St. Augustine’s School of Iba, Inc.

Iba, Zambales
SY 2021- 2022

Prepared by:

MS. CHRISTINE ERICA R. CARTANO, LPT

This learning module belongs to:

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Life Performance Outcome 4

CONSCIENTIOUS, ADEPT PERFORMERS & ACHIEVERS

I am a conscientious, adept performer and achiever, competently pursuing my mission in life.

Program Outcomes 1 and 2:

 Accurately and idiomatically use globally understood English to express and write the ideas,
principles, and events that influence their worldview and enhance their lives and career
opportunities;
 Explain and illustrate how literary works in English have given meaning to their lives and shaped
their values, aspirations, and actions.
Essential Performance Outcome 6:

Take time before speaking or writing to assess the accuracy, authenticity, and clarity of
what they are about to share, its tone, and how it is likely to be received and interpreted
by others.

Most Essential Learning Outcomes:

- Explains critical reading as looking for ways of thinking EN11/12RWS-IIIij-5

- Identifies claims explicitly or implicitly made in a written text EN11/12RWS-IIIij-6
b. Claim of fact EN11/12RWS-IIIij-6.1
c. Claim of policy EN11/12RWS-IIIij-6.2
d. Claim of value EN11/12RWS-IIIij-6.3

- Identifies the context in which a text was developed EN11/12RWS-IVac-7

a. Hypertext EN11/12RWS-IVac-7.1
b. Inter-text EN11/12RWS-IVac-7.2

- Explains critical reading as reasoning EN11/12RWS-IVac-8

- Formulates evaluative statements about a text read EN11/12RWS-IVac-9
a. Formulates assertions about the content and properties of a text read EN11/12RWS-IVac-9.1
b. Formulates meaningful counterclaims in response to claims made in a text read
EN11/12RWS-IVac-9.2

- Determines textual evidence to validate assertions and counterclaims made about a text read.
EN11/12RWS-IVac-10

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 CRITICAL READING AS LOOKING FOR WAYS OF THINKING

Can be easily Cannot be easily

comprehended comprehended

The meaning of words may be implied in three ways:

1. Text
2. Author’s context
3. Reader’s context

SIMPLE READING CRITICAL READING

It gives the basic definition of a text.
Its central idea is the message being
imparted.
It recognizes what a text says.
The reader absorbs and understands.
Involves identifying and recognizing the
meaning of a text
After recognizing what a text says, it
reflects on what the text does by making
judgment.
Its central goal is to recognize the author’s
purpose in writing the material, understand
the tone and persuasive elements in it, and
to recognize bias in the text.
It recognizes what a text says. Reflects on
what the text does, and infers on what the
text means.
The reader actively recognizes and
analyzes evidence in the text.
It is a more advanced form and a higher
level of reading. It is a type of reading
whereby the reader analyzes and interpret
the reading material to know if it presents
logical ideas and connection of ideas.

Example:

Interpret the quotation through simple and critical reading.

―The whole is greater than the sum of its parts.‖ –Aristotle

Critical Thinking

This involves a series of complex thought processes which allows you to make reasoned
judgments, assess the way you think, and solve problems effectively.

Components of Critical Thinking

1. Getting the Main Idea

- Involves identifying the general idea in a text which may be explicitly or implicitly stated.
Main idea is usually found in the beginning, middle, or end of the text.

2. Summarizing
- Includes recalling all pertinent information and thinking how to compact them all in a summary.
Incorporate all important ideas and be guided by the WH questions.

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 3. Inferring
- Is a process used by a reader to understand an idea that the author does not state explicitly
- Is done by combining the reader’s knowledge and background of the study with details and clues
stated by the author
4. Drawing conclusions
- Is figuring out much more than what an author says directly
- Is usually done after reading the whole text
5. Analyzing sequence
- Considers the order of arrangement of events present in the text.
6. Determining Fact from Opinion
Fact is an idea that is already proven or is obviously true.
Opinion is an unverified idea; it may or may not be prove to be true

CLAIM
Claim states or asserts that something is the case, typically without providing evidence or proof.

When writers or speakers want to make a point, they support that point with arguments called claims. Claims
are, essentially, the evidence that writers or speakers use to prove their point.

Examples:

A teenager who wants a new cellular phone makes the following claims:

- Every other girl in her school has a cell phone.

- She will be safer with a cell phone because she can call 911.
- A cell phone with Internet access will help her do homework.

Types of Claim

CLAIM OF FACT

A claim of fact makes an assertion about something that can be proved or disproved with factual
evidence. However, keep in mind the basic quality of claims, that they have to be debatable, and offer an
assertion about an issue.

Examples:

 The Philippines is the world’s number one producer of coconut.

 Excessive consumption of alcohol can lead to many illnesses.
 I need to study harder so I could have a better future.
 The basic keys to success are perseverance and discipline.

CLAIM OF VALUE

A claim of value argues that something is good or bad, or that one thing is better than another thing.

Examples:

 Although immunotherapy has produced some good results in fighting cancer, overall it is less effective
than chemotherapy.
 GSW is the best team in NBA.

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CLAIM OF POLICY

A claim of policy argues that certain conditions should exist, or that something should or should not be
done, in order to solve a problem.

Examples:

 The city’s board of education should institute an honors program not only for high school students, but
for elementary and junior high school students as well.
 Just as smoking ads have been banned in order to decrease the urge to engage in an unhealthy behavior,
soda ads should be banned for the same reason.

IDENTIFYING THE CONTEXT OF TEXT DEVELOPMENT

Being a critical reader also involves understanding that texts are always developed in a certain context.
A text is neither written nor read in a vacuum; its meaning and interpretation are affected by a given set of
circumstances. Thus, context is defined as the social, cultural, political, historical, and other related
circumstances that surround the text and form the terms from which it can be better understood and evaluated.
Knowledge of the text’s context helps in appreciating the text’s message more deeply. In discovering a reading
context, you may ask questions like:

 When was the work written?

 What were the circumstances that produced it?
 What issues does it deal with?

Another important technique in analyzing the context of a text’s development is defining its intertextual
link to another text.

Intertextuality is the modeling of a text’s meaning by another text. It is defined as the connections
between language, images, characters, themes, or subjects depending on their similarities in language, genre, or
discourse. This is seen when an author borrows and transforms a prior text, or when you read one text and you
reference another. This view recognizes that the text is always influenced by previous texts and in turn
anticipates future texts.

Meanwhile, hypertext is a relatively new way of reading a text online. Traditionally, reading was viewed
as a linear process, where you read from the beginning until the end. However, the advent of the Internet and
technology has created new ways of reading and processing a text, which includes hypertext.

Hypertext, therefore, is a nonlinear way of showing information. Hypertext connects topics on a screen
to related information, graphics, videos, and music—information is not simply related to the text. This
information appears as links and is usually accessed by clicking. The reader can jump to more information
about a topic, which in turn may have more links. This opens up the reader to a wider horizon of information or
to a new direction.

CRITICAL READING AS REASONING

What is reasoning?

According to Merriam-Webster Dictionary, reasoning is an act of giving statements for justification and
explanation. It is the ability of someone to defend something by giving out reasons.

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ACTIVITY

We will test your reasoning skill by convincing the judge through your own reasons based on the
situation and the topic assigned to you.

We will provide two sets of situation. For every situation, you will only be given two minutes to
brainstorm. After brainstorming, you will write down your reasons.

 Anna wants to have a movie date with her family, which genre do you think is better to
watch?
a. HORROR MOVIES
(Reason)________________________________________________________________
________________________________________________________________________
______________________________________________________________________ _.
b. ROMANTIC MOVIES
(Reason)________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
 Juan is craving for sweets, which is better for him to eat?
a. FRUITS GROUP
(Reason)__________________________________________________________________
_________________________________________________________________________
___________________________________________________________________ _.

b. CHOCOLATES
(Reason)__________________________________________________________________
_________________________________________________________________________
___________________________________________________________________ _.

Question: How did you come up with those reasons?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.

FORMULATING EVALUATIVE STATEMENTS

What is an evaluative statement?

 It is a way of giving a better explanation to show the strength and the weaknesses of
something through writing.
 It presents a value judgment based on a set of criteria.
 It is used in giving a sound judgment – a judgment that can be backed up or supported by
valid reasons or proofs.
 It is the writer’s way of explaining why strength is strength and a weakness a weakness based
on the evidences gathered.

HOW TO FORMULATE AN EVALUATIVE STATEMENT

Evaluative statements about a text are formulated after having read the text carefully and critically,
grasping the essence of the text and checking for possible fallacies in the argument. The formulation of the
evaluative statements is done in the same way you do any other writing except that the statement is about your
judgment of the text’s content and property.

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You may compose your evaluative statements in two steps:

1. Formulating assertions about the content and the properties of a text read
2. Formulating a meaningful counterclaim in response to a claim made in the text read

FORMULATING ASSERTIONS ABOUT THE CONTENT AND THE PROPERTIES OF

A TEXT READ
In this step, you have to examine which ideas are facts or opinions, make inferences or conclusions, and
assess the overall quality of the text. These assertions usually contain evaluative languages such as useful,
significant, important, insightful, detailed, up-to- date, comprehensive, practical, etc.

Counterclaim is the opposition you make about the claim of a writer. You must recognize the value of
hedges when you state your counterclaims.

A hedge is a word or phrase that minimizes negative impact of a criticism. When you are presenting
your counterclaim, you are providing criticism since you are stating that the claim is not true. Hedge is used to
give a courteous tome in your writing.

Hedges could come in different forms such as:

 Modals – may, could, would, etc.

 Frequency adverbs – usually, generally, commonly
 Probability adverbs – probably, possibly, presumably

Example:

Obesity is caused by the bad food choices being offered by the food industry.

Obesity is probably caused by the bad food choices being offered by the food industry.

References:

Lachica, Christine. (2012). Reading_Lesson 6 Critical Reading as Looking for Ways of Thinking .
https://www.slideshare.net/tinelachica04/readinglesson-6-critical-reading-as-looking-for-ways-of-thinking

Elcomblus Staff. (2019). Identifying the Context of Text Development. Elcolumbus.

https://www.elcomblus.com/identifying-the-context-of-text-development/

Belino, Mary Kathlene. (2017). Critical reading as reasoning.

https://www.slideshare.net/marykatrinebelino/critical-reading-as-reasoning-78474306
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 ACTIVITIES

NAME: ______________________________________
SECTION: ___________________________________

Activity # 1
Direction: Give five tips in improving critical reading skills.

Activity #2
Direction: Think like a Scientist: Using Claim, Evidence, and Reasoning. State your claim to the
following questions and provide your evidence and reason.

QUESTION: Does the height of a person change QUESTION: Is online class better than face to face
throughout the day? class?

CLAIM: CLAIM:

EVIDENCE: REASONING: EVIDENCE: REASONING:

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