LANGUAGES, HUMANITIES AND SOCIAL SCIENCES CLUSTER

ENGLISH SUB-CLUSTER
SCHOOL YEAR 2021 - 2022

Reading and Writing Skills

ENG02
Course Outcome 1

Prepared by:

Mendoza, Yokomia D.

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NAME: ____________________________________ TEACHER: ________________________

YEAR AND SECTION: _________________________ SCHEDULE: _______________________

Unit 1 Reading and Thinking

1 Strategies across Text types

COURSE OUTCOME BULLETIN

Objective: Critique a chosen sample of each pattern of development focusing on information
selection, organization, and development.

Subject Matters:
Lesson 1: Reading as a Cognitive Process
Lesson 2: Critical Reading as Looking for Ways of Thinking.
Lesson 3: Critical Reading as Reasoning

Learning Competencies:
I. Compare and contrast patterns of written texts across disciplines.
II. Identify claims explicitly or implicitly made in a written text.
III. Explain critical reading as a form of reasoning.
IV. Formulate evaluative statements about a text read.
V. Determine textual evidence to validate assertions and counterclaims made about a
text read.

Evaluation:
Performance Task: Digital Poster (Logical Fallacies)

Written Work: Presentation of Digital Poster

What do I know? (Pre-test)

Read each question carefully and encircle the letter of the best answer.

1. When you want to find out the purpose of a text (e.g. informative, pursuasive, instuctional)

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A. Skimming
B. Scanning
C. Detailed

2. Reading a recipe before cooking

A. Skimming
B. Scanning
C. Detailed

3. Reading a leaflet handed to you in the street

A. Skimming
B. Scanning
C. Detailed

4. A telephone number in your address book

A. Skimming
B. Scanning
C. Detailed

5. Proof-Reading your work

A. Skimming
B. Scanning
C. Detailed

6. Learning a subject for an exam

A. Skimming
B. Scanning
C. Detailed

7. Finding a job advert in the local newspaper

A. Skimming
B. Scanning
C. Detailed

8. Finding out if a job advert is relevant to you

A. Skimming
B. Scanning
C. Detailed
9. Researching a topic for your Childcare assignments
A. Skimming
B. Scanning
C. Detailed

10. Finding the location of a nursery in a job advert

A. Skimming
B. Scanning

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C. Detailed

What is it?

I. Reading as a Cognitive Process

1.1. Schema Theory

Schema theory tries to explain how readers use prior knowledge to understand and get
new information from the text (Rumelhart, 1980).
The theory claims that written text does not carry meaning by itself. It only guides
readers to retrieve or construct meaning from the structures or patterns of this prior
knowledge. These structures are called schemata (singular: schema).

1.2. Interpretation of Meaning

There are different strategies you can use to understand the meaning of a text.
BOTTOM-UP MODEL
Bottom-up processing happens when someone tries to understand language by looking
at individual meanings or grammatical characteristics of the most basic units of the text, (e.g.,
sounds for a listening or words for a reading), and moves from these to trying to understand
the whole text. Bottom-up processing is not thought to be a very efficient way to approach a
text initially, and is often contrasted with top-down processing, which is thought to be more
efficient.
TOP-DOWN MODEL
Top-down reading contains predicting, inferring, and focusing on meanings (Grabe
1991). Reading is actually “a psychological guessing game”, in the words of Goodman (1970).
emphasizes the use of background knowledge to predict the meaning of the reading or listening
text. For example, readers develop hypotheses about the content of a text, which they must
confirm or reject while reading. The uptake of information is thus guided by an individual’s prior
knowledge and expectations that the reader brings to the text.
INTERACTIVE COMPENSATORY MODEL
The Interactive-Compensatory reading recognizes the interaction of bottom-up and top-
down processes simultaneously throughout the reading process. It uses print as input and has
meaning as output. The reader provides input, too, and the reader, interacting with the text, is
selective in using just as little of the cues from text as necessary to construct meaning.
(Goodman, K., 1981)

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1.3. The Reading Process

Applying
Exploring
Responding
Reading
Prereading

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Pre-Reading

 Readers prepare themselves to read.

 Activating prior knowledge (schema)
 Making predictions
 Goal setting
 Scanning and skimming
Reading

 Actual reading
 Read Independently; with a partner, using shared reading or guided reading; or
listen to the text read aloud.
 Annotating (taking down notes, highlighting)
Responding

 Reacting to the reading material

 Group discussions
 Writing in reading journals
Exploring

 Rereading the text

 Learning more about the text (new knowledge, vocabulary words)
 Making connections to personal experiences and other texts
Applying

 Using the reader’s new knowledge to create an output or construct projects.

 Reading more books written by the same author, of the same genre, or any other
related material

1.4. The Reading Strategies

1.4.1 Getting an overview of the text.
Previewing

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Previewing helps you decide whether a book or article is useful for your purpose.
It gives you a general sense of the content so you can see if you want to read in more
detail, and it helps you locate sections that you need to read, and sections you do not.
Previewing is getting a sense of what's in each piece of work without reading the
body of the text. It helps you familiarize with the contents of the selection and focus on
the important information in the text.
How to preview

 Read the title and author details.

 Read the abstract (if available)
 Read main headings, chapter summaries, and anything that 'jumps out' at you.
 Look at any diagrams, graphs, tables. These usually summarize content of large
written paragraphs.
Skimming
Skimming is reading small amounts from throughout the text. It is different from
previewing because you are reading the body of the text. The chief benefit of skimming
is in being able to pick up the key ideas quickly.
When should you skim?
When you want to get an overview or the gist of a text. This can help you decide
whether to read the full text.
Skimming adds to the information that you picked up in previewing.
How to skim
If the introduction is short read it in full. If long, read the first sentence of each
paragraph. Then read the first sentence of each subsequent paragraph, or until you find
the topic sentence (usually the first or second sentence). This will give you an overview
of the content of the passage. It can also be useful to read the concluding paragraph in
full.
For a report or research paper, first read the Abstract. Then look over the section
headings and subheadings and any figures or tables before skimming the text. It may
also be useful to read the Conclusion. Do not get bogged down. This is a fast process.
Scanning
You skim read material to get the general picture. You scan when looking for
specific information. You may need to find specific details on a topic for an assignment
or a task that your lecturer has set. There is little point in skimming a whole book for
this purpose. You should scan the text for words related to the topic. You can run your

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eyes down the page looking for these expressions - in chapter headings or sub-headings,
or in the text itself.
1.4.2 Using Context Clues
Using clues around a word to make inferences about a word’s meaning.
Why are context clues important?

 They help us define unfamiliar, difficult words in texts.

 They help us to become better, perceptive readers.

 They come in handy during tests when a dictionary or the internet is not
available to us.
Where are context clues found?

 In the same sentence as the difficult, unfamiliar word.

 In the same paragraph or passage as the unknown word. Context clues can be in
the sentences following the word, for example.
 They are called context clues, because they are found in the “context” of the
sentence or passage.
Types of Context Clues
1. Synonyms
2. Antonyms
3. Examples
4. Explanations and Definitions
5. Situations
Synonyms
Synonyms are used when the text has words or phrases that are similar in meaning
to the unknown word.
Synonym clues may be signaled by the following words: “like” or “as”.

Example:
Santa Clause was so portly that his doctor declared him overweight.

Look at the cartoon below about a pollster speaking to a citizen. Can you
figure out the meaning of the word apathy?
Apathy means.
A. hatred
B. lack of interest or care
C. kindness

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Antonyms
The unfamiliar word is defined by using the word’s opposite or
contrasting meaning. This type of context clue usually includes the words:
whereas, unlike, as opposed to, however, in contrast to, but, on the other hand.
Example:
Unlike Jen, who was easygoing, Jackie was fastidious.
Look at the cartoon below about the fighting couple
who are visiting a marriage counselor. Can you figure out
the meaning of the word compatible?
Compatible means
A. disappointing
B. busy
C. in agreement

Examples
Examples are specific details in a text that are used to clarify the meaning
of a word. It is often introduced with signal words and phrases like for example,
for instance, including, and such as.
Examples:
All animals share the same vital needs, such as food, water, and shelter.
Look at the cartoon and see if the examples help you understand the meaning of
the word alternative.
Alternative means
A. expensive B. useless C. other

Explanations and Definitions

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The unfamiliar word is directly defined in the sentence in which it appears.

Definitions are usually set off by commas or dashes, and may include the use of the
words, as, or, that is, and in other words.
Example:

 Apples, red fruits that grow on trees, are my teacher’s favorite food.
In this case a word is defined for you in the sentence. This usually happens right
after the unfamiliar word appears and it is set off with commas.

 The arbitrator, the neutral person chosen to settle the dispute, arrived at her
decision.
We do not know what arbitrator means, but luckily the definition is given to us
in the sentence.
Situations
The situation in which a word is used can also be helpful in determining the
meaning of that word. The meaning of a word may change depending on its context, on
how or how and where it is used.
Examples:
1. The boy wondered if he should have brought some back up, in case he could not
take on the Jabberwock by himself.
2. The hero’s conquest of the Jabberwock is an exemplary case of bravery.
3. The hero is lucky that the murder if the Jabberwock does not merit a case in
court.
In the first example “case” is part of the idiom “in case” which means “if it should
happen.” In the second sentence, “case” pertains to “an instance of the occurrence.”
Finally, “case’ in the third sentence refers to “charges raised in court for a crime.”

1.4.3 Using Connotation and Denotation

DENOTATION is the actual definition of a word. It is what you would read when
you look the word up in the dictionary while CONNOTATION is what we think about
when we hear a word. It is what feelings we have when we hear it or read it.
Example:

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Denotation: a number equivalent to the sum of six and seven;

one more than 12; 7 less than 20
Connotation: fear, suspicion the connotation of this number can
make people feel so scared that hotels do not have floors numbered 13!
The hotel floors jump from 12 to 14 because the builders thought that
no one would want to stay in a room on floor 13! I do not think I would
stay on it; would you?

II. Critical Reading as Looking for Ways of Thinking.

Whenever you read and you evaluate claims, seek definitions, judge information,
demand proof, and question assumptions, you are thinking critically. This type of reading
goes beyond passively understanding a text, because you process the author’s words and
make judgements after carefully considering the text’s message.
Reading critically means thinking critically. By reading critically, you find out the
author’s views, ask questions, evaluate the strengths and weaknesses of the author’s
argument, and decide to agree or disagree with it. Thus, critical reading allows you to enter
a dialogue with the author—and this deepens your understanding of the issue or topic
discussed.
Ways to Develop Critical Reading Skills
1. Keeping a reading journal
2. Annotating the text
3. Outlining the text
4. Summarizing the text
5. Questioning the text

1.1. Identifying and Analyzing Claims

Critical reading also means that you can distinguish the information that is
clearly stated (explicit) in the text from ideas that are suggested (implicit).
Explicit claim is clearly written and explained in the text so the reader will not be
confused.
Implicit claim is something that is implied, but not stated outright in the text.
Distinguishing Between the Types of Claims

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Claim is the writer’s point or position regarding the topic. It is also the central
argument or the thesis statement of the text. It is what the writer tries to prove in the
text by providing details, explanations, and other types of evidence.
Characteristics of Good Claims
1. Argumentative and debatable
2. Specific and focused
3. Interesting and engaging
4. Logical

Types of Claims
1. Claims of fact
CLAIMS OF FACT state a quantifiable assertion, or a measurable topic. They
assert that something has existed, exists or will exist based in data. They rely on
reliable sources or systematic procedures to be validated; this is what makes
them different from inferences.
Examples:
a. The government must devote more funds to building schools than building
roads.
b. The death penalty must be revived.
c. Beauty contests should be banned.
d. A national ID system should be adopted.

2. Claims of value
CLAIMS OF VALUE are based on personal taste or practices and morality. It
argues whether something is good or bad. It is a statement about which is better,
more important, more desirable, more needed, or more useful.
Examples:
a. This is very good school.
b. It is more advantageous for a Filipino child grow up speaking Filipino instead
of English.
c. It is better to be feared than loved.
d. Buying and fixing a house is better than a new one.
e. It's more fun in the Philippines.
f. It is better to have loved and lost than not

3. Claims of policy

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CLAIMS OF POLICY are arguments that asserts the implementation of a certain

policy. It suggests that specific action should be chosen as solution to a particular
problem.
Examples:
a. The government must devote more funds to building schools than building
roads.
b. The death penalty must be revived.
c. Beauty contests should be banned.
d. A national ID system should be adopted.

1.3 Logical Fallacies

Logical fallacy is the reasoning that is evaluated as logically incorrect and that
undermines the logical validity of the argument and allows its recognition as unsound.
Logical fallacy can occur as accidental or can be deliberately used as an instrument of
manipulation.
Appeal to probability is a statement that takes something for granted because it
would probably be the case.
Example: There are so many adolescents that tried drugs. Therefore, if you
hang out with your adolescent peers, it is inevitable that you will try drugs at some
point.
Argument from fallacy (the fallacy fallacy) is the assumption that if an
argument for some conclusion is fallacious, then the conclusion is false.
Example: Anna said that it is not healthy to smoke because cigarettes are
expensive.
Although her argument (cigarettes are expensive) is fallacious, her conclusion
that smoking is unhealthy is not incorrect.
Base rate fallacy is making a probability judgment based on conditional
probabilities, without considering the effect of prior probabilities.
Example: You are running the laboratory test for which is said that is 90% specific
and 80% sensitive. If you think that the result is certainly correct, that is base rate
fallacy, because the base rate of 10% probability that the result is non-specific and 20%
probability that is non-sensitive was not considered.
Conjunction fallacy is the assumption that an outcome simultaneously satisfying
multiple conditions is more probable than an outcome satisfying one of them7.
Example: Mary is single. She never wears dresses and has short haircut. She likes to
hang out with her female friends, and she never had a boyfriend. Conclusion that Mary

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is homosexual woman is the conjunction fallacy. Mary can be heterosexual,

homosexual, bisexual....
Masked-man fallacy (illicit substitution of identical) is when the substitution of
identical designators in a true statement can lead to a false one.
Example: Student with red hair cheated on the exam. Anna believes that
student with red hair is Marry. Therefore, Mary cheated on the exam.
False dilemma (false dichotomy, fallacy
of bifurcation, black-or-white fallacy) is.
when two alternative statements are held to
be the only possible options when.
there are more.
18
.
Example: Communists fight against
fascists. Therefore, if you dislike
communism, you are a fascist.
False dilemma (false dichotomy, fallacy of bifurcation, black-or-white fallacy) is
when two alternative statements are held to be the only possible options when there
are more18.
Example: Communists fight against fascists. Therefore, if you dislike
communism, you are a fascist.
Begging the question is when providing.
what is essentially the conclusion of the
argument as a premise
20
.
Circular reasoning is when the reasoner.
begins with what he or she is trying to end.
up with.
Fallacy of many questions is when.
someone asks a question that presupposes.
something that has not been proven or
accepted by all the people involved.
These three fallacies are the improper
premise fallacies.
Example: Professor X is great. He has a
lot of scientific articles, many students like
him and he is always kind. Therefore,
professor X is great.

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Faulty generalization means to reach a

conclusion from weak premises.
Accident is when an exception to a
generalization is ignored.
9
.
Example: All pupils in the class got bad
grades on the exam, except for the Victor.
Begging the question is when supplying what the conclusion of the argument as
a premise is essentially.
Circular reasoning is when the reasoner begins with what he or she is trying to
end up with.
Fallacy of many questions is when someone asks a question that presupposes
something that has not been proven or accepted by all the people involved.
These three fallacies are the improper premise fallacies.
Example: Professor X is great. He has a lot of scientific articles; many students
like him, and he is always kind. Therefore, professor X is great.
Faulty generalization means to reach a conclusion from weak premises. Accident
is when an exception to a generalization is ignored.
Example: All pupils in the class got bad grades on the exam, except for the
Victor.
False analogy is an argument by analogy.
in which the analogy is poorly suited?
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.
Example: Rose always wears a red lipstick.
She is arrogant. Therefore, all ladies who
wear a red lipstick are arrogant.
Hasty generalization is when basing a
broad conclusion on a small sample or the
making of a determination without all
the information needed to do so.
Example: Doctor X had three patients who
liked to wear colorful clothes and all three.
of them were psychotic. Therefore, all
people who wear colorful clothes are
psychotic.
False analogy is an argument by analogy in which the analogy is poorly suited.

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Example: Rose always wears a red lipstick. She is arrogant. Therefore, all ladies
who wear a red lipstick are arrogant.
Hasty generalization is when basing a broad conclusion on a small sample or the
making of a determination without all the information needed to do so.
Example: Doctor X had three patients who liked to wear colorful clothes and all
three of them were psychotic. Therefore, all people who wear colorful clothes are
psychotic.

III. Critical Reading as Reasoning

Reasoning is an act of giving statements for justification and explanation. It is the ability
of someone to defend something by giving out reasons.

1.1 Formulating Assertions

Assertion is way to convince a critical reader to accept the writer’s claim is to formulate
assertions. Assertions, as defined by Tiongson (2016), are “declarative sentences that claim
something is true about something else.” These sentences may either be statements of truths
or opinions.
When someone makes a statement investing his strong belief in it, as if it is true, though
it may not be, he is making an assertion. 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 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.”
An assertion is a statement used to make a declaration or to express strong belief on a
topic, often without evidence.
An assertion can be formulated after reading a story or a poem, and even after watching
a play.
Types of Assertion
1. Fact - The statement that can objectively prove by proofs such as experiences,
witnesses’ surveys, testimonies, observation, or conclusions of studies of
research.
2. Convention- These are the belief that are socially accepted but cannot be
verified objectively.
3. Opinion- The statements that are based on facts. This type of assertion is open
to disputes, debates or arguments.

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4. Preference- This is based on personal choice thus it is subjective but still cannot
be verified objectively.

1.2 Formulating Counterclaims

Counterclaims are claims made to rebut a previous claim. They provide a
contrasting perspective to the main argument. By being able to locate and
provide counterclaims to an argument, you show a deep competence and familiarity
with the writer's topic.
The following questions will help you formulate a counterclaim:

 What are the major points on which you and the author can disagree?
 What is their strongest argument? What did they say to defend their position?
 What are the merits of their view?
 What are the weaknesses or shortcomings in their argument? Are there any
hidden assumptions?
 Which lines from the text best support the counterclaim you have formulated?

1.3 Assessing Evidence.

Evidence is facts, data, information, examples—any form of information that a writer
uses to support the point she or he is trying to make.
Do not confuse evidence with citation.
• Evidence is the facts used to support the point.
• Citation tells the reader where the writer got the facts.
Just because a writer does not cite her or his sources, does not mean she or he has no
evidence.
How do you find it?
In assessing evidence, the first step is to find it or identify it. One of the best ways to do
this is to start with the point the author wants to make. Then look for specific details—facts,
data, examples, etc.—she or he provides to support that point. That is the evidence for that
point.
Example
Point: America is “a nation of frustrated altruists” (people who want to give generously
to others)

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Evidence:
Poor people give a larger portion of their income to charity than rich people.
Even when not giving to charity, American workers spend much of their money on
others (friends, children, co-workers, etc.).
These are both specific facts and examples that support this point.
In assessing evidence, the first step is to find it or identify it. One of the best ways to do
this is to start with the point the author wants to make. Then look for specific details—facts,
data, examples, etc.—she or he provides to support that point. That is the evidence for that
point.
Example
Point: America is “a nation of frustrated altruists” (people who want to give generously
to others)
Evidence:
Poor people give a larger portion of their income to charity than rich people.
Even when not giving to charity, American workers spend much of their money on
others (friends, children, co-workers, etc.).
These are both specific facts and examples that support this point.
How do you evaluate it?
There are many ways to evaluate the quality of someone’s evidence, but
three criteria (standards) that are almost always used are as follows:
Is the evidence sufficient? Is there enough of it, or do you need more to feel convinced?
Is the evidence relevant? Is it really about the point the author wants to prove, or did
they go off on a tangent, providing facts that do not have anything to do with the point?
Is the evidence representative? This is the hardest one to understand, but also the most
important. Representative evidence is evidence that accurately represents the whole topic, not
just a select piece. Another word for representative is typical.
• Example: Let us say I want to prove that Americans are altruistic, and to prove it
I point to Bill Gates. He gave away billions last year! Does this prove my point? Is
Gates a typical American? No—he has tons of money to give away, and he has
made that a special goal for himself. Therefore, he does not represent Americans
in general. He is not the best example. A much better example would be an

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ordinary working person who makes an average income, because such a person
is more likely to represent a typical American.
Researchers go to a lot of trouble to make sure their evidence is representative. For
example, in surveys and polls, they work hard to get a random sample of people to talk to.
Why? Because picking people at random means you get a typical or representative example.
You do not accidentally limit yourself to members of a certain income group, or ethnicity, or
gender, or occupation, or some other category that might distort your results.
Steps to analyze and evaluate evidence.
Analyze
Identify the point the author is trying to prove.
Identify the evidence—specific facts, data, statistics, examples, or other information
that supports that point.
Identify the most important pieces of evidence for that point.
Evaluate
For each piece of evidence, ask the following questions:
• Is it sufficient?
• Is it relevant?
• Is it representative?
The more questions you answer “Yes” to, the better the quality of the evidence.
Of course, sometimes you will not be able to tell if the evidence is sufficient or
representative (you can usually tell if it is relevant). In those cases, you must use your best
judgment, based on whatever information you have and on your overall sense of the
author’s credibility. Remember that all research is an uncertain process. You frequently
must make judgments based on incomplete information. Part of the process of learning is
developing your skill at spotting reliable and unreliable evidence, even without all the
information that you need. Practice makes perfect!

1.4 Text as Connected Discourse

A discourse is a formal and often lengthy discussion of a topic, where concepts
and insights are arranged in an organized and logical manner. Also, it refers to the way
how language is used to convey meanings or to propel action or provoke a specific
response. It is often associated with speech, but it may also be written. It usually serves
as a writer’s or a scholar’s analysis of a concept or theory proposed by another writer.
Purpose of Discourse

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1. To inform– A discourse that aims to inform provides a descriptive and

comprehensive discussion on the topic. It points out what one should know
about a topic or subject.
2. To persuade– A discourse that aims to persuade tries to convince the readers
that the proposed claim or solution is better than any other proposal.
3. To entertain– A discourse that aims to amuse provides a source of
entertainment for its readers.

Analyzing a discourse is usually contextual. The reader tries to consider several factors
that may have influenced the writer to make certain claims. Those factors explain the author’s
biases, philosophy, and educational and professional backgrounds, among others.
Below are three of those factors.
1. Culture– The beliefs, customs, attitudes, language, and other things that define culture
may influence the author’s perspective on several issues. Knowing about the culture the
author belongs to, the reader may understand his or her biases.
2. Social environment– The author’s physical surroundings and social relationships, as well
as the culture of the time may have influenced his or her writing. For instance, during
the early decades of the 20th century, most writers produced works that were classified
as “modern” because of its distinct feature: stream of consciousness.
3. Experiences– Personal accounts or first-hand experience of events, though subjective,
establish credibility and reliability of information presented in any discourse.

What’s more?

Read each question carefully and write the correct answer on the blank before the number.
_________1. It is a logical fallacy which attacks the character, motive, or other attribute of the
person, instead of discussing the topic at hand.
_________2. It refers to a logical fallacy that presumes there are only two sides with no other
available option.
_________3. It is a reading tool that can be used to outline the key events in a story or chapter.
_________4. It is a type of claim which attempts to persuade readers that something existed,
exists, or will exist.
_________5. This type of claim refers to making judgments about the cognitive, aesthetic,
moral or practical value of a text

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What I have learned

Written Work 1- Presentation of Digital Poster

Instructions:

Guidelines:
1. Wear proper attire.
2. All group members must present in front of the class.
3. Presentation is on *Insert date*
4. Capture one screenshot for each member while they are presenting.
5. Save the screenshots in one pdf file. Write the name of the member for every picture.
6. Submit the pdf file on Blackboard Mapua 3rd Quarter Week 2 folder

What I can do
Performance Task 1- Digital Poster
Instructions:
Talk among your groupmates and decide on how you can create a digital poster about
logical fallacies. You may use as many as you want as long as you will explain your digital poster.
Guidelines:
1. You may use any platform you prefer (Canva, Adobe Photoshop, Microsoft Word, etc.)
2. Please save in PDF format.
3. Deadline: *insert date* (until 11:59pm)
4. Filename: PT1_Group#_Digital Poster
5. Submit in Blackboard Mapua 3rd Quarter Week 2 folder.
6. You are free to decide on the size and orientation.

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Assessment (Post-test)

Read each question carefully and encircle the letter of the best answer.
1. In this reading process the readers do the following:
Readers prepare themselves to read
Activating prior knowledge (schema)
Making predictions
Goal-setting
Scanning and skimming

A. Applying
B. Exploring
C. Prereading

D. Reading

2. In this reading process the readers do the following:

Read Independently; with a partner, using shared reading or guided reading; or listen to
the text read aloud.
Annotating (taking down notes, highlighting)

A. Applying
B. Prereading
C. Responding
D. Reading

3. In this reading process the readers do the following:

Reacting to the reading material
Group discussions
Writing in reading journals

A. Reading
B. Responding
C. Applying
D. Exploring

4. In this reading process the readers do the following:

Rereading the text
Learning more about the text (new knowledge, vocabulary words)
Making connections to personal experiences and other texts

A. Applying
B. Exploring

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ENG02 | READING AND WRITING SKILLS

C. Prereading
D. Responding

5. In this reading process the readers do the following:

Using the reader’s new knowledge to create an output or construct projects
Reading more books written by the same author, of the same genre, or any other
related material

A. Applying
B. Exploring
C. Prereading
D. Responding

6. A process by which readers combine their own background knowledge with the
information in a text to comprehend that text. All readers carry different schemata
(background information) and these are also often culture-specific.

A. Communication
B. Criticism
C. Reading
D. Schema Theory

7. This claims that written text does not carry meaning by itself. It only guides readers to
retrieve or construct meaning from the structures or patterns of this prior knowledge.

A. Communication
B. Criticism
C. Reading
D. Schema Theory

8. This model emphasize is on how the reader extract information from the printed page,
and on whether learners deal with letters and words in a systematic fashion.

A. Criticism
B. Schema Theory
C. Bottom-Up
D. Top-down

9. In this model the reader constructs meaning from the most basic units of language,
including letters, letter clusters, and words.

A. Criticism
B. Schema Theory

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ENG02 | READING AND WRITING SKILLS

C. Bottom-Up
D. Top-down

10. In this model ,readers develop hypotheses

about the content of a text, which they have
to confirm or reject while reading. The uptake

A. Criticism
B. Schema Theory
C. Bottom-Up
D. Top-down

Answer Key
Assessment (Post-test)
1. C
2. D
3. B
4. B
5. A
6. D
7. D
8. C
9. C
10. D

What’s More

1. AD HOMINEM
2. FALSE DILEMMA
3. OUTLINING
4. CLAIM OF FACT
5. CLAIM OF VALUE

References

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Formulating Counterclaims. (2019). Retrieved from El Comblus: https://elcomblus.com/formulating-

counterclaims/#:~:text=Counterclaims%20are%20claims%20made%20to,familiarity%20with
%20the%20writer%27s%20topic.

Oldham, D. (n.d.). Assessing Evidence. Retrieved from Shoreline Community College:

https://app.shoreline.edu/doldham/102/HTML/Assessing%20Evidence.htm

Petric, D. (2020, February). Logical Fallacies. Retrieved from Research Gate:

https://www.researchgate.net/publication/339288684_Logical_Fallacies

Quipper. (n.d.). Text as Connected Discourse. Retrieved from Course Hero:

https://www.coursehero.com/file/36042370/STUDY-GUIDE-G11Reading-Unit01-v12pdf/

Tiongson, M. T. (2016). Reading and Writing. Manila: Rex Book Store.

Wheeler, L. K. (2018). Logical Fallacies. Retrieved from Dr. Wheeler's Website:

https://web.cn.edu/kwheeler/documents/Logic_Fallacies_List.pdf

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