standards of
assertions and counterclaims made about a text evaluation.
read
d. Plans and designs techniques in evaluating EXAMPLE
arguments anchored with logical reasoning Claim of Fact
e. Plans and designs patterns for organizing Generally, Facebook received most visits than
academic thoughts and for conveyance of Twitter and Instagram. (debatable, verifiable, specific,
information objective)
f. Demonstrates techniques for improving Claim of Value
vocabulary such as using contextual clues, Facebook is better than Twitter and Instagram. (Requires
word parts, and other reading devices a “standard” to verify)
g. Explains how one’s purpose is a crucial Claim of Policy
consideration in academic and professional Facebook must be doing well considering the number of
writing visitors it has everyday.
h. Identifies the unique features of and (Suggests a solution or a policy)
requirements in composing texts that are useful
across disciplines EXERCISES:In a separate sheet of paper.
a. Book Review or Article Critique A. Read and identify the types of claims used in each
b. Literature Review statement.
c. Research Report 1. The use of civil disobedience during the Civil Rights
d. Project Proposal struggle was reasonable, moral, and necessary.
e. Position Paper 2. The private ownership of automatic and semi-
i. Identifies the unique features of and automatic weapons in the United States should be
requirements in composing professional banned.
correspondence 3. The possibility of an asteroid or meteor hitting Earth
a. Resume is great enough that the Federal government should be
b. Application for College Admission finding plans to prevent it.
c. Application for Employment 4. The death penalty as used in the United States is
d. Various forms of Office Correspondence ineffective and impractical.
5. The death penalty as applied in the United States is
MODULE 1 - Implicit and Explicit Claims immoral.
A. Claim of Fact 6. Recovered memory should be disallowed as evidence
B. Claim of Value in American courts.
C. Claim of Policy 7. Opera is not as entertaining as musical comedy.
________________________________________ 8. Generally, public secondary schools in America are
CLAIM not adequately preparing students for college.
A claim is a statement that is not considered accepted by 9. Fetal tissue research should not be funded by the
all. It may be unverified or controversial to a certain United States government.
degree. It is usually related to one side of the issue. 10. Fetal tissue research is wrong.
Claim is also called a position. A claim is argumentative
and B. 1. What is being implied by this sentence?
specific. Informal discussions and sharing of ideas
between staff (teachers and teaching assistants)
Types of Claims were useful but insufficient to promote
1

Claim of Fact (COF) consistency of approach and better progression.

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Claim of Facts relate to statements that can be easily 2. What is being implied in this sentence?
verified and not dependent on a person's In primary schools, some teachers lack the
preference. It also asserts that a condition has existed, is specialist knowledge needed to teach PE well
existing, or will exist and are based on andoutcomes for pupils are not as good as they
facts or data. *Facts that are universally accepted are not could be.
considered claim of fact but instead a 3. What is being implied in this paragraph?
statement of fact. Although the survey uncovered areas of good
practice, the quality of transition between
Claim of Value (COV) KeyStages 2 and 3 in English was too often no
Claim of Value involves judgments and evaluations. It better than satisfactory. The lack of regular
judges whether something is good/bad, communication and exchange of ideas between
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A MODULE IN READING AND WRITING SKILLS FINALS 2 ND SEM SY: 19-20
PREPARED BY: ERICA VANE BALCANAO-BUCO

primary and secondary schools created problems 4. Covering it is a rendering a previously recorded
for continuity in teaching and assessment. song that displays the usual stylistic configurations
4. What is being implied by these statements? of the covering artist.
From a report on geography teaching
5. Translation - it is a creation of new text from a
4. 1. Fieldwork encouraged a higher than
average take-up of examination courses at atime text of different language
when examination entries for geography were 6. Reply - an answer to the original text
falling nationally. 7. Instrumental Cover - Instrumental/allosonic
4. 2. Developing a deeper understanding of rendering of a previously recorded song where the
people and places, and of the need to live in main vocal line has been replaced by an
balance with an increasingly fragile instrumental melodic line.
environment, is more important than ever in
8. Instrumental remix: a remix of the original song
today’s world.
From a report on PE teaching from which the leading voice has simply been
4. 3. Nevertheless, the report confirms there is removed.
more good and outstanding PE than at thetime of Hypertext is characterized by external links
the last Ofsted PE survey in 2008. Sustained embedded in a text by the writer as it enables the
government investment has enabled schools to reader to arrive at the intended interpretation of the
make significant improvements in PE and school author In online medium, hypertexts are the
sport.
embedded links; while in print media, these are the
4.4. More able pupils do not have enough time
to practise and achieve their very best. commentaries or footnotes in the margin.
Only a minority of schools play competitive
sport to a very high level. EXERCISES:
A. Directions: Identify the development
of context in the music video, Love
Story by Taylor Swift. State in your
paper if it employed hypertext or
intertextuality. Explain why. Do this
MODULE 2 - Context of Text Development by writing a 300-word critique of
A. Intertext the music video.
B. Hypertext B. In whole sheets of paper, write a
200-word critique of 10 songs of
CONTEXT OF TEXT DEVELOPMENT: your own choice (it can be OPM or
INTERTEXT & HYPERTEXT English) and point out the
Intertext refers to the shaping of the text meaning intertextuality present in its
by referencing or calling to mind other texts as it lyrics/music video. Write it in a tablet
aims to add meaning to the current text. paper, along with the lyrics of the
In intertextuality, the readers get to understand the song.
piece through parallel plot, characters, premise, etc
with the wealth of the prior knowledge, experience, MODULE 3 - CRITICAL READING AS
and research. REASONING

Types of Intertextuality Critical reading

1. Quotation - it is the actual insertion of a text It is important to read critically. Critical reading
2

within another requires you to evaluate the arguments in the text.

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2. Travesty - is a practice of imitation an original You need to distinguish fact from opinion, and look
text at arguments given for and against the various
a) Pastiche - rewriting of some ‘noble’ text as a new claims. This also means being aware of your
text that retains the fundamental content but opinions and assumptions (positive and negative)
presents it in another style in order to ‘debase’ it. of the text you are reading so you can evaluate it
b) Parody - retaining the stylistic properties of the honestly. It is also important to be aware of the
original text while diverting its subject writer's background, assumptions and purposes. All
3. Copy - it is a performance that aims at being writers have a reason for writing and will emphasise
closest possible imitation of a pre-existent, usually details which support their reason for writing and
recorded performance ignore details that do not.
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how to win over challenges
A MODULE IN READING AND WRITING SKILLS FINALS 2 ND SEM SY: 19-20
PREPARED BY: ERICA VANE BALCANAO-BUCO

The following questions may be usefully asked 3. Look at the language that is used, e.g.
about any text you are reading: active/passive verbs, nominalisations,
A Purpose and background pronouns, ergative verbs, articles, etc. Is it
1. Why are you reading this text? What is your always possible to identify participants and
purpose? processes? e.g. compare: the government
2. What type of text is it: research report, increased taxes; they increased the taxes,
essay, textbook, book review? taxes were increased; taxes increased; the
3. What do you know about the subject of the taxes increased, there was an increase in
text? taxes
4. What else has been written on the subject 4. Look for emphatic words such as it is
of the text? obvious, definitely and of course.
5. What controversies exist in this area? How 5. Look for hedges: possible, might, perhaps.
does this text fit in? 6. Look for emotional arguments, use of
maximisers: completely, absolutely, entirely,
B The author and the text or minimisers: only, just, hardly, simply,
1. Who is the author? What do you know merely.
about the author? What authority does the 7. How else could the text have been written?
author have?
2. Who is the intended audience? Reading skills for academic study: Reading
3. What is the author's purpose? Why has the critically. Read the following book review and
text been written? notice the examples
of positive and negative comment:
4. What is the source of the text? Is it
reputable? Who is the publisher? What
reputation to they have? CHRISTINE NUTTALL Teaching Reading
5. What is the date of publication? Is it Skills in a Foreign Language
appropriate to the argument?
6. What is the writer's attitude towards the London: Heinemann Educational Books,
topic? 1982, 232 pp. �5.50
7. What conclusions are drawn?
C Evidence used This book is a very comprehensive one. Its 235
1. Is there a clear distinction between fact and pages cover the full range of topics relevant to
opinion? the teacher of reading in a foreign language -
2. Is evidence used to support arguments? and even the mature reader in a foreign
How good is the evidence? Are all the language, if s/he knows enough English: reading
points supported? process, purposes and speed, non-text
3. In an experimental study, was the sample
information, word- and text-attack skills,
size adequate and are the statistics
questioning and other forms of exploitation,
reliable?
intensive and extensive reading programmes,
4. Are there any unsupported points? Are they
including organizing a library, and the teacher as
well-known facts or generally accepted
reader. The appendices contain texts, extracts
opinions?
from reading courses, addresses of publishers of
5. How does the writer use other texts and
graded ESL/EFL readers (why only British?),
3

other people's ideas?

the vocabulary levels of these readers, and
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6. Are the writer's conclusions reasonable in

the light of the evidence presented? finally a bibliography. Numerous recipes for
7. How do the conclusions relate to other exercises and other training practice are
similar research? provided. A detailed contents list compensates
D Assumptions made for the absence of an index.
1. What assumptions has the writer made?
Are they valid? The author uses a direct, teacher-friendly style,
2. What beliefs or values does the writer hold? with lots of common sense. On the whole,
Are they explicit? theoretical aspects are simply and reasonable
explained (often by clear illustrations), although
Getting involved in real-life tasks will surely give you hands-on, and minds-on activities to enrich your understanding of
how to win over challenges
A MODULE IN READING AND WRITING SKILLS FINALS 2 ND SEM SY: 19-20
PREPARED BY: ERICA VANE BALCANAO-BUCO

it is not always evident how they lead to a such as hierarchy, anticipation (prediction),

concrete reading programme (pp. 1-19). Reading feedback, and automation (speed). They are dealt
is viewed as a communicative act between a with piecemeal throughout the book, if at all:
writer and a reader, with a focus on crucial prediction on pp. 120 ff., feedback on p. 136
reader strategies, such as flexibility of reading (both could be tested by the cloze procedure, pp.
speed, and the use of non-text information so 28 and 148), and speed on pp. 33 ff. Word-attack
important to authentic text processing. skills could have been based on research such as
Walker's (1981) ten-word identification
Whereas recent reading research pinpoints the strategies (cf. also Perkins and Brutten 1983).
importance of lexical and textual cues for The author seems to emphasize scanning and
comprehension, it is encouraging to see how skimming as reading styles. What about search,
much attention the author devotes to word- and receptive and responsive reading?
text-attack skills (13 pages in Chapter 6 and 43
in Chapters 7 and 8). I especially appreciate the Our major criticisms, however, are three-fold:
phonics section (p. 66) (which might he better
named 'reading while listening'): the idea of 1 Unlike its title, the book is mainly EFL/ESL
throw-away vocabulary (as distinct from active oriented. No examples from other languages are
and passive vocabularies): the suggestions for given. English-speaking professionals might he
convincing students of the significance of lexical interested to read their specialist literature in
exercises for an efficient acquisition of reading other languages as well (approximately forty per
skills: the concrete examples and exercises and cent of the world's scientific and technical
other practical teaching suggestions which literature is not written in English (Ulijn 1
are abundant in these chapters, including the 984b)). What use could teachers of other
caveats against over-generalization of their languages make of this book? It is not clear to
effectiveness. Chapter 9 (twenty pages about what extent the book is specific to foreign-
questioning) is in direct line with the prominent language reading and to what extent native-
role of questions in recent reading research. In language reading transfers to foreign-language
particular, there is a very useful checklist (p. reading (cf. Ulijn 1 984a).
134) to assess reliable and valid questions. Ore
might even propose that the reader who knows 2 The role of the textual level in reading might
how to ask the right questions understands a text be overstressed. What is the importance of all
very well. The author stresses, quite kinds of discourse analysis for comprehension:
properly, that a reader should process a text not are all exercises based on real problems (for
only intensively (Chapter 11), but also whom?)? Speakers of romance and germanic
extensively (Chapter 12). languages will probably not have any problem
with the rhetorical structure of English, unless it
Of course, there are some shortcomings as contrasts with their expectations based on their
well. What is lacking is a global model of native language. (Some might be more useful for
reading in a foreign language and the role of the text production than for text reception.) The
native language, based on experimental lexical level could also encompass interlingual
4

psycholinguistic research. Empirical evidence contrasts which hamper comprehension, such as

Page

(for instance Freebody and Anderson 1983) deceptive cognates. Vocabulary problems cannot
seems to call for an interaction between all be generalized from the basis of any native
linguistic levels in reading, to the extent that language to EFL-reading. It is very unlikely, for
when one processing route fails, others try to instance, that Dutch readers will have problems
take over, but never replace it completely. This with superordinates or sub-technical words
partial parallel interaction (see Ulijn l984a) like average, approximation, effect,
corresponds to the skills literature which combination,or determine, even at the
highlights characteristics of the reading skill intermediate level.

Getting involved in real-life tasks will surely give you hands-on, and minds-on activities to enrich your understanding of
how to win over challenges
 A MODULE IN READING AND WRITING SKILLS FINALS 2 ND SEM SY: 19-20
PREPARED BY: ERICA VANE BALCANAO-BUCO

Languages. London: Heinemann.
3 The question is, how authentic should a text be Uijn. J. M. l984b. 'A present state of LSP reading
(Chapter 3), and from which source: British or research as reflected by a recent symposium' in
American? Do the appendices really meet J. M. Ulijn and A. K. Pugh (eds.). Reading for
readers' interests? From an ESP point of view. Professional Purposes: Methods and Materials
the integration with technical subject in Teaching Languages. Louvain: Acco.
matters could he better, in particular towards the
advanced level. The level of Walker, L. J. A. 1981 . 'Word-identification
sophistication seems to be low for use in Strategies of Spanish-speaking College Students
universities and industries in the developed in Reading English as a Foreign Language.'
countries, like those of non-English-speaking Ph.D. Thesis. University of Texas at Austin.
Western Europe.
QUIZ 1:A.Directions: Each of the following
To sum up, this book is thoroughly
questions consists of an incomplete sentence
recommended to any teacher of EFL reading,
followed by five words or pairs of words. Choose
despite its weak points. With some imagination,
that word or pair of words which, when substituted
even native-language teachers of English, and
for the blank space or spaces, best completes the
teachers of other languages, could apply the meaning of the sentence.
plethora of exercises and suggestions to their 1. Friends of the theater have long decried the
own professional needs. The issues of ---- of the New York drama critics, whose reviews
authenticity of texts, textual analysis, and the can determine the fate of a play in a single night.
role of the native language in foreign-language (A) insensitivity
reading, as the)' are presented here, need to he (B) provinciality
based on more extensive experimental reading (C) intelligence
research (see also Ulijn 1982). (D) power
(E) inaccuracy
Reviewed by J. M. ULIJN 2. The ---- manner in which the teacher candidate
addressed the school board was a key factor in his
Eindhoven University of Technology rejection; the school board members agreed that
enthusiasm is an essential quality in a teacher.
REFERENCES (A) pretentious
(B) solicitous
Freebody, P. and R. C. Anderson. 1983. 'Effects of (C) superficial
vocabulary difficulty, text cohesion and schema (D) perfunctory
availability on reading comprehension.' Reading (E) combative
Research Quarterly18/3: 277-94. 3. Her ---- writing style made it difficult to follow her
Perkins, K. and S. R. Brutten. 1983. 'The effects of thought processes—no surprise to her colleagues,
word frequency and contextual richness on ESL who were familiar with her ---- manner of speech.
students' word identification abilities.' Journal of (A) precise . . arcane
Research on Reading 6/2: 199-228. (B) laborious . . tedious
(C) trite . . flippant
5

Ulijn, J. M. 1982. 'Reading a foreign language for (D) convoluted . . circumlocutory

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professional purposes: an outline for a course' in (E) ambiguous . . affected

U. Jung (ed.). Reading: A Symposium. Oxford: 4. The giant squid is still ---- marine biologists, as it
Pergamon. has never been seen alive, making it impossible to
Ulijn, J. M. l984a. 'Reading for professional study in its natural habitat.
purposes: psycholinguistic evidence in a cross- (A) fascinating to
linguistic perspective' in A. K. Pugh and J. M. (B) enigmatic to
Ulijn (eds.). Reading For Professional (C) dangerous to
Purposes: Studies in Native and Foreign (D) exploited by
(E) famous among
5. Advertising can increase sales of a ----
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how to win over challenges
A MODULE IN READING AND WRITING SKILLS FINALS 2 ND SEM SY: 19-20
PREPARED BY: ERICA VANE BALCANAO-BUCO

product, but it cannot create demand for a Big earthquakes are naturally occurring events well
bad one; consumers may buy a ---- item outside the powers of humans to create or stop. An
because of advertising—but only once. earthquake is caused by a sudden slip on a fault.
(A) good . . new Stresses in the earth’s outer layer push the side of the
fault together. The friction across the surface
(B) reliable . . costly
of the fault holds the rocks together so they do not slip
(C) useful . . valuable
immediately when pushed sideways. Eventually enough
(D) needless . . single stress builds up and the rocks slip suddenly, releasing
(E) well-made . . badly made energy in waves that travel through the rock to cause the
6. Like Truman, who was never considered a shaking that we feel during an earthquake. Earthquakes
major national figure until Roosevelt’s death made typically originate several tens of miles below the surface
him president, Ford attained national prominence of the earth. It takes many years— decades to centuries
only after ---- thrust him into the presidency. —to build up enough stress to make a large earthquake,
(A) personal ambition and the fault may be tens to hundreds of miles long. The
(B) outside circumstances scale and force necessary to produce earthquakes are
well beyond our daily lives. Likewise, people cannot
(C) popular acclaim
prevent earthquakes from happening or stop them once
(D) political intrigue
they’ve started—giant nuclear explosions at shallow
(E) public demand depths, like those in some movies, won’t actually stop an
7. Thus far, predictions that global ---- would lead to earthquake. The two most important variables affecting
mass starvation have proven false; however, in the earthquake damage are the intensity of ground shaking
years to come, population ---- may yet prove to be cased by the quake and the quality of the engineering of
one of the world’s greatest problems. structures in the region. The level of shaking, in turn, is
(A) pollution . . expansion controlled by the proximity of the earthquake source to
(B) overcrowding . . growth the affected region and the types of rocks that seismic
(C) poverty . . density waves pass through en route (particularly those at or
near the ground surface). Generally, the bigger and
(D) deforestation . . control
closer the earthquake, the stronger the shaking. But
(E) warfare . . stabilization
there have been large earthquakes with very little
8. Amelia Earhart’s hope of being the first damage either because they caused little shaking or
woman to fly around the globe was ---- when she because the buildings were built to withstand that
disappeared in the middle of her ---- journey. shaking. In other cases, moderate earthquakes have
(A) thwarted . . ill-fated caused significant damage either because the shaking
(B) realized . . triumphant was locally amplified or more likely because the
(C) fulfilled . . historic structures were poorly engineered.
(D) controversial . . hazardous 11. The word fault (line 4) means
(E) postponed . . famous (A) error
9. The idea of “children’s literature” ---- in the late (B) the place where two rock plates come together
eighteenth century, when educators first decided (C) criticize
that children needed special ---- of their own. (D) responsibility
(A) emerged . . books (E) volcanic activity
(B) changed . . reading 12. The amount of shaking during an
(C) grew . . treatment earthquake is determined by
(D) developed . . training (A) the amount of damage
(E) receded . . teaching (B) how soon people take action to stop the
earthquake
6

10. In some of the poorest neighborhoods of

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New York City, community gardens are springing (C) how close the epicenter of the earthquake is to
up as ---- the filth and desolation of their urban the area
surroundings. (D) how well the offices and homes have been built
(A) an affirmation of in the region
(B) a validation of (E) the duration of the quake
(C) a reaction to 13. This passage was most likely written to
(D) an amplification of (A) explain some basic facts about the causes and
(E) a celebration of effects of earthquakes
B. Questions 11–14 are based on the following (B) reassure people who are considering
passage.

Getting involved in real-life tasks will surely give you hands-on, and minds-on activities to enrich your understanding of
how to win over challenges
A MODULE IN READING AND WRITING SKILLS FINALS 2 ND SEM SY: 19-20
PREPARED BY: ERICA VANE BALCANAO-BUCO

moving into regions prone to earthquakes that they (A) commendable . . deleterious to
will be safe from harm (B) controversial . . essential to
(C) teach people the methods they need to alleviate (C) impractical . . detrimental to
earthquake damage (D) divisive . . indifferent toward
(D) persuade people to allocate more funding to (E) unattainable . . supportive of
earthquake research 19. The bright coloration of American coot
(E) describe the damage that earthquakes can chicks is an anomaly: although colourful plumage is
cause and the reason for varying degrees of usually ---- to newborn birds because it may attract
damage predators, among this species it appears to be ----,
14. You can conclude from this passage that because parents are more likely to notice and care
(A) all earthquakes are equally dangerous for brightly-colored offspring.
(B) there are steps that people can take to prevent (A) pernicious . . fatal
or at least mitigate earthquakes (B) dangerous . . unnecessary
(C) earthquakes occur all over the world (C) deleterious . . favorable
(D) very little is known about earthquakes (D) beneficial . . advantageous
(E) scientists understand a great deal about the (E) detrimental . . helpful
origins of earthquakes but are powerless to stop 20. Unlike the American worker, who expects
them to work for several different firms during his or her
15. The neighborhood group’s rendering of the career, until recently the Japanese worker regarded
proposed office complex ---- the ---- of the project: employment as -
as they appeared on the drawing, the proposed --- commitment.
office buildings appeared to dwarf the rest of the (A) a lifetime
downtown area. (B) a significant
(A) minimized . . grandiosity (C) a bilateral
(B) accentuated . . beauty (D) an economic
(C) underscored . . vastness (E) a moral
(D) trivialized . . enormity 21. Andre’s gift for music seemed to be ----; both
(E) revealed . . immensity his mother and grandfather before him had been
16. Twentieth-century Japan faced the question famed concert pianists.
of how to ---- the best of modern civilization without (A) simulated
losing the benefits of Japan’s ---- way of life. (B) innate
(A) reject . . ancient (C) accidental
(B) adopt . . outmoded (D) inexplicable
(C) assimilate . . traditional (E) prodigious
(D) incorporate . . contemporary 22. The many obvious lapses in the author’s
(E) reshape . . historic research make it ---- to accept the ---- of his
17. The proposal to forbid the use of indoor conclusions.
furniture on front porches has divided the town (A) easy . . accuracy
along ---- lines: the affluent feel the old couches are (B) impossible . . meaning
eyesores, while those who cannot afford new (C) attractive . . logic
outdoor furniture are ---- about what they feel is an (D) questionable . . structure
attemptto restrict their lifestyle. (E) difficult . . validity
7

(A) political . . nonplussed 23. Her wildlife movies unflinchingly capture the ----
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(B) aesthetic . . dismayed of the animal kingdom: predators stalking their

(C) class . . pleased prey, singling out the weak, young, and very old as
(D) racial . . angry easy kills, and the cold-blooded killing which is a
(E) socioeconomic . . incensed necessity of life in the wild.
18. In his politics, Aristotle characterizes (A) brutality
Plato’s support of collectivism as ---- and (B) romance
---- the unity of the city; not only would it be difficult (C) color
to institute and enforce, but the absence of private (D) mystery
property would lead to bickering among the (E) grandeur
citizens.

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how to win over challenges
A MODULE IN READING AND WRITING SKILLS FINALS 2 ND SEM SY: 19-20
PREPARED BY: ERICA VANE BALCANAO-BUCO

24. Although the Internet was originally created to (E) uncouth

facilitate scientific research and emergency
communication, today most people consider it ---- MODULE 4- What is an Evaluative Statement?
enterprise, offering services marketed as sources  It is a way of giving a better explanation to
of show the strength and weaknesses of
information and entertainment. something through writing. It presents a
(A) a commercial value judgment based on a set of criteria. It
(B) a private is the writer’s way of explaining why
(C) an obsolete strength is a strength and a weakness is a
(D) an insidious weakness based on the evidence gathered
(E) an institutional (Belino, 2017).
25. Her character was completely ----; she was  An objective and tactful way of reacting to a
totally devoid of ----. text (Hernandez et al, 2017).
(A) prosaic .. dullness How to form evaluative statements? (Belino,
(B) prudent .. affection 2017)
(C) passive .. inertia Step 1: Formulate Assertions about the content
(D) impassive .. emotion and the properties of a text
(E) saintly .. virtue In this step, you have to examine which ideas are
26. To succeed in the training program requires facts or opinions, make inferences or conclusions,
great —; you have to endure many months of and assess the overall quality of the text. This
rigorous exercise. assertions usually contain evaluative languages
(A) reluctance such as useful, significant, important, insightful,
(B) creativity detailed, up-to-date, comprehensive, practical, etc.
(C) diffidence
(D) insensitivity Step 2: Formulating a meaningful counterclaim
(E) tenacity in response to a claim made in the text read
27. Since eating that ---- amount of food I have 1. Counterclaim
become ----. A counterclaim is an opposition you make about
(A) substantial .. unchanged the claim of a writer. You must recognize the value
(B) miniscule .. corpulent of hedges when you state your counterclaims.
(C) gargantuan .. emaciated 2. Hedge
(D) prodigious .. bilious A hedge is a word or phrase that minimizes the
(E) impeccable .. fastidious negative impact of criticism. When you are
28. The performer was exceedingly ----; she could presenting your counterclaim, you are providing
juggle three apples at once. criticism since you are stating that the claim is not
(A) inept true. A hedge is used to giving a courteous tome in
(B) contentious your writing.
(C) complacent Hedges could come in different forms such as
(D) adroit Modals – may, could, would, etc. Frequency
(E) astute adverbs – usually, generally, commonly Probability
29. I am ---- about the job; although the adverbs – probably, possibly, presumably.
atmosphere is pleasant, the work is boring.
8

(A) ambivalent Formulating assertions and counterclaims

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(B) exultant At the end of the module, the student is expected

(C) timorous to:
(D) laconic  Explain critical reading as reasoning
(E) reticent  Formulates evaluative statements
30. Herbert had none of the social graces; he was about a text read a. Formulate
appallingly ----. assertions about the content and
(A) unlimbered properties of a text read b.
(B) underrated Formulate meaningful counterclaims
(C) unfettered in response to claims made in a text
(D) uncluttered read
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A MODULE IN READING AND WRITING SKILLS FINALS 2 ND SEM SY: 19-20
PREPARED BY: ERICA VANE BALCANAO-BUCO

 Determine textual evidence to research findings. Be careful and leave out any
validate assertions and irrelevant evidence referenced in the text to avoid
counterclaims made about a text confusion for the readers.
read - Be clear and concise. Get straight to the facts. Let
them know what you want them to know and
Assertions A way to convince a critical reader to present them complete with supporting details to
accept the writer’s claim is to formulate assertions. your claim/s.
Assertions, as defined by Tiongson (2016), are
“declarative sentences that claim something is true Counterclaims A critical reader does not only
about something else.” These sentences may focus on claim after claim of a written text.
either be statements of truths or opinions. There Analyzing an argument must also involve the
are four common types of assertion enumerated by understanding of the evidence presented by the
Tiongson. writer as well as its counterclaims.

These are the following: Counterclaims, as defined by Tiongson (2016),

1. Fact – a claim or statement which can produce are “claims made to rebut a previous claim.” This
objective proof/evidence through direct experience, point of view is in contrast to previous claims made
testimonies of witnesses, verified observations or by the author. According to the same writer, it takes
results of research. Since this type of assertion can familiarity of the topic being discussed in the text as
be easily checked through consulting various one of the ways to spot the counterclaims of the
sources, people usually agree on the truth it writer. In order to present objectivity, the writer
provides. must be aware of the counterclaims to his/her
2. Convention – this is referred to as “a way in claims. Considering the other side of the argument
which something is done, similar to traditions or may help you identify the weaknesses and
norms.” These assertions solely rely on existing strengths of your claim, giving you the leeway to
laws, rules, usage, customs and historical open more details to make the reader believe. The
precedent available. Unlike facts, there are differing counterclaims in the text are usually presented in a
interpretations on varying beliefs, thus verifying the straightforward way. After spotting these
truth convention assertions can be crucial. Often, statements, you, as a reader or writer, can clearly
these statements are said to sound “factual” define your position in a particular topic.
primarily because the truth of it depends on what is Tiongson gave the following questions that can
socially accepted. help one formulate a counterclaim:
3. Opinion – statements such as this one are - What are the major points on which you and the
based on facts. While facts can be proven to be author can disagree?
objective, opinions are hard to prove as this would - What is their strongest argument? What did they
have to rely on reliable and sound proofs. Tiongson say to defend their position?
said, “The more ambiguous an opinion is, the more - What are the merits of their view?
difficult it is to verify.” These statements commonly - What are the weaknesses or shortcomings in their
leave room for discussion and disputes. argument?
4. Preference – while opinion is based on facts, - Are there any hidden assumptions?
preference relies on personal choice. These are - Which lines form the text best support the
completely subjective assertions that cannot be counterclaim you have formulated?
9

objectively proven.
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In writing believable assertions, you must need How is one’s purpose a crucial consideration in
to take note of the following tips: academic and professional writing?
- Be knowledgeable. Instinct alone does not yield Answer: One's purpose is a crucial consideration in
effective evidence and support to the claim. In academic and professional writing, because you do
order to make the reader believe in what you’re not write for just yourself, for you write for an
trying to stand up for, examine the topic thoroughly. audience and you are communicating a message,
Explore both sides of the topic, research as much or useful insights whatever it/they may be, with an
information as you can. audience depending on the topic/subject
- Back it all up. To make your assertion stable and concerned.
solid, it must have strong foundations in the form of
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A MODULE IN READING AND WRITING SKILLS FINALS 2 ND SEM SY: 19-20
PREPARED BY: ERICA VANE BALCANAO-BUCO

Clearly, your purpose is to inform, influence, 3. Girls are usually more artistically inclined than
persuade, convince, the readers what you want boys.
them to know, accept, benefit or be persuaded from 4. Women with paying jobs work harder than
your writing - an important means of women who stay home to raise their kids.
communication. 5.It is worth the time and money to train your dog,
because awell‐behaved dog does not freak out and
EXERCISES: bark when you are in public, and will do what you
A. Each statement below refers to a story ask it to do.
with which you should be familiar, and 6. Walking several miles a day with weights is
makes an assertion that is misleading. excellent exercise; it strengthens your muscles and,
Rewrite each assertion so that it can be since it is aerobic, your heart.
supported by details in the story. Then 7. Big dogs are more laid back than little dogs.
write three details to support your new 8. This is a very good movie because the script is
assertion. well written, the actors are accomplished, and the
1. Snow White is the story of a young woman who score is both moving and exciting.
gets lost in the woods. What is a better assertion? 9. An uncluttered house is a sign of a sharp mind.
Provide three details to support your assertion: 10. Using a wood burning stove to heat your home
2. Sleeping Beauty is the story of a young woman in the winter is economical because it costs less
who takes a very long nap. What is a better over the winter to buy wood than it does to run your
assertion? Provide three details to support your HVAC system nonstop.
assertion:
D. DIRECTIONS: Read the passage. Then
B. DIRECTIONS: Read the paragraph. answer the questions.
Answer the questions.
Everyone says that Jonathan has a crush on Pearl. These Druids built great Temples and altars, open to the
Pearl doesn’t believe because she says that whenever sky, fragments of some of which are yet remaining.
she catches Jonathan’s eye, he turns away. She says Stonehenge, on Salisbury Plain, in Wiltshire, is the most
that he never tried to talk to her, and that if she asks him extraordinary of these. Three curious stones, called Kits
a direct question he just stutter and stammers and turns Coty House, on Bluebell Hill, near Maidstone, in Kent,
red. But Jonathan’s friends all insist that Jonathan does form another. We know, from examination of the great
like Pearl, and that he wants to ask her to go to the blocks of which such buildings are made, that they could
dance with him. The truth came out yesterday in the not have been raised without the aid of some ingenious
cafeteria when Jonathan walked right up to Pearl, while machines, which are common now, but which the
she was sitting with all of her friends, and came right out ancient Britons certainly did not use in making their own
with,“Pearl, will you go to the dance with me?” Of course uncomfortable houses. I should not wonder if the Druids,
Pearl said yes. And today she is walking on cloud nine. and their pupils who stayed with them twenty years,
She says she can’t wait until Saturday night! knowing more than the rest of the Britons, kept the
people out of sight while they made these buildings, and
1. What is the main idea of the paragraph? then pretended that they built them by magic. Perhaps
2. What evidence does Pearl offer that Jonathan they had a hand in the fortresses too; at all events, as
doesn’t like her? they were very powerful, and very much believed in, and
as they made and executed the laws, and paid no taxes,
3. What evidence does the speaker offer to prove
I don’t wonder that they liked their trade. And, as they
that Jonathan does like her?
persuaded the people the more Druids there were, the
4. Underline all the indirect quotations that support
10

better off the people would be, I don’t wonder that there
the main idea. were a good many of them. But it is pleasant to think that
Page

there are no Druids, now, who go on in that way, and

C. DIRECTIONS: Read each sentence pretend to carry Enchanters’ Wands and Serpents’
below. Is it an argument or an assertion? Eggs‐‐and of course there is nothing of the kind,
Write your answer on the line. anywhere. From A Child’s History of England by Charles
1. Cougars are the most dangerous animal in the Dickens
world.
2. Jane is the best student in the class. She has 1. Dickens says that the temples of the Druids were
perfect attendance, gets As on every test, and won “extraordinary”. Cite details from the text that
the science fair last year. clearly demonstrate that this is the case.

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A MODULE IN READING AND WRITING SKILLS FINALS 2 ND SEM SY: 19-20
PREPARED BY: ERICA VANE BALCANAO-BUCO

2.The Druids are described as “very powerful”. Cite

evidence from the text to support this description.
Critical reviews: It
MODULE 5- The unique features of and
requirements in composing texts that are useful
may include a
across disciplines:
descriptive note,
but it also
1. Book review
A review is the personal reflection of the
reviewer’s opinion about the book, in which he/she
communicates to the readers.
There are two approaches to book reviewing
such as descriptive and critical.
appraises the book
Descriptive according to the
reviews: In this recognized
type, reviewer “academic,
gives an objective scholastic and
account of the literary” norms.4,6
information Purpose:
presented within A book review is a
the book. The snapshot of a
reviewer is newly published
expected to give a book to
brief description prospective
readers, and it
11

of the book by
Page

stating the purpose succinctly

of the book. introduces the
book
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A MODULE IN READING AND WRITING SKILLS FINALS 2 ND SEM SY: 19-20
PREPARED BY: ERICA VANE BALCANAO-BUCO

content and out for future

expresses the books.3,7,8
reviewer’s The literature
opinion about it. points out that
A good there is no any
book review helps absolute rules
the readers to for writing a book
decide whether or review,9 however,
not to read/ a broad rule of
buy/recommend a thumb is
book. Book that a good book
reviews are review should
benecial to the have three
textbook editors components.
1. Descriptive reviews
and authors for 2. Critical reviews
1. An introductory paragraph: It describes

improving their the main theme and contribution of the book

in the field.
2. The body of the review: It describes the

next editions,
12

key points of the book. It is the responsibility of

a reviewer to avoid too much detail and discuss
Page

and for the

only few core points, and provide concrete
evidence for assertions.
3. A conclusion: In this section, reviewer

publishers to work critiques the book and point out the

weaknesses and strengths in the use of
evidence/s, the kind of provided evidence/s,
and the inferences drawn.
EXERCISE: Recall a book you had read and
answer the following questions:
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A MODULE IN READING AND WRITING SKILLS FINALS 2 ND SEM SY: 19-20
PREPARED BY: ERICA VANE BALCANAO-BUCO

1. Title and Author: a. objective setting.

2. Where and when does this story take place? b. literary appreciation.
3. Who are the main characters? c. research instrument design.
4. What are the main characters like? d. subsequent data collection.
5. What is the main conflict in the story? 2.The literature review will examine:
6. How is the conflict resolved? a. only opinions.
7. What did you like about the book? b. all aspects of a topic.
8. Write your favorite line or passage from the c. only facts.
book. d. only one side of the main argument.
9. Explain why you like this. 3.The starting point for a literature search is:
10. What is the theme or lesson you learned a. primary data.
from this book? b. secondary data.
11. Would you recommend the book? Explain c. tertiary data.
why or why not. d. some other data.
2. Literature Review? 4.Researchers need to be cautious of some
 In essence, a literature review is a material, particularly material found online. Why?
comprehensive overview of prior research a. The quality is unknown.
regarding a specific topic. The overview b. It has been used before.
both shows the reader what is known about c. It is too recent.
a topic, and what is not yet known, thereby d. The authors name often does not appear.
setting up the rationale or need for a new 5.Which one of these is likely to be peer-reviewed?
investigation, which is what the actual study a. The Guardian.
to which the literature review is attached b. The Economist.
seeks to do. c. The European Journal of Management.
d. Woman's Own.
What Does a Literature Review Include? 6.Which of these will NOT help you to decide
First and foremost, literature reviews include a whether a publication is reputable?
comprehensive overview of ageneral topic. For a. Advertising inside.
example, if there was a study on whether alcohol b. Audience.
abuseleads to the tendency to commit violent c. Importance to peers.
crimes, then it would need to have anoverview of d. Citation rate.
substance abuse issues (not just alcohol abuse) 7.The likely readers (or audiences) for a journal is a
and how such mayinfluence all types of crime. useful guide to the importance of that journal to
First, the review of this literature should start with your research. Why?
the general topic of substance abuse and how it a. It indicates the likely editor.
influences committing alltypes of crime. Then, it b. It indicates the likely content.
should discuss different types of substance abuse c. It indicates the likely number of pages.
(i.e.prescription drug abuse, alcohol abuse, etc.). d. It indicates the likely publisher.
Next, it would need to discussthe influence of 8.When you discover that an author has, (1) cited
substance abuse on general types of crime (i.e. another author (2) it is good practice to:
petty theft,property crimes, violent crimes, etc.). a. locate and read the original, then attribute it to
Finally, it would need to focus on theprimary author 2.
13

subtopics of alcohol abuse (i.e. psychological b. use the work and attribute it to author 1.
affects, behavioural affects, etc.) and its direct c. not to use the work.
Page

influence on committing violent crimes. In essence, d. use the work and attribute it to author 2.
the literature review goes from a broad overview to 9.Before searching you should define the timeframe
a specific focus by usingsubtopics of the general of your search. Why?
research question to guide the focus to a specific a. So you do not incur unnecessary costs.
research question that the author wants to address. b. So you work when you are most efficient.
c. So you don't find the library busy.
QUIZ: d. So you find the most articles.
1.Literature review is not usually concerned with 10.Which is the major disadvantage of using peer-
helping in: reviewed journals in literature reviews?

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A MODULE IN READING AND WRITING SKILLS FINALS 2 ND SEM SY: 19-20
PREPARED BY: ERICA VANE BALCANAO-BUCO

a. Humans control the quality.

b. Subscription fees are high. EXERCISE:Research Essay Worksheet. In a
c. The information is too recent. separate sheet of paper.
d. Information could be as old as four years. How to proceed:
11.Why is it important for a researcher to review the 1. On separate paper draft a rough draft of
literature? everything you can think of regarding your research
a. Because it identifies like-minded researchers. topic to date.
b. Because it shows time has been spent on the 2. Use the form below to outline your rough draft to
subject. isolate what is important to your essay.
c. Because it will find if anyone has done the work
before. A. Your Introduction
d. Because it is traditional. Drafting a working thesis statement:
12.Which of these is the most efficient way to Remember that your thesis statement must tell the
locate relevant journals? reader what your topic is, what your focus will be,
a. Browsing the shelves in the library. and why it is important. Your thesis statement is the
b. Searching using tertiary sources. most important sentence of your paper and
c. Following up references in articles. therefore must be dear and concise, yet thorough.
d. Browsing in a newsagents. What else do you need in your introduction?
13.Which one of these is not normally used by 1. Who
researchers to store references? 2. What
a. Spreadsheets. 3. When
b. Panels. 4. Where
c. Word processing software. 5. Why
d. Handwritten index cards. 6. How
When you cite Internet resources, you do not need 7. What else to consider:
to find: NOTE: You must incorporate references to your
a. date of access. research in your paper. It is the background against
b. date created. which your essay is set. This can be done in the
c. date of birth of the author. introduction or it can be done in its own body
d. date last updated. paragraph.

3. RESEARCH REPORT B. Your Body Paragraphs

RESEARCH REPORT Use your thesis statement and introduction to draft
Research is the systematic investigations into study your body paragraphs:
of a natural phenomena or materials or sources or Your how and why of your essay often dictate what
existing condition of the society in order to identify your topic sentences will be.
facts or to get additional information and derive new 1. What are the arguments you wish to use to
conclusions. prove your own viewpoint?
COMPONENTS OF A RESEARCH REPORT 2. What examples, descriptions, quotations, or
Chapter 1: Introduction – statement of the problem, statistics can you use to prove your point?
hypotheses, why it is important, objectivesof the 3. What is the topic sentence of your first body
work, scope of the work paragraph?
14

Chapter 2: Background and Literature Review – 4. What is the evidence in this paragraph that
discuss related work and indicate how it relates to proves your topic sentence?
Page

report 5. What is the topic sentence of your second

Chapter 3: Procedure – describe the procedure body paragraph?
used in project, data used, and how it wasobtained 6. What is the evidence in this paragraph that
Chapter 4: Results – indicate what happened and proves your topic sentence?
interpret what it means 7. What is the topic sentence of your third
Chapter 5: Conclusions and Recommendations – body paragraph?
summarize conclusions and what they mean (i.e., 8. What is the evidence in this paragraph that
answer the question, “So what?”). What changes proves your topic sentence?
and further work do you recommend?

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A MODULE IN READING AND WRITING SKILLS FINALS 2 ND SEM SY: 19-20
PREPARED BY: ERICA VANE BALCANAO-BUCO

9. What is the topic sentence of your fourth

body paragraph?
10. What is the evidence in this paragraph that
proves your topic sentence?
NOTE: You most likely will have more than four
paragraphs. Use the back of the paper to work
out what your want them to be.

C. Your Conclusion
1. Here is your working thesis
statement:_____
2. Draft a reflection on your thesis that
deepens its meaning.
3. What observations and conclusions do you
have? Have you proven your thesis?
4. Is there anything else that needs to be said?

4. POSITION PAPER
 Writing a Position Paper
A position paper presents an arguable opinion
about an issue. To take a side on a subject, you
should first establish the plausibility of a topic that
interests you.

EXERCISE:Choose an issue where there is a clear

division of opinion and which is arguable with facts
and inductive reasoning. You may choose an issue
on which you have already formed an opinion.
However, in writing about this issue you must
examine your opinion of the issue critically.
1. Prior to writing your position paper, define
and limit your issue carefully. Social issues
are complex with multiple solutions.
2. Narrow the topic of your position paper to
something that is manageable.
3. Research your issue thoroughly, consulting
experts and obtaining primary documents.
4. Consider feasibility, cost-effectiveness and
political/social climate when evaluating
possible solutions and courses of action.

EXERCISE: The unique features of and

15

requirements in composing professional

correspondence.
Page

Research on the following and make your own

sample:
a. Resume
b. Application for College Admission
c. Application for Employment
d. Various forms of Office Correspondence

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how to win over challenges