Explaining Critical Reading
as a Form of Reasoning
Module in
Reading and Writing 11
Quarter 3- Module 8- Week 8
JEANILYN M. COLAL
Developer
Department of Education • Cordillera Administrative Region
Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
Wangal, La Trinidad, Benguet
Published by Learning Resource Management and Development System
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2020
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This material has been developed for the implementation of K to 12
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Derivatives of the work including creating an edited version, an enhancement or a
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the copyright is attributed. No work may be derived from this material for commercial
purposes and profit.
i
What I Know
Multiple Choice: Read well and answer each question correctly. Write the letter of your
answer on your answer sheet.
For items 1-4, choose the letter of your answer from the following set.
A. Critical reading as reasoning C. Critical reading
B. Reasoning D. Questioning
1. It is engaging in what you read by asking yourself questions such as, ‘what is the author
trying to say?’ or ‘what is the main argument being presented?’
2. It is a more active way of reading thereby involving a deeper and more complex
engagement with a text.
3. It is the act of thinking about something in a logical and sensible way.
4. It is the application of certain processes, models, questions, and theories that results in
enriched clarity and comprehension.
For items 5-7, refer to the following choices. Write the letters only.
A. Tone C. Style E. Purpose
B. Perspective D. Evaluative statements
5. The author’s use of language in the text is given priority consideration.
6. It involves the author’s attitude towards both the subject and the reader or listener.
7. It refers to the reason why the author has written a certain text.
Filling the blanks: Read and analyze each statement and write the letter of the word/s that
will make it correct.
A. survey B. question C. read D. recall E. review
8. To ___________ is a strategy that involves careful consideration of the meaning of what
the author is trying to convey and involves being critical as well as being active.
9. In critical reading, regardless of how interesting an article or chapter is, unless you make a
concerted effort to _________ what you have just read, you will forget a lot of the
important points.
10. In critical reading, it is important that before you begin to read, you have a __________
that will guide you. When you have a purpose for reading, you want to learn and
retain certain information.
11. This relates to speed-reading, scanning and skimming the text. To take a __________,
you are attempting to gain the general gist of the material in question.
12. In doing critical reading, the final step is to __________ the material that you have
recalled in your notes. Did you understand the main principles of the argument? Did
you identify the main points? Are there any gaps?
True or False: Write TRUE if the statement is correct and FALSE if it is not.
13. As a critical reader, you should be able to use textual evidence when asked by your
teacher to support analysis of the explicit and implicit information presented by a
writer in a text.
14. The final step in an SQ3R reading strategy is recall.
15. Making evaluative statements is a way to give a better explanation of showing the
strength and the weakness of something through writing.
3
What's In
In our everyday life, reading is inevitable. Everywhere we go, there are always
signages, texts, billboards, and other textual images we encounter. With those varied texts,
do you take time to read them? Do you understand what they mean? Do you act on them?
Those signages and other messages we come across in society, speak of information
that needs our attention. Inability to read, understand and follow them, especially warnings,
may lead to problems that we do not desire. It is for this reason that reading is a very important
aspect of our lives.
What can you say about these two statements? Are they the same in meaning? Are
they different? What makes them differ from each other?
Statement 1: Alfred, the alligator is sick.
Statement 2: Alfred the alligator, is sick.
You notice that they are the same in content. The words are the same. What makes
them different in meaning is the placement of a comma. What does this imply? One technique
in understanding information is to critically look into the structure of statements. The use of
punctuation marks is just one method that clarifies meaning.
What's New
Activity: Choose Right!
For each number, write the letter of your answer.
1. You have a dinner party and all the guests ask for seconds. What is the most logical
conclusion?
A. Your food is good. C. Your guests eat too much.
B. Your food is terrible. D. Your guests will eat anything you serve.
2. What is the purpose of comparing and contrasting two items?
A. To allow you to bash other writer’s opinions
B. To show similarities and differences between two subjects or items
C. To allow the readers the chance to avoid looking at the items
D. To show you which you think is better
3. If you’re writing an argumentative essay, what kind of supporting details are especially
important?
A. Emotional detail C. Descriptive language
B. Facts and evidence D. All answers are correct
4. Stories that are not written down but are passed down verbally from generation to
generation are considered:
A. secondary sources C.oral tradition
B. hearsay D. mythology
5. What does it mean to give credit to sources you use?
A. Acknowledge that you use primary and secondary sources in your footnotes.
B. Cite the source in your text and your Works Cited or Reference page.
C. Send the author a notification that you used his or her work in your writing.
D. Put the information from those sources inside quotation marks.
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What is It
Reading is basic in learning. Without the ability to read and understand texts, learning
is not possible. Reading involves not merely comprehension, pleasure, vocabulary
improvement and the like. From the following discussion, we will have a deeper look at one
type of reading, critical reading.
Concept Descriptions / Meanings
Critical *It is engaging in what you read by asking yourself questions such as,’ what
reading is the author trying to say?’ or’ what is the main argument being presented?’
*It is the application of certain processes, models, questions, and theories
that results in enriched clarity and comprehension.
* It goes further than just being satisfied with what a text says. It involves
reflecting on what the text describes, and analyzing what the text means,
in the context of your studies.
*It is being able to reflect on what a text says, what it describes and what it
means by scrutinizing the style and structure of the writing, the language
used as well as the content.
Reasoning *It is the act of thinking about something in a logical, sensible way.
(Brainly.com, 2019)
*It is the drawing of inferences or conclusions through the use of reason. In
other words, it is thinking about something in a true sense and practical
way.
*It is an act of giving statements for justification and explanation (Merriam-
Webster Dictionary)
* someone can defend something by giving out reasons.
Critical *It is a more ACTIVE way of reading. It is a deeper and more complex
reading as engagement with a text. It is also the process of analyzing, interpreting and,
reasoning sometimes, evaluating. When we read critically, we use our critical
thinking skills to QUESTION both the text and our reading of it.
SkillsYouNeed. Critical reading and reading strategy. n.d. https://www.skillsyouneed.com/learn/critical-reading.html
To read critically is to exercise our judgment about what we are reading – that is, not
taking anything we read at face value. When reading academic materials, we will be faced
with the author’s interpretation and opinion. Different authors will, naturally, have different
slants. We should always examine what we are reading critically and look for limitations,
omissions, inconsistencies, oversights and arguments against what we are reading. In
academic circles, whilst you are a student, you will be expected to understand different
viewpoints and make your judgment based on what you have read (SkillsYouNeed, n.d.)
Let’s take a look at the comparison between ordinary reading and critical reading.
Reading Critical Reading
Purpose To get a basic grasp of the text To form judgments about how a text
works
Activity Absorbing/understanding Analyzing/interpreting/evaluating
Questions *What is the text saying? *How does the text work? How is it
*What information can I get out it? argued?
*What are the choices made?
*What kinds of reasoning and
evidence are used?
*What are the underlying
assumptions?
What does the text mean?
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Response Restatement/summary Description, interpretation,
evaluation
Focus What a text says What a text does and means
(https://www.utsc.utoronto.ca/twc/sites/utsc.utoronto.ca.twc/files/resource-files/CriticalReading.pdf)
WHAT NEEDS TO BE DONE TO PREPARE FOR CRITICAL READING?
According to the University of Toronto (n.d.), there are two steps to preparing to read
critically:
1. Self-Reflect: What experiences, assumptions, knowledge, and perspectives do you bring
to the text? What biases might you have? Are you able to keep an open mind and
consider other points of view?
2. Read to Understand:
a. Examine the text and context: Who is the author? Who is the publisher?
Where and when was it written? What kind of text is it?
b. Skim the text: What is the topic? What are the main ideas?
c. Resolve confusion: Look up unfamiliar words or terms in dictionaries or
glossaries. Go over difficult passages to clarify them.
WHAT IS THE PROCESS FOR READING CRITICALLY?
To read critically, you must think critically. This involves analysis, interpretation,
and evaluation. Each of these processes helps you to interact with the text in different
ways: highlighting important points and examples, taking notes, testing answers to your
questions, brainstorming, outlining, describing aspects of the text or argument, reflecting
on your own reading and thinking, raising objections to the ideas or evidence presented,
etc.
A reading strategy that supports critical reading is the SQ3R (Chubb, 2013). This is a
well-known strategy for reading. SQ3R stands for Survey, Question, Read, Recall and Review.
Take note of these:
S - Survey. This relates to speed reading, scanning and skimming the text. In this
initial stage, you will be getting the general gist of the material.
Q - Question. Before you begin to read, you have a question or set of questions that
will guide you - why am I reading this? When you have a purpose for your reading, you want
to retain certain information. Having questions changes reading from passive to an active
pursuit. Examples of possible questions include:
What do I already know about this subject?
How does this chapter relate to the assignment question?
How can I relate what I read to my own experiences?
R - Read. This is the main activity. It involves careful consideration of the meaning of
what the author is trying to convey and involves being critical or analytical as well as active.
R - Recall. This is recalling from time to time what you have read that allows you to
focus upon the main points – which in turn aids concentration. It gives you the chance to think
about and assimilate what you have just read, keeping you active. A significant element in
being active is to write down, in your own words, the key points.
R - Review. This is the final step to review the material that you have recalled in your
notes. Did you understand the main principles of the argument? Did you identify all the main
points? Are there any gaps? Do not take for granted that you have recalled everything you
need correctly – review the text again to make sure and clarify.
6
This is another way to present SQ3R.
Survey the chapter by focusing on:
• the introduction and the summary
• the section headings
Form three or four Questions from your scanning of the chapter. Write these down on a piece
of paper.
Read the detailed sections that help to answer the questions.
Recall in your mind the answers to the questions you asked. Writing some short notes will
help with the final phase.
After one day, review your answers to the questions you set.
In reading critically, another way to look into texts is to consider the following (StuDocu,
2018):
1. Style. This refers to the particular way in which a writer uses language. The factors that can
influence these are level of formality, use of figurative language, diction or word choice,
sentence patterns and methods of organization.
2. Tone. This is the author’s attitude toward both the subject and readers or listeners. In
conversations, you can hear a speaker’s tone in the way words and phrases are
spoken. In reading, you can “hear” the tone in an author’s choice of words and details.
Examples: pompous, playful, serious, personal, sarcastic and friendly
3. Perspective. This is the viewpoint or opinion the author expresses about the subject, either
directly or indirectly. Bias occurs when an author makes one-sided presentation by
ignoring relevant facts, using emotional language or by unfairly swaying readers’ or
listeners’ feelings.
4. Purpose. It is the author’s reason for writing. This can be to inform, to persuade, to honor,
to entertain, to explain or to warn.
As a critical reader, you also need to ponder on the 3 modes or steps of analysis:
* What the text says: after critically reading a piece, you should be able to take
notes, paraphrasing - in your own words - the key points.
*What the text describes: you should be confident that you have understood the text
sufficiently to be able to use your examples, compare, and contrast with other writing on the
subject on hand.
*Interpretation of the text: this means that you should be able to fully analyze the text
and state a meaning for the text as a whole.
(https://www.skillsyouneed.com/learn/critical-reading.html)
As a critical reader, you should be able to use textual evidence when asked by your
teacher to support analysis of the explicit and implicit information presented by a writer in a
text. In other words, you should be able to point out evidences or the part of the text where
you based your statements. In that case, you are applying the skills of reasoning and giving
analysis and evaluative statements.
Formulating evaluative statements
Evaluative statements are formulated after having read the text carefully and critically
(Belino, 2017). This is grasping the essence of the text and checking for possible fallacies or
errors in the argument.
What are evaluative statements?
1. It is a way of giving a better explanation to show the strength and the weakness of
something through writing.
2. It presents a value judgment based on a set of criteria.
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3. It is used in giving a sound judgment - a judgment that can be backed up or supported by
valid reasons or proof.
4. It is the writer’s way of explaining why a strength is a strength and a weakness is a
weakness based on the pieces of evidence gathered.
What’s More
Activity 1: Answer Me!
Read and analyze the statements that follow. Write the letter of your choice on your answer
sheet. Provide the best reasoning for the answer you chose.
1. Bangan, a senior high school student, wants to have a movie date with her family. Which
genre do you think is better to watch? Explain.
A. Horror movies B. Romantic movies
Reason: ____________________________________________________________
2. Bugan is craving sweets. Which is better for him to eat?
A. Fruits B. Chocolates
Reason: ____________________________________________________________
3. Alice wants to go on a vacation. Which tourist destination is better for her to visit?
A. Palawan B. Boracay
Reason: ____________________________________________________________
Process Questions:
1. What did you feel while reading and analyzing your answer?
2. How did you come up with your reason?
3. How were you able to make a sound judgment?
(Adapted from Belino, 2017)
Activity 2: Choose Me!
Choose the letter of the best answer for the question/s for each passage. Apply the
shared techniques in critical reading. Write your answers on your answer sheet.
"Knitting is a waste of time. I took a knitting course at the community center and
the instructor was a narrow-minded, picky old maid."
1. What assumption is made by the speaker?
a. A craft can be judged based on the personality of the instructor.
b. The teacher could have tried harder to be flexible.
c. All craft courses are a waste of time.
d. Quilting is an interesting craft which the instructor taught badly.
e. Knitting is an interesting craft which the instructor taught badly.
2. The speaker's reasoning is an example of
a. repetitive use of words.
b. arguing by making threats.
c. reasoning from explicitly stated assumptions.
d. attacking the personal character of an opponent.
e. over-generalizing from one specific case.
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"Supporters of Republic Act 8425 are college students, farmers, and small
businessmen. Vote for the bright future— yes to R.A 8425!"
3.The argument involves which one of the following fallacies/errors?
a. The argument is based on circular reasoning.
b. The argument is loaded with emotional words.
c. The argument treats the subject humorously.
d. The argument is disguised by ambiguous words.
e. The argument is logically correct.
4. Which of the following words would most likely be the program of the Republic Act
8425?
a. interest rates on loans.
b. lowering property taxes on real estate.
c. legalizing drug trafficking.
d. abolishing the state income tax.
e. Empowering families to alleviate poverty
The governor said, "You must support my bill to provide educational reform in
the public schools. Voting against such a bill can only mean that you don't care
about the quality of the education received by your children."
The governor
a. has been elected two terms.
b. is not dealing with the possible cost of the proposal.
c. has very few schools in his state that provide low-quality education.
d. does not often make statements that he cannot support.
e. has many state officials backing his proposal.
What I Have Learned
1.
Write a short paragraph to explain critical reading as a form of reasoning. The rubric
below will serve as your guide in writing.
Aspect 10 9 8 7
Organization Details are in logical Details are in logical Some details are not Details are not in
order. Order keeps order. Order makes in logical order. logical or expected
the reader writing less Reader is distracted. order.
interested. interesting.
Content Substantial, specific Sufficiently Limited content with Superficial and/or
and/or illustrative developed content inadequate minimal content
content with adequate elaboration or
demonstrating elaboration or explanation
strong development explanation.
and sophisticated
ideas.
Conventions There are no spelling There are less than There are more than Various spelling and
and grammar errors. 5 spelling and 5 but less than 10 grammar errors are
Proofreading and grammar errors. The spelling and found in the
editing were done. work was proofread grammar errors. paragraph. No trace
and edited with Proofreading and of proofreading and
considerable editing were not editing done.
success. done well.
9
What I Can Do
Activity:
Cite 5 real-life situations, instances or events in your community where you can apply
critical reading. An example is reading qualitative research conducted on the experiences of
senior high school students who are working while studying during times of pandemic.
Post-Assessment
Fill in the blanks: Read and analyze each statement and write the letter of the word/s that
will make it correct.
A. Survey B. Question C. Read D. Recall E. Review
1. To ___________ is a strategy that involves careful consideration of the meaning of what
the author is trying to convey and involves being critical as well as active.
2. In critical reading, regardless of how interesting an article or chapter is, unless you make a
concerted effort to _________ what you have just read, you will forget a lot of the
important points.
3. In critical reading, it is important that before you begin to read, you have a __________
that will guide you. When you have a purpose to your reading, you want to learn and
retain certain information.
4. This relates to speed-reading, scanning and skimming the text. To take a __________,
you are attempting to gain the general gist of the material in question.
5. In doing critical reading, the final step is to __________ the material that you have
recalled in your notes. Did you understand the main principles of the argument? Did
you identify the main points? Are there any gaps?
Multiple Choice: Read well and answer each question correctly. Write only the letter of your
best choice on your answer sheet.
For items 6-9, choose the letter of your answer from the following set.
A. Critical reading a reasoning C. Critical reading
B. Reasoning D. Questioning
6. It is engaging in what you read by asking yourself questions such as, ‘what is the author
trying to say?’ or ‘what is the main argument being presented?’
7. It is a more active way of reading that involves a deeper and more complex engagement
with a text.
8. It is the act of thinking about something in a logical, sensible way.
9. It is the application of certain processes, models, questions, and theories that results in
enriched clarity and comprehension.
10
For items 10-12, refer to the following choices. Write the letters only.
A. tone C. style E. purpose
B. perspective D. evaluative statements
10. Here, the author’s use of language in the text is given a priority consideration.
11. It involves the author’s attitude toward both the subject and the reader or listener.
12. It refers to the reason why the author has written a certain text.
True or False: Write TRUE if the statement is correct and FALSE if it is not.
13. As a critical reader, students should be able to use textual evidence when asked by their
teacher to support the analysis of the explicit (given clearly) and implicit
(hidden/implied) information presented by a writer in a text.
14. The final step in an SQ3R reading strategy is recall.
15. Making evaluative statements is a way of giving a better explanation to show the
strength and the weakness of something through writing.
Additional Activity
Critical listening is also a necessity in our daily lives besides critical reading. Based on
your own experiences, how can you apply this? Write a 3-5 sentence paragraph about it. Use
the rubric under What I Have Learned on page 9 as your guide.
11
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What I Know
1. C 6. A 11. A
2. A 7. E 12. E
3. B 8. C 13.True
4. C 9. D 14. False
5. C 10. B 15. True
What’s New What’s More
1. A Activity 1: Answers may vary.
2. B
3. B
4. C
5. B
What I Have Learned: Answers may vary according to words/phrases used.
What What I Can Do: Answers vary
Post Assessment
1. C 6. C 11. A
2. D 7. A 12. E
3. B 8. B 13.True
4. A 9. C 14. False
5. E 10. C 15. True
Additional Activity: Answers vary.
Answer Key
References
Chubb, J. and Manoukian, J. Top 5 Critical Reading Techniques. Dal News. 2013.
https://www.dal.ca/news/2013/04/02/top-5-critical-reading-techniques.html
Google dictionary.
https://www.google.com/search?ei=FuA1YJC9CcWMoATp9ZnYCQ&q=what+is+rea
soning&oq=what+is+reasoning&gs_lcp=Cgdnd3Mtd2l6EAMyCAgAELEDEIMBMgIIA
DICCAAyAggAMgIIADICCAAyAggAMgIIADICCAAyAggAOgcIABCwAxBDOgQIABB
DOgoIABC
Merriam-webster dictionary. https://www.merriam-webster.com/dictionary/reasoning
SkillsYouNeed. Critical reading and reading strategy. n.d.
https://www.skillsyouneed.com/learn/critical-reading.html
Belino, M. Critical Reading as Reasoning. 2017. Slideshare.
https://www.slideshare.net/marykatrinebelino/critical-reading-as-reasoning-
78474306
StuDocu. Cebu Normal University. Critical Reading as a way of Thinking and Reasoning.
2017. https://www.studocu.com/ph/document/cebu-normal-university/bachelor-of-
secondary-education/lecture-notes/critical-reading-as-a-way-of-thinking-and-
reasoning/5182039/view
University of Toronto Scarborough.n.d. Critical
Reading.https://www.utsc.utoronto.ca/twc/sites/utsc.utoronto.ca.twc/files/resource-
files/CriticalReading.pdf
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