Critical Reading as Looking

for Ways of Thinking

Explicit and Implicit
Claims in a Text
 Critical Thinking
• Advancing your understanding and not dismissing
• Involves being open-minded
• Being able to organize your thoughts
• Having prior knowledge
Components of Critical Thinking
Man
Fact
Vs. Cause and
Vs.
Supporting Effect
Opinion
Details

Compare
Summary Sequence and
Contrast

Problem-
Interference Conclusion
Solution
1. Getting the main idea = a paragraph are sticking together into a unified idea. Among the sentences in each
paragraph is a key sentence that carries the topic or main idea.
2. Summarizing = Recall all pertinent information and think of how to compact them all in a summary This is
incorporating all important ideas, and basically is guided by 5W1H questions.
3. Inferring = There are some ways to infer, such as stating the implication, prediction, generalization, and
conclusion. The reader can use excellent analytical and critical skills to infer based on the facts and information
written in the text.
4. Drawing conclusions = It is based on sound specific details cited from the text. These generalizations are
interpretations and analysis sourced out with care. Conclusion may be a part of the process of interference.
5. Analyzing sequence = The order of arrangement of events present in the text meaning chronologically
followed by the critical reader if the facts use the scheme. Some transitional devices are commonly used in
indicating sequence of events suchlike simultaneously, meanwhile, eventually, then and later.
6. Determining fact versus opinion = Always determine the reliability of the source. Fact contains actual
occurrence or actual existence. An opinion on the other hand, is made of point of view, belief, or judgment.
Facts are constant while opinions differ depending on the point of view. An opinion may be supported by facts
but cannot be proven. A fact can be proven with supporting information.
7. Understanding cause and effect = An understanding of the cause and effect in a text will aid the reader to
know the precedence of results and consequences of cause.
8. Comparing and contrasting = It allows for an extent of understanding of similarities (inside the common
area) and differences (describes the concept or idea).
9. Identifying the problem and solution = Discussing complex issues needs careful evaluation. For a critical
reader, the text will mean treasury of an ideas and as he decodes the information from the text, he identifies an
evident solution to the problem.
 Reading
• takes you to some point of thinking
• interpreting a text
 Simple Reading vs. Critical Reading
Simple Reading Critical Reading
• involves identifying and • presents a reasoned argument that
recognizing a text evaluates and analyzes what you
• you simply understood the have read
meaning of the word and enacted • involves reflecting on what the
it after reading text describes and analyzing what
the text means
 Definition
Simple Reading
• Gives the basic definition of a text
• Central idea is the message being
imparted
• Recognizes what a text says
• The reader absorbs and understands
Critical Reading
• Reflects on what a text does by
making a judgment
• Its goal is to recognize the
author’s purpose in writing,
understand the tone, and to
recognize bias in the text
 Simple Reading vs. Critical Reading
Simple Reading
Gives the basic definition of a text
Central idea is the message being imparted
Recognizes what a text says
The reader absorbs and understands
Critical Reading
Reflects on what a text does by making a
judgment
Its goal is to recognize the author’s purpose in
writing, understand the tone, and to recognize
bias in the text
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
 Explicit vs. Implicit
Explicit
• Latin word “explitus” – to unfold
• obvious and apparent; clearly
stated
• There is no need to look for clues,
just read. If the information is
written then it is explicit.
Implicit
• Latin Word “implicitus” – to
entwine
• implied or suggested; not clearly
stated
• It is understood but not stated,
you have to look for clues.
 Example
The coach blew his whistle and told the team to pack it up. Practice was over.
Little Michael asked his coach to please leave the lights in the gym on so he
could stay a little longer. He stayed for another two hours practicing his
shooting and dribbling. What information below is a good example of implicit
information?
A. Michael is afraid of the dark
B. Michael was a dedicated athlete
C. Michael was scared to go home
D. Michael wanted to be a doctor
 Example
Amber wants to buy a new smart phone but she doesn't have the
money. Which question from the list below would be considered
explicit?
A. Why does she need a new phone?
B. Why can't Amber buy the smart phone?
C. How is Amber going to raise the money?
D. Where does she plan to buy the phone?
 Claims in a Text
Claim of Facts
• something that is true or untrue; often procedural and organized plans
• specific as time, place, people
Claim of Value
• involves judgments, appraisals, and evaluations
Claim of Policies
• solution or series of question in response to the claim of fact

Claim of Facts
• Columbus’s contemporaries
thought the earth was flat.
• Smoking causes cancer.
• People can reduce the
severity of depression by
increasing their sunlight
exposure each day.
• Gun control leads to fewer
accidental deaths.
Examples
Claim of Value Claim of Policies
• Soccer is boring. • Voluntary prayer should be
permitted in public schools.
• Smoking is unhealthy.
• Cell phones are valuable and • Smoking should be
prohibited in public places.
perhaps even necessary.
• Your new house is beautiful. • Cell phones should not be
used while driving.
• The interest rates for credit
cards should be lower.
Content of Text
Development
 Context
1. Text
• The reader’s understanding relies in the words and language used to tell the story or express
thoughts

2. Reader’s context
• The reader takes the gist of a line or passage and understands the context of a text based on
his comprehension skills

3. Author’s context
• This may include circumstances before or during the author’s writing. It involves his
background, age, genre and his reasons for writing. This may also include his varied
influences or lifestyle, or his culture or culture-free intentions of producing a reading matter
 Context in which a Text is Developed
Writing = A dynamic process that is contextual and works as a
continuum. An author or a writer is doer of the writing process and who
will conceive a text. Variety in text takes place because of loads of
information gathered by the writer.
Grammar = is the set of rules on how to use the words in writing and
composing sentences
Vocabulary = is the ownership of words and number of terms you know
Semantics = is about the meanings or relationship of meanings
 Hypotext and Hypertext
Hypotext
• It is an earlier text which serves as the source of a subsequent
piece of literature
Hypertext
• It is a text derived from the hypotext wherein the hypertext evokes
hypotext without directly stating it.
Hypotext Critical Reading
Beauty and the Beast The Tiger’s Bride
Robinson Crusoe Vendredi Ou les Limbres du
Pacifique
Odyssey Ulysses
Land of the Flies Bible
 Hypertext and Intertext
Intertext
• It creates an interrelationship between texts and generates
understanding in separate works.
Hypertext
• It is the sequencing of links. A user may browse through the
sections of text, jumping from one text to another. This permits
the reader to choose a path through the text according to his
interests.
 Forms of Intertext
1. Parody. It makes light of the situation. This should not just be a simple imitation, but
should be another work transformed
2. Imitation. It shows another work with the same likeness. The imitations are obvious
because the spelling is slightly off but the similarity is so strong.
3. Pastiche. Almost the same with parody but instead of making fun of the original, it
pays respect to the original. It shows an eccentric style but differs from allusion.
4. Transposition. The change of order, shift in place, or alteration. On the internet,
literature has become available as transpositions. Not only helps but also teaches the
reader.
5. Continuation. A work that is a sequel to another work. If there is a source, it can be
made into a sequel of something.
 Hypertext
For instance, if you are reading an article about marine mammal
bioacoustics, you may be interested in seeing a picture of a dolphin. Or
you may want to hear the sound it makes (~80K). Or you may even be
interested in seeing
what a marine mammal sound "looks like" in a spectrogram. You might
even want to find out more about sounds made by other animals in the sea
, thus leading you on a completely different, detailed path.
 Relationship of Texts
1. Obligatory intertextuality. You are obliged to read hypotext
before you can fully comprehend the hypertext.
2. Optional intertextuality. The text might have a slight
connection to the hypertext but you may not read the hypotext
to comprehend it.
3. Accidental intertextuality. The reader connects the text with
another text, culture practice or a personal experience, without
there being any tangible connection to the hypotext.
 Intertext and Intratext
Intertext
• It is like layers of context piled up on top of the other as the
text is being used , written, or read. Uses other works to
create a new text with the same idea.
Intratext
• It indicates the reference within the work. It is the internal
relations within the text.
 Example
Intertext
Five score years ago, a great American, in whose symbolic shadow we
stand today, signed the Emancipation Proclamation. This momentous decree
came as a great beacon light of hope to millions of Negro slaves who had been
seared in the flames of withering injustice. It came as a joyous daybreak to end
the long night of their captivity. – Martin Luther King Jr. “I Have a Dream”
Four score and seven years ago our fathers brought forth on this
continent, a new nation, conceived in Liberty, and dedicated to the proposition
that all men are created equal. – Abraham Lincoln “Gettysburg Address”
 Example
Intratext
A book in mathematics which discusses rational algebraic
expressions become the reference on an earlier explanation of
exponents and operations on fractions. The must be present
during the discussion to understand the analysis of this
mathematical concept.
 Plagiarism
• It is considered as literary theft for it involves copying some
portions from a work of another author without due
acknowledgement.
• It does not have to be word-for-word, once you copy someone’s
ideas, paraphrase or simply change the words used in an existing
text, it is called plagiarizing.
• You must give credit to the source of idea so that it would not
be considered as plagiarizing.
 Example
The original text
" There is a strong market demand for eco-tourism in Australia. Its rich and
diverse natural heritage ensures Australia's capacity to attract international ecotourists and
gives Australia a comparative advantage in the highly competitive tourism industry."
(Weaver, D. (Ed.) 2000, The encyclopedia of ecotourism, New York: CABI Publishing: p.
143).
The plagiarized text
There is a high market demand for eco-tourism in Australia. Australia has
a comparative advantage in the highly competitive tourism industry due to
its rich and varied natural heritage which ensures Australia's capacity to attract
international ecotourists.
Reading Techniques
1. Rapid Reading
= aims to locate specific information or main ideas
in a very short span of time
a. Skimming. Getting an overview of the
paragraph and its main idea by reading through the
text in a span of time.
 Skimming Techniques
i. Use your finger as guide when reading across the
line.
ii. Focus more on the first and the last sentences of
each paragraph; they usually contain the main
idea of the text.
1. Rapid Reading
b. Locating the main idea. It involves the identification
of the central message of a reading selection.
Main idea is usually found in either the first and the
last sentences of a paragraph; but it may also appear in the
middle or may simply be implied and not stated in the
text.
To determine the main idea, study the levels of ideas
in a paragraph.
Levels of Idea in a Paragraph
Levels of Ideas in a
Paragraph

MAIN IDEA
Major details Directly support the main idea
Minor details
Directly support the major
detail
 Techniques in Locating the Main idea

i. Identify the topic or the subject of a text.

ii. Take note of the transitional devices such as thus,
therefore, to conclude, and to sum up, as they may
signal the main idea.
iii. Validate your identified main idea by analyzing if
all supporting details directly or indirectly support
it.
1. Rapid Reading
c. Scanning. It is a quick evaluating strategy
which aims to get an specific information form a
given text.
 Scanning Techniques
i. Be clear with the information that you need. Check if
you are looking for a date, figure, person, place or
event, and then focus on the specific information.
ii. Avoid reading every word; focus on what you need to
do.
iii. Relax your eyes as you move them across the lines
rapidly.
2. Previewing
= is a skill wherein a reader looks over a material and
focuses on the relevant information.
Effective previewing involves clarifying the
purpose, reading the title and headings, and checking the
illustration and other visuals. Browsing, or inspecting
unhurriedly, the table of contents, introduction or
summary, is also a previewing technique.
3. Literal Reading
a. Summarizing. Also called paraphrasing. It
involves retaining ideas from the original text. .
Paraphrasing is done to simplify a complicated text.
 Summarizing Techniques
i. Do not change the original thought of the text,
change the way it is conveyed.
ii. Do not confuse it with a summary. Focus on
details, not on the main idea alone.
iii. As with summarizing, ensure accuracy by
comparing the original and the paraphrased text.
4. Inferential Reading
= refers to the process of deducing facts and ideas not
directly expressed in text. Also known as “reading
between the lines”. These are the ideas drawn based on
the information stated on the text.
Along with the evidence in the text, prior
knowledge, as well as personal beliefs, are also used as
bases in making an inference.
5. Critical Reading
= refers to the close and thorough evaluation of the
claims in the text in terms of relevance, validity and
logic.
This skill includes distinguishing facts from
opinions and detecting logical fallacies.
 Types of Reading
Ryan reads a long text to Karen reads her favorite
improve his reading book, To Kill a Mocking
comprehension skills. Bird, to relax after a
long day.
Developmental Pleasure Reading
Reading
a systematic instruction a passive type of reading;
which aims to develop the primarily aims to provide
students’ reading skills enjoyment and
entertainment
Felipe reads a college Francis reads a
application form to pronunciation chart
understand how to fill it with his teacher to help
out. him correct his
pronunciation of
diphthongs.
Functional Reading Remedial Reading
designed to help students aims to correct the effects
learn basic functional of poor teaching and poor
reading ability learning