MODULE 2: DETERMINING THE EFFECT OF TEXTUAL AIDS ON THE

UNDERSTANDING OF THE TEXT

A Puzzle is Worth a Word
“A REBUS is a picture representation of a name, work, or phrase” (National Institute of Environmental Health Sciences, 2017). Each rebus
puzzle below represents a word, and your task is to guess what each word is. (Classroom Task-Done)
1. ____________________ 2. ____________________ 3. ____________________
NOON LAZY GROUND FF
FEET RR
FEET I STANDING I
FEET E MISS E
FEET NN
FEET DD
FEET SS

4. ____________________ 5. 6. ____________________
YOU JUST ME _______________________ XQQQQME

DEAL
What helped you answer these puzzles? __________________________________
Is it not because of the clues that the words themselves show? These puzzles intrinsically contain textual aids, which are the focus
of this module.

Read and study the discussion on TEXTUAL AIDS.

Take note of the important details. Write your notes in your notebook.
Textual aids refer to non-textual elements that help readers understand the content of the text. They also refer to elements
that stand-out from the main text such as titles and subtitles, bold, italicized and underlined texts. Non-textual elements include
illustrations, maps, tables, graphs and charts.
These aids have two main functions, namely: first, to direct the readers’ attention to important ideas in the text and second,
to provide more information as a supplement to what is already written.
Textual Aid Description Example
1.Titles and > Provide initial idea on what the text is
Article excerpted
Subtitles all about
from:
> Activate prior knowledge on the topic https://www.ecdc.e
> “Represent the key concepts (title) and uropa.eu/en/2019-
supporting ideas (subtitles) in the paper” ncov-background-
(Elite Editing, 2015) disease
> Layering or positioning of these aids
convey the ideas’ level of importance
2. Illustration > Visual representation of a Mechanical weathering physically breaks up rock. One
subject example is called frost action or frost shattering. Water
> Facilitates better retention of
gets into cracks and joints in bedrock. When the water
theinformation presented
freezes it expands and the cracks are opened a little
wider. Over time pieces of rock can split off a rock face
and big boulders are broken into smaller rocks and
gravel.

photo taken from https://www.geographyrealm.com/physical-chemical-of-weathering-of-rocks/

3. Tables > Information (facts and figures) that are

organized and arranged in columns and
rows
> Used to show patterns and
relationships that still appeals to the
readers’ verbal system, meaning tables
are supposed to be read like a text
(Nussbaumer, 2011)
> Column headings - found on top of
the columns; used to identify the Table and excerpt taken fromhttps://www.ieltsonlinepractice.com/ielts-
contents of a specific column academic-writing-task-1-model-answer-table- chart-percentage-of-
> Row headings - used to define or mobile-phone-owners/.
identify the contents of a specific row
4. Graphs > Used “when a simple table cannot
adequately demonstrate important
relationships” of and within data
(Mind Tools Content Team, 2020)
> 4 types:
A. bar graph - uses either vertical or
horizontal bars to show the data it
represents but SkillsYouNeed.com Bar graph https://www.bbc.com/news/entertainment-arts- 50642141
(2020) emphasized that these bars
do not touch each other; height of the
bar indicates the value it represents:
the longer the bar, the higher the
value it represents, the shorter the
bar, the lower the value it represents

B. line graph – used to show how

numerical data have changed over
time and it is best used to show
trends

Line graph https://weatherspark.com/y/134588/Average-Weather-in-Manila-

Philippines-Year-Round

C. pie graphs - show “how a whole Pie graph

is divided into different parts” https://outragemag.co
(SkillsYouNeed.com, 2020) m/filipinos-shopping-
online-theyre-
buying/#:~:text=Filipin
o%20consumers%20
are%
20seeing%20value,to
p%20reasons%20for
%20onli
ne%20shopping

D. pictograph - “similar to bar chart

but use pictures to symbolize a
countable unit of items” (Google
Sites, n.d.).

5. Maps > Visual representations of

selected characteristics of a
place, usually drawn on a flat
surface

2 types
A. physical map - includes
labels for features such as
mountain ranges and
bodies of water

B. political map - usually

Political Map
includes labels for features Physical Map
https://www.freeworldmaps.net/asia/philippine s/map.html http://www.maps-of-the-world.net/maps-of-
asia/maps-of-philippines/
such as cities and major
towns, units such as states
or provinces, and bodies of
water
THURSDAY and FRIDAY
Comic Strip
Read the article below. Create a comic strip on a dialogue which can be created from the important
details below. The template for the comic strip is provided as sample after the article but you may
creatively change it to your preferred design. Put your comic strip in an oslo paper.

The different types of COVID-19 vaccines

12 January 2021 – World Health Organization 2021
As of December 2020, there are over 200 vaccine candidates for COVID-19 being developed. Of these, at least 52 candidate
vaccines are in human trials. There are several others currently in phase I/II, which will enter phase III in the coming months (for
more information on the clinical trial phases, see part three of our Vaccine Explained series).
Why are there so many vaccines in development?
Typically, many vaccine candidates will be evaluated before any are found to be both safe and effective. For example, of all the
vaccines that are studied in the lab and laboratory animals, roughly 7 out of every 100 will be considered good enough to move
into clinical trials in humans. Of the vaccines that do make it to clinical trials, just one in five is successful. Having lots of different
vaccines in development increases the chances that there will be one or more successful vaccines that will be shown to be safe
and efficacious for the intended prioritized populations.

The different types of vaccines

There are three main approaches to designing a vaccine. Their differences lie in whether they use a whole virus or bacterium; just
the parts of the germ that triggers the immune system; or just the genetic material that provides the instructions for making
specific proteins and not the whole virus.

The whole-microbe approach

Inactivated vaccine
The first way to make a vaccine is to take the disease-carrying virus or bacterium, or one very similar to it, and inactivate or kill it
using chemicals, heat or radiation. This approach uses technology that’s been proven to work in people – this is the way the flu
and polio vaccines are made – and vaccines can be manufactured on a reasonable scale.
However, it requires special laboratory facilities to grow the virus or bacterium safely, can have a relatively long production time,
and will likely require two or three doses to be administered. 17 CO_Q1_English10_ Module 2

Live-attenuated vaccine
A live-attenuated vaccine uses a living but weakened version of the virus or one that’s very similar. The measles, mumps and
rubella (MMR) vaccine and the chickenpox and shingles vaccine are examples of this type of vaccine. This approach uses similar
technology to the inactivated vaccine and can be manufactured at scale. However, vaccines like this may not be suitable for people
with compromised immune systems.
Viral vector vaccine
This type of vaccine uses a safe virus to deliver specific sub-parts – called proteins – of the germ of interest so that it can trigger an
immune response without causing disease. To do this, the instructions for making particular parts of the pathogen of interest are
inserted into a safe virus. The safe virus then serves as a platform or vector to deliver the protein into the body. The protein triggers
the immune response. The Ebola vaccine is a viral vector vaccine and this type can be developed rapidly.
The subunit approach
A subunit vaccine is one that only uses the very specific parts (the subunits) of a virus or bacterium that the immune system needs
to recognize. It doesn't contain the whole microbe or use a safe virus as a vector. The subunits may be proteins or sugars. Most of
the vaccines on the childhood schedule are subunit vaccines, protecting people from diseases such as whooping cough, tetanus,
diphtheria and meningococcal meningitis.
The genetic approach (nucleic acid vaccine)
Unlike vaccine approaches that use either a weakened or dead whole microbe or parts of one, a nucleic acid vaccine just uses a
section of genetic material that provides the instructions for specific proteins, not the whole microbe. DNA and RNA are the
instructions our cells use to make proteins. In our cells, DNA is first turned into messenger RNA, which is then used as the
blueprint to make specific proteins. 18 CO_Q1_English10_ Module 2

A nucleic acid vaccine delivers a specific set of instructions to our cells, either as DNA or mRNA, for them to make the specific
protein that we want our immune system to recognize and respond to.
The nucleic acid approach is a new way of developing vaccines. Before the COVID-19 pandemic, none had yet been through the
full approvals process for use in humans, though some DNA vaccines, including for particular cancers, were undergoing human
trials. Because of the pandemic, research in this area has progressed very fast and some mRNA vaccines for COVID-19 are
getting emergency use authorization, which means they can now be given to people beyond using them only in clinical trials.

DIALOGUE TITLE:
Narration:

Note: Draw characters and

setting. Fill in the dialogue
bubbles.