Text and

Context
Connections
EXPLICIT AND
IMPLICIT
INFORMATION
At the end of this
lesson, you will be able
to identify and
differentiate explicitly
and implicitly stated
claims of fact, policy,
or value.
What is an explicit
information? How about
implicit information, what is
it?

How can we use these

pieces of information in
making claims of policy,
fact and value?
Critical Reading Leads to
Significant
Understanding:
Readers interact with the
material through critical
reading. When you practice
critical reading, you are not
just gathering information;
you are also judging the
importance and legitimacy of
the information you have
gathered by judging the
purpose, manner of
presentation, and holistic
development of the
arguments presented in the
text.
To properly evaluate the
ideas you have gathered
while reading, you must be
able to know the different
kinds of information which
are explicit information
and implicit information.
Two Kinds of
Information:
Explicit Information is
the information is stated
in the text. Readers can
see the piece of
information stated in the
given passage.
Implicit information is
the information not directly
presented in the text. As
readers, we need to read
between the lines to
understand the details that
the writer is trying to tell
us.
Sometimes, we read because
we need to perform a
particular task after reading.
The different kinds of
information we have
gathered through reading
may be used as a basis for
our next task.
We can sufficiently discuss
 

our opinion depending on the

evidence that we have
collected from the texts we
have read. Proofs, or claims
can be used based on the
type of presentation or
argumentation that you wish
to do.
Three Kinds
of Claims:
Claim of Facts
Claim of Value
Claim of Policy
Claims of Fact
Claims of fact are
pieces of information
which are grounded on
reliable authority such as
science or history.
Example:
The devastation
experienced by the
Philippines during Typhoon
Yolanda shows the
readiness of disaster relief
protocols established by the
government.
Explanation:
This claim can be defended
or refuted using events as
proof, and the existence or
non-existence of the
protocols may be discussed
using specific incidences as
evidence.
Claims of Value
Claims of value are
pieces of information that
are focused on relative
judgment such as goodness
or badness, and these are
usually addressed based on
standards.
Example:
Stem cell research is wrong.

Explanation:
This claim attempts to prove
the badness of one idea based
on a moral judgment as
specified by various standards
(may be religious or even
political)
Claims of Policy
Claims of policy are specific
statements on procedures or
laws that need to be modified
based on certain issues or
conditions. Most of the time,
claims of policy ask for plans
of action to solve current
problems.
Example:
Censorship in the
Philippines must be
strengthened.
Explanation:
This claim demands that
additional amendments
on a specific policy be
adopted because present
circumstances are no
longer sufficient.
Example:
Childhood obesity in our country has
more than tripled in the past 30 years.
Today, one in six children in our
country is obese. This is unacceptable.
As parents, we try to provide a better
future for our children, better than
we’ve ever had. We need to stand up
and do what we can. We can start by
supporting the passing of the anti-junk
food bill in schools and other child-
friendly areas.
Explanation:
Information such as the
tripling of the amount of
obesity is used in an explicit
manner. Also, the author uses
this claim of fact to base his
ideas on reliable authority,
which, in this instance is a
statistic. The author also uses
the standard of providing a
better 
life to children as a claim of value
before leveraging a change in policy
as stated in this sentence
“supporting the passing of the anti-
junk food bill in schools and other
child-friendly areas. “ These pieces
of information explicitly tell us that
obesity is a problem, and this
passage is implicitly informing us
that we can contribute to solving
this issue.
Critical reading is necessary for
judging the reliability of the text through
the study of implicit and explicit
information. These pieces of information
may lead to various claims such as one
rooted in history or science (claims of
fact). There are claims that demand
action because the present conditions
for certain policies are no longer
effective (claims of policy). Also, claims
that assert the morality of an idea based
on certain standards or preferences
(claims of value)
What is
hypertextuality?
What is
intertextuality?
Why are they
important?
Intertextuality

When we read, we try to make

meaning of the material that we
are absorbing through many
different processes.
Unintentionally, sometimes, we
see patterns in the materials that
we are reading that are apparent
in another text.
Theorists term this as
intertextuality, as a literary
device, "it is the ‘complex
interrelationship between a text
and other texts taken as
fundamental to the creation and
interpretation of the text"
(Merriam-Webster Dictionary,
2015). As readers, our ability to
create connections among various
texts enhances the meaning of
the reading material.
Example:
JK Rowling’s "Harry
Potter Series" and JRR
Tolkien’s "Lord of the
Rings Trilogy."

Explanation:
JK Rowling’s "Harry Potter
Series" share similar events
and even characters types
similar to JRR Tolkien’s "Lord of
the Rings Trilogy". Both texts
use wise wizards as the
protagonist’s mentor (Gandalf
in LOTR and Dumbledore in
Harry Potter)
this is an example of
intertextuality. As readers, we
understand "Harry
Potter’s" journey more because
of the individual connections we
can attribute to the "Lord of the
Rings". However, we do not need
to read the "Lord of the Rings" to
understand "Harry Potter."
Hypertextuality

Hypertextuality allows readers

to study a text in a different
manner. Typically, a text is
written in a linear fashion. This
linear progression only enables
the reader to read the material
the way the author designed it
from beginning to end.

 In a hypertext, pieces of
information are connected
semantically. There is an
undefined beginning, middle, and
end (Department of Education,
2013). Hypertext creates a
network of materials linked
because of various connections
they share, this encourages and,
at times, requires readers to go
through the material at their pace.
Hypertext allows readers to
choose their way of reading
the text that speaks to them
in the most logical manner
individually. This process
removes the burden of
making meaning from the
author to the reader.
As a reader, you are
given the chance to
explore other parts of the
text or even ideas linked
to the text without being
told how and what to
read in a step-by-step
process.
Key Points
Intertextuality is the
complex connections
between a text and various
reading materials that add to
the meaning and analysis of
the text being read.
Hypertext is the presentation of a
reading material wherein
resources are connected to a
specific aspect of a text because
of a shared semantic link which
allows the reader to explore the
manuscript or other reading
materials in whatever fashion he
or she believes to be logically
acceptable.