Critical thinking Vs.

Non-Critical thinking - draw on the knowledge you learned to use it on the

• Non- critical thinking (manifestation)
- Simply accepts the things you are told without examin-
ing them.
- Constructs thoughts based on emotions
- Jumps into conclusions without proof or evidence
• Critical thinking
- Involves series of complex thought processes which al-
lows you to:
- Make reasoned judgements
- Assess the way you think
- A students thinks critically when they :
- Actively listens to discussion and formulate ques-
tions
- Writes reports and explain ideas
- Make projects and analyze the processes involved
situation.Refers to the use and implementation of
knowledge in various situations
- Apply- by asking questions which demon-strate,
solve, or use information
4. Analyzying
- Examine the cause and make inference based on the.
It focuses on breaking down ideas into parts and re-
lating these parts to one another
- Analyze- by asking question which compare, inte-
grate, or structure information
5. Evaluating
- Weighing pros and cons to judge the action. Refers to
making judgements on the value and validity of ideas
and events
- Evaluate- by asking things that judge and test ideas
based on certain rule/ statement
6. Creating

• A Critical thinker: - Synthesize parts to turn them into one output. In-
volves combining parts to form a well designed
- Asks genuine questions that lead to better understanding
whole
- Does not pretend to know more
- Does not look for faults but is rather openminded to dif- - Create- ask question aim to produce, design or con-
struct information or ideas
ferent ideas to arrive at a better judgement.
- Examine and evaluates information
- Does not let irrational emotions affect his thinking HOW DO WE APPLY THESE LEVELS BOTH IN
ACADEMIC AND REAL-LIFE SETTING?
• Describe it
A. Blooms Taxonomy of the cognitive domain (1956)
• Identifying its cause and effects, people involved and
- EVALUATION
how it occurred
- SYNTHESIS • Explore and analyze possible solutions
- ANALYSIS • Evaluate the feasibility of each situation
- APPLICAITION • Choose the best solution
- COMPREHENSION • Plan how to apply it
- • Execute your plan
KNWOLEDGE
• Evaluate its effectiveness
B. Revised Taxonomy
IMPORTANCE OF CRITICAL THINKING
Lorin anderson & a group of cognitive psychologists
A. IN THE AREA OF READING
(2001)
- Creating - makes one recognize different texts and react to them
- Evaluating intelligently
- Analyzing - Enables on to analyze written works, comprehend the
- Applying message and apply the message in real life
- Understanding - Allows one to maximize the learning experience that
- Remembering reading provide
- Leads to better understanding and enjoyment of the text
one reads
1. Remembering
- recall the information you just read. Involves the re-
B. IN THE AREA OF WRITING
trieval, recognition, and recalling of information.
- Remember- asks question which aim to define, - Provides skills to create well- written work
memoize , or state information - Allows one to write with a clear purpose and position
2. Understanding - Enables one to distinguish good and bad sources
- Lead to production of good tests which is reliable and
- Draw your own interpretation based on what you
insightful context
read. Refers to the construction of meaning from ver-
bal and nonverbal meassages
- Understand- Making questions which discuss, de-
scribe, paraphrase, or explain information

3. Applying Reading- Cognitive decoding of symbols in order to de-

rive meaning from a text.
- to comprehend:
• Identify the authors purpose “Critical reading is an active processing of discovery -
• Gasp the main ideas of the text Gary Goshgarian”
• Locate important details
• Use context clues to understand difficult words
REQUIREMENTS IN CRITICAL READING by
• Answer specific questions RAMAGE, BEAN,JOHNSON (2006)
• Analyze the text’s pointes
• Critique the text 1. The ability to pose a problematic question
2. The ability to analyze a problem in all its dimension
3. The ability too find, gather, and interpret data, facts
READING STRATEGIES and other information relevant to the problem
4. The ability to imagine alternative solution to the prob-
A. GETTING AN OVERVIEW OF THE TEXTS lem, to see different ways in which a question might
be answered and different perspectives for viewing.
1. Previewing- Looking at the readily visible 5. The ability to analyze competing approaches and an-
parts of the text. swers, to construct arguments for and against alterna-
tives and to choose the best solution in the light of
- (Titles, subtitles, visuals, graphs, pictures, charts)
value, objectives, and other criteria that you deter-
- Identify your purpose for reading mined and articulate
- Examine the titles & subtitles of the text 6. The ability to write an effective argument justifying
- Browse the introduction& conclusion of the text your choice while acknowledging counter arguments
- Look at the visual element of the text
HOW TO BECOME A CRITICAL READER
2. Scanning/Skimming-
1. Keeping a reading journal
• Scanning
- Writing your feelings, ideas in reaction to your reading
- Look for specific information.
- Allows you to connect your impressions of the test to
- Physically moving your eyes quickly along the your personal experience
lines of the text.
- Needless to read every word. 2. Annotate what you read
3. Outline the text
• Skimming
- Thesis statement:
- Look for the main point of reading. - Supporting details:
- Physically moving your eyes quickly along the
Point 1
page and tracing your finger along the lines to Point 2
speed up reading. Point 3
4. Summarize the text
B. USING CONTEXT CLUES
- Get the main points of the text you are reading and write
Context Clues- words, phrases, sentences that surround an its gist in your own words. Get the thesis statement (ma-
unfamiliar word jor point) and choose two to three supporting details
1. Synonyms- (minor points)
2. Antonyms 5. Questioning the text
3. Explanation/definition - What type of audience is addressed
4. Examples
- What are the writers assumption?
5. Situations(meaning may change depending in when
,how it is used)
- What are the writers intentions?
- How well does the writer accomplish these
C. USING CONNOTATION & DENOTATION - How convincing is the evidence presented?

• Connotation- positive, negative, or neutral feel-

- How reliable are these sources?
ings, attitudes, ideas or association with a word.
• Denotation- basic, precise literal meaning of a
word found in the dictionary.

CLAIM
- A point or the central argument or the thesis statement
CRITICAL READING
• Scrutinizing any information that you read/hear - Can be clearly stated (explicit) or suggested (implicit)
• Not easily believing information offered to you by text
• To weigh and consider
- A sentence usually found in the introduction in the first B. Hypertext
few paragraphs of the text that summaries the most im- - Relatively new way of reading online
portant thing that the writer wants to say as a result of
- Connects topi c on a screen to related information,
this thinking reading or writing.
graphics

CHARACTERISTIC OF GOOD CLAIMS

CRITICAL READING AS REASONING
1. Should argumentative and debatable
2. Should be specific and focused • ASSERTIONS
3. Should be interesting and engaging - declarative sentences that claim that something is true
4. Should be logical about something else

TYPES OF ASSERTIONS
TYPES OF CLAIMS
1. FACT
1. Claim of fact- “what”
2. Claim of value- good/ bad, right/wrong - Has general agreement about the truth they posit
- morality, philosophical, aesthetic - Can be proven objectively, by direct experience,
topics testimonies of witnesses, verified observations, or
the result of research.
3. Claim of policy- “how”, should , shall, ought to,
must
2. CONVENTION
A. CLAIMS OF FACT - Something is done similar to traditions and norms
- Is the issue related to possible cause or effect? - Depends on historical precedent, laws, rules, usage
- Is the statement true/false? How can its truthfulness be and customs
verified? - Its truthfulness is verified by how commonly held
- Is the claim controversial or debatable definitions and beliefs
- May sound factual due to their being deceived
B. CLAIMS OF VALUE from customs but because they are socially ac-
cepted ways.
- Which claims endorse what is good or right?
- What qualities should be considered good? 3. OPINION
- Why is that so? - Result from ambiguities
- Which of these values content with others? - Open to disputes
- Which ones are more important?why? - Based on facts but are difficult to objectively ver-
ify because of the uncertainty of producing satis-
C. CLAIMS OF POLICY factory proofs of soundness
- Does the claim suggest a specific remedy to solve a
problem? 4. PREFERENCE
- Is the policy clearly defined? - Based on personal choice: subjective and cannot
- Is the policy the best available? be objectively proven or logically attacked
- How does the policy solve a problem?
• COUNTERCLAIMS
IDENTIFYING - Claim made to rebut a previous claim
- Contrasting perspective to the main argument
• Context- social, cultural, political, historical, and other
related HOW TO FORMULATE A COUNTER
CLAIM
HOW TO ANALYZE THE CONTEXT OF TEXT DE- - What are the major points on which you and the au-
VELOPMENT thor disagree?
- What is their strongest argument?
1. Ask questions like: - What did they say to defend their position?
- When was the work written? - What are the merits of their view?
- What were the circumstances that produced it?
- What issues does it deal with?

2. Define it intertextual/ link to another text

A. Intertextuality
- Modelling of a texts meaning by another text
- Connections between language, genre, or dis-
course
- Borrowing and transforming a prior text eventu-
ally making it contain layers of accumulated cul-
tural, historical, social knowledge which continu-
ally adds to and affects one another
• EVIDENCE
- Allow you to validate • Manifested in your chosen point-of-view,
sentence structure (long/ short) and chosen
- Reveals and builds the position if the writer
words (connotation or denotation).
- Can include:
- Facts and statistics THE WRITING STRATEGIES
- Opinion from experts
- Personal anecdotes 1. Brainstorming
- begin at the top of a sheet of paper, and list down
CHARACTERISTICS OF A GOOD EVIDENCE everything that comes into your mind instantly for a
• Unified certain amount of time.
• Relevant to the central point - aim is not to produce a logical flow of ideas: it is to
• Specific and concrete provide yourself with as many choices for your
• Accurate topic as possible.
• representative/ typical
2. Clustering or mapping
Benjamin Franklin: - Start by writing a word or a phrase at the center of
“Those who fail to plan, plan to fail” cover page and encircle it, this becomes your main
topic.
PRE-WRITING -
• First stage of the writing process
• Planning stage 3. Free writing
• When you discover ideas before writing the first draft - Writing down your thoughts
• When you should refrain from critiquing your own idea
- Speed is the key
• When you communicate with yourself to discover what
you want to communicate to your readers - Rules of grammar, capitalization, punctuation, and
style do not matter.
Stage:
1. Know the kind of paper that you will be required to 4. Journal Writing
write - Journal- book in which you write down your per-
- ex: What are you being asked to do? sonal experience and thoughts.
- ex: Analyze the text - All you need are your favorite pen, a nice notebook
• Compare your ideas with the authors ideas and the ability to keep on writing.
• Summarise the selection - Set a schedule
• Propose a solution to an issue - Always challenge yourself

2. Look at the keywords in the instruments

3. Determine the writing situation, or the context of

your assignment
A. Determine the purpose or reason
• Consider the form, content, length, organiza-
tion, support, tone.
• Answered by these questions:
- What do you want to accomplish?
- Why are you sending this message?
• Purpose may be to inform, explain , persuade,
or entertain.

B. Determine the audience or target reader

• Anticipate their expectations , background
and knowledge of the topic.

C. Think about your TOPIC

• Topic- the subject or the specific issues that
your paper will discuss
• Should be limited, otherwise you will lack fo-
cus.

D. Consider the tone

• Tone- attitudes and feeling you want your
writing to reflect towards your purpose, topic,
audience, and yourself.