INTRODUCTION TO CRITICAL NON-CRITICAL

NON-CRITICAL CRITICAL
READING READING READING
Passive Active
• READING
- Process of extracting meaning from a Just the facts What, How, Why,
written or printed text Who, Where,
 When
2 TYPES OF READING Gullible Skeptical
1. ACTIVE READING reactive Purposeful
- More like a discussion between you READING
and the material, and therefore CRITICAL READING
involves repeated questioning,
critiquing, re-examination and
development of ideas CHARACTERISTICS OF CRITICAL
2. PASSIVE READING READER:
- Read simply to get through the - They are honest with themselves
assigned pages - They resist manipulation
- Pay little attention to identifying and - They overcome confusion
remembering the main ideas - They ask questions
- Feel little engagement with the reading - They base judgments on evidence
- You avoid rereading sections or asking - They are intellectually independent
questions
- Possibility: miss opportunities to learn NOTE:
from the material - Being a critical reader means that you
• CRITICAL READING have achieved a higher level of
- An active approach to reading that comprehension, have stayed open
involves minded all throughout, and have
an in-depth examination of the text. continued to learn and embrace
Memorization and understanding of the knowledge and wisdom outside your
text are achieved own standards and beliefs; do not take
- It does not require you to be critical about everything you read at face value.
everything you read - Different writers have their own point of
- No need to find fault and argue with the view and biases.
author on all things that you think are - Critically examining everything you read
faulty, unconventional, and questionable. to check for intentional and
- Manner of engaging yourself in what you unintentional omissions, grounds for
read by asking questions arguments, and inconsistencies is of
- Its process involves raising a utmost importance.
reasoned, logical, and balance argument •
that analyzes and evaluated the text READING CRITICALLY MEANS
- REFLECTING ON:
Requires discretion a.
- Allows the reader to understand the CONTENT OF THE TEXT – able to
content of the text, the desccri0tions interpret
contained, and the interpretation of the and explain the main points of the text on
author in order to scrutinize the elements his or her own words
involved, including the style, composition b.
and language.
DESCRIPTIONS OF THE TEXT – able
to create
his or her own examples based from the
describes key points and be able to
compare
them with other texts of the same topic
c.
INTERPRETATION OF THE TEXT –
able to
objectively analyze the text in part and in
whole
• permanently changed). Our accumulating
CRITICAL READING AS A DAILY
ROUTINE
- Reading takes a lot of time, especially in
higher education (evaluation and analysis
are staple parts of the reading process that
can be tedious and cumbersome for most
people)
- Reading should be an active process
which
leads to the reader’s development/
- When we read, we read not only the text,
but also the mind of the person who wrote
it
- It is needless to say that making it a habit
does not only require you to read everyday,
but also to absorb as much as you can,
to integrate the valuable ones to your own
principles and values, and to adopt the
attitude necessary to kept yourself inspire
in reading
• HOW READING DEVELOPS
i. It starts with the understanding of the
letters, words and symbols used in the text
ii. Children read and understand at face
value because they are in the process of
familiarizing from a linguistic point of view.
As they grow older and their academic and
intellectual levels go up, the reading
process becomes more complicated;
learning is no longer done at the surface;
connotation is added denotation; figurative
meaning is combined with literal meaning.
iii. We learn to add new words to our
vocabulary and use them in our own
sentences; challenging the “facts” in a
textbook as we adopt a skeptic attitude,
which leads to curiosity and alter on,
discovery.
iv. We learn to integrate and learning in the
truest sense
v. As we progress down the academic path
and absorb more bits of knowledge and
perspectives, our principles, values and
beliefs also start to crumble (some are
experience also adds challenge although
these inevitable factors are necessary for
learning and progression
vi.The process of transitioning from mere
data gathering to a deeper level of
consciousness that involves analysis and
evaluation is crucial for our own personal
development and professional
advancement.
NOTE:
- The more we develop our reading
capacity, the more proficient we become
in accepting and rejecting what we read
• THE GOAL OF READING
- Some read for deeper purposes (academic
and professional purposes) and some read
to be entertained, to pass time, or simply to
learn new things without pinpointing any
particular form of knowledge
- Most of the time we read factual
information
- We may also read fiction (its purpose
depends on the reader)
- A lot of people read newspapers in print of
online. They do it to be informed
- The proliferation of fake news is brought
by value but by popularity but remains
tolerated by many people until now. Thus,
the goal of reading should be to learn, not
to be updated with what famous people are
talking about.
- Many students read to memorize, and not
read to comprehend, analyze, and interpret
the text (very minimal learning).
Memorization is considered as the lowest
form of intelligence
• ADOPTING A HEALTHY ATTITUDE
IN
READING
- There is no need to focus on the text
verbatim; no need to pay attention to all
details as well as not every detail in a text
possesses value
- You are encouraged to learn meaning and
identify value rather than absorbs
everything at face value
- One has to equip him or herself with tools
that make learning more convenient and les
tiresome; making a quality dictionary
available in case of unfamiliar terminologies
- One has to keep in minds, though that
denotative and connotative meanings may
be used in the same text by the same
author. Hence, relying on literal meaning is
not always helpful
- Emotionally detach yourself from the text.
Subjective reading clouds judgment (many
authors try to influence readers by using
their own emotions against them. One has
to maintain objectivity when reading
(allows a person to analyze the text using
logic and not feelings).
• DIFFERENTIATING FACTS FROM
INTERPRETATIONS
For non-critical readers, a text is a source
of facts. Texts are then memorized in order
to absorb these so-called facts; when
studying history, they believe the book that
describes events the clearest
For critical readers, a text only provides the
author’ own interpretation of facts. This
interpretation may be considered valid or
invalid. Hence, they recognize not only what the
text says, but also how the text discusses the
topic. When studying history, they gather as
much information as possible, stitch the
different interpretations together, and validate
the ones that are supported by logical or
scientific explanations. They learn to link
information from different sources to create a
timeline where the past, present and future
connect with each other.THE NATURE OF
TEXT
 WHAT QUESTIONS SHOULD
YOU RAISE?
-What is the title? Does it reflect the topic?
-What details, style and arguments do you
expect?
-What do you currently know about the
topic? Are there gaps and grey areas with
your current knowledge of the topic?
- Is there any need for background reading
prior to reading the current text in order to
make understanding faster and more fluid?

REMEMBER:
- Information is often reflected on the
cover, preface and table of content of
the book. For stories, the synopsis at the
back can give you the information that
you need.
 WHO ARE THE STAKEHOLDERS:
- Who is in concern in the issue?
- Who controls the result of the issue?
- Who are the key decision makers or key
contributors in creating and resolving the
issue?
- Who is affected by the issue?

REMEMBER:
- Quipping yourself with prior knowledge
before reading the text can help you
identify the biases of the authors, and
possibly the unintentional errors.
 WHAT DO YOU KNOW ABOUT
THE AUTHOR?
- creative language and imagery.
What is the background of the author?
- i. Descriptive
What are his or her goals in writing the
text?
 IT IS POSSIBLE THAT THE TEXT
IS NO LONGER CONSISTENT
WITH THE AUTHOR’S PRIOR
WORKS OR STATEMENT, SO YOU
NEED TO CONSIDER SOME
INFORMATION:
- When was the text published?
- Where was it published?
- Who was the publisher?
 technical stylistic choices)
REMEMBER:
- The place of publication may also
prompt the author to slightly alter the
content to fit in the culture of the target
readers in a particular area.
- Sometimes, the publisher also influences
the creative decision of the book, so the
author might write things that he or she
does not fully agree with, all of the sake
of marketability. This happens not only
in the publishing industry but also in the
music industry where artistry is
sacrificed for commercial appeal
 TEXT
- Anything that conveys a set of meanings to
the person that examines it
- Includes movies, paintings, television,
shows, songs, political cartoons, online
materials, advertisements, maps, works of
art, and even rooms of people
- Something that we can look at, explore it,
find layers of meaning in it, and draw
information and conclusions from it
NATURE OF A TEXT
A. Factual texts merely seek to inform
B. Literary texts seek to entertain or
otherwise engage the reader by using
BASIC CATEGORIES:
ii. Narrative
iii. Expository
iv. Argumentative
A. ACADEMIC TEXT
- Specifically written for instructors or
students
- Written by professionals in a given field
- Take years to publish
- Language is formal or semi-formal,
precise, impersonal, and objective
(sometimes with jargons and other
- Author’s name is presented (alongside
with credentials and affiliations that build
the text’s credibility and reputation)
- Has list of references (compiled the
veracity of all information include in the
text)
- Not self-published
- The manuscript goes through a series of
editing, typesetting and quality checking
performed by other experts in a peer
review setting
- Considered as primary sources as they
have been scientifically and systematically
researched and written
-
Undergoes strict peer-review process
(takes years to finish)
EXAMPLES:-
Learner’s materials, text books,
encyclopedia
-
Essays, blog articles, conference articles,
reviews
B. NON-ACADEMIC TEXT
- Written for mass public and can be
written by anyone
- Published quickly
- No reference lists (can be optional)
- Language is informal, casual, and may
contain slang
- Author may not be provided (can be
written by anyone and credentials, writing
ability or substance [fame], suffices
[qualification for writing non-academic
articles])
- Personal, emotional, impress
- There are also times when creativity is
favored over credibility
- Non-scientific and non-systematic
- Consistency is a choice, not a requirement
- Considered as secondary resources
- Should never be prioritized over academic
articles as references

REMEMBER:
- Most of your references should also
come from academic articles, not non
academic articles to uphold
credibility.STEPS IN CRITICAL
READING
DEVELOPING THE HABIT
- One needs to have the genius desire to
learn and discover new things. There should
be a compelling reason to stick with it as a
habit, and that is to develop oneself and
achieve competitiveness in the future
DIFFERENT PRACTICAL
STRATEGIES TO
DEVELOP CRITICAL READING AS A
HABIT:
1. PRIORITIZE READING
- Put reading atop your priority list by
allotting aa time-specific schedule
- Create a time table to ensure your
progress
2. FIND INFORMATIVE BOOKS OF
GOOD
VALUE
- Do not just look at titles or topics, but on
the author’s credibility, and the reputation
of the publishing company, the curation
and endorsements involved, and to a
certain extent the marketability of the
book in its niche. Favorites and bestsellers
do not spell quality all the time, but at
least you can have an idea of the market’s
reception towards them
-
Start reading books that genuinely pique
your curiosity or are aligned with your
already existing hobbies, skills interests, or
field of specialization.
- Set a “reading schedule” every day, which
may last from 30 minutes to several hours
- Keep in mind that you are reading
because you have a goal and not because
you have a schedule to fill. Doing the
latter might prove cumbersome and
counterproductive.
3.HAVE YOUR READING HABIT
PLANNED
- Identify one or more time-wasting
activities that do not pose much value to
your life (should eb removed from your
routines until only the productive ones
remain)
- Designate your own reading spot and
setup a mini library
- Avoid stressful places, like the workplace,
as you might subconsciously like stress
with reading later on
- If planning you reading habit in a time
bound manner seems impractical, you
may always set a quantity-based reading
activity instead (requires you to read a
specific number of pages on aa daily basis
regardless of the time allotment, which is
ideal for people who read slowly or are
very time-conscious
-
Have all your reading essentials prepared
alongside your books
4. DO NOT LIMIT YOUR READING
HABIT
- Read as much as you can, as often as you
want; when you have more time to spare
5. BE A MORNING READER
- The mind is clearer, and the body is most
relaxed in the morning. This makes
concentration much easier, which
improves your learning capacity by miles.
6. TRY SPEED READING
- It allows you to cover and finish books
much faster without sacrificing
comprehension. This means that you
target specific information within the text,
applying reading patterns throughout the
pages, and skip unnecessary parts to make
reading faster.
- Start by removing all the elements that
distract you and turn off your computer or
television. Pick a book, get and start the
timer, rad 10 pages and record your
results. Take a quick look at the title,
introduction, section headers, and the
conclusion
- Do not read every word (skip articles like
“a”, “the”, etc.
- Stop mouthing words or speaking them in
your head
- Try to take in whole sentences and
paragraphs and do not pause in between.
• THE CRITICAL READING PROCESS
STEP 1: ANALYZE THE CRITICAL
READING
COMPONENTS
- Underline instructional words (e.g. discuss,
explain, identify, justify)
- Mark apparent keywords and key phrases
- Be mindful of the organizational patterns
used (e.g. compare and contrast, cause and
effect, list, spatial, chronological, etc.)
- Evaluate the validity and requirement of
the questions
- Brainstorm the question
▪ Write down all related information
▪ Link the details that you know
▪ Determine knowledge gaps
STEP 2: PRACTICE PRE-READING
ACTIVITIES
-
Who is the author/s?
▪ What are his/her credentials
▪ What is his/reputation?
▪ Is the write known for bias?
- What is the nature of the text?
▪ Is it current?
▪ Is it authoritative?
▪ Is it purely subjective, purely
objective, or a combination of both?
- Highlight main ideas and keywords:
▪ Read the title, synopsis for stories,
and abstract for research, section
headings and subheadings, and
graphical representations
▪ Read the introduction, the first few
paragraphs, and the conclusion at
the end 
STEP 3: LIST DOWN QUESTIONS \
- Connect the content of the text to your
research questions
▪ Is this text relevant to my research
questions?
▪ If so, list questions about the
context of the article or report

STEP 4: TAKE DOWN NOTES
▪ Be concise and write on your own
words
▪ Use bullet points
 ▪ Pay attention to citation and
references
▪ Take note of the arguments raised
▪ Summarize the major parts: the
introduction, the body, and the
conclusion
▪ Record important quoted materials,
and the page number that you may
have to read again alter on
▪ Write down keywords of any
relevant information to your
questions
 
STEP 5: EVALUATE THE TEXT
- Ask questions on the value of the research
evaluation questions
▪ Has the article/report fulfilled its
purpose?
▪ Is the argument clearly asserted and
supported by evidence?
▪ Is the research valid? (sufficient,
appropriate, adequate, objective,
valid methodology?)
▪ Has the argument been developed
logically?
▪ Does it present solutions based on
evidence?
▪ Are recommendations appropriate
to the purpose?
▪ In what ways does the article/report
advance our knowledge of a
particular issue?
▪ What assumption underlie the
research? Are they reasonable?
- Ask questions on the quality of the
information
-
Fill in the evaluation section
-
Then:
▪ What are the strengths of the text?
▪ What are the weaknesses?

STEP 6: MIND MAP FORM MEMORY
- Make a rough mind map from memory test
what you can recall from your reading of the
text
▪ Make headings of the main ideas
and note supporting evidence in dot
points
▪ Include your evaluation: the
strengths and weaknesses
▪ Identify gaps in your memory
STEP 7: CONSOLIDATE YOUR
KNOWLEDGE
- Summarize the text in preparation for
writing your assignment
▪ Make another mind map drawing on
your notes and your rough mind
map.
▪ Make headings and note the
supporting evidence in dot points.
▪ Include your evaluation.
▪ Be creative: use color and arrows;
make it easy to visualize.
▪ Highlight the ideas you may want to
use for your assignment.
▪ Identify areas for further research.
• EFFECTIVE STEPS FOR NOTE-
TAKING
1. HIGHLIGHTING AND
EMPHASIZING
- Focus your attention on what you are
readings—and make it easy to see key
points when re-reading
- Think more carefully about the key
concepts and ideas in the text, the bits
that are worth highlighting
- See immediately whether you have
already read pages or sections of text
- Make a glossary on a separate sheet (or
document) of notes, so you can easily refer
and update it as necessary. Write
descriptions of the terms in your own
words to further encourage learning.
- It not a substitute for taking proper notes
2. MAKING WRITTEN NOTES
 2 ELEMENTS THAT YOU NEED TO
INCLUDE IN YOUR NOTES:
a. THE CONTENT OF YOUR READING
– brief summaries or paraphrasing, plus a
few well-chosen quotes (with page
numbers)
b. YOUR REACTION TO THE CONTENT
– include an emotional reaction and also
questions that you feel it raises
 VARIOUS FORMS AND STYLES:
a. LINEAR – moving from one section to
the next on the page in a logical way,
using headings and sub-headings
b. DIAGRAMMATIC – boxes and
flowcharts (helps you move around the
page
c. PATTERNS – (e.g. mind maps) allows a
large amount of information to be
included in a single page, but rely on
you to remember the underlying
information.
3. REVIEWING AND REVISING YOUR
NOTES
- Use headings or different sheets (or
documents) to separate different themes
and ideas
- Use brightly colored pens or flags to
highlight important points in you notes. (it
is useful to have a simply system of color
coding, using different colors for particular
themes or issues
- Note where your opinions changed and
why
4. ORGANIZING YOUR NOTES
- Notes are of no use to you if you cannot
find them when you need to and spending a
lot of time sifting through piles of papers is
a waste of time. It is therefore important to
ensure that your notes are well-organized,
and you can find what you want when you
need itSTRATEGIES IN BECOMING A
CRITICAL READER:
 TAKE NOTE:
- Critical reading should start with your
attitude
1. IMPROVE YOUR VOCABULARY
- Read a wide range of texts to give
yourself a varied vocabulary background
- Have a dictionary at all times.
- Never assume the meaning of a word
that you are unfamiliar with (look it up if
you hesitate)
- Keep a vocabulary journal where you
write down all words that you learn on a
daily or weekly basis (e.g. notebook or a
set of index cards). This is helpful when
memorizing jargons.
- Learn at least three words a day and try
using them in a sentence
- Find opportunities to apply the learned
words in actual conversations
2. MIND YOUR READING
COMPREHENSION
SKILLS
- Try to recall and explain the key points on
your own words after each section. The
more you can recall, the better the
comprehension will be. Concentration plays
a large part in your ability to comprehend
so assess your focus.
- Avoid reading at a slower pace just to
compensate for your comprehension level.
Reading at a slower speed often interferes
with comprehension because it forces us to
resort to word for word reading.
- Use a line guide to keep focused on the
text and avoid having your eyes wander
around
3. IMPROVE YOUR READING SPEED
- Keep in mind that the reading pace
depends on the type of material you ae
reading and your goal. An adventure novel
may allow for a quick rate whereas a
science text may demand a steadier rate.
The type of reading that you need to do
also dictates the reading rate. If you are
reading for detail, you must read at a rate
for comprehension. If you are reviewing,
reading for general main ideas then
skimming and using a faster rate is
appropriate.
- Proactively focus on 2-4 words at a time
instead of fixating on a per word reading
basis.
- Read with your eyes and mind.
Pronouncing the words while you read
slows you’re your reading speed because it
forces your focus on each word rather than
on groups of words.
- Practice makes perfect. The more you
read, the more proficient you become.
Practice will increase speed, vocabulary,
comprehension and knowledge base.
- Force yourself to read at a faster rate for
short periods of time.
- Go to a speed that is uncomfortable, but
you are still comprehending the material.
- Avoid rereading as much as possible. The
habit of rereading subconsciously makes
you lose focus on your first try
- You should never read at a rate that is
slower than your average rate.
Slower speed does not guarantee a better
understanding of the material. Research
implies that increasing the rate of speed
often results in higher comprehension.
4. APPLY THE SQ3R METHOD—
SURVEY,
QUESTION, READ, RECITE AND
REVIEW
 SURVEY:
- Scan over the table of contents of a new
book to have a clear understanding of its
content and plan your reading in
advance
- Survey the entire chapter before you
start reading so that you become
familiar with what will be presented and
how much time you need.
- Look at the title and all subtitles to
know what the chapter is about and
how it is broken up into parts.
- Look at the end of the chapter aids, such
as questions, summaries, etc. This will
help you select the main ideas as you
read. This can also be a great help when
trying to read in advance for future
discussions.
- Read the introduction and/or first
paragraph first. This will let you the
purpose of the chapter and will give you
an idea of its importance in relation to
your course
- Read the last paragraph. This will
summarize the text and can make
understanding of the entire text easier
and faster
-Be mindful of the different
terminologies used.

 QUESTION:
- Turn the subheadings into questions
before proceeding to read so that your
mind is actively looking for answers
rather than passively reading along
- Create questions from information
printed in the margins.
- Create questions for each graph presented
- Try writing out the questions so that you
can periodically look at the questions
and stop to see if you can recall the
information. 
 READ:
- Start reading only when you can
concentrate and commit to it. It is
advised to read while sitting rather than
lying down as the latter makes you very
relaxed sometimes sleepy or languid
- You must locate the main idea of each
paragraph. Watching out for keywords
might help you with this.
▪ Identify the topic
▪ Find the main idea.
▪ Look for the supporting details
▪ Underline the main idea 
 RECITE:
- Take time to paraphrase what you read
out loud while reading. It helps you
avoid plagiarism and helps you
remember the main idea.
- Try to associate read material with life
experience (you can use mnemonic
devices) 
 REVIEW
- Review starts with organization
- Review your notes and questions
created for the daily lesson or chapter
▪ Review the highlighted areas of your
text
▪ Review the comments you made in
the text as you read
▪ Recite the main points of each
section of the chapter
▪ Review your index card file
- Develop study aid like mnemonics for
material you must memorize
- Create an outline from your texts (acts
as a study guide for the exam)
- Recite the information daily to ensure
automatic recall and true learning
- Check and recheck the information
where you hesitate
5. DO SKIMMING
 Speedy reading for general meaning
 Lets your eyes skip over sentences or
phrases that contain details 
 Allows you to concentrate on identifying
the central or main points 
 Pre-views a selection of text prior to
detailed reading 
 Refreshes understanding of a text
following detailed reading
 Speed reading at basic level 
 Works best with non-fiction or
factual texts
- Speed ranges from 700-1000 words per
minute
- It takes place while reading and allows you
to look for details in addition to the main
ideas
- It will help you locate the information
quickly. It will also increase the amount of
usable material you obtain for your
research
- Once you know where the reading is
headed, you can begin to read only the first
sentence of each paragraph
 TOPIC SENTENCES – they give
you the main idea of the paragraph
- At the end of each topic sentences, yours
eyes should drop down through the rest of
the paragraph, looking for important pieces
of information
- Continue to read only topic sentences
- Stop skimming in the last few paragraph
- If you feel you are grasping the main
ideas while skimming, then you are
skimming correctly.
Remember that you overall
comprehension will be lower than if you
read in detail
▪ Is this material non-fiction?
▪ Do I have a lot to read and only a small
amount of time?
▪ Do I already know something about
this?
▪ Can any of the material be skipped?
6. DO SCANNING
 Passing the vision speedily over a
selection of text to find specific
words or phrases

 Skipping over large portions of texts
to find what you are looking form
 Speed ranges above 1000 words per
minute
  Covers more area than skimming
within the same amount of time
 Does not require reading of entire
texts 
 May be limited to specific
information and may not help the
reader understand the general idea
- Establishing your purpose, locating the
appropriate material, and knowing how the
information is structured before you start
scanning is essential.
- Use your hands when scanning
- Use peripheral vision when scanning
- Keep the concept of key words in mind
while scanning
 WHEN IS THE RIGHT TIME TO
SCAN?
- When your aim is to find specific
pieces of information
- If you are doing a research
- If your goal is to become more of a
flexible reader.
SKIMMING SCANNING
Meant to identify Meant to identify
main points
specific details
without
without
identifying the
understanding the
details
main points
Covers 700-1000 Covers more than
wpm 1000 wpm
SKIMMING
7. MAKE INFERENCES
 INFERENCES – concluding based on
knowledge and experience; ability to
understand implicit messages conveyed
by a writer based on the reader’s
schema or background knowledge
- Take two or more details from the reading
and see if you can draw a conclusion
- When you are asked an inference
question, go back over the reading and look
for hints
within the texts
• THREE ASPECTS TO APPROACHING A
TEXT:
1. BEFORE READING
a. READ THE TASK. What are you going
to have to do after reading the text?
 EXAMPLES:
I.Write a summary
II.Compare/contrast with another text
III.Prepare for a debate/discussion
b. SCAN THE TEXT (TITLE, IMAGES,
SUBREADINGS) AND MAKE A
PREDICTION
 CONSIDER:
I.What do you think this text will be
about?
II.What do you already know about this
topic?
PREDICTION: I think this article will be
about…
c. NUMBER THE PARAGRAPHS.
d. READ THE FIRST AND LAST
PARAGRAPHS ONLY. Add to or change
your prediction
 ADJUSTED PREDICTION: I now
think it will also/instead include…
2. DURING READING
a. READ THE TEXT. Pencils down
b. READ THE TEXT AGAIN. This time,
you are going to mark the text
 FOUR METHODS:
I. Circle key words/ underline claims
KEY WORDS – repeated, related,
unknown, important
CLAIMS – arguable statements
II. Insert symbols:
✓ I know this/agree
+ adds to my knowledge
– different from what I thought
! this surprises me
? I wonder
III. Write in the margins
- Draw arrows
- Make questions
- Write short summaries
IV. Highlight stand-outs
3. AFTER READING
a. REFLECT ON YOUR OWN IDEAS
b. REFLECT ON YOUR
UNDERSTANDING OF
THE TEXT
 CONSIDER:
I. Do I understand the information?
II. Can I identify the author’s main
point or argument?
III. What do I need to clarify about
my understanding?