USING CRITICAL READING

FOR THINKING AND

REASONING
Deborah Knott 2012 of New College Writing
Centre expressed in writing that as a reader,
you are not a passive participant, but an active
constructor of meaning. Exhibiting an
inquisitive, critical attitude towards what you
read will make anything you read richer and
more useful to you in your classes and in your
life.
WHAT IS CRITICAL
READING ?
Critical reading is dissecting a
reading material. It is the art of
asking oneself about the text, "Why
did it happen? How did it happen?
What should have been done
instead, or be done thereafter? etc."
Critical reading is dissecting a
reading material. It is the art of
asking oneself about the text, "Why
did it happen? How did it happen?
What should have been done
instead, or be done thereafter?
etc."
Once this process is practiced, any reader
gets used to read between and beyond the
lines. This scenario of critical reading trains a
reader to believe in his/ her capacity to think
beyond and later cultivate this value as it
ultimately engenders the critical thinking
skills of a reader.
Baraceros (2005) expressed that critical
reading is necessary for the students to
know how to examine critically what they
see, feel and read to be able to make good
judgement or decisions for the welfare of
their countrymen.
In addition, Anthony Shadid, journalist,
2012, articulated that to non-critical
readers, many texts offer the truth, the
whole truth, and nothing but the truth. To
the critical reader, any single text provides
but one portrayal of the facts, one
individual's "take" on the subject.
Likewise Kurland 2010. noted that to non
critical readers, texts provide facts. Readers
gain knowledge by memorizing the
statements within a text. Critical readers thus
recognize not only what a text says, but also
how that text portrays the subject matter.
They recognize the various ways in which
each and every text is the unique creation of
a unique author.
 According to him, there
are Three steps or modes of
analysis which are reflected
in three types of reading and
discussion:
 What a text says
restatement
(talks about the same
topic as the original text)
 What a text does
description
(discusses aspects of
discussion itself)
 What a text means
interpretation (analyzes
the text and asserts a
meaning for the text as a
whole)
TIPS OF BECOMING A
CRITICAL THINKER
Some Techniques to
Develop
1. Check and analyze
the title. Read further
A.Thinking how it is developed
and/or argued in the
It is the act of succeeding
constructing and statement.
deconstructing ideas in
both spoken and written
form based on a given
context.
2. Identify the aim of 3. Skim the reading
the text. Make initial material and give focus
arguments about its on the entire body.
context. Identify what might
have caused certain
issues/situations and
offer feasible solutions.
4. Make some relevant 5. Evaluate the reading
associations of the text to material. Ascertain if
your life. In the course of the entire text calls for
making connections, the
a debate and eventually
reader may either be
come up with a sound
sympathetic or apathetic
depending on the decision/judgeme-nt.
experiences he/she may
have had which are
relevant to the text.
B. Reasoning 1. Dare to read every
day. Citing relevant
It is the process of ideas of experts and
expressing ideas and authorities in reading
opinions as well as materials definitely
justifying a stand based help strengthen one's
on prior and existing
stance of an issue.
knowledge and
experiences needed to
arrive at a decision
2. Learn to focus to 3. Examine the pros
the main ideas and cons of your
(explicit or implied) argument / resolution.
and supporting This will help you
details mentioned in weave the flow of
the argument. your thoughts
presented.
4. Organize your 5. Note points for
thoughts. Arrange ideas improvement. After having
either in chronological justified an issue, recheck
order or by emphasis your stand based on your
(general to specific or power to convince the
vice versa.) Once reader/audience. Moreover,
organized, oral or written practice, practice so that
expression becomes you become conscious of
meaningful. becoming better every time
you reason out.
Evaluation Guide for Critical Reading
Elements for Evaluation:
Content

Explanation Guide:
This is the substance of the text. Are the
input/ideas present comprehensive- covering
the breadth and depth of the text? Is it
comprehensible? As a whole, is it appealing to
the readers?
Elements for Evaluation:
Objectivity

Explanation Guide:
This is the stand of the author about an
issue/article. Are facts presented? Does it
present both sides of the argument? Does the
author possess ethical and moral
consideration in his/her article?
Elements for Evaluation:
Significance

Explanation Guide:
This is the intention, the entire meaning and the
value of the issue/article to the reader's life. Can the
reader readily connect the issues to his/her life? Is it
open for interaction? How is it valuable to the
reader? Significance
USING CRITICAL READING
FOR THINKING AND
REASONING
Del Gandio J. 2008, said that a claim is an arguable statement
an idea that thetor (that is, a speaker or writer) asks an
audience to accept.

A claim is an opinion, idea, or assertion Here are three

different claims:

“I think we should have universal health care. I believe the

government is corrupt.”

A “We need a revolution.”

A claim
“These is make
claims an opinion,
sense,idea, or assertion
but they Here
need to be are three
teased out and
differeThese
backed claims and
up with evidence make sense, but they need to be
reasoning.”
 Campbell and Huxman define a claim as an
assertion. They stress how it is an inference beyond
the facts. In strategic discourse, a claim is a
statement we make to an audience with an
anticipation that they should agree with it.
 • It is a statement. A claim is discourse.
• It involves a speaker's awareness of an audience. The very
idea of a claim involves a about an audience.
• It deals with a search for agreement. The wish is that the
audience will agree with the statement.
• It involves anticipation. To anticipate the audience's
agreement means we look hopefully to it, but we are anxiou
that they may not give it.
• A claim thus forwards a statement that we worry the
audience will not agree to, but wish them to agree to.
Types of Claims
 A.Claim of Fact:
A claim asserts some empirical truth.
Something that can be determined by careful
observation of past, present, or future.
• Generally, the truth of the assertion will be
determined by events. But the speaker will offer
information or explanation that predicts or
characterizes the events.
Claims of fact are those we think about rightly as being
true or false. Of course, sometimes we cannot prove
something true or false, but we have to say "How likely
is it that it is true?" But the reasons we give are the
reasons we believe the statement is true or false.

Argument usually turns on strength of

evidence presented as reason for arguer's
belief in the claim
Claim of Fact:

Examples:
1.Research studies are conducted to improve human
condition.

2.Climate Change has already become an issue in the

country.

3.Success of teaching depends upon the creativity of

the teacher.
B. Claim of Judgment or Value:
A claim asserts a judgment of some sort.
• Look for key words that are a matter of judgment rather
than fact: good, well, kind, useful, desirable, etc.
• Speakers provide the reasoning for their judgment, but
ultimately, it is assent to the reasons rather than
comparison to fact that determines the agreement to the
claim.
• A claim is based on things we like or dislike. Thus it
deals with goals, with things we find attractive.
• Your feel for the argument by judgment or value has
to be different than that of fact. Disagreements over
values are not "wrong" in the sense that they are
inaccurate. Rather, they turn on what is important to
us and how the things that are important to us come
to bear on a situation.

• Argument usually turns on whether the underlying

value of the claim is accepted as a public good.
Claim of Value:

Examples:
1.Musical comedy is the best form of entertainment.

2.Staying with the family with a limited income is more

valuable than being away earning a lot.

3.Communication is better than computation.

 C. Action or Policy:
A claim asserts that an action should be taken.
• Be sensitive to calls that some action be taken.
• Look for key words "should" or "ought." These words may not
always be present, but if they are, actions are usually called for.
• Decisions about whether we should take an action or not are,
the most complex of arguments. They turn on many claims
about what happens if we do take an action or what happens if
we fail to act.
• Argument usually turns on whether the reasons for taking the
action outweigh the possible costs of taking the action.
Claim of Policy:

Examples:
1.Fetal tissue should be banned in any research
undertaking.

2.The government should continue to offer

scholarship programs especially to the poor but
bright students.

3.Gender equality needs to be strengthened in the

academe.
1: Proposition of Fact

Task:
Define
Discuss Its significance
Give examples

A proposition of fact, value and policy states whether

something is true or false. It is frequently verifiable, and
often takes a more objective approach. It draws on logical
inferences (Is/Is Not).
• Using the solar energy can help homeowners save
money.
• Neil Armstrong was the first man to step foot on
the moon.
• Death is inevitable.
• Stress causes health problems.
• Stories on super heroes teach the young the value of
courage and bravery.
2: Proposition of Value

Task:
Define
Discuss Its significance
Give examples

A proposition of value takes a more evaluative position. It

judges whether something is good/bad, right/wrong,
just/unjust, ethical/non-ethical, etc. Through it, we judge the
worth of something. (Good/Bad)
• The Philippines has the best human capital.
• Same sex marriage is immoral.
• The East is more value- oriented than the West.
• Those who are exposed to technology have greater
chances of attaining success in the workplace.
• Albert Einstein is the greatest scientist ever.
 Laws and public policy originate from propositions of value.

3: Proposition of Policy

Task:
Define
Discuss its significance
Give examples
• Schools should adopt a recycling program.
• Residences in the urban areas should provide
more parking spaces.
• Students should be trained to have savings
accounts.
• Euthanasia should be practiced especially by
the underdeveloped countries.
• Technology should be used in all office
transactions.