Reading and Writing Skills

Second Quarter Lessons

Lesson 1: Critical Reading as Looking for Ways of Thinking

Simple Reading- involves identifying and recognizing the meaning of a text

-It gives the basic definition of a text.
-Its central idea is the message
-being imparted.
-It recognizes what a text says

Critical Reading- is a more advanced form and a higher level of reading

- After recognizing what a text says, it reflects on what the text does by making
judgment.
- Its certain goal is to recognize the author’s purpose in writing the material,
understand the tone and persuasive elements in it, and to recognize bias in
the text
- It recognizes what a text says, reflects on what the text does, and infers on
what the text means.

Example: Interpret the lyrics through simple and critical reading.

“…I don’t need a whole lot of anything. I just need a little bit of everything.”

Critical Reading- is a type of reading whereby the reader analyzes and interpret the reading
material to know if it presents logical ideas and connection of ideas.

Critical Reading=Critical Thinking

Critical Thinking - involves a series of complex thought processes which allows you to make reasoned
judgments, assess the way you think, and solve problems effectively

Components of Critical Thinking

1. Getting the main idea - involves identifying the general idea in a text which may
be explicitly or implicitly stated
*Main idea is usually found in the beginning, middle, or end of the text.
2. Summarizing- includes recalling all pertinent information and thinking how to compact them
all in a summary
*Incorporate all important ideas and be guided by the WH questions.
 3. Inferring- is a process used by a reader to understand an idea that the author does not
state explicitly
- is done by combining the reader’s knowledge and background with details and clues
stated by the author
4. Drawing conclusions- figuring out much more than what an author says directly
usually done after reading the whole text
5. Analyzing sequence- considers the order of arrangement of events present in the text
6. Determining fact from opinion –
Fact – is an idea that is already proven or is obviously true
Opinion – is an unverified idea; it may or may not prove to be true
7. Comparing and Contrasting-
Comparing is determining how things are the same
Contrasting is determining how things are different.
8. Understanding cause and effect- involves identifying the event that causes another event
9. Identifying the problem and solution- involves discussing complex issues and identifying
the solution

A. Explicit and Implicit Claims in a Text

Explicit – obvious and apparent directly stated

Implicit - not expressed clearly; only suggested; indirectly stated

Picture Analysis:

Recognizing the Explicit: Explicit information is any idea that is stated. With explicit information,
you see the text explained! Since you are looking for explicit information in what is read, the
explicit information will be written in the text. There is no need to look for clues. Just read. If the
information is written it is explicit.

Processing the Implicit: Implicit information is understood but it is not stated. To find implicit
information in what is read, you will have to think about what you read. Look for clues as you
read.Implicit information is not written.
Let Sum It Up!

Explicit information is any idea that is stated.

Implicit information is understood but it is not stated. Implicit information is using what is read to
make an inference.

B. Types of Claims

A claim persuades, argues, convinces, proves, or provocatively suggests something to a reader who
may or may not initially agree with you.

Types of Claims

1. Claim of Fact
2. Claim of Value
3. Claim of Policy

1. Claim of Fact - Asserts that the condition has existed, exists or will exist.

- To support use – factual evidence, that is sufficient, reliable and appropriate.

Examples:

Philippines is part of Southeast Asia.

Teens who engage in promiscuous, unprotected sex will develop STDs, become pregnant and/ or
contract AIDS.

2. Claim of Value - Makes a judgment : expresses approval or disapproval about something;

attempts to show that something is wrong or right, moral/ immoral, beautiful or ugly.

- To support use- you must establish standards that you are using to measure the beauty or morality
of your topic.

Examples:

Homosexuality is immoral because it violates religious, societal and biological standards.

Monet’s art is more beautiful than Picasso’s because of its use of soft color, uplifting subject matter
and unique techniques.

3. Claim of Policy - Argues that something should or should not be done, believed, banned; argues
for a course of action.

- To support- you must first convince the audience that a problem exists and then prove that your
policy will fix it.

Examples:

The death penalty should be abolished because it does nothing to prevent murder.

Legislation should be passed to stop the sale of cigarettes.

Let’s Try It!

1. Teachers should be given an increase in their salary.

2. The hunting of animals is a barbaric practice.
3. Global warming is a threat to people living here on Earth.
4. It is immoral to participate in non-violent strikes in the streets.
5. The age at which people can get a driver’s license must be raised to 21.
6. Increasing population threatens the environment.

Lesson 2: Context of Text Development

Context: is defined as the social, cultural, political, historical, and other related circumstances that
surround the text and form the terms from which it can be better understood and evaluated.

a. Intertextuality is the complex connections between a text and various reading materials
that add to the meaning and analysis of the text being read.
-It is a powerful writing tool in which a text gain layers of meaning through citation and
referencing of other texts usually used by writers and poets.
-The use of this device shapes meaning of a text in the light of another text, thus, creating a
new meaning, influence and interpretation.

When to use intertextuality:

When you want to pay homage to a great author or writer.
When you want to spoof or make a parody.
When you cite the sources of your reference in your arguments.

Examples:

The bible - New Testament quote passages from the Old Testament.
Adopted films- Any filmatic adaptation which has been influenced by an original literary text.
Parody- if take whatever is silly or humorous about a certain literary piece and exaggerate it.

As readers, our ability to create connections among various texts enhances the meaning of
the reading material.

Example:
 The Lion, the Witch, and the Wardrobe by C.S. Lewis

In this case, C.S. Lewis adapts the Christ’s crucifixion in his fantasy novel, The Lion, the Witch
and the Wardrobe. He, very shrewdly, weaves together the religious and entertainment
themes for a children book. Lewis uses an important event from The New Testament and
transforms into a story about redemption. In doing so, he uses Edmund, a character that
betrays his savior, Aslan, to suffer. Generally, the motive of this theme is to introduce other
themes such as evil actions, losing innocence and redemption.

b. Hypertext –
A literary device used in linking text to another text.
A non-linear way to present information and is usually accomplished using “links”.
Very common in online writings.
It help readers get informed about a particular word, name, or concept in the text that may
be not familiar.
Hypermedia- Text and documents are incorporated to other forms of multimedia such as
pictures, sounds, and videos that could stimulate more senses.

Example:
Lesson 3: Critical Reading as Reasoning

According to Merriam-Webster Dictionary, reasoning is an act of giving statements for justification

and explanation. It is the ability of someone to defend something by giving out reasons.

1. Formulating Evaluative Statements

Evaluative Statement:
It is a way of giving a better explanation to show the strength and the weaknesses of
something through writing.
It presents a value judgment based on a set of criteria.
It is used in giving a sound judgement – a judgment that can be backed up or supported by
valid reasons or proofs.
It is the writer’s way of explaining why a strength is a strength and a weakness a weakness
based on the evidences gathered.

How to formulate Evaluative Statement?

Evaluative statements about a text are formulated after having read the text carefully and
critically, grasping the essence of the text and checking for possible fallacies in the argument.
The formulation of the evaluative statements is done in the same way you do any other writing
except that the statement is about your judgement of the text’s content and property.

You may compose your evaluative statements in two steps:

Formulating Assertions about the Content and the Properties of a text Read
Formulating a meaningful counterclaim in response to a claim made in the text read

a. FORMULATING ASSERTIONS ABOUT THE CONTENT AND THE PROPERTIES OF A TEXT READ
In this step, you have to examine which ideas are facts or opinions, make inferences or
conclusions, and assess the overall quality of the text. This assertions usually contain evaluative
languages such as useful, significant, important, insightful, detailed, up-to- date,
comprehensive, practical, etc.
 b. FORMULATING A MEANINGFUL COUNTERCLAIM IN RESPONSE TO A CLAIM MADE IN THE
TEXT READ

Counterclaim is the opposition you make about the claim of a writer.

You must recognize the value of hedges when you state your counterclaims.

A hedge is a word or phrase that minimizes negative impact of a criticism.

When you are presenting your counterclaim, you are providing criticism since you are stating
that the claim is not true. Hedge is used to give a courteous tome in your writing.

Hedges could come in different forms such as :

Modals – may, could, would, etc.
Frequency adverbs – usually, generally, commonly
Probability adverbs – probably, possibly, presumably

Example:
Obesity is caused by the bad food choices being offered by the food industry.

Obesity is probably caused by the bad food choices being offered by the food industry.

2. Determining Textual Evidence

What is Assertion?

- Is a stylistic approach or technique involving a strong declaration, a forceful or confident and

positive statement regarding a belief or a fact.

Often, it is without a proof or any support.

Its purpose is to express ideas or feelings directly, for instance, “I have put my every effort to
complete this task today.”

Types of Assertion:

1. Basic Assertion

2. Emphatic Assertion

3. Escalating Assertion

4. Language Assertion

Basic Assertion:

Simple and straightforward statement for expressing feelings, opinions and beliefs such as:

“I wish I could have express this idea earlier because now, someone else has taken the credit.”

“ Excuse me, first I want to finish my work thn shall go with you.”
Emphatic Assertion:

Conveys sympathy to someone and usually has two parts.

First, encompasses the recognition of the feelings or situations of the other person,

Second, follows a statement that shows support for other person’s rights such as:

“I understand you are busy, and me too, but it is difficult for me to finish this project on my own. So,
I want you to help me in completing this project.”

I know this is making you angry and frustrated because you could not get response yet. But I can
help you by giving you an estimate of how long it might take.

Escalating Assertion:

It occurs when someone is not able to give response to basic assertions of a person and, therefore,
that person becomes firm about him or her such as:

“If you do not finish this work at 6:00 tonight, I would better take the services of another worker.”

:I really want to finish this point before you start yours.”

Language Assertion:

It involves “I” language and is useful for expressing negative feelings.

Nevertheless, it construuctively lays emphasis on a person’s feelings of anger such as:

When you speak harshly, I cannot work with you because I feel annoyed. Therefore, I want you to
speak gently and then assign me task.”

“When I cannot take proper sleep, it affects my nerves and I feel irritation. Therefore, I like to go to
bed earlier.

What is a Claim or Counterclaim?

Claim:

The central argument of the text.

Can also be called thesis, proposition or simply the argument

Example:

One of the ways in which ordinary people can prevent gingivitis is by gargling twice daily with a
dentist-approved mouthwash.

Broadly stated, the claim of this “passage” is that mouthwash will prevent gingivitis. Presumably, the
rest of the passage will go on to explain why mouthwash works, in an effort to back up its central
claim. Unfortunately, because the nature of claims is so variable— all text will look different types of
claims—there is no immediately obvious signal word that will help you to ascertain the nature of a
claim.

Ways to figure out claim:

Does the writer provide lots of supporting details?

Are the paragraphs organized effectively, with topic sentences that introduce the central focus of
each paragraph? If so, the claim is ften found in the last sentence of the first paragraph.

If you’re in a pinch and can’t find the claim, skimming the first and second paragraphs of an
expository text may help. However, it is not enough to simply identify the claim, as a sophisticated
argument will also include what is called a “counterclaim”.

Counterclaim:

Provides an opposing viewpoint to the central claim.

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

Note: As you can see, the second sentences indicates that the author is presenting a
“counterclaim”— a refutation to the central claim that using mouthwash is an effective tactic for
preventing gingivitis.

Provides an opposing viewpoint to the central claim.

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

Note: As you can see, the second sentences indicates that the author is presenting a
“counterclaim”— a refutation to the central claim that using mouthwash is an effective tactic for
preventing gingivitis.

Ways to figure out counterclaim:

Look for signal words like “however,” “but,” “on the other hand,” “yet,” “in contrast,”
“notwithstanding,” “nevertheless,” “on the contrary”— any words that signal a contrast will help
you find the counterclaim.