W1 D1: INTRODUCTION TO HYPERTEXT

2nd Semester | Quarter 2 | Reading and Writing Skills ​ ☘︎

➢​ mouse click, keypress set or by touching the

HYPERTEXT
screen.

What is HYPERTEXT? ➢​ Rather than remaining static like traditional

➢​ Hypertext is a non-linear way to present text, hypertext makes possible a dynamic
information and is usually accomplished using organization of information through links and
"links". connections.​

➢​ The term hypertext was coined by Ted Nelson ➢​ Hypertext allows readers to access information
in 1963. particularly suited to their needs.
○​ For example, if a reader still needs more
background on a particular item that a text
➢​ The World Wide Web (www) is a global
is discussing, such as when a reader does not
hypertext system of information residing on know a particular term being used, the
servers linked across the internet. reader can choose to highlight that term and
access a page that defines the term and
➢​ Hypertext is the foundation of the World Wide describes it.
Web enabling users to click on the link to
obtain more Information on a subsequent
page on the same site or from a website
anywhere in the world.
Why HYPERTEXT?

➢​ Conversely, a Uniform Resource Locator

➢​ In a hypertext system, the reader is free to
(URL), colloquially termed a web address, is a
navigate by exploring the information
reference to a web resource that specifies its
connections provided.
location on a computer network and a
mechanism for retrieving it.
➢​ Hypertext is a very different way of presenting
information than the usual linear form.​
➢​ URLs occur most commonly to reference web
pages (http) but are also used for file transfer
➢​ Text no longer flows in a straight line through a
(ftp), email (máil to), database access (JDBC),
book. Instead, it is broken down into many
and many other applications.
smaller units. ​

➢​ it acts as a bridge between two basic,

opposite, and complementing elements

➢​ Hypertexts help the readers navigate further

information about the topic being discussed
and may also lead to other links that can direct
the readers to various options.

➢​ Hypertext also allows the readers to create

their meaning out of the material given to
them and learn better associatively.

➢​ Hypertext documents are interconnected by

hyperlinks, which are typically activated by a

1
W1 D2: EXPLORING THE MEANING OF
INTERTEXTUALITY
2nd Semester | Quarter 2 | Reading and Writing Skills ​ ☘︎

INTERTEXTUALITY Types and examples of

INTERTEXTUALITY
➢​ A word coined in late 1960s by philosopher
Julia Kristeva to describe the phenomenon of
There are three main types: obligatory; optional; and
a continual exchange and relationship building
accidental. These types deal with the significance,
between texts.
intent, or lack of intent, behind the interrelation
➢​ Originally, intertextuality served as a literary
device for clarifying the process of interpreting
A. Obligatory Intertextuality
any text by seeing the combination of multiple
➢​ When an author or poet deliberately references
other texts that underlie it.
another text in their work.
➢​ According to Merriam-Webster (n.d.), it is the
➢​ The author intends to make the external
complex interrelationship between a text and
references and intends the reader to
other texts taken as basic to the creation or
understand something about the work that
interpretation of the text.
they are reading as a result.
➢​ Zengin (2016) in her study “An Introduction to
➢​ Would usually happen when the reader both
Intertextuality as a Literary Theory:
picks up on the reference and understands the
Definitions, Axioms and the Originators”
other work being referenced.
discussed that intertextuality is a way of
➢​ Creates intended layers of meaning that are
interpreting texts which focuses on the idea of
lost unless the reader is familiar with the other
texts’ borrowing words and concepts from each
text
other. Every writer, both before writing his/her
text and during the writing process, is a reader
Example of Obligatory Intertextuality
of the texts written before his/her text.
☘ Rosencrantz and Guildenstern are minor characters from the
➢​ Refers to the phenomenon of one text famous Shakespearean play Hamlet (1599-1601), but major
referencing, quoting, or alluding to another ones in Stoppard’s Rosencrantz and Guildenstern are Dead
text. It is the interplay and interconnectedness (1966).
between different texts, where the meaning of Explanation: Without any knowledge of the original
one text is shaped or influenced by its work referenced, the reader’s ability to understand
relationship with other texts. Stoppard’s work would not be possible. Although
Stoppard's title is a line taken directly from Hamlet, his
play takes a different look at Hamlet, inviting
alternative interpretations of the original text.
Purpose of INTERTEXTUALITY
B. Optional Intertextuality
➢​ A milder kind of interrelatedness. In this case,
➢​ An author or poet may use references directly
an author or poet may allude to another text to
or indirectly. They might use a reference to
create another nonessential layer of meaning.
create additional layers of meaning or make a
➢​ If the reader picks up on the reference and
point or place their work within a particular
knows the other text, it can add to their
framework.
understanding. The important part is that the
➢​ A writer could also use a reference to create
reference is not critical to the reader's
humor, highlight an inspiration, or even create
understanding of the text being read.
a reinterpretation of an existing work.

Example of Optional Intertextuality

☘ JK Rowling's Harry Potter series (1997-2007) subtly alludes
to J.R.R. Tolkien's Lord of the Rings series (1954-1955). There
are several parallels between the young male protagonists,
their group of friends who help them achieve goals, and their

2
W1 D2: EXPLORING THE MEANING OF
INTERTEXTUALITY
2nd Semester | Quarter 2 | Reading and Writing Skills ​ ☘︎

aging wizard mentor. Rowling also references J. M. Barrie's Biergarten. In both cases, the English phrases came from a
Peter Pan (1911), both in theme, characters, and a few lines. direct, literal translation of the original.

★​ Plagiarism
The direct copying or paraphrasing of another text. It is
C. Accidental Intertextuality presenting work or ideas from another source as your
➢​ This third type of intertextuality happens when own This is generally more of a literary fault than a
a reader makes a connection that the author or device though.
poet did not intend to make. Note: At all costs, we must avoid plagiarism.
➢​ This can happen when a reader has knowledge
of texts that perhaps the author does not, or ★​ Translation
even when a reader creates links to a certain The conversion of text written in one language into
culture or to their personal experience another language while retaining the original’s intent,
meaning, and tone. This is usually an example of
Example of Accidental Intertextuality optional intertextuality.
☘ One person reading Moby Dick (1851) may draw parallels to Example:
the biblical story of Jonah and the whale (another man and You do not need to understand French to read the English
whale story). Herman Melville’s intention was probably not to translation of an Emile Zola novel.
link Moby Dick to this particular biblical story.
★​ Pastiche
Describes a work done in the style or a combination of
styles from a certain movement or era. A work of
INTERTEXTUAL FIGURES
literature that imitates or borrows from another literary
work, usually one that is more well-known. Unlike
parody, pastiche is intended as a celebration and/or
There are 7 different figures or devices used to create
homage.
intertextuality.
Example:
Elizabeth Aston wrote a pastiche of Jane Austen's Pride and
★​ Quotations Prejudice with her novel The Second Mrs. Darcy, which takes
A very direct form of reference and are taken directly up the story of a Darcy cousin.
‘as is’ from the original text. Often cited in academic
work (e.g., research paper, position paper, etc.). These ★​ Parody
are always obligatory or optional. A deliberately over exaggerated and comical version of
an original work. Usually, this is done to highlight
★​ Allusion absurdities in the original.
An allusion is often a more indirect type of reference
but can be used directly too. It is a casual reference to
another text and is usually linked to obligatory and PASTICHE VS. PARODY
accidental intertextuality.
Examples:
There are subtle but crucial differences between
➢ You are my Kryptonite.
➢ Mathematics is my Achilles' heel. pastiche and parody. The major one is tone. The goals
of parody are humor and mockery—poking fun at
★​ Calque another author’s ideas or style. A parody doesn’t
A word for word, direct translation from one language necessarily equal cruelty or derision, but there is a tone
to another that may or may not change the meaning of ridicule, even if it’s gentle. Pastiche doesn’t take this
slightly. These are always obligatory or optional. tonal approach. It pays respect to the original work by
Example: being both compliment and complement to said work.
An "Adam's apple," for example, is a calque of the French
pomme d'Adam, and "beer garden" is a calque of the German

3
W2 D1: CRITICAL READING
2nd Semester | Quarter 2 | Reading and Writing Skills ​ ☘︎

your power to convince the reader/audience.

CRITICAL READING Moreover, make practice a habit, so that you
become conscious of becoming better every
A more active way of reading. It is a deeper and more time you reason out
complex engagement with a text. It is a process of
analyzing, interpreting, and, sometimes, evaluating.
When we read critically, we use our critical thinking
skills to question both the text and our own reading of
TEXTUAL EVIDENCE
it.
When you analyze a text, you want your readers to
know what the author actually says rather than merely
your interpretation of the author's ideas. This means
TECHNIQUES IN DEVELOPING
that you quote, paraphrase, and/or summarize the
REASONING author's words to support your points.

➢​ Implicit refers to something that is suggested

Reasoning is an act of giving statements for
or implied but not ever clearly said
justification and explanation. It is the ability of
➢​ Explicit means communicating directly in a
someone to defend something by giving out reasons
clear and exact way
justifying a stand based on prior and existing
knowledge and experiences needed to arrive at a
decision. Critical reading involves presenting a
reasoned argument that evaluates and analyses what CHARACTERISTICS OF CRITICAL
you have read.
READER
It is the process of expressing ideas and opinions as
well as justifying a stand based on prior and existing A critical reader...
knowledge and experiences needed to arrive at a ➢​ does not believe everything he reads
decision ➢​ questions everything which doesn’t make sense
to him
➢​ questions some things even though they do
make sense to him.
TECHNIQUES TO DEVELOP
➢​ rereads when he thinks he may have missed
REASONING something.
➢​ considers the type of material he is reading
before deciding how much weight to give to it
➢​ Dare to read every day. Citing relevant ideas of
➢​ admits that the effect on him of what the
experts and authorities in reading materials
author says may be caused more by the
definitely helps strengthen one’s stance on an
author’s style of writing than by the facts
issue.
presented
➢​ Learn to focus on the main ideas (explicit or
➢​ analyzes arguments
implied) and supporting details mentioned in
➢​ discounts arguments based on faulty reasoning
the argument.
➢​ Examine the pros and cons of your argument/
resolution. This will help you weave the flow of
your thoughts.
➢​ Organize your thoughts. Arrange ideas either in
chronological order or by emphasis to specific
or vice versa.
➢​ Note points for improvement. After having
justified an issue, recheck your stand based on

4
W3 D1-2: EVALUATIVE STATEMENT
2nd Semester | Quarter 2 | Reading and Writing Skills ​ ☘︎

➢​ Illustrating both sides of an argument will

EVALUATIVE STATEMENT always gain you more credit, representing
more skills from the writer.
➢​ It is a statement that states one's sound
judgment about something through writing
which is supported by reasons and evidence.
ASSERTIONS AND COUNTERCLAIMS
➢​ It also presents the strengths and weaknesses
of something based on a set of criteria that
needs to be factual, substantial, and unbiased. ASSERTION
➢​ Evaluative statements can be used to show ●​ Assertions are declarative sentences that give
opinions, judgments, and points of view in a one’s belief about something else as if it is true
clear concise manner. though it may not be.
➢​ An evaluative statement is one that makes a ●​ It is expressed as an argument. Usually, these
statement about what is good or bad, or right assertions contain languages that expresses
or wrong, or what ought or ought not to be evaluation such as useful, significant,
done. important, insightful, detailed, up-to-date,
comprehensive, practical, impressive, etc.
●​ Asserting is the act of claiming that something
HOW TO WRITE AN EVALUATIVE is the case. We make assertions to share
STATEMENT? information, coordinate our actions, defend
arguments, and communicate our beliefs and
desires.
➢​ When you are formulating your opinion on a ●​ An assertion is a sentence or phrase that
matter, it is vital that you have all the conveys an opinion, belief, or idea. It is used to
knowledge to hand before you make a make an argument or to support a claim within
decision. This means researching the topic in a text. Assertions are often used to introduce
detail and being able to adjust any thoughts of topics, express opinions, and draw conclusions.
any preconceived ideas that you may have. They are also used to connect ideas, create
➢​ It is also vital to understand the difference structure, and explain relationships between
between fact and opinion when you are facts and evidence.
conducting researching. Understand that a
writer’s phrases way affects your view, so TYPES OF ASSERTION
understand the content of what you are ➢​ Opinion assertions – these are statements
reading before you make your mind up. about a particular topic that convey a personal
➢​ You need to look at arguments from both sides opinion.
or a different angle before you start to form ➢​ Factual assertions – these are statements that
your own well developed and open-minded present information that is believed to be true.
conclusion. ➢​ Analytical assertions – these are statements
➢​ When writing your evaluative statement, keep that analyze data and evidence to draw
in mind your target audience. Ensuring you conclusions.
know your audiences’ demographics is key to ➢​ Value assertions – these are statements that
being able to help you gain what you need reflect a person’s beliefs or values.
from them.
➢​ Remember evaluation means stating both the
positive and negative. Regardless of your
COUNTERCLAIM
opinion, having a one-sided argument will not ➢​ Counterclaim is the opposing point of view to
present a strong academic writer. Instead, it one’s thesis and is also known as the
will show bias and poor writing skills. counterargument. The counterclaim is always
accompanied by a refutation, sometimes
referred to as a rebuttal.

5
W3 D1-2: EVALUATIVE STATEMENT
2nd Semester | Quarter 2 | Reading and Writing Skills ​ ☘︎

INCORPORATING TEXTUAL
EVIDENCE INTO YOUR TEXT

TEXTUAL EVIDENCE
Textual evidence is verified text that has been
collected from the original source or document that
supports a thesis or an argument

Common Methods in
Incorporating Textual Evidence
into Your Text
➢​ Quotation - is anything from a word to several
sentences taken word-for-word from the
original source and enclosed in quotation
marks
➢​ Paraphrase - is rephrasing in your own voice
and sentence structure of one portion of the
original source and is about the same length as
the original sentence or sentences you are
paraphrasing
➢​ Summary - is shorter than the original source
and gives the text’s central idea in your own
words

6
W4 D1-2: BOOK, LITERATURE, AND
RESEARCH REPORT REVIEW
2nd Semester | Quarter 2 | Reading and Writing Skills ​ ☘︎

BOOK REVIEW What do you DO with the content?

➢​ A book review describes and evaluates a work 1.​ For nonfiction books like biography, history,
of fiction or nonfiction and offers the book’s and the like: pay primary attention to the
overall purpose, structure, and style of major points (the argument) the author is
narration to the unknown readers. It tells not putting forth and to the sources the author has
only what a book is about, but also how drawn upon to back up his/her point of view.
successful it is at what it is trying to do. It is a 2.​ For fictional works such as novels, chick lit,
sneak peek at a book, not a summary. graphic novels, manga, pay attention primarily
to the novel or book’s setting, plot, style,
REMEMBER characters, theme/s, use of language and
voice.
●​ In writing a book review, you combine your
3.​ Provide your reactions to the book.
skills of describing the content of the pages,
4.​ Describe the book.
analyzing how the book achieved its purpose,
5.​ Respond to the author’s opinions and analyze
and expressing your most personal comments,
it.
reactions, and suggestions.
6.​ Explore issues the book raises.
●​ If it is a short review, you may not be able to
fulfill your purpose. If it is too long, it may
stray too much of the plot or of the content, How do you CONCLUDE?
you may lose the interest of your readers.
●​ Take this general guideline: the length of the
review depends upon the length of the book 1.​ Relate your argument to other books or
itself, and a review should not be less than 100 authors.
words. Longer books usually ask for more than 2.​ Relate the book to larger issues.
500 words. 3.​ Tie together issues raised in the review.
●​ A book review title should be based on your 4.​ Briefly restate your main points and your thesis
total impression of a book. statement.
5.​ Indicate how well the book has achieved its
goal, what possibilities are suggested by the
How do you START writing a book book, what the book has left out, how the book
review? compares to others on the subject, what
specific points are not convincing, and what
personal experiences you’ve had related to the
1.​ Identify the book by author, title, and subject.
sometimes publishing information.
2.​ Specify the type of book (for example: fiction,
nonfiction, biography, and autobiography). How do you REVISE the draft?
Help your readers to review with perspective.
3.​ Mention the book’s theme.
1.​ Allow time to elapse, at least a day, before
4.​ Include background, if necessary, to enable
starting your revision.
reader/s to place the book into a specific
2.​ Correct grammatical mistakes and punctuation
context.
as you find them.
5.​ You may also use an interesting quote, an
3.​ Read your paper through again looking for
interesting fact, or an explanation of a concept
unity, organization, and logical development.
or term.
4.​ If necessary, do not hesitate to make major
revisions in your draft.

7
W4 D1-2: BOOK, LITERATURE, AND
RESEARCH REPORT REVIEW
2nd Semester | Quarter 2 | Reading and Writing Skills ​ ☘︎

5.​ Verify quotations for accuracy and check the

format and content of references.
HERE ARE FOUR LITERATURE
LITERATURE REVIEW REVIEW STRATEGIES:

➢​ A literature review is a type of academic SUMMARY SYNTHESIS

essay that examines what has already been State briefly the Combine ideas to form
written about a topic. As a collection of argument and main an integrated theory or
published research about your topic by points of relevant system through critical
recognized scholars and researchers, it is a research evaluation/compare/con
trast
way for you to examine also what has already
been done regarding your research question or
problem.
ANALYSIS EVALUATION
➢​ Likewise, it summarizes and synthesizes the
Examine closely the Assess the research
conducted research driven by guiding elements or structure of based on the criteria or
principles. Although it is not a research paper, it the research rubric that you choose,
provides background for your problem and a state, and explain.
rationale for your research (Abadiano 2016, Support it with another
51-52). similar research.

PARTS OF LITERATURE REVIEW

RESEARCH REPORT REVIEW

Introduction ➢​ Research Report is a long and formal text

➢ defines the topic and the scope being considered which presents the writer’s views and findings
➢notes intentional exclusions on a chosen subject. However, it is not just a
➢ states the general findings of the review and the long composition which follows the principles
availability of the sources of good writing. It is a scholarly work and not
just a collection of notes lifted from many
Main Body different sources and strung together, one
➢ Organizes the evaluation of the sources whether after the other. It follows the IMRAD format
chronologically or thematically instead of the IBC format.
➢ showcases the critical summary and evaluation of
the research premise, methodology, and conclusion
COMPONENTS OF RESEARCH
➢ uses grammatical connectors, relational words or
phrases, and transitional devices REPORT

Conclusion Title
➢ summarizes the key findings of the review
▪ It reflects the content and emphasis of the project
➢ offers the reviewer’s justification of the conducted
described in the report.
research
▪ Similarly, it should include essential key words.

References Abstract
➢ reflects the in-text citations
▪ It is an overview of the research study and is typically
➢ contains complete and correct citations
two to four paragraphs in length containing 200-300

8
W4 D1-2: BOOK, LITERATURE, AND
RESEARCH REPORT REVIEW
2nd Semester | Quarter 2 | Reading and Writing Skills ​ ☘︎

words. Think of it as an executive and technical

summary that gathers the key elements of the
remaining sections into a few sentences.

Introduction
▪ It provides the key question that the researcher is
attempting to answer and a review of any literature
that is relevant. In addition, the researcher will provide
a rationale of why the research is important and will
present a hypothesis that attempts to answer the key
question. Lastly, it should contain a summary of the key
question following the completion of the research.

Methodology
▪ This is arguably the most important section for two
reasons: (1) it allows readers to evaluate the quality of
the research, and (2) it provides the details by which
another researcher may replicate and validate the
findings.

Results
▪ In longer research papers, the results section
contains the data and perhaps a short introduction.
Ideally, the interpretation of the data and the analysis
is reserved for the discussion section.

Discussion
▪ This section is where the results of the study are
interpreted and evaluated against the existing body or
literature. In addition, should there be any anomalies
found in the results, this is where the authors point
them out. Finally, it is an attempt to connect the results
to the bigger picture and show how the results might be
applied.

References
▪ This section provides a list of each author and paper
cited in the research report. Any fact, idea, or direct
quotation used in the report should be cited and
referenced.