Critical Reading

Skills
Strategies for Effective Critical Reading

Aside from employing strategies, you have to read the text with
an open mind. From here, you can see how ideas are developed and
organized. Remember to think critically all throughout the reading
process and ask higher order questions whenever possible.
The statements in the text must also be evaluated. Examine the
facts and examples; try to check if there are gaps and inconsistencies.
Check for the accuracy and reliability of the sources and distinguish
facts from opinions. Aside from evaluating, look for what is not
presented as well. Based on all the facts presented, assess if the
conclusions are acceptable.
In addition, remember to evaluate the
credibility of the writer. Analyze the
motivation for writing the text by looking at
the writer’s sociopolitical, cultural,
economic, and personal situations.
Guide Questions for Critical Reading
Below are some general questions that will guide in reading critically.

 What is the writer’s perspective? Does he/she write from an outsider’s or insider’s perspective?
 What relevant information is excluded from the text?
 Do you agree with the writer?
 Is the writer objective and accurate?
 How would you describe the tone of the writer?
 Does the text contain fallacies? What are those?
 Are there assumptions made by the writer?
 Does the writer oversimplify complex ideas?
 Does the writer use reasonable generalizations and inferences?
Hypertext vs Intertext
An intertext refers to a work whose meaning is shaped by
referencing or calling to mind other texts. Basically, other
texts help add meaning to the current text. The reader gets
to understand the context of the piece through other texts
which parallel it in terms of plot, characters, premise, and
the like. In an intertextual work, the context is not given
immediately; only through the wealth of previous knowledge
and experience or further research will the reader be able to
understand the text. It can occur in either online or printed
media, but it is not limited to literature; it spans other media
such as movies, songs, and the like.
When we read, we try to make meaning of the material that
we are absorbing through many different processes.
Unintentionally, sometimes, we see patterns in the materials
that we are reading that are apparent in another text.
Theorists term this as intertextuality, as a literary device, "it is
the ‘complex interrelationship between a text and other texts
taken as fundamental to the creation and interpretation of the
text" (Merriam-Webster Dictionary, 2015). As readers, our
ability to create connections among various texts enhances
the meaning of the reading material.
An example of an intertextual work is CS Lewis’ The
Chronicles of Narnia: The Lion, The Witch, and the
Wardrobe. It alludes to the Bible, and some of the parts
parallel some scenes in the Bible (such as Edmund’s
betrayal and Aslan’s sacrifice vis-ὰ-vis Judas’ betrayal
and the crucifixion of Jesus).
 JK Rowling’s "Harry Potter Series" and JRR Tolkien’s "Lord of
the Rings Trilogy.“ JK Rowling’s "Harry Potter Series" share
similar events and even characters types similar to JRR
Tolkien’s "Lord of the Rings Trilogy". Both texts use wise
wizards as the protagonist’s mentor (Gandalf in LOTR and
Dumbledore in Harry Potter), this is an example of
intertextuality. As readers, we understand "Harry
Potter’s" journey more because of the individual
connections we can attribute to the "Lord of the Rings".
However, we do not need to read the "Lord of the Rings" to
understand "Harry Potter."
 An hypertext is characterized by the external links embedded in a
text by the writer. In a hypertext, the reader can read the text in a non-
linear way, because he is led to other links outside the main text. A
work in hypertext also enables the reader to arrive at the intended
interpretation, because he is led to where the author exactly wants him
to go. The context is taken through links or commentaries directly
connected to the text being read (i.e., definitions of some terms,
explanations of certain phenomena mentioned, direction to the next
part of the plot, etc.) It is given directly, since the author has already
provided the links and explanations to the reader in an online medium,
a hypertext is evident through embedded links of the author while in
printed media, it is seen as the commentaries and foot notes in the
margins.
 Hypertextuality allows readers to study a text in a
different manner. Typically, a text is written in a linear fashion.
This linear progression only enables the reader to read the
material the way the author designed it from beginning to
end. In a hypertext, pieces of information are connected
semantically. There is an undefined beginning, middle, and
end (Department of Education, 2013). Hypertext creates a
network of materials linked because of various connections
they share, this encourages and, at times, requires readers to
go through the material at their pace.
Hypertext allows readers to choose their way of
reading the text that speaks to them in the most
logical manner individually. This process removes
the burden of making meaning from the author to
the reader. As a reader, you are given the chance
to explore other parts of the text or even ideas
linked to the text without being told how and what
to read in a step-by-step process.
Example:
Philippa J. Burne’s wrote "24 Hours." This hypertext fiction presents a narrative, wherein,
readers are given clickable options that determine the dialog and action of the text. You may
determine the path the story may take depending on the choices that you make as the reader.
The girl hesitates, ‘Jess left.’

‘Oh.’

‘You a friend?’

‘Cousin.’

‘Didn’t even leave an address.’

She looks you up and down. ‘I suppose you’d better come in.’ You look up and down the
street and wonder whether you should just leave.

From "24 Hours" by Philippa J. Burne

Explanation:

The passage above gives the reader the option to click

the word ‘come in’ or ‘leave’. Clicking one of the words would
lead you to a different part of the story. These choices create
multiple beginnings and endings that are determined by the
choices made by the reader.
Types of Claims

To identify the claims, focus on the first and last

sentence of a paragraph. The details in each
paragraph will also guide you as to whether a text
supports or opposes a certain claim or argument.
Take note of the transitional devises used.
:Guide Questions for Claims
 Are the claims presented and supported by evidence?
 Are these pieces of evidence valid and sufficient?
 Are the pieces of evidence anecdotal or scientific? How
does this nature affect the overall credibility of the
text?
 Does the text have references? Are they reliable and
recent?
 How does the writer present facts and opinions?
Claim of Fact
It is an argument about a quantifiable topic. Note
that a claim of fact is not fact; it only asserts a
stand regarding a debatable topic. A well- argued
claim of fact clearly states the main argument and
defines vague and controversial terms. It is
supported with factual information such as
statistics, testimony, and observation.
Did it happen?
Does it exist?
Is it true?
Is it a fact?
Fact Claim

When you insist a paper was turned in on

time even if the professor cannot find it, or
that you were not exceeding the speed
limit when a police officer claims that you
were, you are making claims of fact.
Fact Claims
These are central to court room debate
since lawyers argue about what happened
in order to prove innocence or guilt.
Historians also argue about what
happened as they sort through historical
evidence to try to establish historical fact.
Fact Claims:
 Women are as effective as men in combat.
 The ozone layer is becoming depleted.
 Increasing population threatens the
environment.
 Bigfoot exists in remote areas.
 Men need women to civilize them.
Fact Claims
Note that all these claims are statements
of fact, but not everyone would agree with
them.
They are all controversial.
The facts in these claims need to be proved
as either absolutely or probably true in
order to be acceptable to an audience.
Claim of value
It argues whether something is good or bad. It is based on
judgment and evaluation on a philosophical, aesthetic, or moral
standpoint. However, note that it is not merely a statement of
subjective judgment; a claim of value is also assessed based on
accurate information.
A well defended claim of value may assert that the value being
defended will produce good results, as long as it backed up by
reliable information. A text with a good claim of value cites experts
on the field who support the claim to make more effective.
Moreover, a claim of value draws on real-world examples and
illustrations to make the abstract values clear.
 Is it good or bad?
 How bad?
 How good?
 Of what worth is it?
 Is it moral or immoral?
 Who thinks so?
 What do those people value?
 What values or criteria should I use to determine
its goodness or badness?
When you claim that sororities and
fraternities are the best extracurricular
organizations for college students to join,
you are making a claim of value.
Claims of value, as their name implies, aim
at establishing whether the item being
discussed is either good or bad, valuable or
not valuable, desirable or not desirable.
Value Claims
 When you claim that sororities and fraternities are the
best extracurricular organizations for college students
to join, you are making a claim of value.
 Claims of value, as their name implies, aim at
establishing whether the item being discussed is either
good or bad, valuable or not valuable, desirable or not
desirable.
Value Claims

It is often necessary to establish criteria for

goodness or badness in these arguments
and then to apply them to the subject to
show why something should be regarded
as either good or bad.
Value Claims: Examples
 Public school are better than private schools
 Science Fiction novels are more interesting to
read than romance novels
 Dogs make the best pets
 Mercy Killing is immoral
 Computers are a valuable addition to modern
society
Value Claims: Examples

Viewing television is a wasteful activity

Contributions of homemakers are as
valuable as those of professional
women
Animal rights are as important as
human rights
Claim of Policy
It is an argument which asserts the implementation of
a certain policy. This is driven by the need to present a
solution to problems that have arisen; sometimes it is
given as a response to claims of fact. It generally states
solutions and plans that are procedural and organized.
A claim of policy also incorporates judgment coupled
with supporting information.
Claims of Policy:
 What should we do about it?
 How should we act?
 What should our future policy be?
 How can we solve this problem?
 What concrete course of action should we
pursue to solve the problem?
Policy Claims
 When you claim that all new students should
attend orientation or that all students who
graduate should participate in graduation
ceremonies, you are making claims of policy.
 A claim of policy often describes a problem and
then suggests ways to solve it.
Policy Claims: Examples
 We should stop spending so much on prisons and start spending
more on education
 Children in low-income families should receive medical insurance
from the government
 Social security should be distributed on the basis of need rather
than as an entitlement
 Every person in the United States should have access to health
care
 Film-makers and recording groups should make objectionable
language and subject matter known to prospective consumers
When reading texts critically, it is imperative that you identify the type of claims