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After our class discussions, kindly do the activities described below to check your understanding of the topic of hypertextualityand intertextuality.

Activity 1: Pair Work

Discuss with a classmate about the possible advantages and disadvantages of intertextuality and hypertextuality in your context as a student. Use the table below to summarize the results of your discussion.

Text Connections

Advantages to Learners

Disadvantages to Learners

Intertextuality

   

Hypertextuality

   

Activity 2: Group Work

Intertextuality: What text/s can you use to help your classmates better understand the topic discussed in the following materials? Write your answer by completing the table. Note: It is important that you know the topic discussed in the following materials in order to associate it to other texts correctly.

Text

Topic

Texts to which it can be associated (intertextuality)

   

1.

Dekada 70 (Lualhati Bautista)

2.

   

1.

Conjugal Dictatorship (Primitivo Mijares)

2.

Activity 3 (Graded): Individual work

Pretend that you will present a paper discussing people’s right to education. Write a paper presentation that is enhanced or supported by intertextuality and hypertextuality. Be guided by this rubric:

Criteria

Good

Fair

Poor

Organization

(10)

(5)

(3)

 

Paper is well organized, has a very clear intro, body and conclusion. The purpose of the paper is clear from the very beginning.

Paper is organized, has an intro, body and conclusion. The purpose of the paper becomes clear within the paper.

Paper is not well organized, has an unclear or non- existent intro, body and conclusion. The purpose of the paper is unclear.

Content

(15)

(10)

(5)

The article is clearly but succinctly written- only the key claims and/or counterclaims are considered in the critique.

The article is clearly written, but some key claims and/or counterclaims are not considered in the critique.

The article does not include key claims and/or counterclaims.

Critique

(15)

(10)

(5)

Strengths and weaknesses that are central to the article are addressed. The discussion of strengths and weaknesses take up the majority of the paper and context is properly taken into account.

Strengths and weaknesses that are peripheral to the article are addressed. The discussion of strengths and weaknesses take up the majority of the paper and context is somehow taken into account.

Strengths and weaknesses are addressed peripherally, weakly, or not at all. The discussion of strengths and weaknesses take up only a small part of the paper and context is not taken into account.

Mechanics

(10)

(5)

(3)

There are no grammatical errors or typos.

There are few grammatical errors or typos

There are many grammatical errors and/or typos

Referencing

(5)

(3)

(1)

and Length

References are properly cited using either APA or MLA citation.

There is a small error in using the APA/MLA citation format.

(3)

References are not properly cited using either APA or MLA citation.

Requirement

(5)

The article’s prescribed length is almost met. (The article is more than 51-word less or more).

(1)

The article’s prescribed length is met (The article may be 50-word less or more).

The article’s prescribed length is not met. (The article is more than 200- word less or more).

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Note: This AT appears in an actual senior high school textbook (in press) on Reading and Writing Skills. This shall be used for academic purposes only as a student of LLE 207, 2S AY 2017-2018. All correspondence about the details of this AT, or any other interest, should be made through the publisher, IBON Foundation, Inc.