11
English
Quarter 1 - Module 3:
Explicit and Implicit Claims in
Written Text
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Reading and Writing
Quarter 1- Module 3: Explicit and Implicit Claims in Written Text
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Republic of the Philippines
DEPARTMENT OF EDUCATION
Region I
Schools Division Office I Pangasinan
Lingayen
Reading and Writing
Explicit and Implicit Claims in
Written Text
Quarter 1 – Module 3
Most Essential Learning Competency:
EN11/12RWS-IIIij-6 Identify claims explicitly or implicitly
made in a written text
Claim of Fact
Claim of Policy
Claim of Value
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Lesson 7
EXPLICIT AND IMPLICIT CLAIMS IN WRITTEN TEXT
Claims of Facts, Value and Policy
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 or presentation, and holistic development of the arguments or
claims 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.
In this module, learners will identify and classify gathered information under
different claims and be able to develop their own arguments as well.
What I Need to Know
At the end of the lesson, the students are expected to achieve the following:
Most Essential Learning Competency:
1. Identify claims explicitly or implicitly made in a written text:
Claim of Fact
Claim of Policy
Claim of Value
Learning Objectives:
1. Differentiate the different kinds of claims.
2. Extract explicitly or implicitly stated claims from a written text.
3. Identify the different kinds of claims made in a written text.
4. Formulate different kinds of claims.
What I Know
PRE-TEST
Directions: Choose the letter of the correct answer. Write your answer on the space
provided.
1. What type of information is stated directly in the text?
a. implicit
c. explicit
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b. true
d. opinion
2. It is a claim that asserts judgement whether it is good or bad, more or
less desirable.
a. claim of fact
c. claim of value
b. claim of policy
d. none of the above
3. This type of claim argues that something SHOULD/ SHOULD NOT be
done, believed, banned, etc.
a. claim of fact
c. claim of value
b. claim of policy
d. all of the above
4. This claim is often influenced by morals, beliefs and preferences.
a. claim of fact
c. claim of value
b. claim of policy
d. all of the above
5. Which among the types of claims talk about what is or what is not?
a. claim of fact
c. claim of value
b. claim of policy
d. all of the above
6. What type of claim is used in the following statement? The government
must devote more funds to building schools than building roads.
a. claim of fact
c. claim of value
b. claim of policy
d. all of the above
7. What type of information is not directly presented in the text?
a. implicit
c. explicit
b. true
d. opinion
8. Claims are often explicitly or directly stated in the text.
a. true
c. maybe
b. false
d. cannot be inferred
9. Which type of claim relates to the statements that can be verified, no
matter how difficult?
a. claim of fact
c. claim of value
b. claim of policy
d. none of the above
10. What type of claim is used in the following statement? Childhood
obesity in our country has more than tripled in the past 30 years.
a. claim of fact
c. claim of value
b. claim of policy
d. none of the above
11. What is the other term for CLAIM?
a. opinion
c. thesis
b. position
d. standard
12. What type of claim is used in the following statement? Ms. Norton
should make a priority of implementing an aggressive and
environmentally sound policy to encourage domestic production of
resources.
a. claim of fact
c. claim of value
b. claim of policy
d. none of the above
13. What type of claim is used in the following statement? The
atmosphere has too much carbon dioxide.
a. claim of fact
c. claim of value
b. claim of policy
d. none of the above
14. A helpful way to evaluate a claim of policy is to ask if other authors
or scholars have presented counterarguments against the claim.
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a. true
c. maybe
b. false
d. cannot be inferred
15. Facts that are universally accepted are NOT considered claims of
facts because there is no more disagreement about their truthfulness.
a. true
c. maybe
b. false
d. cannot be inferred
What’s In?
Activity 1: AGREE OR DISAGREE
Directions: Write A if you agree to the following statements; write DA if you
disagree. Be ready to explain your answers.
1. The hunting of animals is a barbaric practice.
2. The age at which people can get a driver’s license must be
raised to 18.
3. People with socially awkward personalities tend to be more
loyal to their friends and faithful in relationships.
4. You are more likely to remember something written on blue ink
that black ink.
5. Cheating men are undesirable to women.
What’s New?
Activity 2: FACT OR BLUFF?
Directions: Identify the following statements as FACT or a BLUFF. Then answer
the questions that follow.
1. Males have better chances in job applications than females.
2. Modular learning is an effective way of learning in this new normal.
3. Millennials perform better in jobs that require multitasking.
Comprehension Questions:
● Which statement did you answer as a fact? Which is a bluff?
● How did you arrive at your answers?
● Why should we be critical in what we read?
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What is It?
EXPLICIT AND IMPLICIT INFORMATION
An information is EXPLICIT when it is stated in the text. The readers can
see the piece of information stated in the given passage.
Explicit information is clearly stated, leaving nothing implied. For example,
the phrase “it was a dark and stormy night”, uses explicit information that leaves
no room for debate. The reader cannot assume, by any stretch of the imagination,
that the story is in fact taking place on a sunny morning.
Here’s another example of explicit information from the first line of Franz
Kafka’s book, The Metamorphosis:
As Gregor Samsa awoke one morning from uneasy dreams, he found
himself transformed in his bed into monstrous vermin.
The book is, in fact, about a salesman named Gregor Samsa who wakes
one morning to find himself inexplicably transformed into a huge insect. Therefore,
as shocking and confusing as this first sentence might be, it is still stating the
information explicitly.
On the other hand, it is IMPLICIT when the information is 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.
Let’s take a look at this example from first line of J. M. Barrie’s Peter Pan:
All children, except one, grow up.
This is an example of an implicit statement. We aren’t told explicitly “there
once was a boy named Peter Pan, and he magically never grew older,” but we are
prepared for that eventual knowledge by this implicit sentence.
If something is implicit, it is not directly stated. The reader must understand
implicit information and facts based on other clues in the text. Let’s think back to
our “dark and stormy night” example. What if the sentence ran like this: “The trees
were swaying wildly outside Anne’s window as she prepared for bed, and the
gutters were overflowing?”
Even though it’s not stated directly, the reference to Anne preparing for bed
leads us to believe it’s nighttime, and the swaying trees and overflowing gutters
are additional implicit clues that it is stormy.
How can the knowledge of explicit and implicit information influence your
writing?
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Sometimes, stating something clearly can be the best way to make your
point. This can be true in fiction, like in the Franz Kafka piece we looked at earlier,
but it is especially true in essays and reports. You want to use explicit information
and facts in scientific and non-fiction writing because it is clear and unmistakable.
You don’t want your reader to have to guess your meaning.
Implicit information has a place as well, especially in fiction. You may not
realize it, but you use implicit information every day to communicate. Have you
ever told someone, “Trash pickup is tomorrow,” and really meant “please put the
trash on the curb?” Implicit information can help your writing seem more natural,
and often be a better–although more roundabout–way to make your point.
The important thing to remember when using implicit information is that the
reader will be forced to guess your meaning from clues in the text. Make your clues
clear, then, so as to avoid any confusion. For example, if you write that a character
hisses “it would be a shame if anything happened to you,” your reader might
assume the statement is a threat. If you intend the reader to understand a less
menacing implicit meaning, you might want to rephrase your statement like this:
“It would be a shame if you were hurt,” she said sincerely.
CLAIMS
CLAIMS are often explicitly or directly stated in the text. They are explained
and justified using evidence.
A claim is a statement that is not considered accepted by all. It may be
universal or controversial to a certain degree. It is usually related to one side of an
issue. If so, the claim is also called a position. In persuasive or argumentative
writing, the central claim made is called the thesis, which determines and limits the
scope of the topic.
TYPES OF CLAIMS
1. Claim of Fact
Claims of facts relate to the statements that can be verified, no matter
how difficult. They are not dependent merely on a person’s preference, but can
be true or false. Facts that are universally accepted are NOT considered claims
of facts because there is no more disagreement about their truthfulness. A claim
of fact is NOT A FACT, it only claims to be a fact.
Claims of fact talk about what is or what is not. They say that certain
conditions exist.
Examples:
1. The atmosphere has too much carbon dioxide.
2. Smoking marijuana is less harmful to one’s health than smoking
cigarettes.
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3. Cancer is not contagious.
A critical reader will not easily regard any information as true. He or she
will examine the basis of the author’s claims by asking the following questions:
● Are the author’s claims backed by research findings?
● Did the author use a credible source of information?
● Did the author accurately deliver the data presented by the original
source or was the statement a product of his or her own conclusion?
2. Claim of Policy
Claim of policy argues that something SHOULD/ SHOULD NOT be
done, believed, banned, etc. It argues for a course of action. It is also called
the Problem-Solution technique. To support your claim, you must first
convince the audience that a problem exists and then prove that your policy
will fix it.
Examples:
1. Uniforms SHOULD be required at all public high schools.
2. The government MUST devote more funds to building schools
than building roads.
3. The death penalty SHOULD NOT be revived.
Critical readers evaluate such statements by looking into the author’s
reasoning or logic behind the claim. Strong claims of policy are often
supported with claims of fact and claims of value. A helpful way to evaluate
a claim of policy is to ask if other authors or scholars have presented
counterarguments against the claim.
3. Claim of Value
Claim of value asserts judgement whether it is good or bad, more or
less desirable. It is claiming whether something is good or bad or the other
thing is better than the other one. It expresses approval or disapproval about
something. It attempts to show that something is wrong/right, moral/immoral,
beautiful/ugly. This claim is often influenced by morals, beliefs and
preferences.
To support your claim, you must establish standards that you are
using to measure the beauty or morality of your topic.
Examples:
1. Homosexuality is immoral because it violates religious,
societal, and biological standards.
2. Monet's art is more beautiful than Picasso's because of its use
of soft color, uplifting subject matter, and unique technique.
3. The Hunger Games is the best movie this year. (It is a
judgement comparing and contrasting with other movies
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assigning a value whether it is good or bad, or the best or
worst.)
Critical readers must probe deeper, look for supporting factual
statements and ask, “By whose standards is good or bad, superior or
inferior?” before they allow themselves to be swayed by most claims of value.
What’s More?
Activity 3: TEXT ANALYSIS
Directions: Read the following paragraph and identify the sentences that stated
claims. State whether it is a claim of fact, policy or value. Each
statement with the correct answer will be given two points.
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.
Activity 4: LET’S EXTRACT!
Directions: Now read these excerpts from newspaper and magazine editorials. In
the first space, identify the type of claim. In the second space, write a
sentence stating the writer's claim or argument. The first one has been
done for you.
New York Mayor Rudolph Giuliani stirred a furor recently when he called for
the abolition of methadone treatment for heroin addicts in the city-a position that
put him at odds with the Clinton administration's drug czar, Gen. Barry McCaffrey.
As a recovering addict, I can say that Mr. Giuliani is right: Promising addicts free
methadone for life is not doing them a favor.
Type of Claim: claim of value
Argument: Treating heroin addicts by giving them methadone is wrong.
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1. Gale Norton’s confirmation hearings for the post of interior secretary begin
today. I recently met with Ms. Norton, whose nomination I support, to have
a frank discussion about how to increase America’s energy production,
including exploring for oil in the Arctic National Wildlife Refuge. If confirmed,
Ms. Norton should make a priority of implementing an aggressive and
environmentally sound policy to encourage domestic production. America
must put in place a long-term national energy policy that includes finding
and producing more of its own resources. As Ms. Norton moves to open up
Alaska, she should also study how my home state of Louisiana, and other
U. S. wildlife refuges, have succeeded both in energy extraction and
environmental safeguards.
Type of Claim:
Argument:
2. Science is under attack in affluent nations, where antibiotech activists claim
consumers are being poisoned by inorganic fertilizers and synthetic
pesticides. They also claim that newer genetic engineering technologies
decrease biodiversity and degrade the environment. Neither claim is true,
but fear-mongering could be disastrous for less-developed nations.
Type of Claim:
Argument:
3. Last summer, a suburban school district in New York advertised for 35 new
teachers and received nearly 800 applicants. District officials decided to
narrow the pool by requiring applicants to take the 11th-grade state
examination in English. Only about one-quarter of the would-be teachers
answered 40 of the 50 multiple-choice questions correctly. As Congress
considers reauthorization of the Higher Education Act, teacher education
has emerged as a major issue. Many states. . . are clamoring to reduce
class size, but few are grappling with the most important questions: If we
are raising standards for students, don’t we also need to raise standards for
teachers? Shouldn’t state and local officials make sure that teachers know
whatever they are supposed to teach students?
Type of Claim:
Argument:
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What I Have Learned?
Activity 5: MY KEY LEARNINGS
Directions: In one short paragraph, write a summary of what you’ve learned about
the lesson. Be specific with examples.
What I Can Do?
Activity 6: THUMBS UP! THUMBS DOWN!
Directions: Put a THUMBS UP if you agree on the given statement below, if not
put a THUMBS DOWN. Get ready to explain your answer.
It is easy to identify which is a claim of fact, claim of policy, and
claim of value.
Explanation:
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Assessment
Activity 7: SELF-LEARNING ASSESSMENT
A. Directions: Read the statements carefully, and determine what TYPE OF
CLAIM is used in each statement. Write your answers on the blanks provided
before each number.
1. Vaping can lead to increased blood pressure, lung disease, and insulin
resistance.
2. The basic keys to success are perseverance and discipline
3. Studies have shown that exposure to violent media is a risk factor for
violent behaviors.
4. The Career Support Network is an excellent resource for people who
are considering a mid-life career change.
5. In order to ensure that graduates are competitive for top jobs in their
fields, the college must put additional resources into its career services
office and internship programs.
6. Although the International Astronomical Union announced that Pluto
is not actually a planet, experts disagree on what characteristics define
a planet.
7. Increased investments in solar power will benefit national security by
reducing dependence on fossil fuels.
8. Parents should not only be aware of how their children are using social
media, but also understand the potential positive and negative impacts
of social media use.
9. Advances in computer modeling have made it possible to create
completely new types of architectural structures.
10. Drivers under the age of 25 with even the slightest amount of alcohol
in their blood should have their licenses revoked for 5 years.
B. Directions: Write TRUE if the statement is correct. If not, write FALSE.
11. Regardless of what a value claim argues, often they may depend
upon claims of fact as support.
12. Claim of policy asserts judgement whether it is good or bad, more or
less desirable.
13. Many claims of value simply express tastes, likes and dislikes, or
preferences which can be proper subjects of an argumentative essay.
14. Facts that are universally accepted are not considered claims of facts
because there is no more disagreement about their truthfulness.
15. To support your claim of value, you must establish standards that
you are using to measure the beauty or morality of your topic.
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Additional Activities
Activity 8: FORMULATE YOUR OWN!
Directions: Formulate your own claims of fact, policy and value based on your
chosen topic from the list provided. Use the organizer below to present
your claims.
Women in Kabul, Afghanistan
Wearing Face Shields
Bullying
Online Selling
Same Sex Marriage
Topic
Claim of Facts
Claim of Policy
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Claim of Value
RUBRIC
Excellent
10 pts
Claims
Support
Satisfactory
8 pts
Good
6 pts
Fair
4 pts
No Evidence
2 pts
Good
Fair
No Evidence
Amazing!
Satisfactory
Makes an
accurate and
complete
claim.
Makes an
accurate but
incomplete
claim.
Makes a little
accurate but
incomplete
claim.
A claim is a
statement or
conclusion that
answers the
original
question.
The claim is
somewhat
clearly stated
that answers
the original
question.
The claim is
not clearly
stated and it
does not
answer the
original
question.
Inaccurate
claim is made
and the claim
does not
answer the
original
question.
No evidence
of a claim.
Amazing!
Satisfactory
Good
Fair
No Evidence
Claims are
supported with
logical
reasoning,
relevant
evidence. The
work
demonstrates
a deep
understanding
of the topic
and text, as
well as a
unique line of
thinking.
Support
claims with
logical
reasoning and
relevant
evidence.
Demonstrated
a basic
understanding
of the topic
and text
Support is
somewhat
logical and the
evidence is
loosely
relevant, but it
is not specific.
The writing
does not
demonstrate a
full
understanding
of the topic
and text.
Support is not
logical and the
evidence is
loosely
relevant, but it
is not specific.
The writing
demonstrates
minimal
understanding
of the topic
and text.
Support does
not contain
logical
reasoning
and/or
specific,
relevant
evidence. The
writing
demonstrates
little
understanding
of the topic
and text.
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KEY ANSWERS
WHAT I KNOW (PRETEST)
WHAT’S IN (ACTIVITY 1) ANSWERS MAY VARY
WHAT’S NEW (ACTIVITY 2) ANSWERS MAY VARY
WHAT’S MORE (ACTIVITY 3) POSSIBLE ANSWERS
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WHAT’S MORE (ACTIVITY 4) POSSIBLE ANSWERS
WHAT I HAVE LEARNED (ACTIVITY 5) ANSWERS MAY VARY
WHAT I CAN DO (ACTIVITY 6) ANSWERS MAY VARY
ASSESSMENT (ACTIVITY 7)
ADDITIONAL ACTIVITIES ANSWERS MAY VARY
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REFERENCES
A. Books
Peña, A. R., & Aludin, , A. G. (2016). Reading and Writing. Quezon City:
Vibal Group, Inc.
Sandagan, L. D. (2016). Reading and Writing Skills (1st ed.). Pasay City:
JFS Publishing Services.
B. Journals
Breaux, J. B. (January 18, 2001)."Let’s Drill for Oil," The Wall Street Journal.
Borlaug, N. (December 6, 2000). "We Need Biotech to Feed the World”. The
Wall Street Journal.
Del Pizzo, B. (November 13, 1998). "An Addict Against Methadone," The Wall
Street Journal.
Ravitch, D. (March 2, 1998). "Put Teachers to the Test," The Washington
Post National Weekly Edition.
C. Online Sources
2021 Mometrix Test Preparation | 3827 Phelan #179, Beaumont, TX 77707
Retrieved from https://www.mometrix.com/academy/explicit-andimplicit-information/
Oaks, S. (n.d.). Empire State College, SUNY OER Services. Project:
College Writing. Retrieved from
https://courses.lumenlearning.com/suny-esc-wmenglishcomposition1/chapter/types-of-claims/
Spears, D. City College of San Francisco. Developing Critical Reading Skills.
Retrieved
from
http://novella.mhhe.com/sites/0072491329/student_view0/chapter8/ex
ercise_1.html
Tesoro,
Hazel
Angleyn
E.
2016.
Retrieved
https://www.scribd.com/presentation/468526086/19-Explicit-andImplicit-Claims-in-a-Text
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