PURPOSIVE

Communication
LEARNING MODULE FOR STUDENTS IN GE 1

RICHARD ALFEO BACLEON ORIGINAL, LPT

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. i

 TABLE OF CONTENTS

MODULE 1. NATURE AND ELEMENTS OF COMMUNICATION

Chapter 1. Fundamentals of Communication 1-24

Lesson 1. The Communication Process
Lesson 2. Communication Models
Lesson 3. Communication Ethics

Chapter 2. Communication in the 21st Century 25-42

Lesson 1. Communication and Globalization
Lesson 2. Intercultural Communication
Lesson 3. Culturally Sensitive and Bias Free Language

Chapter 3. Communication in the Digital Age 43-51

Lesson 1. ICT and Society
Lesson 2. ICT Safety, Security, and Netiquette
Lesson 3. Empowerment through ICT

MODULE 2. TEXT AND CONTEXT CONNECTIONS

Chapter 1. Using Critical Reading for Thinking and Reasoning 52-61

Lesson 1. Critical Reading
Lesson 2. Significance of Critical Reading
Lesson 3. Some Techniques to Develop Thinking and Reasoning

Chapter 2. Using Context in Text Development 62-70

Lesson 1. Intertextuality
Lesson 2. Hypertextuality

Chapter 3. Determining Textual Evidence 71-79

Lesson 1. Assertion
Lesson 2. Claim
Lesson 3. Counterclaim

MODULE 3. WRITING IN THE DISCIPLINES

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. ii

 Chapter 1. The Writing Process
Lesson 1. The Pre-Writing Stage
Lesson 2. The Writing Stage
Lesson 3. The Re-Writing Stage

Chapter 2. Purposeful Writing for Academic Purposes

Lesson 1. Writing a Book Review
Lesson 2. Crafting a Literature Review
Lesson 3. Crafting a Good Reference List

Chapter 3. The Principles of Professional Communication

Lesson 1. Corporate Culture and Professional Communication
Lesson 2. The Genres of Professional Writing
Lesson 3. Design Principles of Professional Writing

Chapter 4. Purposeful Writing for Professional Purposes

Lesson 1. Writing Application Letters
Lesson 2. Preparing a Resume
Lesson 3. Writing Office Correspondence (e.g. minutes,
memoranda, letters)

Chapter 5. Collaborative Project

Lesson 1. Writing a Concept Paper
Lesson 2. Preparing a Time Table

MODULE 4. FUNDAMENTALS OF PUBLIC SPEAKING

AND ORAL PRESENTATION

Chapter 1. Oral Presentation

Lesson 1. Approaches to Presenting Information
Lesson 2. Using Presentation Aids
Lesson 3. Strategies Using Tools of Technology

Chapter 2. Public Speaking

Lesson 1. Principles of Speech Writing
Lesson 2. Principles of Speech Delivery
Lesson 3. Public Speaking

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. iii

 MODULE 2: TEXT AND CONTEXT CONNECTIONS

This module, which covers three chapters, exposes the learners to the idea and
value of reading the text and beyond the text for better communication. In so doing this
would serve to develop their critical thinking and eventually enable the learners to
effectively respond to challenges which beset the society today.

Chapter 1. Using Critical Reading for Thinking and Reasoning

MY JOURNEY

This chapter will hopefully empower you to use reading and thinking strategies
across text types. You will be exposed to the value and importance of critical reading
by dissecting a reading material. It is highly essential to analyze both the content and
Chapter 1. Fundamentals of Communication
context in order to make its meaning more alive.

Lesson 1. Critical Reading

Lesson 2. Significance of Critical Reading
Lesson 3. Some Techniques to Develop Thinking and Reasoning

MY EXPECTATIONS

Throughout the lesson, you are expected to:

1. explain critical reading as a way of thinking and reasoning;
2. identify claims explicitly or implicitly made in a written text;
3. identify the context in which the text is developed;
4. determine culturally appropriate terms, expressions, and images;
5. formulate evaluative statements about a text; and
6. determine textual evidence to validate assertion.

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 52

 MY INITIAL TASKS

Before 1. What is critical reading?

2. What is the difference
reading, try between reading and
critical reading?
to ask 3. Why is critical reading
important?
yourself 4. What needs to be done to
prepare for critical reading?
these 5. What is the process for
reading critically?
questions:

MY READINGS

Lesson 1. Critical Reading

Critical reading is a more active way of reading. It is a deeper and more complex
engagement with a text. Critical reading is a process of analyzing, interpreting and,
sometimes, evaluating. It goes beyond skimming. When we read critically, we use our
critical thinking skills to question both the text and our own reading of it. Different
disciplines may have distinctive modes of critical reading (scientific, philosophical, literary,
etc).

If this skill is well developed, nurtured and enhanced, the reader is obviously
challenged to reason out and justify for her thoughts, ideas and decisions. The act and
the art of reasoning brought about by critical thinking is a noteworthy accomplishment
that any reader can claim.

It is in this context that although reading the lines of a text is important, the heart
of reading goes beyond it. To students, it is highly essential to analyze both the content
and context in order to make its meaning more alive.

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 53

Lesson 2. Significance of Critical Reading
Regardless of how objective, technical, or scientific the subject matter, the
author(s) will have made many decisions during the research and writing process, and
each of these decisions is a potential topic for examination and debate, rather than for
blind acceptance.

You need to be prepared to step into the academic debate and to make your own
evaluation of how much you are willing to accept what you read.

A practical starting point therefore, is to consider anything you read not as fact, but
as the argument of the writer. Taking this starting point you will be ready to engage in
critical reading.

The aim of critical reading is not to find fault, but to assess the strength of the
evidence and the argument. It is just as useful to conclude that a study, or an article,
presents very strong evidence and a well-reasoned argument, as it is to identify the
studies or articles that are weak.

Some authorities share their piece of knowledge about the significance of reading
and ways how to develop thinking and reasoning.

Baraceros (2005) expressed that critical reading is necessary for the students to
know how to examine critically what they see, feel and read to be able to make good
judgment or decisions for the welfare of their countrymen.

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 54

 In addition, Anthony Shadid in 2012 posits that to non-critical readers, many texts
offer the truth, the whole truth, and nothing but the truth. To the critical reader, any single
text provides but one portrayal of the facts, one individual’s take on the subject.

This was supported by Kurland (2010) when he said that to non-critical readers,
text provide facts. Readers gain knowledge by memorizing the statements within a text.
Critical readers thus recognize not only what a text says, but also how the text portrays
the subject matter. They recognize the various ways in which each and every text is the
unique creation of a unique author. According to him, there are three steps or modes of
analysis which are reflected in three types of reading and discussion:

What a text says restatement (talks about the same topic as the original text)
What a text does description (discusses aspects of discussion itself)
What a text means interpretation (analyzes the text and asserts a meaning for
the text as a whole)

This essential skill in reading leads to the development of critical thinking by

reasoning and vice-versa. As a matter of fact it is how one progresses his/her thinking
from simple to complex in order for him/her to eventually realize that a text is always
connected to human experiences. In effect, one is guided on how to see things both in
the micro and macro levels. To attain this, the reader needs to be equipped with ways for
thinking.

Lesson 3. Some Techniques to Develop Thinking and Reasoning

What needs to be done to prepare for Critical Reading?

There are two steps to preparing to read critically:

1. Self-Reflect: What experiences, assumptions, knowledge, and perspectives do you

bring to the text? What biases might you have? Are you able to keep an open mind
and consider other points of view?

2. Read to Understand:

a. Examine the text and context: Who is the author? Who is the publisher? Where
and when was it written? What kind of text is it?

b. Skim the text: What is the topic? What are the main ideas?

c. Resolve confusion: Look up unfamiliar words or terms in dictionaries or glossaries.

Go over difficult passages to clarify them.

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 55

What is the process for Reading Critically?

To read critically, you must think critically. This involves analysis, interpretation,
and evaluation. Each of these processes helps you to interact with the text in different
ways: highlighting important points and examples, taking notes, testing answers to your
questions, brainstorming, outlining, describing aspects of the text or argument, reflecting
on your own reading and thinking, raising objections to the ideas or evidence presented,
etc.

Analysis Asks: What are the patterns of the text? Analysis means looking at
the parts of something to detect patterns. In looking at these patterns, your critical thinking
skills will be engaged in analyzing the argument the author is making:

 What is the thesis or overall theory?

 What are the supporting points that create the argument? How do they relate to
each other? How do they relate to the thesis?

 What are the examples used as evidence for the supporting points? How do they
relate to the points they support? To each other? To the thesis?

 What techniques of persuasion are used (appeals to emotion, reason, authority,

etc.)?

 What rhetorical strategies are used (e.g. definition, explanation, description,

narration, elaboration, argumentation, evaluation)?

 What modes of analysis are used (illustration, comparison/contrast, cause and

effect, process analysis, classification/division, definition)?

Interpretation Asks: What do the patterns of the argument mean?

Interpretation is reading ideas as well as sentences. We need to be aware of the cultural
and historical context, the context of its author’s life, the context of debates within the
discipline at that time and the intellectual context of debates within the discipline today.

 What debates were the author and the text engaging with at that time?

 What kinds of reasoning (historical, psychological, political, philosophical,

scientific, etc) are employed?

 What methodology is employed and what theory is developed?

 How might my reading of the text be biased? Am I imposing 21st century ideas
or values on the text? If so, is this problematic?

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 56

 Evaluation Asks: How well does the text do what it does? What is its value?
Evaluation is making judgments about the intellectual/cognitive, aesthetic, moral or
practical value of a text. When we are considering its intellectual/cognitive value we ask
questions such as these:

 How does it contribute to the discipline? Are its main conclusions original?

 Does the evidence and reasoning adequately support the theory/theories

presented?

 Are the sources reliable?

 Is the argument logically consistent? Convincing?

 Are any experiments, questionnaires, statistical sections, etc designed and

executed in accordance with the accepted standards of the relevant discipline?

 What are the strengths and weaknesses of the theory?

 How would competing theories criticize this text? How could the author reply?

 Overall, is the theory/approach in this text better than competing

theories/approaches? In other words, what are its comparative strengths and
weaknesses? In reading critically we need to keep competing theories in mind.

Kindly Why is critical reading as a

way of thinking and reasoning
reflect on significant especially in this
era of technology?
this:
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Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 57

 MY DISCOVERY TASKS

Directions: Read critically the article below. Then, answer the following questions
below.

Lasco, G. (August 17, 2020). On human-plant entanglements (1). Inquirer. Retrieved from
https://opinion.inquirer.net/132692/on-human-plant-entanglements-1

1. What is the central message of the article?

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2. What were the considerations of the plant parents in cultivating plants?
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3. What do you think were the reasons why many us enjoy planting?
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4. How did Gideon Lasco present the message?

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5. Is the argument logically consistent? Convincing? Explain.

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Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 59

 MY TREASURE

Directions: Reflect on what you have learned after taking up this lesson by completing
the chart below.

I thought that…
What were your thoughts or ideas
prior to the discussion of this
lesson?

I learned that…

What new or additional ideas did

you learn after taking up this
lesson?

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 60

 MY SUPPLEMENTS

Directions: For further readings, you may visit the link given below on “CRITICAL
READING: WHAT IS CRITICAL READING, AND WHY DO I NEED TO DO
IT?”

Link: https://www.csuohio.edu/writing-center/critical-reading-what-critical-reading-and-why-do-i-need-do-it

REFERENCE LIST
Nada, E. R. (2015). Module in GED-ENG 101: Purposive Communication. First
Edition. Publication and Materials Development Office. Philippine Normal
University-Mindanao. Prosperidad, Agusan del Sur.
Uychoco, M.T.A., and Santos, M.L. (2018). Communication for Society: Purposive
Communication. First Edition. Rex Book Store. Sampaloc, Manila. ISBN
978-971-23-8668-8
Dayagbil, F., Abao, E., and Bacus, R. (2016). Critical Reading and Writing for the
Senior High School. Lorimar Publishing, Inc. ISBN 978-621-8035-07-2
Department of Education. (2016). Oral Communication in Context for Senior High
School. C & E Publishing, Inc. Quezon City. ISBN 978-971-98-0449-9
Juanillo, M. and Tan, E. (2018). E-Tech: Technology empowerment in a connected,
digital world. First Edition. TechFactors, Inc. Quezon City. ISBN 978-621-
8000-84-1

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 61

 Chapter 2. Using Context in Text Development

MY JOURNEY

You have learned in the previous chapter the importance of critical reading. The
aim of critical reading is not to find fault, but to assess the strength of the evidence and
the argument. It is just as useful to conclude that a study, or an article, presents very
Chapter 1. Fundamentals of Communication
strong evidence and a well-reasoned argument, as it is to identify the studies or articles
that are weak.

Being a critical reader also involves understanding that texts are always
developed with a certain context. A text is neither written nor read in a vacuum; its
meaning and interpretation are affected by a given set of circumstances. In this lesson
you will learn about intertextuality and hypertextuality in text.

Lesson 1. Intertextuality
Lesson 2. Hypertextuality

MY EXPECTATIONS

Throughout the lesson, you are expected to:

1. explain critical reading as a way of thinking and reasoning;
2. identify claims explicitly or implicitly made in a written text;
3. identify the context in which the text is developed;
4. determine culturally appropriate terms, expressions, and images;
5. formulate evaluative statements about a text; and
6. determine textual evidence to validate assertion.

MY INITIAL TASKS

Ask 1. What is Intertextuality?

2. What is Hypertextuality?
yourself 3. Why do we need to study
these Intertextuality and
Hypertextuality?
questions:
Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 62
 MY READINGS

Being a critical reader also involves understanding that texts are always developed
with a certain context. A text is neither written nor read in a vacuum; its meaning and
interpretation are affected by a given set of circumstances.

Thus, CONTEXT is defined as the social, cultural, political, historical, and other
related circumstances that surround the text and from the terms from which it can be
better understood and evaluated.

In discovering a text's context, you may ask questions like:

• When was the work written?
• What were the circumstances that produced it?
• What issues deal with it?

Lesson 1. Intertextuality
Intertextuality is the modeling of a text's meaning by another text. It is defined as
the connections between language, images, characters, themes, or subjects depending
on their similarities in language, genre or discourse. This view recognizes that the text is
always influenced by previous texts.

A text contains many layers of accumulated, cultural, historical, and social

knowledge, which continually adds to and affects one another. The function and
effectiveness of intertextuality can often depend quite a bit on the reader’s prior
knowledge and understanding before reading the secondary text; parodies and allusions
depend on the reader knowing what is being parodied or alluded to.

Then what do you think is the weakness of Intertextuality?

The definition of intertextuality was created by the French semiotician Julia

Kristeva in the 1960s. She created the term from the Latin word intertexto, which means
“to intermingle while weaving.” Kristeva argued that all works of literature being produced
contemporarily are intertextual with the works that came before it. In other words, any text
can be considered a work of intertextuality because it builds on the structures that existed
before it.

Another definition of Intertextuality is that it is a literary discourse strategy

(Gadavanij, n.d.) utilized by writers in novels, poetry, theatre and even in non-written texts
(such as performances and digital media).

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 63

 Intertextuality does not require citing or referencing punctuation (such as quotation
marks) and is often mistaken for plagiarism (Ivanic, 1998).

Common Examples of Intertextuality We use different examples of intertextuality

frequently in common speech, like the following:

1. He was lying so obviously, you could almost see his nose growing.
2. He’s asking her to the prom. It’s like a happy version of Romeo and Juliet.
3. It’s hard being an adult! Peter Pan had the right idea.

A majority of writers borrow ideas from previous works to give a layer of meaning
to their own works. Since readers take influence from other texts, and while reading new
texts they sift through archives, this device gives them relevance and clarifies their
understanding of the new texts. Intertextuality shows how much a culture can
influence its authors, even as the authors in turn influence the culture.

Ask yourself Based on our discussion, what

do you think is the importance
this question: of intertextuality? Do you have
any ideas?

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Lesson 2. Hypertextuality
Hypertext, according to K. Amaral (2010), is a nonlinear way of showing
information. It connects topics on a screen to related information, graphics, videos, and
music -- information is not simply related to text.

This information appears as links and is usually accessed by clicking. The reader
can jump to more information about a topic, which in turn may have more links. This opens
up the reader to a wider horizon of information to a new direction.

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 64

 A reader can skim through sections of a text, freely jumping from one part to
another depending on what aspect of the text interests him/her. Thus, in reading with
hypertext, you are given more flexibility and personalization because you get to select the
order in which you read the text and focus on information that is relevant to your
background and interests.

Kindly
reflect on Why use hypertext?

this:
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MY DISCOVERY TASKS

Directions: In the Venn diagram, cite the similarities and differences between
Intertextuality and Hypertextuality.

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Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 66

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 by writing a 200- word critique of the music video. Love Story
by Taylor Swift.
We were both young when I first saw you And said, "Marry me, Juliet
I close my eyes and the flashback starts You'll never have to be alone
I'm standin' there I love you and that's all I really know
On a balcony in summer air I talked to your dad, go pick out a white dress
See the lights, see the party, the ball gowns It's a love story, baby, just say, "Yes"
See you make your way through the crowd Oh, oh, oh
And say, "Hello" Oh, oh, oh, oh
Little did I know 'Cause we were both young when I first saw you

That you were Romeo, you were throwin'

pebbles
And my daddy said, "Stay away from Juliet"
And I was cryin' on the staircase
Beggin' you, "Please don't go, " and I said

Romeo, take me somewhere we can be alone

I'll be waiting, all there's left to do is run
You'll be the prince and I'll be the princess
It's a love story, baby, just say, "Yes"

So I sneak out to the garden to see you

We keep quiet, 'cause we're dead if they knew
So close your eyes
Escape this town for a little while, oh oh

'Cause you were Romeo, I was a scarlet letter

And my daddy said, "Stay away from Juliet"
But you were everything to me
I was beggin' you, "Please don't go, " and I said

Romeo, take me somewhere we can be alone

I'll be waiting, all there's left to do is run
You'll be the prince and I'll be the princess
It's a love story, baby, just say, "Yes"
Romeo, save me, they're tryna tell me how to Link: https://www.youtube.com/watch?v=8xg3vE8Ie_E
feel
This love is difficult, but it's real
Don't be afraid, we'll make it out of this mess
It's a love story, baby, just say, "Yes"
Oh, oh

I got tired of waiting

Wonderin' if you were ever comin' around
My faith in you was fading
When I met you on the outskirts of town, and I
said

Romeo, save me, I've been feeling so alone

I keep waiting for you, but you never come
Is this in my head? I don't know what to think
He knelt to the ground and pulled out a ring

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 67

 MY TREASURE

Directions: Reflect on what you have learned after taking up this lesson by completing
the chart below.

I thought that…
What were your thoughts or ideas
prior to the discussion of this
lesson?

I learned that…

What new or additional ideas did

you learn after taking up this
lesson?

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 68

 MY SUPPLEMENTS

Directions: Identify the development of context in the text

below. Write a 200- word critique of the text.

The social meanings of face masks, revisited

By Gideon Lasco

It has been exactly six months since I wrote about face masks in this column,
and the world has drastically changed since. Back then, people hoarded masks amid
fears of ash fall, and what inspired me to write the piece was, in part, the sight of some
of my UP Diliman students wearing them in Palma Hall—as well as travelers wearing
them in Bangkok’s Suvarnabhumi Airport—as the first cases outside Wuhan of what
was then called 2019-nCoV were being reported.
Today, neither physical classes nor plane rides are possible, and the Taal
Volcano eruption is but a distant memory. Meanwhile, masks are ubiquitous, not just
as a personal preference but a legal requirement and social expectation in public
spaces. Then as now, “masks serve as a physical and symbolic barrier between the
body-self and the outside world, giving people a sense of autonomy and security
against threats imagined and real” — except that the threat today is far more real than
imagined.
What has the past half-year taught us about masks, and what have the masks
taught us about ourselves?
First, we see the changing nature of scientific consensus, especially when
confronted with an uncharted illness. For a long time, public health agencies — from
the WHO to the DOH — have insisted that mask-wearing is not recommended for
public use. But today, the only debate is which kinds of masks are suitable for particular
occasions (e.g. going to the hospital vs. going to a mall), and which instances merit an
exemption. (Thankfully, the WHO recognizes that physical exercise — as long as
physical distancing is practiced — is one of them.)
Second, we see how masks have taken on new meanings—from conformity
and responsibility to individuality and resistance. Here in the Philippines, what we see
— as Prof. Michael Tan and I write in a forthcoming journal article — is that people
“titrate” their use of masks depending on their sense of familiarity with the people
around them (note people’s lowered masks while hanging out with neighbors). Masks,
then, serve as markers of intimacy, instantiating boundaries between what the
anthropologist Prospero Covar calls “loob” and “labas,” or between the circles of Mary
Douglas’ social universe.
The materiality of masks in social media is also illustrative: As people’s masked
selfies show, they have been incorporated into our aesthetics; as the “policing” of
unmasked photos reveal, they have also similarly been etched in our ethics.
Third, and related to the second, masks have taken on much greater political
significance, with world leaders’ use (and non-use) of face masks being closely
followed in their public appearances, and masks themselves becoming objects of a

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 “moral politics” that blames people’s being “pasaway” for the pandemic. The fact that
Donald Trump has finally decided to endorse face masks after months of not wearing
— even ridiculing — them speaks of how political calculus can influence mask use
both by politicians and their constituents.
Meanwhile, the policing around mask-wearing speaks of our punitive society,
where punishment — not support — is seen as the solution to our problems. As many
have pointed out, it would have been much more efficient, humane, and safe if law
enforcers were distributing masks instead of apprehending those not wearing them.
Finally, we see how masks are evolving as part of our material and bodily
culture, with entrepreneurs beginning to sell masks of various shapes, sizes, and
designs (there are now dedicated mask stalls in markets and malls alike), and people
using them as an expression of identity (note the protest masks during the Sona
rallies). Alas, I also see discarded masks along the roads whenever I go cycling—and
environmental groups are also rightfully concerned about their ecological impact.
Back then, I predicted — correctly, as it turned out — that face masks will
become more common as the threat of a pandemic grows. Moving forward, I am not
sure if I will make the same prediction for the long run, given how horrific the pandemic
has turned out to be.
Perhaps mask use will become even more normalized, given that, in any case,
we need protection not just from the virus, but also from worsening pollution and other
pathogens.
But perhaps, too, as in the aftermath of the 1918 pandemic that killed millions
around the world, masks would remind us of a terrible period that, once over, we would
rather forget.
Lasco, G. (July 30, 2020). The social meanings of face masks, revisited. Inquirer. Retrieved from
https://opinion.inquirer.net/132238/the-social-meanings-of-face-masks-revisited#ixzz6WKglxMIA

REFERENCE LIST
Nada, E. R. (2015). Module in GED-ENG 101: Purposive Communication. First
Edition. Publication and Materials Development Office. Philippine Normal
University-Mindanao. Prosperidad, Agusan del Sur.
Uychoco, M.T.A., and Santos, M.L. (2018). Communication for Society: Purposive
Communication. First Edition. Rex Book Store. Sampaloc, Manila. ISBN
978-971-23-8668-8
Dayagbil, F., Abao, E., and Bacus, R. (2016). Critical Reading and Writing for the
Senior High School. Lorimar Publishing, Inc. ISBN 978-621-8035-07-2
Department of Education. (2016). Oral Communication in Context for Senior High
School. C & E Publishing, Inc. Quezon City. ISBN 978-971-98-0449-9
Juanillo, M. and Tan, E. (2018). E-Tech: Technology empowerment in a connected,
digital world. First Edition. TechFactors, Inc. Quezon City. ISBN 978-621-
8000-84-1

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 70

 Chapter 3. Determining Textual Evidence

MY JOURNEY

In the process of evaluating statements, the reader tends to assert his/her point
of emphasis or simply put, his/her claims. Assertion about the content is helpful in
order to get to the central thought of the text and be consistent with the claim. These
Chapter 1. Fundamentals of Communication
assertions are usually based on one’s knowledge, experiences as well as values.
Thus, in process of reading, readers may vary in their assertions.

In this lesson, you will learn the basics of assertion, claim, and counterclaim in
order for you to master the competency of determining textual evidences.

Lesson 1. Assertion
Lesson 2. Claim
Lesson 3. Counterclaim

MY EXPECTATIONS

Throughout the lesson, you are expected to:

1. explain critical reading as a way of thinking and reasoning;
2. identify claims explicitly or implicitly made in a written text;
3. identify the context in which the text is developed;
4. determine culturally appropriate terms, expressions, and images;
5. formulate evaluative statements about a text; and
6. determine textual evidence to validate assertion.

MY INITIAL TASKS

1. What is assertion?
Ask yourself 2. What is claim?
these 3. What is counterclaim?
4. Why do we need to validate
questions: assertion?

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 MY READINGS

Lesson 1. Assertion
Assertion is a stylistic approach or technique involving a strong declaration, a
forceful or confident and positive statement regarding a belief or a fact. Often, it is without
proof or any support. Its purpose is to express ideas or feelings directly.

Types of Assertion

1. Basic Assertion. It is simple and straightforward statement for expressing feelings,

opinions, and beliefs such as:
 “I wish I could have expressed this idea earlier because now, someone
else has taken the credit.”
 “Excuse me, first I want to finish my work then shall go with you.”

2. Emphatic Assertion. It conveys sympathy to someone and usually has two parts:
first, encompasses the recognition of feelings or situations of the other person,
and second, follows a statement that shows support for other person’s rights such
as:
 “I understand you are busy, and me too, but it is difficult for me to finish this
project on my own. So, I want you to help me complete this project.”
 “I know this is making you angry and frustrated because you could not get
response yet. But, I can help you by giving you an estimate of how long it
might take.”

3. Escalating Assertion. It occurs when someone is not able to give response to

basic assertions of a person and, therefore, that person becomes firm about him
or her such as:
 “If you do not finish this work at 6:00 tonight, I would better take the service
of another worker.”
 “I really want to finish this point before you start.”

4. Language Assertion. It involves “I” language and is useful for expressing negative
feelings. Nevertheless, it constructively lays emphasis on a person’s feelings of
anger such as:
 “When you speak harshly, I cannot work with you because I feel annoyed.
Therefore, I want you to speak gently and then assign me task.”
 “When I cannot take proper sleep, it affects my nerves and I feel irritated.
Therefore, I like to go to bed earlier.”

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 72

 Assertion are commonly used in our daily conversations. In addition, it is also a
stylistic approached used in literature.

Look at this example from the novel Animal Farm. Take a look on the language
where he gives them information that is obvious, which they have realized already, and
no one can make arguments against it. Thus no one argued against his assertion.

George Orwell’s Animal Farm

In Animal Farm, pigs make use of assertion as a tool for making propaganda in
the entire novel in order to weaken the position of other animals from having
contradiction with their rules and leadership. In chapter seven, Squealer informs other
animals that they need not sing original anthem of the Old Major, Beasts of England—
a song they used to inspire the revolution in chapter one. Squealer asserts, saying:

“It’s no longer needed, comrade . . . In Beasts of England we expressed our

longing for a better society in days to come. However, the society has now
been established. Clearly this song has no longer any purpose.”

For better understanding, take this second example from Jane Austen.

Pride and Prejudice (By Jane Austen)

Elizabeth conceals her surprise at the news of Darcy’s plan to marry her. When
Lady Catherine objects to this marriage, as Bennets have low connections and their
marriage would ruin Darcy’s position before his friends and society, Elizabeth attempts
to defend her family background by asserting: “I am a gentleman’s daughter.”

In fact, she sets herself free from the exasperating control of snobs like Miss
Bingley, Mr. Collins, and Lady Catherine, and declares: “I am … resolved.”

Then further says with assertion: “… to act in that manner, which will, in my own
opinion, constitute my happiness, without reference to you, or to any person so wholly
unconnected with me.”

Anton Chekov’s Cherry Orchard

In a scene, Trofimov and Lopakhin exchange barbed words, and Lopakhin calls
Trofimov an “eternal student.” When Lopakhin asks Trofimov’s views about him,
Trofimov replies that he considers Lopakhin as “a soon-to-be-millionaire,” and “a beast
of prey.” Then, Gayev points towards the conversation about pride the two men had
earlier. Trofimov asserts with reasoning about the folly of their pride, as man is a “pretty

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 73

 poor physiological specimen,” they are in misery, and “the only thing to do is work.”
Although, he was pessimistic about the current situation of humans, however, he starts
feeling optimistic for their future. He expresses this idea with assertion and rebukes
Russian intellectuals, as they do not even know the meaning of work.

William Shakespeare’s Othello

DESDEMONA: “I never did

Offend you in my life, never loved Cassio
But with such general warranty of heaven
As I might love. I never gave him token.”

In these lines, Desdemona makes a dying assertion that she is innocent,

denying Othello’s accusations. However, blinded by emotion and furious, Othello is
resolved to kill her.

By and large, the function of assertion is to let readers feel that they should not
disagree or dispute what they read or hear; rather, they should accept the idea or notion
as an indisputable fact. It has proved to be one of the best approaches for writers to
express their personal feelings, beliefs, and ideas in a direct way. By using this
technique, writers can defend others’ feelings and rights if violated. This
rhetorical style also expresses self-affirmation and rational thinking of personal respect
or worth. It is very common in various fields of life, like literature, politics, advertisements,
and legal affairs.

Lesson 2. Claim and Lesson 3. Counterclaim

Another important concept that you need to remember in analyzing assertion are
claims and counterclaims. In a debate, there are two sides to every argument: (1) the
“claim,” and (2) the “counterclaim.” The first is a statement of the party’s point, or

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 74

argument for something. The second is a rebuttal, or argument opposing the claim. Once
the parties have made their claims and counterclaims, they introduce the reasoning
behind their arguments, and present evidence to support those claims. The
claim/counterclaim system is used to make points in everything from essays and
scientific papers, to litigation.

Claims

'Mom, I really need a new cell phone!'

If you've ever said this or something like it, you've made a claim. Making a claim is just
a fancy way of saying that you're stating your main point. In a formal paper, you might
say something like, 'It is necessary for me to obtain a new cell phone.' Claims are not
just opinions. A claim tells what you think is true about a topic based on your knowledge
and your research. If you're ever going to convince your mom to get that new cell phone
that's just perfect for you, you're going to have to move beyond mere opinions. You're
going to need to support your claim to get rid of that crummy, old, obsolete phone that's
holding you back.

Counterclaims

But there are two sides to every argument. In your argument for a new cell phone, your
mom stands on the other side. She has something to say against your claim that you
need a new cell phone, and it goes something like,

'No, you don't.'

That's your mom's counterclaim. A counterclaim is just the opposite of a claim. In a more
formal way, she might say, 'Your current situation does not require a new cell phone.'
Counterclaims are also provable and supportable by reasons and evidence. Not just,
'Because I said so.' When you're planning an argument, you need to know what the
counterclaim might be so that you can make sure that you disprove it with your reasons
and evidence.

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 75

 MY DISCOVERY TASKS

Directions: Circle the letter of the correct answer.

1. What is the central argument of the text?
a. assertion
b. fact
c. claim
d. opinion
2. Which stylistic approach or technique involves a strong declaration regarding a
belief or fact?
a. claim
b. assertion
c. expression
d. opinion
3. What is the purpose of assertion?
a. present a fact
b. express ideas directly
c. gather data
d. refute a proposition
4. What does counterclaim serves?
a. offer solutions to problems
b. concur with the ideas of experts
c. discuss an issue
d. provide an opposing viewpoint
5. Why are both the claim and the counterclaim essential in critical reading?
a. reading involves argumentation
b. both help determine textual evidence
c. readers use them in decision making
d. classroom interaction needs both

Directions: Read the text below. Write a 200- word critique of the text vis-à-vis your
understanding on assertion. Identify also the claims and counterclaims.

ABS-CBN: A Requiem
by F. Sionil Jose

Way back when the Manila Chronicle was a major daily, its Sunday column,
Inside Malacanang, lampooned former Senator Helena Benitez. I confronted Celso
Cabrera, the columnist. He was a frequent Solidaridad customer, an avid student of
the Renaissance. Helena, I told him, as everybody knew was such a decent politician,
well loved and respected. Celso said, the old man (meaning Eugenio Lopez), the
publisher, ordered it. Before I could chide him, he said, I am nobody from Camiling

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 76

 (Tarlac). We were speaking in Ilokano. I am not a good writer. This man gave me a
job, a house, a car. And he’ll refund all that I spend on your books. He asked for my
balls so I gave them to him. The Lopez family is a leading member of the oligarchy—
far more powerful than any of the oligarchs, then and now. As a leader of the sugar
bloc, it had massive political and economic influence. It made presidents then used its
influence to enlarge its economic clout, Meralco, ABS-CBN, etc. God knows what
billions the family got from government financing institutions to become a haven for
communist fronts and communists, among them the late Renato Constantino. One
Sunday morning, he called me up at home and asked if I’d open our Solidaridad
Galleries—Don Eugenio Lopez wanted to see the Nena Saguil exhibition. I hurried to
the Gallery in Malate. Don Eugenio arrived and looked at the exhibit twice then he
bought more than half of the show. Surely, there was a good side to this oligarch—his
patronage of Filipino art, his Filipinoness as illustrated and epitomized in the Lopez
museum. Surely, many writers and cultural workers owe him profound gratitude. I
sympathize with the hundreds who will lose their jobs but I’ll not mourn the passing of
ABS-CBN; its demise, I dare say, is even good for Philippine democracy if it also
means the dismantling of the Lopez empire.

To conclude, the Lopezes played the double game; they were vociferously anti-
American but were the beneficiaries of American largesse in the sugar quota gift from
America. Their writers included liberals, fellow travelers and communists but Eugenio
Lopez himself personified the lowest form of capitalism. The Filipinos do not really
need ABS-CBN. It does not produce goods or food. It has certainly entertained millions
but it did not diminish poverty. Again, freedom worked for the rich—but not for the
Filipinos. (https://www.facebook.com/fsionil.jose/posts/1429326043906688)
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Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 77

 MY TREASURE

Directions: Reflect on what you have learned after taking up this lesson by completing
the chart below.

I thought that…
What were your thoughts or ideas
prior to the discussion of this
lesson?

I learned that…

What new or additional ideas did

you learn after taking up this
lesson?

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 78

 MY SUPPLEMENTS

LOG ENTRY #3

Directions: Watch and reflect on the viral video from VINCENTiments titled “KPL:
Online Class.” Evaluate how the message was conveyed by the speaker
applying your understanding in the lesson about Text and Context
Connections.

Link: https://www.facebook.com/SAWAKASBRIEFS/videos/1199259903774165/

Guide Questions:
1. What is the message?
2. What is the purpose of the message?
3. How is the message conveyed by the text and/or video?
4. Who is the target audience of the message?
5. What do you think are the other ways of presenting the message?

Offline Learners will be given a copy of the video or the transcription/text of the video.
Online learners will simply visit the link provided. The reflection will be posted in their blog.

REFERENCE LIST
Nada, E. R. (2015). Module in GED-ENG 101: Purposive Communication. First
Edition. Publication and Materials Development Office. Philippine Normal
University-Mindanao. Prosperidad, Agusan del Sur.
Uychoco, M.T.A., and Santos, M.L. (2018). Communication for Society: Purposive
Communication. First Edition. Rex Book Store. Sampaloc, Manila. ISBN
978-971-23-8668-8
Dayagbil, F., Abao, E., and Bacus, R. (2016). Critical Reading and Writing for the
Senior High School. Lorimar Publishing, Inc. ISBN 978-621-8035-07-2
https://www.basicknowledge101.com/pdf/literacy/Intertextuality.pdf
https://literarydevices.net/assertion
https://study.com/academy/lesson/parts-of-an-argument-claims-counterclaims-
reasons-and-evidence.html

Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 79

 RICHARD ALFEO BACLEON ORIGINAL, LPT
is a College Instructor at Agusan del Sur College,
teaching General Education and Specialized
courses in the College of Teacher Education. Mr.
Original is a graduate of Bachelor in English
Education with Specialization in Teaching Senior
High School at Philippine Normal University-
Mindanao. He earned 18 units in Master of Arts
in Education major in English Language
Teaching, and currently finishing the graduate
program at Caraga State University- Bayugan
City External as LGU-Bayugan City Scholar. He
was a former faculty member of the ADSCO
Basic Education Department, and the former
School Paper Adviser of ADSCOnian Voice. He
was also an award winning coach in the different
schools press conferences.

This module is by and for:

AGUSAN DEL SUR COLLEGE, INC.

Bayugan City, 8502 CARAGA Philippines
COLLEGE OF TEACHER EDUCATION
Purposive Communication | Learning Module for Student in GE 1 Original, R.A. 80