Reading and Writing

USING CRITICAL READING FOR THINKING AND REASONING

Critical Reading is dissecting a reading material. It is the art of asking oneself about the text, “Why did it happen?”
“How did it happen?” “What should have been done instead, or be done instead thereafter? etc. If this skill is well developed,
nurtured and enhanced, the reader is obviously challenged to reason out and justify for her thoughts, ideas and decisions.
The act and the art of reasoning brought about by critical thinking is a noteworthy accomplishment that any reader can claim.
To students, it is highly essential to analyze both the content and the context in order to make its meaning more alive.

Significance of reading and ways how to develop thinking and reasoning

1. Critical reading is necessary for the students to know how to examine critically what they see, feel and read to be
able to make good judgement or decisions for the welfare of their countrymen.(Becera, 2005)
2. To non-critical readers many texts offer the truth, the whole truth, and nothing but the truth. To the critical reader, any
single text provides portrayal of the fact, one individual’s “take” on the subject. (Anthony Shadid, 2012)
3. To non-critical readers, text provide facts. Readers gain knowledge by memorizing the statements within a text.
Critical readers this recognize not only what a text says, but also how that text portrays the subject matter.
The Three Modes Analysis
1. What a text says – restatement (talks about the same topic as the original text)
2. What a text does – description (discusses aspects of discussion)
3. What a text means – interpretation (analyzes the text and asserts a meaning for the text as a whole
This essential skill in reading leads to the development of critical thinking by reasoning and vice versa.
To become a critical reader, here are some tips/techniques of becoming a critical thinker:
A. Thinking-act of constructing and deconstructing ideas in both spoken and written form based on a given context
1. Check and analyze the title.
2. Identify the aim of the text.
3. Skim the reading material and give focus on the entire body.
4. Make some relevant associations of the text to your life.
5. Evaluate your reading material.
B. Reasoning-process of expressing ideas and opinions as well as justifying a stand based on prior knowledge and
experiences needed to arrive at a decision.
1. Dare to read everyday.
2. Learn to focus to the main ideas and supporting details mentioned in the argument.
3. Examine pros and cons of your argument/resolution.
4. Organize your thought.
5. Note points for improvement

As you peruse any reading material, you need to check its content, objectivity and relevance in order for you to be able to
connect and find its significance to your life.
Evaluation Guide for critical reading:
1. Content – the substance of the text (Are the input/ideas present/comprehensive –covering the breadth and the
depth of the text? is it comprehensible? As a whole, is it appealing to the readers?)
2. Objectivity – the stand of the author about an issue/article (Are facts presented? Does it present both sides of the
argument? Does the author possess ethical and moral consideration in his/her article?)
3. Significance – the intention, the entire meaning and the value of the issue/article to the reader’s life. ( can the
reader readily connect the issues to his/her life? Is it open for interaction? How is it valuable to the reader?)\
Reading and Writing
EXPLICIT AND IMPLICIT CLAIMS IN A TEXT
Implicit vs. Explicit: What’s the Difference?
IMPLICIT
 The definition of implicit is, “implied or understood though not plainly or directly expressed.” Something is, therefore,
implicit when it is not directly stated but is either suggested in the wording or necessary to effectuate the purpose.
For example,
1. There is a morality implicit in his writings.
2. She implicitly said she likes white shoes by saying she likes all colors but tan.

In the first example, the writer may not have clearly or directly laid out a moral vision, but it is understood through the
characters, their actions, and their experiences.

In the second example, the woman states that she likes all shoe colors but tan. While she doesn’t directly say she
likes white shoes, she implicitly does because white is not tan.

EXPLICIT

 The definition of explicit is, “to fully and clearly express something, leaving nothing implied.” Something is explicit
when it is cleared stated and spelled out and there is no room for confusion, as in the writing of a contract or statute.
For example,
1. The law was explicit in whose tax rates were to be raised.
2. He said explicitly, you will not attend that concert.

In both of these examples, the word explicit is used to demonstrate something that has been clearly and
unambiguously expressed or stated. There is no room for doubt because everything is clearly and directly
communicated.

NOTE: This is what separates these two words. Something is implicit when it is implied but not directly stated.
Something is explicit when it is directly stated and leaves no room for uncertainty.

DEFINITION OF CLAIM
 The word claim comes from the Latin word clamare, which means “to cry out, shout.” In literature, a claim is a
statement that asserts something to be true. A claim can either be factual or a judgment. Claims can work on their
own or in conjunction with other claims to form a larger argument.
 A statement essentially arguable, but used as a primary point to support or prove an argument is called a claim. If
somebody gives an argument to support his position, it is called “making a claim.” Different reasons are usually
presented to prove why a certain point should be accepted as logical.

TYPES OF CLAIM:
1. CLAIM OF FACT
 It asserts that a condition has existed, exists, or will exist and are based on facts or data. Questions of fact include:
What is true or false?, What happened/didn't happen?, How do we know this?, and What exists/doesn't exist?
Examples:
1. Obesity causes health problems
2. Neil Armstrong was the first man to step foot on the moon.
3. Converting to solar energy can save homeowners money.
2. CLAIM OF VALUE
 It attempts to prove that some things are more or less desirable than others.
 Question of value include: Is it good or bad?, Is it right or wrong?, How moral or immoral?, Of what worth is it?, Who
says so?, and is it ethical or unethical?
Reading and Writing
Example:
1. Fetal tissue research is wrong.
2. Gay marriage is immoral.
3. Opera is not as entertaining as musical comedy.
3. CLAIM OF POLICY
 It suggests a solution to a problem that has been defined or described by an argument.
Questions may include: What should be done?, How can we solve this problem?, What course of action should we
pursue?, and what should not be done?
Examples:
1. I think we need to elect the Supreme Court.
2. You should support restrictions on abortion.
3. Bringing of electronic gadgets like laptops and iPods should be banned in schools.