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The document discusses critical reading as an active process that involves evaluating claims, seeking definitions, and questioning assumptions. It outlines the importance of identifying and analyzing claims, including claims of fact, value, and policy, while emphasizing the context in which texts are developed. Additionally, it covers the role of assertions, counterclaims, and textual evidence in critical reading and reasoning.

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David Belvis (EvanescentO)
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3 views7 pages

090909rarararaw 1

The document discusses critical reading as an active process that involves evaluating claims, seeking definitions, and questioning assumptions. It outlines the importance of identifying and analyzing claims, including claims of fact, value, and policy, while emphasizing the context in which texts are developed. Additionally, it covers the role of assertions, counterclaims, and textual evidence in critical reading and reasoning.

Uploaded by

David Belvis (EvanescentO)
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Text and Context Connections

Critical Reading
· Whenever you read something and you evaluate claims, seek definitions, judge
information, demand proof, and question assumptions, you are thinking critically
(Tiongson & Rodriguez, 2016).
· It means not taking anything at face value. It is watching out for the author’s limitations,
omissions, oversights, and arguments in the text.
· It is a skill that goes beyond the reading of the written text. The reader takes an effort to
create images and pictorial concepts through his sense impressions of the words written
by the author.

· Critical Reading As Ways Of Thinking

A. Critical Approach to Reading

1. Readers should always bear in mind that no test, however well-written


and authoritative, contains its own predetermined meaning. Everything
is subject to the reader’s own interpretation, understanding, and
acceptance of the text material.

2. To be a critical reader, one should interact with the material being


read. Look for the connections between the texts. Ask questions; and
then, respond to the questions; or expand the ideas by giving more
examples.

3. To create meaning for the text read, use a variety of approaches,


strategies, and techniques to connect to the presentation of the text.
B. Identifying and Analyzing Claims

1. Defining explicit and implicit information


Critical reading also means that you are able to distinguish the information that is clearly stated
(explicit) in the text from the ideas that are suggested (implicit). This will help you make
inferences about what you read.

2. Defining Claim
The claim is the most important part of the text. The quality and complexity of the reading
depend on the claim because the claim defines the paper’s direction and scope. The claim is a
sentence that summarizes the most important thing that the writer wants to say as a result of
his/her thinking, reading, or writing.

Characteristics of good claims:

A CLAIM SHOULD BE…


· argumentative and debatable.
· specific and focused.
· interesting and engaging.
· logical.

Questions to help determine the writer’s claim:


i. What is the author’s main point?
ii. What is the author’s position regarding it?
Distinguishing Between the Types of Claim

Claims of Fact
· It states a quantifiable assertion or a measurable topic. They assert that something has existed,
exists, or will exist based on data.

· Claims of fact usually answer a “what” question.

Useful questions:
i. Is this issue related to a possible cause or effect?
ii. Is this statement true or false? How can its truthfulness be verified?

iii. Is this claim controversial or debatable?

Claims of Value
· Assert something that can be qualified. They consist of arguments about moral,
philosophical, or aesthetic topics.

· Claims of value attempt to explain how problems, situations, or issues ought to be valued.

Questions to ask:
I. What claims endorse what is good or right?

II. What qualities should be considered good? Why?

III. Which values contend with others? Which are more important, and why?

IV. What are some concrete examples of such values?

· Subject to prejudices. Uses phrases like “best strategy,” “most favorable,” etc.
Claims of Policy
· Posit that specific actions should be chosen as solutions to a particular problem.
· Identify them by “should,” “ought to,” or “must.”

Questions to evaluate:
· Does the claim suggest a specific remedy to solve the problem?

ii. Is the policy clearly defined?

iii. Is the need for the policy established?

iv. Is the policy the best one available? For whom? According to whose standards?
v. How does the policy solve the problem?

Identifying the Context of Text Development

· Context – social, cultural, political, historical circumstances that surround the text.

Questions to ask:
1. When was the work written?
2. What were the circumstances that produced it?
3. What issues does it deal with?

· Intertextuality

§ Modeling a text’s meaning by another text.

§ Connections between language, images, themes, etc.


§ Borrowing a prior text and integrating it.

· Hypertext – non-linear way of showing information using links to related information, images,
videos.

Critical Reading as Reasoning

A. Identifying Assertions
Assertions are declarative sentences that claim something is true about something else. Either
true or false.

Four (4) Types of Assertions:


· Fact – objectively proven by experience, testimonies, verified observations, or research.

Example: The Sampaguita’s roots are used for medicinal purposes.

· Convention – done based on traditions, norms, laws, customs.

Example: The Sampaguita belongs to the genus Jasminum.

· Opinion – based on facts but not easily verified. Needs proof of soundness.

Example: The popularity of Sampaguita is most evident in places of worship.

· Preference – based on personal choice; subjective. Cannot be proven and logically attacked.
Example: Sampaguitas are the most beautiful and most fragrant flowers.

B. Formulating Counterclaims
· Counterclaims rebut a previous claim and present a contrasting perspective.

Questions to help formulate:


· What are the major points of disagreement?

· What is their strongest argument?

· What are the merits and weaknesses of their view?

· Are there hidden assumptions?

· Which lines best support your counterclaim?

C. Determining Textual Evidence


Evidence is defined as details given by the author in order to supports his/her claim. It
shows the author’s claim and reveals their position.

Types of evidence:
· Facts and statistics

· Expert opinion

· Personal anecdotes

Questions to help identify evidence:


· What questions can be asked about the claims?

· Which details answer them?

· Which are most important?


· How does each detail relate to the claim?
· Which are interesting or questionable?

· Are some outdated, inaccurate, or exaggerated?

· Are the sources reliable?

Characteristics of good evidence:


· Unified

· Relevant

· Specific and concrete


· Accurate

· Representative

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