Lesson 2: Author's Purpose and Claims

1. We have to persuade. These texts aims to be convincing by stating claims that could support the
purpose and of course achieve its aim.

The MAIN purpose is to convince the reader.

Example

A public service written announcement telling kids to stay in school.

Persuasive writing aims to alter the reader’s mind or have perform an action.

2. We have to inform. This can be related to exposition. Explaining terms, theories, or in simpler
terms providing information of a topic being discussed in written discourse. They provide claims
of facts,

The MAIN purpose is to enlighten the reader.

Example

A handbook teaching people how to negotiate.

Informational writing may be entertaining, but the MAIN purpose is to inform.

3. We have to entertain. This is when imagination and creativity take place. As reading materials
that are intended to entertain and give value by having emotions or the affective domain as the
target.

The MAIN purpose is to amuse readers.

Example

A poem of a local pizzeria listing the sizes and prices of pizzas and available toppings.

With this purpose, you may learn a thing or two from the author, but the ultimate goal is simply to
entertain.

Generally, what are claims?

According to del Gandio (2008), a claim is an arguable statement that the writer wants the reader to
accept.

A claim is a statement. The writer has good knowledge of who the audience is. There is a wish for the
audience to agree with the statement There is only anticipation though of an agreement because the
idea of disagreement is still most likely to happen There is a worry that they might not agree

As readers, understanding claims embedded in text would help in discerning the context of the written
discourse. Also, it allows the reader to interpret the text using his/her knowledge of what the text aims
to accomplish.
Claim of fact

This claim simply pertains to an information that can be proven by careful observation of time, a clear
explanation is given that is factual, at times, what we think is true or false is a fact and provide reasons to
this claim, and argument, usually, turns on strength of evidence as the reason of the arguer.

Claim of value/judgment

In claim of value, look for key words that are more judgement than facts: like amazing, beautiful, etc.

Reasons are still provided, yet reasoning is not compared to facts

This claim may be based on what is liked and disliked. In short, what is appealing.

The argument turns on whether the underlying value of the claim is accepted as a public good.

Claim of action/policy

This focuses on calling out an action to be taken.

Looking for key words like ought and should would help. They may not always appear, but these words
show command or something has to be done.

Reasons on what would happen upon performing the action are given as reasons.

Arguments are presented as to explain how taking the action outweighs the costs of taking the action.

News framing (HERO, VILLAIN, AND VICTIM)

Today, we’re going to explore how news stories are framed and how that framing can shape our
perception of events and people. Specifically, we’ll focus on identifying three key roles that are often
assigned in news stories: the hero, the villain, and the victim.

Let’s start with a quick discussion. Have you ever read a news story where someone was clearly painted
as the hero or the villain? Maybe a politician, a celebrity, or even a company? How did that affect your
view of the story?

Framing refers to how information is presented in the media to influence how we interpret a story. It’s
like looking at a picture through a frame—the frame can highlight certain parts of the picture and
downplay others.

In news framing, there are often three main roles that stories assign to people or groups:

1. The Hero – The individual or group portrayed as morally good, courageous, or doing something
admirable.

2. The Villain – The person or group cast in a negative light, often blamed for causing harm or problems.

3. The Victim – The individual or group depicted as suffering from the actions of others, often seen as
powerless or in need of help.
These roles are powerful because they shape how we feel about the people and events in the story.

Let’s look at a brief example. Imagine a news story about a firefighter rescuing a family from a burning
building. In this case:

•The firefighter is the hero—brave, selfless, saving lives.

•The fire itself might be framed as the villain—dangerous, destructive.

•The family is the victim—in danger, in need of help.

Now, let’s think about how this framing makes us feel. We admire the firefighter, fear the fire, and feel
sympathy for the family. That’s the power of framing.

This brings us to an important point: the way a story is framed can introduce bias. For example, a hero in
one article could be framed as a villain in another, depending on the writer's perspective or the news
outlet's agenda. Let’s consider an example. Suppose there’s a news story about a protest. One outlet
might frame the protesters as heroes standing up for justice, while another might frame them as villains
disrupting peace. The people watching these stories might walk away with very different opinions.

So, how can we become more critical consumers of news?

•Pay attention to word choice. Words like “brave,” “reckless,” or “innocent” can signal how someone is
being framed.

•Notice who is quoted. Whose voices are included or left out? This can influence the framing.

•Consider what’s missing. What other perspectives could be relevant? What would the story look like if
it focused on someone else’s experience?

By asking these questions, you can start to see beyond the surface of the story and understand the
deeper dynamics at play. As we wrap up, I’d like you to think about how these framing impacts not just
individual stories, but broader public opinion. Framing can influence how we view entire groups of
people, institutions, or issues. Remember, while the news is a powerful source of information, it’s also
shaped by those who create it. By learning to identify framing, especially these key roles of hero, villain,
and victim, you’re better equipped to understand and critically engage with the stories you read.

SQ4R METHOD

SURVEY-Flip through chapters quickly to get a sense of what is covered. Look at headings and key terms

And read the final paragraph.

QUESTION-make questions to guide your reading

READ- read the chapter looking for the answer to the question you posed

REFLECT-think about what you have red, and relate it to other information you have learned.

RECITE-without looking at the text, restate your question, and formulate an answer in your own words.
REVIEW-at the end of the chapter, look over your notes and familiarize your key points.

PQRST METHOD

The PQRST method is a technique often used for studying and understanding material more effectively. It
stands for:

1. Preview - Skim the material to get an overview. Look at headings, subheadings, and any visuals to
grasp the main ideas.

2. Question - Formulate questions based on your preview. This helps focus your reading and engages
your curiosity.

3. Read- Read the material thoroughly with the aim of answering your questions. Take notes as needed.

4. Summarize - After reading, summarize the content in your own words. This reinforces understanding
and retention.

5. Test - Finally, test yourself on the material to check your understanding and recall. This can be through
practice questions or self-explanation.

This method encourages active engagement with the material, making it easier to learn and remember.