WARM UP
ACTIVITY
DIRECTIONS:
Group yourselves into five members each. Then, read the
following paragraphs.
During the 21st century, the word
Facebook (FB) came into our awareness. In
fact, it is one of the most popular social
networking sites with over one million users.
Almost ¾ of the users are between 13 to 25
years old, and these people use FB every
time they have an opportunity to do so at
school, at home, in the mall, and anywhere
TEXT 1 else. So, FB seems to just be a waste of time
it is a complete distraction to students. Many
students fail to complete their assignments
and projects because they are addicted to
FB. Some use words acronyms that only they
can understand, and it crosses over even
during face-to-face conversations. FB also
becomes a tool for bashing and a venue for
gossiping. These are one of my impressions
of FB.
There is no doubt that Facebook is a
great technological innovation. It offers the
opportunity to connect and reconnect with
people. It is a venue for self-expression. It can
be a tool for marketing and entrepreneurship.
But according to new research, Facebook
makes us spend more. It also changes our
appetite by making us eat more. Facebook
TEXT 2 users tend to be more prone to pressure as
well. They tend to like things they do not really
like just because some of their friends clicked
the "like" button. Other psychologists claim
that Facebook is a butcher of self-esteem. In
Facebook, we see happy faces enjoying parties
and dining. We see families bonding. We see
posts about people's achievements. All of these
tend to make us more envious of other people
What do you think prompted the writers to write
the paragraphs?
With your fellow What are your thoughts and feelings about each
group members, of the paragraphs?
analyze the two
Who do you think are the writers and their
texts using the disposition in life?
questions below.
Then, present What do you think is the central claim of both
texts?
your analysis of
the two texts Do you share the same sentiments with the
writers?
creatively through
a five-minute Do you think the pieces of evidence presented
are sufficient and valid to support the claims?
talk show. Why or why not?
Are there evident flaws in reasoning in the texts?
If yes, enumerate them.
CRITICA
L
READIN
G
SKILLS
WHAT IS CRITICAL
READING?
CRITICAL READING
Goes beyond extracting It involves recognizing the Ability to see and evaluate
information from a text writer’s purpose, identifying how a text presents
the tone and persuasive arguments
elements, and recognizing
biases.
CRITICAL
READING
STRATEGI
ES
Reading effectively requires
approaching texts with a critical eye:
evaluating what you read for not just
what it says, but how and why it says
it. Effective reading is central to both
effective research (when you evaluate
sources) and effective writing (when
you understand how what you read is
written, you can work to incorporate
those techniques into your own
writing). Being an effective reader also
means being able to evaluate your
own practices, working to develop
your critical reading skills.
CRITICAL READING STRATEGIES
01 02 03 04 05 06 07
IDENTIF ALLOW REMEMB ENGAG ASK YOU ATTEMPT
TO UNDE
WORK T
ENOU ER THAT E WITH RSELF IF O UNDE
Y WHAT RE-REA YOU CA RSTAND RSTAND
YOU’RE GH TIM DING IS THE T N EXPLA HOW EAC YOUR O
E TO R A PART EXT TO IN BOTH H WRITER WN STR
READIN EAD, A OF EFFE GET T “WHAT
’S BACKG
ROUND A ATEGIES
G FOR ND TAK CTIVE, C HE MO THE TEX ND PURP AND TO
E YOUR RITICAL ST OUT T SAYS” OSES INF IMPROV
READIN AND “W LUENCE E THEM
TIME G OF IT HAT IT D WHAT TH
OES.” EY WRITE
IDENTIFY WHAT
YOU’RE READING FOR
Knowing why you’re reading a given text
can help you organize both your reading
and how you can use what you read. •
Before you read a text, ask and answer
the following kinds of questions: Are you
reading only for general content? For
data? For specific information or for
general thematic concerns? For
arguments that support or contest your
thesis in a writing assignment? For
information that you know you’ll need for
an assignment, or for information to get
you thinking about what you’ll need?
ALLOW ENOUGH TIME TO READ,
AND TAKE YOUR TIME
Reading critically is not a fast process. Many students do not set aside
enough study time for reading (and rereading) and read everything either
too quickly or at the same speed. If you know what you’re reading for, you
can better distinguish information that can be skimmed from that which
should be more closely examined and make better use of your reading time.
Preview or survey the text before detailed reading begins, looking for clues
related to its purpose, its relevance, its difficulty, and how it connects with
ideas or information you already know.
Be willing to struggle with the text in order to understand it – but don’t get
hung up on single, tough details in first readings. Rather, hold confusing
passages in mental suspension, and continue to read with the idea that
what seems difficult to understand now may be cleared up as you go along.
Just as having more than one
conversation with another person leads
REMEMBE to closer understanding, conducting a
R THAT number of readings leads to a richer and
more meaningful relationship with, and
RE- understanding of, a text.
READING If your first reading is for basic
IS A PART information and evaluation, subsequent
readings can take on different levels of
OF focus (on style and tone, on details, on
EFFECTIVE examples, on intellectual or ideological
, CRITICAL tradition, etc.).work to separate parts of
In re-reading,
READING arguments (e.g., thesis idea, evidence,
preview, counterarguments) and to
understand how these parts work to
support the author’s thesis.
ENGAGE WITH THE TEXT TO GET THE
MOST OUT OF IT
Read with a pen or pencil, Note where and how the Record your own questions, points
highlighting key statements, of agreement or disagreement,
text relates to lectures or references to related ideas, and
parts, or points – even those discussions, as well as points at which ideas match up with
you find confusing. Also, make
general or specific each other. In other words, work to
note of words or terms you enter into a dialogue with the text,
don’t understand so you can questions you might wish to
mark it up, and make it your own.
look them up later. ask your instructor in class
or office hours.
ASK YOURSELF IF YOU CAN EXPLAIN BOTH
“WHAT THE TEXT SAYS” AND “WHAT IT DOES.”
In other words, can you both provide a Keep in mind that all texts filter
summary of key claims and theses and reality – distort, persuade, and
understand its purpose, what this text seeks arrive at different conclusions –
to do (to report or state facts, to contest a and that all texts are trying to
certain idea, to persuade, to open new change your view in some way
inquiries, etc.)?
ATTEMPT TO UNDERSTAND HOW EACH
WRITER’S BACKGROUND AND PURPOSES
INFLUENCE WHAT THEY WRITE
Reading a text critically
requires that you ask
questions about the
writer’s authority and Work to determine and
agenda. You may need to understand an author’s
put yourself in the context, purpose, and
author’s shoes and intended audience
recognize that those
shoes fit a certain way of
thinking.
WORK TO UNDERSTAND YOUR OWN
STRATEGIES AND TO IMPROVE THEM
Ask yourself questions about how you read: Do you read
too quickly or slowly? Do you tend to lose your focus? Can
you scan for key information or ideas?
Consider the characteristics of effective reading above, in
relation to those practices and strategies you already
employ, to get a sense of your current reading strategies
and how they might be improved.
GUIDE QUESTIONS FOR CRITICAL
READING
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 challenge your own values and beliefs?
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
INTERTEXT
The shaping of a text’s meaning by another
text.
An example of intertextuality is a writer’s
borrowing and transformation of a prior text and
incorporating an aspect of it in a new text.
For example, the CS Lewis ‘The Chronicles of
Narnia: The Lion, The Witch, and the Wardrobe.
It alludes to the Bible, and some parts parallel
some scenes in the Bible (such as Edmund’s
betrayal and Aslan’s sacrifice vis-à-vis Judas’
betrayal and the crucifixion of Jesus).
HYPERTEXT
A different way or presenting
information than the linear form.
The reader can read the text in a
non-linear way, because he is led to
other links outside the main text.
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).
Example of Hypertext
When reading texts critically, it is
imperative that you identify the
type of claims, or approach to the
topic, to see the argument.
To identify claims, focus on the first
and last sentences 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 devices
used.
Are the claims presented in the text
supported by evidence?
Are these pieces of evidence valid and
sufficient?
Guide Are the pieces of evidence anecdotal or
scientific?
Questions
for claims: 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
TYPES
OF Claim of
Policy
CLAIM
S Claim of
Value
Claim of Fact
Argument about a quantifiable
topic.
Note that claim of fact is not fact; it
only asserts a stand regarding a
debatable topic.
Study the following example.
Despite the seemingly marked difference of today's songs from those of the
past decades, the current pop music scene does not offer something new that can
progress music. In fact, one of the findings from the research of a group of
scientists reports that the timber palette of songs from 1955 to 2010 has been
more or less homogenous (Serra et al, 2012). Timbre is the property of music
which distinguishes one sound from another, even when the pitch and the loudness
are the same. This means that songs from 1955 until 2010 have more or less the
same sound. Since music evolves through the development of new techniques and
exploration of new sound elements, this trend of timbre homogenization indicates
that today's music scene does not offer a fresh contribution that can advance the
growth of the field.
Information source: Serrà, J, Corral, A, Boguñá, M. Haro, M, & Arcos, JL (2012).
Measuring the evolution of contemporary western popular music. Scientific Reports
(2) Retrieved from: http://www.nature.com/articles/srep00521
Claim of Value
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.
Study the following example.
Euthanasia, which is also known as mercy killing, is an act to end a
person's life to alleviate the suffering brought about by a terminal or
grave illness. While it may be supported by some, euthanasia is not only
an unethical medical practice, it is also a crime. After all, on the most
basic level, this practice takes a life. In fact, majority of the countries in
the world consider it as homicide. Aside from being a crime, euthanasia is
unethical in the medical context because it violates the one of the tenets
of the Physician's Oath, namely that of "primum non nocore" which
means "first, do no harm“. In the Declaration of Geneva, doctors have the
responsibility of saving lives, not destroying them. In essence, euthanasia
is a violation of life, and it can never be an acceptable procedure.
Claim of Policy
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.
Study the following sample.
Alternative sources of energy and conservation efforts must be applied to
preempt potential energy problems. Today most of the energy resources we have are
generated from limited resources like coal, oil, and natural gas. If continuously
consumed at an alarming rate, fossil fuels necessary for generating power to operate
vehicles and factories will run out before long. Nonetheless, this problem can be
addressed by using alternative sources of energy and by emphasizing conservation.
First, using alternative sources of energy such as solar energy and fusion energy
would lessen pollution. These alternatives are actually more accessible and cost-
efficient. Although there are some potential risks in using fusion energy these risks
can be mitigated by implementing strict safety measures. The second solution that
governments can adopt is the enhancement of conservation efforts. To do this,
governments need to make the public more aware of the benefits of conservation as
well as ways of conserving energy, such as recycling. Laws can also be passed to
mandate the public and all stakeholders to recycle energy.
Let’s Practice!
DIRECTIONS: Form groups of three. Then, read
the following paragraphs.
The K to 12 Program was introduced in the Philippines with the aim of providing sufficient time to
master concepts and skills, prepare graduates for higher education produce lifelong learners,
and prepare students for middle level skills development entrepreneurship, and employment
(Republic of the Philippines Official Gazette). Hence, the program added two years of Senior High
School (SHS). The courses that can be learned from SHS include accounting, welding, machinist
work, agriculture, music, medical technology, and culinary and hospitality work.
Although the intention of adding SHS is commendable, some critics claim that there is still a
mismatch between our schooling system and working system. As regards the implementation of
SHS, some people are concerned about the lack of learning materials provided to the schools For
example, during the school year 2013-2014, learning materials for one school in Tondo arrived
during the last two quarters of the school year. The lack of sufficient facilities, such as
classrooms, chairs, and computer laboratories is also a problem. Moreover, more students
require more teachers, but there seems to be a lack of teachers as well. Colleges and
universities also assert that they will be losing revenues with the implementation of SHS since
there will be no enrollees for the first year in 2016.
Despite these observations, DepEd is optimistic that these shortages and problems will be
overcome as they claim that these are being addressed. Meanwhile, the Coordinating Council of
Private Educational Associations (COCOPEA) lauds DepEd's implementation of the K to 12
Program According to its chairman, additional two years of education should not be seen as a
burden.
What do you think is the stand of the
author? Is he/she for or against the
implementation of SHS? Justify your answer.
Answer the What is the central claim of the text?
following
questions Who do you think is the target reader of the
text? Why?
on a
separate What was currently happening when the text
was written? What prompted the author to
sheet of write the text?
Do you think there is sufficient and valid
paper. evidence against and for SHS? Justify your
answer.
Based on your own experience, should SHS
continue to be implemented?
In pairs, complete the following table by writing the
statements from the previous paragraphs that fall
under the appropriate type of claim.
CLAIM OF CLAIM OF CLAIM OF
FACT VALUE POLICY
PAIR ACTIVITY
Directions: Read the given article carefully on the
Internet and answer the questions that follow.
Why 'Smart' Objects May Be a Dumb Idea
By Zeynep Tufekci
The New York Times, August 10, 2015
https://www.nytimes.com/2015/08/11/opinion/
zeynep-tufekci-why-smart-objects-may-be-a-dumb-
idea.html
Answer the following questions on a whole sheet of paper.
You may use all available resources in answering them.
What is the main claim of the author?
What is the main purpose of the author?
What is her tone in delivering the message and how is this tone shaped by the language
she used?
What is the background of the author?
Who are the target readers of the article?
What was the context for writing the article? What was the current sociopolitical,
economic, and cultural situation when it was written?
Do you think there is sufficient and valid evidence that supports the main claim of the
author? Justify your answer.
What are the other important pieces of information that might probably be missing?
How would these missing pieces of information influence the overall structure, tone, and
message of the article?
What is the nature of the hyperlinks in the article? Are they leading toward a certain
interpretation? Justify your answer.
