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After our class discussions, kindly do the activities described below to check your

understanding of the topic of “hypertextuality” and “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)

Dekada 70 1. ________________________
(Lualhati Bautista) __________________________

2. ________________________
__________________________

Conjugal Dictatorship 1. ________________________


(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 Paper is organized, has Paper is not well
organized, has a very an intro, body and organized, has an
clear intro, body and conclusion. The purpose unclear or non-
conclusion. The of the paper becomes existent intro, body
purpose of the paper is clear within the paper. and conclusion. The
clear from the very purpose of the
beginning. paper is unclear.

Content (15) (10) (5)


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

Critique (15) (10) (5)


Strengths and Strengths and Strengths and
weaknesses that are weaknesses that are weaknesses are
central to the article are peripheral to the article addressed
addressed. The are addressed. The peripherally, weakly,
discussion of strengths discussion of strengths or not at all. The
and weaknesses take and weaknesses take up discussion of
up the majority of the the majority of the paper strengths and
paper and context is and context is somehow weaknesses take up
properly taken into taken into account. only a small part of
account. the paper and
context is not taken
into account.

Mechanics (10) (5) (3)


There are no There are few There are many
grammatical errors or grammatical errors or grammatical errors
typos. typos and/or typos

Referencing (5) (3) (1)


and Length References are There is a small error in References are not
Requirement properly cited using using the APA/MLA properly cited using
either APA or MLA citation format. either APA or MLA
citation. (3) citation.
(5) The article’s prescribed (1)
The article’s prescribed length is almost met. The article’s
length is met (The (The article is more than prescribed length is
article may be 50-word 51-word less or more). not met. (The article
less or more). 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.

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