Las - SHS: Eastern Quezon College, Inc

Eastern Quezon College, Inc.
R. Marco St., Brgy. Peñafrancia, Gumaca, Quezon

Tel. No. +63 (042) 317 5639/ (042) 717 1053/ (042) 421 1449
E-mail: eqcgumaca@yahoo.com
LAS - SHS
Website: www.eqcgumaca.edu.ph
LEARNING ACTIVITY # 1
Name:______________________________________________ Grade/Score: ____________________

Grade and Section:____________________________________ Date: ___________________________
Subject:_____________________________________________
Type of Activity (check or choose from below)
 Concept notes Laboratory Report Formal Theme Others:
 Skills: Exercise/Drill Illustration Informal Theme _________
Activity Title: Introducing the reading process and reading strategies
Learning Target: Apply effective reading strategies in comprehending a text
References: Tiongson M. and Rodriguez M., Reading and Writing Skills. Page 3-5
 Reading is an activity that challenges our beliefs, inspires our imagination, and expands our
understanding of the world.
 Reading involves a complex interaction between the text and the reader. The reader’s
interpretation is shaped by his or her prior knowledge, experiences and attitudes.
 Reading is an indispensable skill that requires continuous practice, development, and refinement.
JABBERWOCKY
By Lewis Carroll
(from Through the Looking-Glass and What Alice Found There, 1872)
‘Twas brillig, and the slithy toves

Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
“Beware the Jabberwock, my son!

The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
The frumious Bandersnatch!”
He took his vorpal sword in hand:

Long time the manxome foe he sought –
So rested he by the Tumtum tree,
And stood awhile in thought.
And, as in uffish thought he stood,

The Jabberwock, with eyes of flame,
Came whiffling through the tulgey wood,
And burbled as it came!
One, two! One, two! And through and through

The vorpal blade went snicker-snack!
He left it dead, and with its head
He went galumphing back.
“And, has thou slain the Jabberwock?
Come to my arms, my beamish boy!
O frabjous day! Callooh! Callay!
He chorted in his joy.
‘Twas brillig, and the slithy toves

Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.
Look at the unfamiliar words of the poem. Choose the unfamiliar words and place them in the chart below. Try
to decipher the meaning of these words. The first one has been done for you.
Unfamiliar word from the poem Part of Speech Possible meaning
1. Slithy Adjective Description for a slimy animal
2.
3.
4.
5.
Tel. No. +63 (042) 317 5639/ (042) 717 1053/ (042) 421 1449 LAS - SHS
Name:______________________________________________ Grade/Score: ____________________

Subject:_____________________________________________
Activity Title: Reading and Thinking Strategies across Text Types
Learning Target: Describe a written text as a connected discourse.
References: Didal, C. Introduction: Reading and Writing Skills. Pages 1-8
Reading and Thinking Strategies across Text Types
A. Text as a Connected Discourse
Text is a large unit of written language. A group of ideas put together to make a point or one central
idea. It has a structure which requires the ideas in the discourse to be relevant to each other.
Discourse – is an extended expression of thoughts or ideas – utterance, talk, speech, discussion, and
conversation. The ideas in discourse are not connected or do not have a particular structure.
Connected Discourse - connected speech, or connected discourse, in linguistics is a continuous

sequence of sounds forming utterances or conversations in spoken language.
Defining Reading
The previous poem revitalized your experience with reading because you were reading a text with
many unfamiliar words. It challenged you to pay more attention to better understand what was on the
page.
But what is reading anyway? Reading is a cognitive process of decoding symbols to derive meaning
from a text. It is always an interaction between the text and the reader. We read to gain and share
information and ideas, whether for academic, personal or professional purposes.
Reading is also a skill that can be improved through consistent practice. In order to comprehend
the text, we apply many skills simultaneously while we read: identifying the author’s purpose, grasping
the main ideas of the text, locating important details, using context clues to understand unfamiliar words,
answering specific questions, analyzing the text’s points, and critiquing the text. These, and more, are
some of the strategies that we can use to help us become better readers.
Exercise: Answer the question briefly.
What makes text as a connected discourse?

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Tel. No. +63 (042) 317 5639/ (042) 717 1053/ (042) 421 1449 LAS - SHS
Name:______________________________________________ Grade/Score: ____________________

Subject:_____________________________________________
Activity Title: Applying Effective Reading Strategies
Learning Target: Get an overview of a text using effective reading strategies.
References: Tiongson M. and Rodriguez M., Reading and Writing Skills. Page 6-7
While reading our previous selection, you must have felt confused because there were many
words that you did not understand. You might have taught that the piece you were reading was
nonsensical! You must have employed strategies to help you make sense of the poem. Below are some
reading strategies that you can use to increase your understanding of the text.
1. Previewing
Previewing means looking at the readily visible parts of the text, like titles and subtitles, and also
visuals and paragraphs, pictures, and charts. Previewing helps familiarize you with the contents of the
selection and focus on the important information in the text. Next, examine the titles and subtitles of the
text. Afterward, browse the introduction and conclusion of the text. Finally, look at the visual elements of
the text. Take note of the things that interest you to better understand the text later.
2. Skimming and Scanning

Skimming the text means you look for the main point of the reading and identify the ideas that
develop it. Skimming effectively means physically moving your eyes rapidly along the page and tracing
your finger along the lines of the text to speed up your reading. This skill also involves quickly going
through beginning and concluding sentences of paragraphs because these usually talk about the topic of
the text.
Meanwhile, scanning the reading is looking for specific information. To scan the text effectively,
you need to have an idea of the details you are looking for. The instructions of your teacher or questions
about the text may help you in knowing what to scan for. This strategy also involves physically moving
your eyes quickly along the lines of the text. You do not have to read every word; just read until you
locate the details you are scanning for. Scanning the text is especially useful when doing research or
taking examinations.
Exercise:
Select one reading strategy discussed in this lesson. In the space below, discuss how to apply this
strategy in your own words. Why did you choose this strategy? When should this strategy be used? Can it
be applicable for all reading materials? What are the advantages and limitations of using this strategy? Do
you think this strategy is the most effective? Why?
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Tel. No. +63 (042) 317 5639/ (042) 717 1053/ (042) 421 1449 LAS - SHS
Name:______________________________________________ Grade/Score: ____________________

Subject:_____________________________________________
Skills: Exercise/Drill Illustration Informal Theme _________
Activity Title: Techniques in Organizing Information (Brainstorming List)
Learning Target: Distinguish between and among techniques in selecting and organizing information.
References: Belino M. Reading and Writing Skills
A. Brainstorming
It is a group creativity technique by which efforts are made to find a conclusion for a specific
problem by gathering a list of ideas spontaneously contributed by its members.
Four Brainstorming tips suggested by Mark Nichol in Daily Writing Tips

A. 1. CUBING
In this strategy, a topic or idea is examined in six (6) viewpoints.
a. What is the topic?
b. What is it like or unlike?
c. What does it make you think of?
d. What constituent parts is it made of?
e. How can it be used?
f. How can you support or oppose it?
A. 2. FREE WRITING
In this technique, just keep on writing and not minding errors in spelling and grammar. The
objective here is to just write what comes to your mind. Have a quantitative goal like coming up
with 500 words or more. Then review what you have written later and hopefully come up with a
specific topic that would interest you.
A. 3. LISTING
List down what comes to your mind. If your intention is to come up with topic to write about,
enumerate them. An important reminder in using this technique is not to list your ideas in an
outline form because an outline will require you to organize items and your thoughts which is a
principle contrary to brainstorming.
A. 4. MAPPING
Mapping also known as clustering and webbing, is a graphic form of listing that simply involves
jotting down ideas on a large writing surface and then making connections by associating similarly
themed ideas with color-coded circles or underlines of distinct patterns and then indicating other
relationships by linking with lines.
Tel. No. +63 (042) 317 5639/ (042) 717 1053/ (042) 421 1449 LAS - SHS
Name:______________________________________________ Grade/Score: ____________________

Subject:_____________________________________________
Activity Title: Techniques in Organizing Information (Graphic Organizers)
B. Graphic Organizers
A graphic organizer, also known as knowledge map, concept map, story map, cognitive
organizer, advance organizer, or concept diagram, is a communication tool that uses visual
symbols to express knowledge, concepts, thoughts and ideas and the relationship between them.
Types of Graphic Organizers Which You Can Use in Writing

B. 1. Concept Maps
Concept maps graphically illustrate relationships between two or more concepts and are
linked by words to describe their relationships.
B. 2. Webs
Web shows how different categories of information relate to one another.
B. 3. Mind Maps
Mind maps are visual representations of hierarchical information that include a central
idea or image surrounded by connected branches of associated topics or ideas.
B. 4. Flow Diagram or Sequence Chart
This type of graphic organizer shows a series of steps or events in the order in which they
will take place. They can be used in outlining the events in the story, or showing a
procedure in a scientific process.
B. 5. Venn Diagram
It is used to identify similarities and differences between two or more concepts.
B. 6. Organizational Chart or Diagram
It is a chart that shows the structure of an organization.
B. 7. Pie Chart
It is a type of circular graph, which is divided into slices to illustrate a numerical proportion.
B. 8. Graph
It is a collection of all points whose coordinates satisfy a given relation. The most
commonly used graphs are the line and bar graph.
B. 9. Table
It is a systematic arrangement of data usually in rows and in columns for ready reference.
Exercise: Provide what is being asked.

Give your ideas about THE DIFFERENT PROBLEMS THAT OUR COUNTRY IS FACING TODAY.
Organize your ideas by using Graphic Organizer (any of the types).
Tel. No. +63 (042) 317 5639/ (042) 717 1053/ (042) 421 1449 LAS - SHS
Name:______________________________________________ Grade/Score: ____________________

Subject:_____________________________________________
Activity Title: Techniques in Organizing Information (Outline)
C. Outline
An outline is the general plan of what you intend to write. In preparing the outline, you
have to classify each information and its connection to your topic or subject. The sorted
information may be grouped according to content. From these grouped information, you can
already provide – main and subheadings – which are parallel in structure. In an outline, have at
least two topics after each heading and two for the subheadings.
C. 1. Topic outline
It is a form of outline that uses parallel phrases for the heading all throughout.
C. 2. Sentence outline
It is a form of outline that uses sentences for the heading all throughout.
There are two formats of outlining

1. Number-Letter Format
2. Decimal Outline Format
Number Letter Format

It is the use of number, then letter in an outline. You use the Roman numerals for the heading,
under are the subheadings or supporting details which are intended and are marked by capital letters. If
there are subheadings under letter A, indent further and use Arabic number 1 and so on. In case of
information not as important as the subheading, indent and mark it with a small letter instead.
Decimal Outline
It makes use of decimal numbers in place of the number-letters use. Arabic number 1 is used
instead of Roman “I” for the main heading. Number 1.1 is used in case there is a subheading; numbers 1.2
if there is another subheading that follows it.
Tel. No. +63 (042) 317 5639/ (042) 717 1053/ (042) 421 1449 LAS - SHS
Name:______________________________________________ Grade/Score: ____________________

Subject:_____________________________________________
Activity Title: Patterns of Development in Writing across Disciplines
Learning Target: Distinguishes between and among patterns of development in writing across
disciplines.
References: Lachica T. Reading and Writing Skills
I. Narration
This is the most basic pattern of development. It describes how, when, and where an event or
occurrence actually happened. It used to tell a story or focus on a set of related events.
Components of Narrative Text
1. Logical Actions – are considered the very moments within the plot or the narrative that drive the
characters forward, be it during the dialogue, or within a scene.
2. Way of Narration – refers to how the writer presents the story. It includes the pace by which
scenes are given out. Having natural progression of time to the events of the story makes a good
writing.
3. Terminology – places emphasis on the fact that concepts are critical to the narration. Writers
must choose how to address terms and which ones they want to use in order to create an
appropriate setting.
Concrete Terms – are words that identify things, places, and events that can be measured and
observed. These are terms that have physical manifestation in our world.
Examples: spoon, dog, house
Abstract Terms – this refers to ideas or concepts that are intangible
Examples: love, freedom, feminism
General Terms – it is commonly used to denote groups
Example: furniture
Specific Terms – it refers to an individual component of the group
Examples: cabinets, desks, chairs
II. Description
This is the pattern of development which goes into details about a specific object, person, or
location, in order to firmly set its appearance.
Characteristics of Description
 Has a clear focus and sense of purpose
 Uses sensory details and precise words
 Presents details in logical order
Varieties of Description
1. Objective Description - this looks into factual and scientific characteristics of what is being
described as objectively as possible. The writer stays away from emotional impressions or
responses and instead, describes the scene as it is.
2. Subjective Description – this is a sort of description that the author would normally use to “paint
the picture” of how he sees a character, or how he wants the readers to see a character. This is
also used in a literary discourse when there is stereotyped image that can be attributed to a
person, place, or an event.
Tel. No. +63 (042) 317 5639/ (042) 717 1053/ (042) 421 1449 LAS - SHS
Name:______________________________________________ Grade/Score: ____________________

Subject:_____________________________________________
disciplines.
III. Definition
-explains not just what something means or is, but also what something does, what something is used for, what
something looks like, etc.
Varieties of definition
1. Scientific Definition – defines concepts in the most factual way, which is often used in scientific, proper, or
real world facts.
2. Subjective definition – defines the objects in a more personal way
- Usually derived from the author’s own experiences and opinion
- Often used by a writer to state something from the point of view of the characters
or in relation to the setting.
The term could be emphasized by the following:
1. Characteristics of features
2. Function
3. Effect
4. Origin
Signal words for definition
Is defined as as defined means Refers to to define to illustrate
IV. Classification and Exemplification
Classification – divides things into groups, classes, or categories

- Organizes ideas into divisions based on criteria or standards
Exemplification – provides examples and illustrations in order to further clarify or explain the concept or
subject matter
- Presents the general statement and then provides specific and concrete examples
to expound on the main idea
Signal words for classification
Another classified as one kind the last group
Another kind final type the first category the next part
Signal words for exemplification

After all for instance namely that is
As an example in other words put another way to be specific
Consider the following in particular specifically to clarify
For example in short stated differently to illustrate
Tel. No. +63 (042) 317 5639/ (042) 717 1053/ (042) 421 1449 LAS - SHS
Name:______________________________________________ Grade/Score: ____________________

Subject:_____________________________________________
disciplines.
V. Comparison and Contrast
-Organizes ideas based on how events, places, people, things, and concepts are similar to or
different from one another
a. separately – involves describing one idem first followed by the second item
b. side-by-side – involves discussing both items based on each point of comparison
VI. Cause and Effect
-Explains why something happens or what results a particular event produces
a. Paragraph emphasizing cause
b. Paragraph emphasizing effect
VII. Problem-Solution
-Focuses on either a problem or a solution in a particular area or situation
VIII. Persuasion
-convinces readers to agree to claim an argument or claim about a particular topic
Tel. No. +63 (042) 317 5639/ (042) 717 1053/ (042) 421 1449 LAS - SHS
Name:______________________________________________ Grade/Score: ____________________

Subject:_____________________________________________
Activity Title: Properties of Well-written Text
Learning Target: Identify the properties of a well-written text
References: Reading and Writing Skills, SlideShare
Properties of Well-written Text

1. Text Organization – is the way a text is organized that helps to guide the reader logically through
it. This property makes a text readable and its message clear. Organization can be achieved
through the following techniques:
 Physical format – this is how the text physically appears like headings and subheadings,
bullet points or font emphasis.
 Signal Words – are textual clues that readers can use to follow a text. They can signal the
transition from one point to another, the ordering of events and concepts, or the writer’s
chosen text type.
 Structure – provides the framework upon which the text is organized. It consists of the
following:
 Beginning: introduction, thesis statement, hook
 Middle: Supporting details
 End: conclusion, summary, final message
2. Proper Language Use – allows you to capture the message that you want to convey to your
readers. It is all about choosing the right words that accurately capture your ideas.
3. Coherence and Cohesion – coherence and cohesion make your text easier for your readers to
follow and understand. Cohesion is the connection of ideas to the central concept of a text.
Coherence is the relationship of ideas between sentences. Both should be present in your text
because having one without the other will still create confusion for readers.
4. Mechanics – are conventions that have to be considered in writing. Some of these conventions are
spelling, punctuation, and capitalization. It is important to know and observe these conventions in
writing to avoid confusion.
 Spelling – when you write, always make sure that you are consistently using one standard
with regard to the spelling of your words. Remember that there are slight differences in
American English spelling and British English spelling.
 Punctuation – is the act of using a system of symbols such as the comma, period, quotation
marks, question marks, etc. that are used to give structure to and organize a text. The use
of punctuation guides the reader regarding how the text should be read.
 Capitalization – is the act of writing the first letter of a word in uppercase while the rest of
the letters are in lowercase. There are rules in capitalization that one has to remember.
Tel. No. +63 (042) 317 5639/ (042) 717 1053/ (042) 421 1449 LAS - SHS
Name:______________________________________________ Grade/Score: ____________________

Subject:_____________________________________________
Activity Title: Critical Reading as Looking for Ways of Thinking
Learning Target: Explain critical reading as looking for ways of thinking.
References: Lachica, T., Reading and Writing Skills, SlideShare
The meaning of words may be implied in three ways:

1. Text
2. Reader’s context
3. Author’s Context
Simple Reading – involves identifying and recognizing the meaning of a text

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

 It gives the basic definition of text.  After recognizing what a text says, it reflects
on what the text does by making judgment.
 Its central idea is the message being  Its certain goal is to recognize the author’s
imparted. 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.  It recognizes what a text says, reflects on
what the text does, and infers on what the
text means.
 The reader absorbs and understands.  The reader actively recognizes and analyzes
evidence in the text.
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
Main Fact
Cause
vs. vs.
and Effect
Supporting details Opinion
Compare
Summary Sequence and
Contrast
Problem-
Inference Conclusion
solution
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 Conclusion – is figuring out much more than what an author says directly. It is 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. Understanding Cause and Effect – involves identifying the event that causes another event.
8. Comparing and Contrasting – comparing is determining how things are the same. Contrasting is
determining how things are different
9. Identifying the Problem and Solution – involves discussing complex issues and identifying the
solution.
Tel. No. +63 (042) 317 5639/ (042) 717 1053/ (042) 421 1449 LAS - SHS
Name:______________________________________________ Grade/Score: ____________________

Subject:_____________________________________________
Activity Title: Explicit and Implicit Claims in a Text
Learning Target: Differentiate explicit from implicit claim
Explicit and Implicit Claims in a Text

Explicit (Explicitus)
-Obvious and apparent; directly stated
Implicit (Implicitus)
-not expressed clearly; only suggested; indirectly stated
Fact and Opinion

Fact – a statement about the real world reinforced by reliable evidence
- can express explicit or obvious information
- remains the same
- a true piece of information
Opinion – a statement expressing one’s feelings or personal judgment
Kinds of Facts
1. Empirical Facts – facts that can be proven by scientific observation, experience, or experiment
Example: Ninoy Aquino was gunned down at the tarmac of Manila International Airport.
2. Analytical Facts – facts that make use of various operations I mathematics to prove a statement.
Example: 5x3 means 5+5+5 = 15
3. Evaluative Facts – facts that are supported by laws, local and international, and ideally give order.
Example: Philippines owns Spratly Island.
4. Metaphysical Facts – facts that are verified by revelatory evidence or self-evidence

- facts that are assumed to be true without external evidence.
Example: All men are created equal.
Tel. No. +63 (042) 317 5639/ (042) 717 1053/ (042) 421 1449 LAS - SHS
Name:______________________________________________ Grade/Score: ____________________

Subject:_____________________________________________
Activity Title: Kinds of Claims
Learning Target: Identify the different kinds of claims.
Claim
- A statement that the author wants the reader to accept
- writer’s point or position regarding the chosen topic.
Kinds of Claims
1. Claim of Fact – relates to the statement that can be verified, no matter how difficult. It is inferred
from a reliable source of information. This claim can be proven by steadfast information or data. It
is not dependent on merely on a person’s preference, but can be true or false.
Examples:
a. All men are created equal.
b. Cancer is not contagious.
c. The Earth is warming rapidly.
d. The atmosphere has too much carbon dioxide.
2. Claim of Policy – an argument that asserts the implementation of a certain policy. It depends on
an existing policy, rule, or law. It posits that specific action should be chosen as solution to a
particular problem. It begins with “should”, “ought to”, or “must.”
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.
3. Claim of Value – is 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 to 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 building a new one.
e. It’s more fun in the Philippines.
f. It is better to have loved and lost than not to have loved at all.
Tel. No. +63 (042) 317 5639/ (042) 717 1053/ (042) 421 1449 LAS - SHS
Name:______________________________________________ Grade/Score: ____________________

Subject:_____________________________________________
Activity Title: Hypertext and Intertext
Learning Target: Identify the context in which a text was developed.
References: Reading and Writing Skills Curriculum Guide, pg. 5
HYPERTEXT
Hypertext presents a new way to read on-line text that differs from reading standard linear text.
Text is typically presented in a linear form, in which there is a single way to progress through the text,
starting at the beginning and reading to the end. However, in hypertext, information can be represented
in a semantic network in which multiple related sections of the text are connected to each other. A user
may then browse through the sections of the text, jumping from one text section to another. This permits
a reader to choose a path through the text that will be most relevant to his or her interests.
The features in hypertext supply flexibility to the reader when compared to reading linear text
such as books. Clearly some of this flexibility does exist in books (e.g. table of contents and indexes), but it
is not as widely used or exploited. Hypertext permits readers to use these features automatically rather
than requiring readers to manually refer to them as needed. This provides additional control to the reader
in determining the order that the text is to be read, and allows the reader to read the text as if it were
specifically tailored to the reader's background and interests. This flexibility does promise an advantage of
personalization and eases the burden of finding information, however, is this flexibility actually good or
useful to the reader?
INTERTEXT
Intertextuality is the shaping of a text meaning by another text. Intertextual figures include:
allusion, quotation, calque, translation, pastiche and parody. An example of intertextuality is an author’s
borrowing and transformation of a prior text or to a reader’s referencing of one text in reading another.
Derived from the Latin intertexto, meaning to intermingle while weaving, intertextuality is a term
first introduced by French semiotician Julia Kristeva in the late sixties. In essays such as "Word, Dialogue,
and Novel," Kristeva broke with traditional notions of the author's "influences" and the text's "sources,"
positing that all signifying systems, from table settings to poems, are constituted by the manner in which
they transform earlier signifying systems. A literary work, then, is not simply the product of a single
author, but of its relationship to other texts and to the structures of language itself. "Any text," she
argues, "is constructed of a mosaic of quotations; any text is the absorption and transformation of
another"
Tel. No. +63 (042) 317 5639/ (042) 717 1053/ (042) 421 1449 LAS - SHS
Name:______________________________________________ Grade/Score: ____________________

Subject:_____________________________________________
Activity Title: Critical Reading as Reasoning
Learning Target: Explain critical reading as reasoning.
References: Belino, M., Reading and Writing Skills, SlideShare
You have learned that as a critical reader, you should be able to use textual evidence when asked
by your teacher to support analysis of the implicit and explicit information presented by a writer in a text.
Given the same text to other readers, you may encounter questions that will really require your
answer. In that case you should have the skills of reasoning out and giving analysis and evaluative
statements.
Critical Reading as Reasoning

Reasoning is defined in Merriam-Webster’s Dictionary as an act of giving statements for
justification and explanation. It is the ability of someone to defend something by giving out reasons.
Formulating Evaluative Statements

Evaluative statement
 It is a way of giving a better explanation to show the strength and the weakness of something
through writing.
 It presents a value judgment based on a set of criteria.
 It is used in giving a judgment that can be backed up or supported by valid reasons or proofs.
 It is the writer’s way of explaining why strength is strength and a weakness a weakness based on
the evidences gathered.
How to Evaluate an 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 judgment of the text’s content and property.
You may compose your evaluative statements in two steps:
1. Formulating Assertions about the content and the properties of a text read.
2. Formulating a meaningful counterclaim in response to a claim made in the text read.
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. These assertions usually contain evaluative
languages such as useful, significant, important, insightful, detailed, up-to-date, comprehensive, practical,
etc.
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

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Eastern Quezon College, Inc.

R. Marco St., Brgy. Peñafrancia, Gumaca, Quezon

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‘Twas brillig, and the slithy toves

“Beware the Jabberwock, my son!

He took his vorpal sword in hand:

And, as in uffish thought he stood,

One, two! One, two! And through and through

‘Twas brillig, and the slithy toves

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Reading and Thinking Strategies across Text Types

A. Text as a Connected Discourse

Connected Discourse - connected speech, or connected discourse, in linguistics is a continuous

Exercise: Answer the question briefly.

What makes text as a connected discourse?

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2. Skimming and Scanning

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Four Brainstorming tips suggested by Mark Nichol in Daily Writing Tips

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Types of Graphic Organizers Which You Can Use in Writing

Exercise: Provide what is being asked.

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There are two formats of outlining

Number Letter Format

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IV. Classification and Exemplification

Classification – divides things into groups, classes, or categories

Signal words for exemplification

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Properties of Well-written Text

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The meaning of words may be implied in three ways:

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

Simple Reading Critical Reading

Components of Critical Thinking

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Explicit and Implicit Claims in a Text

Fact and Opinion

4. Metaphysical Facts – facts that are verified by revelatory evidence or self-evidence

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Critical Reading as Reasoning

Formulating Evaluative Statements

How to Evaluate an Evaluative Statement

Formulating a Meaningful Counterclaim in Response to a Claim Made in the Text Read

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

Hedges could come in different forms such as:

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