LESSON 2: READING TEXTS CRITICALLY

OVERVIEW
The previous lesson established that writing academic
papers goes hand in hand with research. Research must be
done so you can find credible sources to support your claims in
your paper. Ever since Google and Wikipedia have become
readily accessible, hundreds of resources have become
available, too. This is where critical reading comes into play.
You have to be able to scrutinize the valuable and not so
valuable sources if you want to write academic papers.

OBJECTIVES
At the end of the lesson, you should be able to:
 explain what critical reading is;
 annotate, outline, summarize and question the writer’s claim in a
text;
 define fallacy and identify the kinds of fallacy;
 evaluate whether an argument is sound logical or not;
 analyze a text by applying the different ways in reading critically; and
 critique a text by pointing out the different logical fallacies.

TOPIC OUTLINE
 Reading Texts Critically
• Reading Critically
• Thinking Critically
• Fact and Opinion
• Fallacy
• Propaganda

PRE-TEST
Directions: Match Column A to Column B. Write your answer in the space provided.

J 1. It involves scrutinizing any information that

you read or hear. It means not easily believing
A. Testimonial
information offered to you by a text.
G 2. It uses words of praise for product or B. Circular Reasoning
person; nice words like goodness or patriotism.
B 3. It is when the argument is restated rather C. Propaganda
than proven.
D 4. It is something that can be verified or D. Fact
proved to be true.
E. Equivocation
F 5. It is a mistaken belief, especially one
based on unsound argument. F. Fallacy
A 6. A propaganda in which a famous person
recommends a product or a political endorsement. G. Glittering Generalities
H 7. It refers to a judgement or belief about
something. H. Opinion
E 8. It also known as doublespeak fallacy.
I. Critical Readers
I 9. These are those who can evaluate an
author’s support for a point and determine whether J. Critical Reading
that support is solid or not.
C 10. It is an information, especially of a biased or K. Ad Hominem
misleading nature, used to promote or publicize a
particular political cause or point of view.
 LET’S GET READY!

Ponder to this statement of Gary Goshgarian: “Critical reading is an active

process of discovery.”
1. What does it mean to read critically?
2. Why did Goshgarian say that critical reading is an active process of discovery?

You can map out your answers by writing words/phrases that you associate with critical
reading, active, and process of discovery. Write as many words as you can.
Understanding Involve
Processing
Thinking Visualizing Working On-going
Capture Review

Engagedment Detailed Analyzing Presentation

Analyzing Decoding
Listener Production
Questions

LET’S UNDERSTAND!

What is Critical Reading?

Imagine that you are reading a magazine and you see the following statements:
 Girls most likely do well in academics during high school years but boys get ahead of them
in college.
 Female teenagers are more concerned with their physical appearance than male teenagers.

Do you believe and agree with the statements after reading them? Would you question their
veracity? How you react after reading the statements?
If you question the validity of the statements by asking the person to give the basis for his/her
assertions, then you are one step closer to becoming a critical reader.
Critical reading involves scrutinizing any information that you read or hear. Critical reading
means not easily believing information offered to you by a text. “Read not to contradict and
confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and
consider” as Francis Bacon stated in The essays.
Critical reading is an active is an active process of discovery because when you read
critically, you are not just receiving information but also making an interaction with the writer. The
interaction happens when you question the writer’s claims and assertions and when you comment
on the writer’s ideas.
 Ramage, Bean, and Johnson (2006) identified the following requirements in critical thinking:
 The ability to pose problematic questions
 The ability to analyze a problem in all its dimensions—to define its key terms,
determine its cause, understand its history, appreciate its human dimension and its
connection to one’s own personal experience, and appreciate what makes it
problematic or complex
 The ability to find, gather, and interpret date; facts, and other information relevant to
the problem
 The ability to imagine alternative solutions to the problem, to see different ways in
which the question might be answered and different perspectives fo viewing it
 The ability to imagine alternative solutions to the problem, to see different ways in
which the question might be answered and different perspectives for viewing it
 The ability to analize competing approaches and answers, to construct arguments for
and against alternatives, and to choose the best solution in the light of values,
objectives, and other criteria that you determine and articulate
 The ability to write an effective argument justifying your choice while acknowledge
counter-arguments

The following are some suggested ways to help you become a critical reader:
1. Annotate what you read.
One of the ways to interact with
the writer is to write on the text. You can
underline, circle, or highlight words,
phrases, or sentences that contain
important details, or you can write
marginal notes asking questions or
commenting on the ideas of the writer.
There are no clear and definite guidelines
to annotating a text; you can create your
own style. For instance, you can circle
unfamiliar words or underline ideas that
you think are questionable. You can use
this sample as your guide.

2. Outline the text.

In order to fully engage to fully engage in a
dialogue with the text or with the writer of the text, you
need to identify the main points of the writer and list
them down so you can also identify the ideas that the
writer has raised to support his/her stand. You don’t
necessarily have to write a structured sentences or
topic outline for this purpose; you can just write in bullet
or in numbers. Look at the example given.

3. Summarize the text.

Aside from outlining, you can also get the main
points of the text you are reading and write its gist in your words. This will test how much
you have understood the text and will help you evaluate it critically. A summary is usually
one paragraph long.

4. Evaluate the text.

The most challenging part in critical reading is the process of evaluating what you are
reading. This is the point where the other three techniques—annotating, outlining,
summarizing—will be helpful. When you evaluate a text, you question the author’s purpose
and intentions, as well as his/her assumptions in the claims. You also check if the
 arguments are supported by evidence and if the evidence are valid and are from credible
sources.

These four suggested ways in reading critically are not isolated processes that are
independent of each other; they are overlapping processes that you can use simultaneously as
you engage in a dialogue with the writer of the text.

Critical Readers are those who can evaluate an author’s support for a point and determine
whether that support is solid or not.

This lesson will ability to read critically in three ways:

 Separating fact from opinion
 Detecting Propaganda
 Recognizing errors in reason or fallacies

Let us differentiate FACT and OPINION using the table below.

 Now we will discuss the second way to extend your ability to read critically – by detecting
PROPAGANDA – an information, especially of a biased or misleading nature, used to promote or
publicize a particular political cause or point of view.

1. Glittering Generalities- uses words of praise for product or person; nice words like goodness or
patriotism.

2. Name-Calling- Trash-talking another product or person

3. Testimonial- A famous person recommends a product or a political endorsement.

4. Plain Folks- Appeals to regular people and their values such as health, family and patriotism.
5. Bandwagon- An appeal to be part of the group

6. Transfer- An appeal that helps a person imagine themselves as part of a picture.

7. Card-stacking- Manipulating information to make a product appear better than it is, often by
unfair comparison or omitting facts.

Now, we will look at some common errors in reasoning – also known as FALLACIES - a
mistaken belief, especially one based on unsound argument. It is the use of invalid or otherwise
faulty reasoning, or "wrong moves" in the construction of an argument.

1. Circular Reasoning – It is when the argument is restated rather than proven.

Example: Mr. Aldous is a good manager because he is good at managing.

2. Hasty Generalization – It is when someone makes a sweeping statement without

considering all of the facts.
Example: You visit a new country and the first person you meet in the airport is rude.
You send a message to a friend back home that everyone in this new
country is rude.
 3. Slippery Slope – A conclusion based on the premise that one small step will lead to a
chain of events resulting some significant event which is usually
negative.
Example: If you do not have a strict policy about being on time for class, students will
arrive late. If students who arrive late to class are not punished, they'll
keep coming to class late. If they keep coming late, they'll start coming
to class later and later until they skip class altogether. If they skip one
class, they'll skip another and another, until they've failed all their
courses.

4. Straw Man - occurs when someone takes another person's argument or point, distorts it
or exaggerates it in some kind of extreme way, and then attacks the
extreme distortion, as if that is really the claim the first person is
making.
Example: Parent: No dessert until you finish your chicken and vegetables!
Child: You only love me when I eat.

5. Ad Hominem - means “against the man,” and this type of fallacy is sometimes called
name calling or the personal attack fallacy. This type of fallacy occurs
when someone attacks the person instead of attacking his or her
argument.
Examples: Person 1: I am for raising the minimum wage in our state.
Person 2: She is for raising the minimum wage, but she is not smart
enough to even run a business.
6. Appeal to Emotion – When a writer or speaker uses emotion-based language to try to
persuade the reader or listener of a certain belief or position.
Example: Grocery store commercial that shows a happy family sitting around the
table at Thanksgiving.
7. Equivocation – When an argument is presented in an ambiguous, double-sided way,
making the argument misleading. Also known as “doublespeak”
fallacy.
Example: Noisy children are a real headache. Two aspirin will make a headache go
away. Therefore, two aspirin will make noisy children go away.

LET’S WRAP IT UP!

How did you like learning different fallacies and propagandas? Those will help
you detect flaws in reasoning and at the same time will allow you to create sound arguments.
Being able to evaluate sound arguments as part of your engagement with the text and with the
author will make you a critical thinker and reader.

LET’S DO THIS!

Directions: Match Column A to Column B. Write your answer in the space provided.

I 1. It is an information, especially of a person recommends a product or a political

biased or misleading nature, used to promote or
publicize a particular political cause or point of
view.
C 2. These are those who can
evaluate an author’s support for a point and
determine whether that support is solid or
not.
G 3. It also known as doublespeak
fallacy.
D 4. It refers to a judgement or belief
about something.
K 5. A propaganda in which a famous
endorsement.
F 6. It is a mistaken belief, especially
one based on unsound argument.
H 7. It is something that can be
verified or proved to be true.
J 8. It is when the argument is
restated rather than proven.
E 9. It uses words of praise for
product or person; nice words like goodness
or patriotism.
B 10. It involves scrutinizing any
information that you read or hear. It means
 not easily believing information offered to
you by a text. A. Ad Hominem

B. Critical Reading

C. Critical Readers

D. Opinion

E. Glittering Generalities

F. Fallacy

G. Equivocation

H. Fact

I. Propaganda

J. Circular Reasoning

K. Testimonial

Prepared by:

JOANE GUTANG

GERALDINE C. RAMIRO

REFERENCES
 Saqueton, G. M. and Uychoco, M.T.A. (2016). English for
academic and professionalpurposes. Sampaloc, Manila: Rex Book
Store, Inc.

 Logical Fallacies
Retrieved from https://www.youtube.com/watch?v=IawIjqOJBU8
 MOREH ACADEMY
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Name Mohammad Mishal S. Noroña Date 9/16/2021

Strand&
12-STEM Hezron Teacher
Section
Learning Activity Sheet 2

Subject/ Learning Area: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

READING TEXTS CRITICALLY

INTRODUCTION:
The previous lesson established that writing academic papers goes hand in hand with research.
Research must be done so you can find credible sources to support your claims in your paper. Ever
since Google and Wikipedia have become readily accessible, hundreds of resources have become
available, too. This is where critical reading comes into play. You have to be able to scrutinize the
valuable and not so valuable sources if you want to write academic papers.

OBJECTIVE/S:
At the end of the lesson, you should be able to:
 explain what critical reading is;
 annotate, outline, summarize and question the writer’s claim in a
text;
 define fallacy and identify the kinds of fallacy;
 evaluate whether an argument is sound logical or not;
 analyze a text by applying the different ways in reading critically; and
 critique a text by pointing out the different logical fallacies.

ACTIVITIES/EXERCISES:

How does it feel to be a critical reader? Knowing the different flaws in logic and being able to apply
them in evaluating texts, in a way, give you power to evaluate the things that you heard or read and
not make unqualified statements as well. Before going to the nest lesson, take this assignment to
gauge how much you have learned.

Directions: Answer each of the questions in one paragraph. Each paragraph is worth ten points.
Your answer will be graded using the rubric below.
LEVEL DESCRIPTION VALU
E
 Well written and very
organized. Excellent
grammar mechanics.
9-10
 Clear and concise
OUTSTANDING
statements.
 Excellent effort and
presentation with detail.
 Demonstrates a thorough
understanding of the topic.
 Writes fairly clear.
 Good grammar mechanics.
FAIR  Good presentation and
7-8
organization.
 Sufficient effort and detail.
  Minimal effort.
 Good grammar mechanics.
GOOD 6
 Fair presentation.
 Few supporting details.
 Somewhat unclear.
 Shows little effort.
 Poor grammar mechanics.
POOR 4-5
 Confusing and choppy,
incomplete sentences.
 No organization of
thoughts.
 Lacking effort.
 Very poor grammar
VERY POOR mechanics. 1-3
 Very unclear.
 Does not address topic.
 Limited attempt.

1What does it mean and take to be a critical reader?

Being a Critical Reader should have a critical thinking every words matter and everything has
different meanings.
2. Why is critical reading considered an active process of discovery?
Because critical reading requires an active mind for analyzing sentences or texts.
3. Why is critical reading important? In what way is critical reading related to critical writing?
It’s important because without these things we couldn’t understand words that has deeper
meanings, Critical reading is related to critical writing because they’re both requires critical
thinking.
4. What are the different ways to become a critical reader? Do you agree with them? Why or why
not?
Survey, ask questions, read actively, Respond to your own questions and Record key
concepts
Yes, because by doing these your Critical Thinking while reading will improve.
5. What is a logical fallacy?
is reasoning that is logically incorrect, like "Everyone is happy with our company's
policies. This means that there is no need to get feedback from our new employees."

6. Give at least five logical fallacies and give an example for each.
The Straw Man Fallacy
Example:
Guy 1: I often listen to rap music.
Guy 2: So you hate rap music

The Bandwagon Fallacy

Example: I saw her wearing jeans and flip-flops, so I bought jeans and flip-flops.

The Appeal to Authority Fallacy

Example: A little boy says that his friends should not go to the playground because his Mama said
there were monster in the playground.

The False Dilemma Fallacy

Example: My mama said that if I eat a gum I would die.

The Hasty Generalization Fallacy

Example: One Government authority corrupts money from people, now everyone thinks the whole
government is involving in the corruption.
References:

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