Reading and Writing Skills Module 3

Target

“Reading is thinking cued by written language. Effective readers think within the
text. Effective readers think beyond the text. Effective readers think about the text.” –
Cidro et al. (2016)
To read is a simple skill of understanding a text beyond interpretation and
decoding of letters, words, phrases, and sentences. Reading critically is another skill
that one should possess to analyze not only pieces of information but also situations
daily. When a person knows how to read critically, it also means that he or she is also
able to think critically in dealing with real-life situations independently.

In your previous lesson, you are done with identifying the explicit and
implicit claims in a text and the context in which a text was developed.
This learning material will provide you information and activities that will
help you understand and strengthen your critical reading skills by discussing how
evaluative statements are formulated.
After going through this learning material, you are expected to:

1. Explain critical reading as a form of reasoning (EN11/12RWS-IVac-8);

2. Formulate evaluative statements about a text read (EN11/12RWS-IVac-9):
a. Assertions about the content and properties of a text read
(EN11/12RWS-IVac-9.1); and
b. Counterclaims in response to claims made in the text read
(EN11/12RWS-IVac-9.2).

Before going on, check how much you know about this topic. Answer the pretest on
the next page in a separate sheet of paper.
 Jumpstart

For you to understand the lesson well, do the following activities.

Have fun and good luck!

Activity 1: Read Me! Understand Me!

Directions: Read the text below and comprehend what you are reading.
What is Critical Reading?
Reading critically does not, necessarily, mean being critical of what you read
– about some idea, argument, or piece of writing - claiming that it is somehow faulty
or flawed.
Critical reading means engaging in what you read by asking yourself questions
such as, ‘what is the author trying to say?’ or ‘what is the main argument being
presented?’
It involves presenting a reasoned argument that evaluates and analyzes what
you have read. Being critical, therefore - in an academic sense - means advancing your
understanding, not dismissing, and therefore closing off learning.
To read critically is to exercise your judgment about what you are reading –
that is not taking anything you read at face value.
When reading academic material, you will be faced with the author’s
interpretation and opinion. Different authors will, naturally, have different slants.
You should always examine what you are reading critically and look for limitations,
omissions, inconsistencies, oversights, and arguments against what you are reading.

Directions: Choose your answer from the given choices. Write the letter of your
answer. Use a separate sheet of paper for your answers.

1. What does ‘critical’ pertain to in the text read?

A. It shows all the inconsistencies in the text.
B. It is claiming a text that is faulty or flawed.
C. It involves an in-depth examination of the text.
D. It intends to give negative comments to the writer.

2. What is critical reading?

A. It is merely just a reading technique.
B. It is a reading technique also known as skimming.
C. Reader read with critical attention to comment and make necessary
changes to the text.
D. Reader applies certain processes, models, questions, and theories that
result in enhanced comprehension.
 3. What is an author’s opinion means?
A. Statements that can be proven true.
B. Statements that can be verified objectively.
C. Statements that can be true but cannot be verified.
D. Statements that are based on facts and can be validated

4. Which of the following sentences from the text is a good example of a bias
statement?
A. Advancing your understanding
B. Examine what you are reading critically.
C. Claiming that it is somehow faulty or flawed.
D. Not dismissing and therefore closing off learning.

5. Which skill is NOT included in a good critical reader?

A. Exercises good judgment
B. Examines the whole text
C. Reads the text at face value
D. Presents reasoned arguments

Discover

Evaluative Statements
An evaluative statement is a way of giving a better explanation to show the
strength and weaknesses of something through writing. It presents value judgment
based on a set of criteria. It is the writer’s way of explaining why strength is strength
and weakness is a weakness based on the evidence gathered (Belino, 2017). Further,
according to Hernandez et al. (2017), an evaluative statement is an objective and
tactful way of reacting to a text.

Identifying Assertions

A way to convince a critical reader to accept the writer's claims to formulate

assertions. Assertions, as defined by Tiongson (2016), are “declarative sentences that
claim something is true about something else.” These sentences may either be
statements of truths or opinions.

Read the following examples:

• The Sampaguita's roots are used for medicinal purposes, such as anesthetic
and a sedative.
• The Sampaguita belongs to the genus Jasmin of the family Oleaceae.
• The popularity of the Sampaguita flowers is most evident in places of worship.
• Sampaguita is the most beautiful and most fragrant of all flowers.
 There are four common types of assertions enumerated by Tiongson through
which you can classify the previous statements.

The first type of assertion is a fact. This is a claim or statement which can
produce objective proof or evidence through direct experience, testimonies of
witnesses, verified observations, or results of research. Since this type of assertion can
be easily checked through consulting various sources, people usually agree on the
truth it provides.

• The Sampaguita's roots are used for medicinal purposes, such as anesthetic
and a sedative.

The statement is a fact because it can be directly verified by experience or

reliable research reports.

The second type is an assertion of the convention. This is referred to as “a way

in which something is done, similar to traditions or norms.” These assertions solely
rely on existing laws, rules, usage, customs, and historical precedent available.

Unlike facts, there are differing interpretations on varying beliefs, thus

verifying the truth convention assertions can be crucial. Often, these statements are
said to sound “factual” primarily because the truth of it depends on what is socially
acceptable.

• The Sampaguita belongs to the genus Jasmin of the family Oleaceae.

This statement is a convention because it is based on a classification system

made up by scientists and is acceptable to the scientific community.

The third type of assertions is an opinion. This statement is based on facts.

While facts can be proven to be objective, opinions are hard to prove as this would
have to rely on reliable and soundproofs. Tiongson (2016) said, “The more ambiguous
an opinion is, the more difficult it is to verify.” The statements commonly leave room
for discussion and disputes.

• The popularity of the Sampaguita flowers is most evident in places of worship.

The above statement is an opinion because it is based on the observation that

needs to be proven by studies and repeated observations; there are too many factors
involved that make explicit judgment difficult.

The fourth type of assertion is preference. Preference relies on personal choice.

These are completely subjective assertions that cannot be objectively proven.

• Sampaguitas are the most beautiful and most fragrant of all flowers.
 This statement is a preference because it says a lot about the type of flowers
that the writer likes, instead of objectively comparing the qualities of sampaguitas to
that of other flowers.

In writing believable assertions, you must need to take note of the following
tips:
1. Be knowledgeable. To make the reader believe in what you are trying to stand
up for, examine the topic thoroughly. Explore both sides of the topic, research
as much information as you can.
2. Back it all up. To make your assertion stable and solid, it must have strong
foundations in the form of research findings. Be careful and leave out any
irrelevant evidence referenced in the text to avoid confusion for the readers.
3. Be clear and concise. Get straight to the facts. Let them know what you want
them to know and present them complete with supporting details to your
claim/s.

Formulating Counterclaims

A critical reader does not only focus on the claim of a written text. Analyzing
an argument must also involve the understanding of the evidence presented by the
writer as well as its counterclaims.

Counterclaims, as defined by Tiongson (2016), are “claims made to rebut a

previous claim. This point of view is in contrast to previous claims made by the author.

According to the same writer, it takes the familiarity of the topic being
discussed in the text as one of the ways to spot the counterclaims of the writer. To
present objectivity, the writer must be aware of the counterclaims to his or her claims.
Considering the other side of the argument may help you identify the weaknesses and
strengths of your claim, giving you the leeway to open more details to make the reader
believe.

The counterclaims in the text are usually presented straightforwardly. After

spotting these statements, you, as a reader or writer, can clearly define your position
on a particular topic.

Tiongson gave the following questions that can help you formulate a
counterclaim:
• What are the major points on which you and the author can disagree?
• What is their strongest argument? What did they say to defend their position?
• What are the merits of their view?
• What are the weaknesses or shortcomings in their argument?
• Are there any hidden assumptions?
• Which lines from the text best support the counterclaim you have formulated?

You must recognize the value of hedges when you state your counterclaims.
According to Belino (2017), a hedge is a word or phrase that minimizes the negative
impact of criticism. It is used to give a courteous tone in your writing. Hedges could
come in different forms such as a) modals – may, could, would,
should, etc.; b) Frequency adverbs – usually, generally, commonly; and c)
Probability adverbs – probably, possibly, presumably.

Look at the following examples of claims and counterclaims.

Claim: Students should not be allowed to bring cellphones to school because they
are distracting and can be used for cheating.
Counterclaim: Students should be able to bring cellphones to school because digital
literacy can be used for educational purposes.

Explore

Here are some enrichment activities for you to work on to master and strengthen the
basic concepts you have learned from this lesson.

Enrichment Activity 1: What Am I?

Direction: Identify the following assertions as statements of fact, convention,
opinion, or preference. Use a separate sheet of paper for your answers.

1. Ilocanos are known to be helpful because they help support their

siblings in education.
2. Many fitness enthusiasts believe that regular exercise promotes
good sleep.
3. Pangasinan, La Union, Ilocos Sur, and Ilocos Norte are the four
provinces of Region 1.
4. Filipinos believe that a pregnant woman should wear black as
protection against supernatural beings.
5. Most people nowadays would buy a car rather than to commute.
6. Social media is defined as the internet and mobile-based tools and
devices that facilitate the integration of technology, telecommuni-
cations, and social interaction.
7. Facebook is cooler social media platform than twitter.
8. In 2012, there were 1.4 billion users of social media worldwide.
9. Teachers should use social media in their lessons to get more
student interested.
10. Another name for social media is “web 2.0” because both terms
emphasize the social aspects of the internet as avenues for
communication, collaboration, and creative expression.
Enrichment Activity 2: Show Me!
Directions: Below are examples of claims. Show your different viewpoints by
writing your counterclaims. Use a separate sheet of paper for your answers.

1. Claim: Staying at home during the quarantine period will help in decreasing
cases and limiting the spread of Covid 19.
Counterclaim:

2. Claim: Face-to-face classes should be allowed in the second semester of the

school year so learners can focus on learning and have a greater chance of
completing activities successfully.
Counterclaim:

Great job! You have understood the lesson.

Are you now ready to summarize?

Deepen

At this point, formulate evaluative statements about a text read. The scoring
rubric on the next page will be used in assessing your outputs. Use a separate sheet
of paper for your answers.

What you need:

An article (printed newspaper or from the internet), scissor, pencil or pen, bond
paper and paste

What you have to do:

1. Look for the latest printed newspaper or search the latest news from the
different trusted websites.
2. Select an article (editorial, column, feature) that has something to do with
your locality.
3. Cut out the chosen article and paste it on a bond paper.
4. For articles from the internet, retrieve a copy of the article and print it on a
bond paper. Don’t forget to include the URL for reference.
5. Answer the given activities below.
6. Your output can be written of encoded.
7. Follow the format in the succeeding pages.
A. Evaluating Assertions from the Text
Try to provide an example of each type of assertion from the article.
Write a short sentence explaining why your chosen statement is a particular
type of assertion. Choose two from the following assertions

Statement of fact:

Statement of convention:

Statement of opinion:

Statement of preference:

B. Formulating Counterclaims
Using the same article, apply the activity above in identifying the claim
and your counterclaim. Write these below, followed by a brief explanation.

The claim in the text:

Reason:

My counterclaim:

Reason:
CRITERIA 5 points 4 points 2 points 1 point
Assertion The assertion The assertion The assertion The assertion
made is stable made is made is not is weak with
and solid, it somewhat that stable and little to no
has a strong stable and solid solid, supporting
foundation with supporting supporting details from
from the text details. details rarely the text.
with observed.
supporting
details.

Counterclaim A A counterclaim A counterclaim A

counterclaim is clear. It is is somewhat counterclaim
is sharp and presented and clear. Not is not clear
distinct. It is convincing convincing. and not
well thought supported
out and
convincing
Content Writing fully Writing fully Writing fully Writing fully
demonstrates demonstrate an demonstrate an demonstrate
a thorough adequate inadequate no
understanding understanding understanding understanding
of the of the of the of the
content/topic. content/topic content/topic content/topic
Mechanics There are no There are 1 to 5 There 6 to 10 There are
grammatical grammatical grammatical more than t10
errors or errors or typos. errors or typos. grammatical
typos. errors and/ or
typos.
Total Score:
Sample format:

NAME:

Evaluating Assertions from the Text

INSERT OR PASTE HERE

THE ARTICLE

Formulating Counterclaims

This time, let’s move on to the last task which aims to evaluate your level of
mastery. Good luck!
 Gauge

Directions: Read carefully each item. Write only the letter of the best answer for
each test item. Use a separate sheet for your answers.

1. What is a counterclaim?
A. Connects evidence to the claim
B. The opposing viewpoint in the paper
C. Facts and statistics to support ideas
D. The writer's position that they are trying to prove

2. What is a bias?
A. A strong opinion or prejudice for or against something
B. A different way of viewing things
C. A quality that all sources should have
D. A unique way of reading critically

3. What is the difference between an opinion and a claim?

A. A claim includes a thought-out reason, while an opinion doesn’t.
B. An opinion includes a thought-out reason, while a claim doesn’t.
C. Opinions are more interesting, claims are boring
D. There isn’t a difference between an opinion and a claim

4. When someone makes an opposing statement or argument to a claim, what

is he trying to do?
A. Making an assertion
B. Making an argument
C. Making a counterclaim
D. Making an evaluative statement

5. Which statement does BEST express an opinion?

A. The elderly believe that their grandchildren can become responsible even
if not told to do so.
B. Parents ought to enforce stricter guidelines in social media to safeguard
their children’s privacy.
C. In the first quarter of 2014, nearly 300 million smartphone units were
sold all over the world.
D. Bluetooth is a brand name for a wireless networking technology that
used shortwave radio frequency.

6. Which statement is NOT an example of preference?

A. It is better to travel by plane than a ship.
B. A dream catcher is believed to save a sleeping person from nightmares.
C. Nowadays, Kpop music has been regarded as the best music for
teenagers.
D. Filipinos would rather prepare during fiestas and birthdays than have it
catered.
7. Which of the following shows a statement of fact?
A. Facebook is a cooler social media platform than Twitter.
B. Social networks are the most distracting website on the internet.
C. In the first quarter of 2014, nearly 200 million smartphone units were
sold all over the world.
D. Teachers should use social media in their lessons or in the classrooms to get
more students interested.

8. Which of the following is not a debatable issue?

A. Sampaguita is most evident in places of worship.
B. Mandatory implementation of sex education in schools.
C. Banning of uniforms in elementary and junior high school.
D. Banning of teachers interacting with students via social networking
websites.

9. Why is it important for an author to include a counterclaim?

A. They don’t need to include one because then someone might agree more
with the other side.
B. So, they can disprove it and say theirs is the only right answer.
C. It makes the writing more interesting
D. So, they can briefly preview the other side, and disprove it.

10. Why is critical reading considered as reading beyond understanding

the text?
A. It is reading with comprehension
B. It is reading that allows the reader to make a dialogue with the author.
C. It is reading with the use of verbal and non-verbal cues
D. It is a silent reading