ENGLISH FOR -

-
Creating
Evaluating
ACADEMIC AND Reading is a language skill which can be
PROFESSIONAL developed through constant practice.
{interactive process}
PURPOSES
Critical Thinking vs. Non-critical Thinking
Stages in Reading process:

- Pre-reading
Critical Thinking ↓ - While reading
- Post reading
complex thought processes. which allows
reasoned judgement and solve problem Skills:
effectively.
1) Rapid reading
Non Critical Thinking ↓
a. Skimming - main point, eyes, and fingers
accept things without examining it (based on
b. Scanning - specific information
emotions).
2) Previewing - familiarizing before reading

3) Using context clues

In 1956, Benjamin Bloom together with a team
of educational psychologists published Bloom's (synonyms, antonyms explanations, and
Taxonomy of Cognitive domain, which a system definitions, situations)
that classifies the levels of thinking important
4) Locating the main idea - central message
for learning.
5) Literal reading {understanding}
The 6 levels are:
a. summarizing (condensing)
- Knowledge
- Comprehension b. paraphrasing (restating)
- Application
- Analysis 6) Inferential reading (deducing)
- Synthesis Inference - an idea drawn from facts along with
- Evaluation the text.
Later on in 2001, it was revised by Bloom's 7) Critical Reading - close and thorough
sudent, Lorin Anderson and a group of evaluation.
psychologists to make it more relevant to 21st
century students and teachers. They changed
the names of the levels and used verbs instead CRITIQUE PAPER
of nouns to denote an active process.

- Understanding CRITIQUE - A critique paper is one of the

specialized forms of writing in which a reviewer
- Applying
or reader evaluates any of the following:
- Analyzing
  SCHOLARLY WORKS
 WORKS OF ARTS
 DESIGNS
Critiques usually range in length from 250 to
750 words. They are not simply summaries but
are critical assessments, analyses, or evaluation
of different works
Critiques process ideas and theories, revisit and
extend ideas in a specific field of study and
present an analytical response to a book or
article.
A critique is a careful analysis of an argument
to determine
 what is said
 how well the points are mad
 what assumptions underlie the
argument
 what issues are overlooked
 what implications are drawn from such
observations
CRITICAL APPROACHES ON WRITING
CRITIQUES
THE PURPOSE OF LITERARY CRITICISM IS TO
BROADEN A READER'S UNDERSTANDING OF
AN AUTHOR'S WORK BY
 SUMMARIZING
 INTERPRETING
 EXPLORING ITS VALUE
AFTER GIVING THE TEXT A CLOSE READING, A
CRITIC FORMULATES A COMPREHENSIVE
LITERARY ANALYSIS THAT CAN INFORM OR
CHALLENGE ANOTHER READER'S
UNDERSTANDING OF THE TEXT.
THE PRACTICE OF LITERARY CRITICISM CREATES
SPACE FOR READERS TO BETTER UNDERSTAND
THE BEAUTY AND COMPLEXITY OF THE WORLD
THROUGH LITERATURE.
FORMALISM
Formalist criticism deals primarily with the text
and not with any of the outside
considerations such as:
 author
 the real world
 audience
 other literature
 Meaning is inherent in the text
A formalist critic examines
 the form of the work as a whole,
 the form of each individual part of the
text (the individual scenes and
chapters),
 the characters
 the settings
 the tone
 the point of view
 the diction
 all other elements of the text which join
to make it a single text.
 Author’s techniques in involving
contradictions within the work
 Central passage that sums up the
entirety of the work
 Contribution of parts and the work as a
whole to its aesthetic quality
 Relationship of the form and the
content
 Use of imagery to develop the symbols
used in the work
 Interconnectedness of various parts of
the work
 Paradox, ambiguity, and irony in the
work
 Unity in the work
After analyzing each part, the critic then
describes how they work together to give
meaning (theme) to the text.
FEMINISM
Feminist criticism concerns with the woman’s
role in society as portrayed through texts. It
typically analyzes the plight of woman as
depicted in the story. Generally, it criticizes the
notion of woman as a construct through
literature.
Feminism focuses on how literature presents
women as subjects of
 socio-political,
 psychological, and
 economic oppression.
It also reveals how aspects of our culture are
patriarchal, i.e., how our culture.
views men as superior and women as inferior.
ALSO FOCUSES ON
 How culture determines gender
 How gender equality (or lack of it) is
presented in the text
 How gender issues are presented in
literary works and other aspects of
human
production and daily life
 How women are socially, politically,
psychologically, and economically
oppressed by patriarchy
 How patriarchal ideology is an
overpowering presence.
READERS RESPONSE
Reader-response criticism is concerned with
how the work is viewed by the audience. In this
approach, the reader creates meaning, not the
author or the work. Once the work is
published, the author is no longer relevant.
FOCUSES ON
 Interaction between the reader and the
text in creating meaning
 The impact of reader’s delivery of
sounds and visuals on enhancing and
changing meaning.
MARXISM
Marxist criticism concerns with the analysis of
the clash of opposing social classes in
society, namely; the ruling class (bourgeoisie)
and the working class (proletariat) as it shaped
the events that transpired in the story.
FOCUSES ON
 Social class as represented in the work
 Social class of the writer / creator
 Social class of the characters
 Conflicts and interactions between
economic classes
STRUCTURES OF A CRITIQUE PAPER
INTRODUCTION
 Introduction (around 5% of the paper)
 Title of the book / article / work
 Writer’s name
 Thesis statement
SUMMARY
 Summary (around 10% of the paper)
 Objective or purpose
 Methods used (if applicable)
 Major findings, claims, ideas, or
messages
REVIEW OR CRITIQUE
 Review/Critique (in no particular order
around 75% of the paper)
 Appropriateness of methodology to
support the arguments
(for books and articles) or
appropriateness of mode of
presentation (other works)
 Theoretical soundness, coherence of
ideas.
 Sufficiency and soundness of
explanation in relation to other
available information and experts
 Other perspectives in explaining the
concepts and ideas
 Does the writer explicitly state his/her
thesis statement?
 What are the assumptions (i.e., a
scientific/logical/literary explanation
 without evidence) are mentioned in
the work? Are they explicitly discussed?
CONCLUSION
 Conclusion (around 10% of the paper)
 Overall impression of the work
 Scholarly or literary value of thE
reviewed article, book, or work
 Benefits for the intended audience or
field
 Suggestion for future direction of
Concept Paper
 Central to developing concept is writing
definitions – it is used to provide the
meaning of a particular word or term.
Definitions may be formal, informal, or
extended.
 Formal sentence definitions include
term (specie), class (genus), and
distinguishing features (differentia).
Ex: A bicycle is a mode of transport that has two
wheels and is powered through the pedaling
effort of the rider.
It describes the object to its unique or
distinguishable characteristics.
 Informal definitions, on the other hand,
do not include distinguishing features.
Ex: A chair is a piece of furniture.
Lacks traits that are unique or easy to spot.
 Extended definitions are essay length
texts that use different rhetorical
patterns to show the meaning of a
particular term or concept. Usually,
they also describe, compare and
contrast, and show cause-and-effect
relationships.
It describes the topic first, then states it’s
examples and then proceeds with facts to
support the text written.
 Explication- It is a method of
explanation in which sentences, verses,
quotes, or passages are taken for a
literary or academic work and then
interpreted and explained in a detailed
manner.
 Clarification - It is a method in which
the points are organized from a general
abstract idea to specify and concrete
examples are given.
 Comparing and contrasting - are ways
of exploring the similarities and
differences between two things.
 Narrating a process - It is explaining
how to do something or explaining how
something works. It is about narrating a
process step by step and giving
guidance for a certain process, working
mechanism, procedure, etc.
 Reporting cause or effect - It is
exploring how an event or situation
came into being (the "cause") and what
is happening because of the event or
situation (the "effect").
Concept papers are summaries of projects or
issues that reflect the interests, experience and
expertise of the writer or organization. Concept
papers generally serve the purpose of providing
in-depth discussion of a topic that the writer
has a strong position on, usually with the intent
of obtaining funding for that project from
donors.
The terms concept paper and proposal are
often used interchangeably as they can be used
for the same function. In addition to providing
guidance for implementation of a program, a
concept paper could also discuss best practices,
philosophies and other related issues that the
writer believes action should be taken on in the
near future.
A concept paper is a short document written by
a researche before starting rtheir research
project, with the purpose of explaining what
the study is about, why it is important and the
methods that will be used.
The concept paper will include your proposed
research title, a brief introduction to the
subject, the aim of the study, the research
questions you intend to answer, the type of
data you will collect and how you will collect it.
A concept paper can also be referred to as a
research proposal.
A concept paper in research or academia refers
to a critical and detailed summary of a research
project by reflecting the interest and issues
pertinent to a particular academic field or study.
In academia, concept papers are usually written
by a student who is on the verge of conducting
a research. A concept paper outlines the
research about to be conducted with the
purpose to have a structured goal and direction
while conducting research.
WRITING A CONCEPT PAPER FOR ACADEMIC
RESEARCH
 Title Page- State the proponent’s name,
institution, the title of the project, and
date of submission.
 Introduction - A brief introduction and
review of relevant existing literature
published within the subject area and
identification of where the gaps in
knowledge are.
 SOP/Objectives- The overarching
research aim of your proposed study
and the objectives and/or questions you
will address to achieve this aim. Align all
of these with the problem statement,
i.e., Write each research question as a
clear response to addressing the
limitations and gaps identified from
previous literature. Also give a clear
description of your primary hypothesis.
 Abridged Methodology- The research
methodology you will use to capture
this data, including any specific
measurement or analysis equipment
and software you will use, and a
consideration of statistical tests to help
interpret the data.
- Include a statement of the significance
of the study, explaining why your
research is important and impactful.
 Reference- You should provide the list
of all sources like books, journals, and
other resources cited in your paper.
Writing Tips
 Try to be brief, concise, and clear. -
Concept papers should not be longer
than five pages.
 Be positive and definite- Instead of
saying an objective “may be
accomplished,” indicate that the
objective “will be accomplished” by a
certain time.
 Avoid requesting money for “planning”
unless that is the purpose of program-
Most funding agencies want to fund a
project that is beyond the planning
stage.
 Consider your audience- If your
concept paper is going to be reviewed
by scientists in your field, scientific
terms and technical jargon may be
acceptable.
 Only include budgetary information if
it is specifically requested (Support)- If
you are asked to provide specific
amounts, make sure that you work with
the office that will sponsor or fund to
develop your budget.
 Appearance is important- This concept
paper represents you! The type size
should be large enough to read easily,
and margins should be standard size.
Check for spelling errors before
submission.
 Attention to detail is important-
Number all pages. Place your
name/group name and date in the
header. Include your contact
information with the concept paper
(Contact).
 POSITION PAPER
 The primary goal of a position paper is
to declare a “position” on a certain
matter or an issue. Its secondary goal is
to convince or persuade others to take
that side of an issue.
 A position paper can be an essential
tool in bringing about societal change.
For example, if you do not agree with a
certain issue or rule, you can write a
position paper to reflect your point of
view.
 A position paper is a more complex
version of a persuasive essay.
 A persuasive essay is a position on a
certain issue, and it is presented in
paragraph forms. However, a position
paper is not an essay, but has various
parts just like the concept paper.
ISSUE CRITERIA
 Is it a real issue, with genuine
controversy and uncertainty?
 Can you identify at least two positions?
 Are you personally interested in
advocating one of these positions
 Is the scope of the issue narrow enough
to be manageable?
PARTS OF POSITION PAPER
INTRODUCTION
 START WITH A TOPIC SENTENCE THAT
ATTRACTS ATTENTION AND
SUMMARIZES THE ISSUE.
 INFORM THE READER OF YOUR POINT
OF VIEW.
 Analyze the source/quote: pull it apart
sentence by sentence and explain the
meaning of the source both in general
and more specific terms.
 Identify what perspective the
source/quote reflects.
 Explain your understanding of that
ideology (discuss key underlying beliefs
or political principles or economic
principles)
CLAIM
 Defines your paper's goals, direction,
scope, and exigence and is supported
by evidence, quotations,
argumentation, expert opinion,
statistics, and telling details.
 A claim must be argumentative. When
you make a claim, you are arguing for a
certain interpretation or understanding
of your subject.
COUNTERCLAIM
 It is the argument (or one of the
arguments) opposing your thesis
statement. In your thesis paragraph,
you make it clear to the reader exactly
what you plan on proving and how you
plan to go about proving it.
BODY PARAGRAPHS
 FOCUS ON THE THREE MAIN POINTS :
 GENERAL STATEMENT OF THE POSITION
 ELABORATION THAT REFERENCES
DOCUMENTS AND SOURCE DATA
 PAST EXPERIENCE AND AUTHORITATIVE
TESTIMONY
 Explain your first reason to support your
position
 Factual, relevant and accurate evidence
to prove your first argument
 Explain your second argument/reason
 Factual, relevant and accurate evidence
to prove your second argument
 Explain your third argument/reason
 Factual, relevant and accurate evidence
to prove your last argument
CONCLUSION
 SUMMARIZE, THEN CONCLUDE YOUR
ARGUMENT
 Restate your argument
 Provide a plan of action but do not
introduce new information
 The simplest and most basic conclusion
is one that restates the thesis in
different words and then discusses its
implications.
OPINION VS. ARGUABLE CLAIM
Opinion:
-Twinkies are delicious.
-I like dance music.
-I think Virginia Woolf is better than James your topic. It's an assertion about your topic,
Joyce. something you claim to be true.

-The governor is a bad man. Position paper outline:

Argument/Arguable claim: I. Introduction

-Twinkies taste better than other snack cakes A. Introduce the topic.
because of their texture, their creamy filling,
B. Provide background on the topic to explain
and their golden appearance.
why it is important.
-Dance music has become popular for reasons
C. Assert the thesis (your view of the issue).
that have nothing to do with the quality of the
music rather, the clear, fast beats respond to II. Counter Argument
the need of people on amphetamines to move,
and to move quickly. A. Summarize the counterclaims

-Virginia Woolf is a more effective writer than B. Provide supporting information for
James Joyce because she does not rely on counterclaims
elaborate language devices that ultimately C. Refute the counterclaims
confuse and alienate the reader.
D. Give evidence for argument
-The governor has continually done the
community a disservice by mishandling money. III. Your Argument
focusing on frivolous causes and failing to listen A. Assert point #1 of your claims
to his constituents.
1. Give your educated and informed opinion
What are the differences?
2. Provide support/proof using more than one
-An argument is supported by evidence, which source (preferably three)
can be debated/challenged. Opinion is
supported by more opinion (and ultimately you B. Assert point #2 of your claims
end up with something along the lines of "Well,
1. Give your educated and informed opinion
just because, okay?").
2. Provide support/proof using more than one
-A claim can be substantiated with research,
source (preferably three)
evidence, testimony, and academic reasoning.
C. Assert point #3 of your claims
-A claim is something more than statement and
support: an arguable claim also goes on to 1. Give your educated and informed opinion
address the "so what?" question, the
2. Provide support/proof using more than one
implications and why we should care in the first
source (preferably three)
place.
IV. Conclusion
-Remember that not all claims are created
equal, and though a claim may be arguable, the A. Restate your argument
best claims are focused, specific, complex,
B. Provide a plan of action but do not introduce
new information
• A thesis is a one- sentence statement about
LOGICAL FALLACIES
A flaw in thinking where something doesn't
make sense or 'doesn't follow' logically.
A way to trick others into believing that they
have a good argument.
Fallacies are defects that weaken arguments.
DIFFERENT LOGICAL FALLACIES:
Bandwagon
• Occurs when an argument is considered to be
valid because it is what the majority thinks
• known as appeal to the masses or appeal to
common belief fallacy
Examples:
If you're shopping for smartphones, go with the
iPhone 13. It's the bestselling phone right now;
the numbers don't lie.
It's okay to cheat on exams because everyone
does it.
Hasty generalization
Making assumptions about a whole group or
range of cases based on a sample that is
inadequate (usually because it is a typical or too
small).
Stereotypes about people ("librarians are shy
and smart," "wealthy people are snobs," etc.)
are a common example of the principle
underlying hasty generalization.
Examples:
• Illogical: Both of the published authors i know
have English degrees, so an English degree must
be key to getting your book published.
• Logical: Both of the published authors I know
have English degrees, so an English degree
seems to be a helpful assets for authors.
• At the orientation event for new students
majoring in English, you might notice that many
attendees are female and concluded that only
women major in English.
Slippery slope
• The arguer asserts that if we take even one
step onto the "slippery slope," we will end up
sliding all the way to the bottom; he or she
assumes we can't stop partway down the hill.
- If we ban computer shops, then
students will not be able to do research.
And if they do not have tools for
research, these students will fail their
subjects.
Argument to Man (Argumentum ad hominem)
• You attacked your opponent's character or
personal traits instead of engaging with their
argument.
• Ad hominem attacks can take the form of
overtly attacking somebody, or more subtly
casting doubt on their character or personal
attributes. The desired result of an ad hominem
attack is to undermine one's opponent without
actually having to engage with their argument
or present a compelling argument of one's own.
- I cannot accept your argument because,
unlike me, you were not educated at
Harvard University.
Appeal to Authority
• You used the opinion or position of an
authority figure, or institution of authority, in
place of an actual argument.
- Bill Gates, the co-founder of Microsoft,
recommends the effective fabric
 softening properties of Downy fabric Ctto: Andrea N. Cielo
softener.

Straw Man

• Occurs when the position of the opposition is

twisted so that it is easy to refute

• To misinterpret someone's argument to attack

it easily by oversimplifying, focusing on just one
part of the argument, taking it out of the
context or presenting extreme version of an
opposing argument as the mainstream version
of it

- Person 1: Because of thefts in our

building, i think we should add more
security cameras.
- Person 2: So you're saying you don't
trust your neighbors?

Sunk Cost Fallacy

• is the human tendency to stick with endeavors

in which we've already invested time, money or
resources even changing course would be the
more logical choice.

Examples:

• Choosing to finish a boring movie because you

already paid for the ticket

• Keeping an incompetent employee on staff

rather than replacing them because the
company has already invested tens of thousands
of dollars training them.

False Dilemma

• is a fallacy that misrepresents an issue by

presenting only two mutually exclusive options
rather than the full, nuanced range of options

• sometimes called the "either/or fallacy

• It presents a scenario with multiple options

and outcomes as a binary situation, often
presenting one option as the only "good"
choice.