1

Lesson 3: CRITICAL READING

Desired Learning Outcomes

After engaging in each topic, students should have:

recognized the writer purpose;
identified the tone and persuasive elements and;
recognized biases;

Topics

Topic 1: Identifying Explicit and Implicit Claims

Topic 2: Formulating Evaluative Statements
Topic 3: Determining Textual Evidence

Critical reading involves recognizing the

GUIDE QUESTIONS FOR CRITICAL READING
writer purpose, identifying the tone and persuasive
 What is the writer’s perspective?
elements, and recognizing biases. Italso provides high  What relevant information is
reflective skills which allow you to stand back and look excluded from the text?
 Do you agree with the writer? Why
at the text from different frame of reference. Critical or why not?
reading asa skill lends you the ability to determine and  Is the writer objective and
accurate?
evaluate how a text presents arguments in logical and
 How would you describe the tone
objective manner. Without this, a reader may just be of the writer?
 Does the text challenge your own
an intellectual slave of a flawed and biased claims.
values and beliefs?
There are three types or modes of analysis:  Does the text contain fallacies?
What are those?
What a text says Restatement (talks about  Are there assumptions made by the
the same topic as the writer?
original text)  Does the writer oversimplify
What a text does Description (discusses complex ideas?
aspects of discussion  Does the writer use reasonable
itself)
generalizations and inferences?
What a text Interpretation (analyzes
-Jessie S. Barrot, PhD (2016)
means the text and asserts a
meaning for the text as a
whole)

LOGIC (LECTURE COMPILATION) RHEA E. MANGUBAT


CRITICAL READING AS LOOKING
FOR WAYS OF THINKING AND REASONING
Topic 1: IDENTIFYING EXPLICIT and IMPLICIT CLAIMS
Claim is an arguable statement—an
inference beyond the facts—that works with
contingency or question of whether the audience
will agree or not. Dogmatic, it is, since it could be
an opinion which seems to be true.
LOGIC (LECTURE COMPILATION)
2
Read more about Critical Reading
and Reading Strategy on
https://www.skillsyouneed.com/lea
rn/critical-reading.html
https://vwcceng111.pressbooks.co
m/chapter/chapter-1-critical-
reading/.
GUIDE QUESTIONS FOR CLAIMS:
Are the claims presented in the text
supported by evidence?
Are these pieces of evidence valid and
sufficient?
Are the pieces of evidence anecdotal or
scientific? How does this nature affect
overall credibility of the text?
Does the text have references? Are they
reliable and recent?
How does the writer present facts or
opinions?
RHEA E. MANGUBAT
 3

Claim of fact: It is not a fact, as you cannot easily check

This is six.
whether the idea is indeed a universally accepted or inevitable fact
because there are other evidence and arguments which disagree with
it. It is usually determined by careful observation of past, present, and
future events. Simply put, this is debatable. It could be true or false
No! This is nine.
depending on the frame of reference.
Claim of value: It uses key words that depict judgmentrather than fact. It often claims acceptance
based on public good and interest.
Claim of policy: It often uses words that call for action such as “ought”, “should”, or “must. It could
also claim about what will happen if we fail toact or if we do the action.

Topic 2: FORMULATING EVALUATIVE STATEMENTS

In the philosophy of language and ethics, some

philosophers suggest that we distinguish between two
kinds of meaning of expressions: descriptive and evaluative.

The evaluative
statements cover three
components ofattitude
(cognitive, affective, and
behavioral).

According to him, attitudes are evaluative statements which could either be favorable or
unfavorable as they reflect how an individual feels about something.
The following will help you formulate evaluative statements: Judgment
Evidence
Examine the entire text. Scan the part you find
Evaluative
significant. Jot down notes/ reasons what made it Statement

significant.
Trace reliable evidence to support your views and
feelings.
Have a copy of strengths and weaknesses. Once organized, counter check the statements.
LOGIC (LECTURE COMPILATION) RHEA E. MANGUBAT
 4

Evaluate whether or not your output covers the essential elements and is worthy for
sharing with the other readers. Ensure that the statements are clear and robust by showing how
judgments have been reached.
Look back and reflect on the activity you have just accomplished.

2 3

4 Using
1 Be clear about where Evaluative
there are genuine
Statements
strengths, rather Show the impact
of both strengths
toDefine
thannormal features
whichwould be and weaknesses— Strengths
expected in any if surveys and and
provider. reviewsare
Compliane to undertaken to
statutoryor assess
contractual effectiveness,how
are the results
acted on? If there
is a shortcoming,

(Source: http://learning.gov.eales/docs/learningwales/publications/090727-evaluative-statements-
en.pdf)

Unclear Statements Missing Details Clear Statements

Learner attainmentis
consistently high.
The effectiveness of
support services is
regularly reviewed.
Facilities for learners on
somesites could be
improved.
Which learners?
How high is the attainmentrate? above national comparators (65%
How does it compare to sector
benchmarks or the provider’s
own targets?
How often?
What happens to the results of
the reviews?
Which facilities?
Which sites?
How serious is the problem?
What is the impact?
Full time learner attainment is well-
against a sector average of 54%
The effectiveness of support services is
reviewed on a termlybasis and the
outcomes are reported to the governing
body.
There is no on-site resource centerfor
learners at Low Street site; this makes it
difficult for these learnersto access
books, periodicals and computers, and
therefore to complete their coursework
on time.

Arrangements for Which areas of performance? Standardized management information

reporting on What arrangements need tobe on learner recruitment, retention and
performance are developed? attainment are produced at programme
underdeveloped. What is the impact? level, but not for individual courses.

LOGIC (LECTURE COMPILATION) RHEA E. MANGUBAT

 5

Topic 3: DETERMINING TEXTUAL EVIDENCE

Evaluating statements often leads readers on asserting his/ her points. Assertion about the
content is helpful in order to get to the central thought of the text and be consistent with the claim.
These assertions are usually based on his/ her knowledge, experiences as well as values. Thus, in
the process of reading, readers may vary in their assertion.

Another very important feature in analyzing an assertion is to

break it into components—claims and counterclaims. Usually claims in
text precede counterclaim. Common belief, oftentimes considered a fact,
is presented. As the supporting pieces of evidence are provided, somehow
counterclaims are used to prove otherwise. These claims and
counterclaims can lead to a more comprehensible written discourse.

Claim and Counterclaim

Claim: A claim is the central argument of the text. It can also be called a thesis, a proposition, or if
there is only one—simply “the argument”.
Counterclaim: A counterclaim provides an opposing viewpoint to the central claim.

LOGIC (LECTURE COMPILATION) RHEA E. MANGUBAT

 6

Claim: One of the ways in which ordinary Counterclaim: However, in a recent survey of
people can prevent gingivitis is by gargling American dentists, some questioned the use
twice daily with a dentist-approved of mouthwash as a tactic to prevent
mouthwash. gingivitis.

One should also know the difference between the fact and opinion. Facts are generally
established truths, easily verified, and do not easily change from one situation to another. Opinion,
on the other hand, are more subjective and may express certain views and beliefs. When looking at
opinions, be aware of bias or the personal views of the person presenting it.
Biases are not necessarily errors in reasoning, but refer to tendencies or influences which affect
the views of people.
Bias Description Example
Correspondence tendency to judge a person’s “These soldiers who fought in the
Bias or Attribution personality by his or her war are all bloodthirsty
Effect actions, without regard for murderers!”
external factors or influences
Confirmation Bias tendency to look for and readily “How can I accept his view that
accept information which fits there is no God? I am a
with one’s own beliefs or views Christian!”
and to reject ideas or views that
goes against it
Framing focusing on a certain aspect of a “Preliminary evidence have still
problem while while ignoring not pointed out the actual cause
other aspects of the plane crash, but
investigators are currently
focusing on the possibility of
pilot error.”
Hindsight the tendency to past events as “Magellan’s assault on Mactan
predictable, or to ascribe a Island was a foolhardly venture,
pattern to historical events made by an overconfident,
careless man who
underestimated the valor of the
native Filipinos."
Conflict of Interest a person or group is connected “As the daughter of the accused,
to or has a vested interest in I believe I have the right to
the issue being discussed express my opinion on the issue
of his alleged corrupt
practices.”
Cultural Bias analyzing an event or issue “I do not agree with this
based on one’s cultural Western practice of placing
standards aged parents in retirement
home. We, Filipinos, take care of
our family members.”

LOGIC (LECTURE COMPILATION) RHEA E. MANGUBAT