SENIOR HIGH SCHOOL DEPARTMENT

SAMUEL CHRISTIAN COLLEGE

Navarro, City of Gen. Trias, Cavite
(046) 402-0725 | 0916-729-5830
scc@samuelchristiancollegegtc.com
SECOND SEMESTER: MODULE 4
CS8: READING AND WRITING
Teacher: Matthew Geosef B. Beringuela
SCC Silid Credentials: beringuela.matthewgeosef@scc/online
SCC Facebook Account Link:
https://www.facebook.com/scc.mgbb

4
MODULE
Reading and Responding to Texts Critically

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.

It may or may not involve evaluation of

the strength of the writer’s point. It is a
type of reading that goes beyond
passively understanding a text because
you process the author’s words and
make judgments after carefully
considering the reading’s text message.

Whenever you read something and you

evaluate claims, seek definitions, judge
information, demand proof, and
question assumptions you are thinking critically.

Critical reading is done when a reader would like to understand the text’s deeper meaning because
it is a way of knowing how a writer thinks. In doing so, the reader first identifies the purpose of the writer in
writing the text – to inform, entertain, or persuade. Then the reader will have to go through the author’s ideas.
Next, the reader will assess whether the purpose of the writer is achieved by evaluating the validity of the facts,
opinions, and inferences presented.

You will know if a statement is a fact if it can be proven through verifiable evidence such as historical documents
or statistics. On the other hand, opinions are statements which express the writer’s personal preferences,
judgments, predictions, or values. Inferences are concluding statements which are made after considering all the
other ideas presented in the text.

Keep in mind…

If we read We think
critically critically

SCC • A mark of Excellence • A testimony of Faith • A heart of Service

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 To guide you in this module, below is a simple map of the lessons covered in this module:

Understanding Critical Reading

As way of thinking

As reasoning

Understanding Texts

Responding to Texts

Critical reading as looking for ways of thinking

In this lesson you will learn the following:

Lesson No. and Title
Lesson 1 – Explain critical
reading as looking for ways of
thinking
EN11RWS-IIIij-5
Identify claims explicitly or
implicitly made in a written
text
a. Claim of fact
b. Claim of policy
c. Claim of value
EN11/12RWS-IIIij-6
Identify the context in which
a text was developed
a. Hypertext
b. Intertext
EN11RWS-IVac-7
Lesson 2 - Explain critical
reading as reasoning
EN11RWS-IVac-8
Formulate evaluative
statements about a text read
a. Formulate assertions about
the content and properties of
a text read
Essential Question
 Lesson 1 – How are we
going to involve ourselves to
the written material we are
reading?
 Lesson 2 – How do we
identify if the writer was able
to support their ideas?
Learning target
(Acquisition Make-Meaning Transfer)
 Define Critical Thinking (A)
 Identify Explicit and Implicit Claims (A)
 Read and Understand Texts by giving
claims of Fact, Policy, or Value through
written outputs (M)
 Write an Essay showing claims on fact,
policy, or value with the use of Hypertext
and/or Intertext. (T)
 Explain Critical Reading as Reasoning (A)
 Formulate Evaluative statements about a
read text (M)
 Write unified and coherent paragraphs
as a response to texts read (T)

SCC • A mark of Excellence • A testimony of Faith • A heart of Service

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b. Formulate meaningful
counterclaims in response to
claims made in a text read
EN11RWS-IVac-9
Determine textual evidence
to validate assertions and
counterclaims made about a
text read
EN11RWS-IVac-10

Resources/References o Cenizal-Raymundo, H. (2016) Reading and Writing Skills. Diwa

o Estacio, Ma. (2016) Developing Reading and Writing Skills. Phoenix
o Tiongson, M. (2016) Reading and Writing Skills. Rex
Core Values Self-discipline
Innovativeness
Artistry
Effectiveness and Efficiency
21st Century Skills Critical Thinking, Information Literacy

“Beauty is a form of genius – higher indeed, than genius,

as it needs no explanation.”
What have you have you understood in the given quotation? Express your idea, feelings, or
reactions about this statement. You may explain the quote by how you understood it, by
relating it to your beliefs or personal experiences.

 Why do we have to read critically? Do we really have to do that?

- Of course the answer is YES. We read critically to think critically. We read critically to make judgments.

 Do you think when you read a text you are interacting with the writer itself?

- When we read critically we find out the author’s point of views on something, we ask questions, evaluate
the strengths and weaknesses of the author’s argument, and deicide to agree or disagree with it, it allows
us to enter into a dialogye with the author – thus deepening our understanding of the issue or the topic
discussed.

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 Critical Reading as Looking for Ways of Thinking

To show how some critical reading strategies are used, let us first read the following excerpt from the presidential
address of Manuel L. Quezon delivered to students and teachers on August 19, 1938:

"The Policies and Achievements of the Government and Regeneration of the Filipino
(Excerpt)
by Manuel L. Quezon

National strength can only be built on character. A nation is nothing more nor less than its citizenry. It
is the people that make up the nation and, therefore, it cannot be stronger than its component parts. Their
weakness is its failings, their strength its power. Show me a people composed of vigorous, sturdy individuals, of
men and women healthy in mind and body; courteous, brave, industrious, self-reliant; purposeful in thought as
well as in action; imbued with sound patriotism and a profound sense of righteousness; with high social ideals
and a strong moral fiber; and I will show you a great nation, a nation that will not be submerged, a nation that
will emerge victorious from the trials and bitter strifes of a distracted world, a nation that will live forever,
sharing the common task of advancing the welfare and promoting the happiness of mankind.

We are engaged in the epic task of building our nation, to live and flourish, not for a day but for all time. We
must find the flaws, if there be any, in our concept of individual and community life, as well as in our character,
and proceed at once to remedy them.

I have an abiding faith in our people. I know that they have all the faculties needed to become a powerful
and enlightened nation. The Filipino is not inferior to any man of any race. His physical, intellectual, and moral
qualities are as excellent as those of the proudest stock of mankind. But some of these qualities, I am constrained
to admit, have become dormant in recent years. If we compare our individual and civic traits with those that
adorned our forefathers, we will find, I fear, that we, the Filipinos of today, have lost much of the moral strength
and power for growth of our ancestors. They were strong-willed, earnest, adventurous people. They had
traditions potent in influence in their lives, individually and collectively. They had the courage to be pioneers,
to brave the seas, clear the forest and erect towns and cities upon the wilderness. They led a life of toil and
communal service. Each one considered himself an active part of the body politic. But those traditions are either
lost or forgotten. They exist only as a hazy-mist in our distant past. We must revive them, for we need the
anchorage of these traditions to guide and sustain us in the proper discharge of our political and social
obligations.

The Filipino of today is soft, easy-going. His tendency is towards parasitism. He is uninclined to sustained
strenuous effort! He lacks earnestness. Face-saving is the dominant note in the confused symphony of his
existence. His sense of righteousness is often dulled by the desire of personal gain. His norm of conduct is
generally prompted by expediency rather than by principle. He shows a failing in that superb courage which
impels action because it is right, even at the cost of self-sacrifice. His greatest fear is not to do wrong, but of
being caught doing wrong. He is frivolous in his view of life. His conception of virtue is many times conventional.
He takes his religion lightly. He thinks that lip-service and profession are equivalent to deep and abiding faith.
He is inconstant; he lacks perseverance; the first obstacles baffle him, and he easily admits defeat. The patriotism
of many Filipinos of today is skin-deep, incapable of inspiring heroic deeds. There are those who are apt to
compromise with ethical principles and to regard truth as not incompatible with misrepresentation or self-deceit.

This appraisal of the character of our people today may sound too severe. You will realize that I would be
happier if I could only shower praise upon my countrymen. But my responsibility as head of this Nation compels
me to face and state facts, however disagreeable they may be to me or to our people, for it is only thus that we
can remedy existing evils that threaten to destroy the vitality and vigor of the race. Because I have not lost faith
that there is, within us, all the spiritual and moral forces needed for the building of a great nation, I am ruthless
in pointing out our present shortcomings. Our task – it is a heroic task – is to awaken and apply these faculties
so that our people should become what of right they should be: morally strong, virile, hard-working, refined,
enterprising, persevering, public-spirited.

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 I want our people to grow and be like the molave, strong and resilient, rising on the hillside, unafraid of the
raging flood, the lightning or the storm, confident of its own strength. If we have the will to survive and the will
to achieve social efficiency, we cannot delay this task of spiritual regeneration. Let us begin to mold the typical
Filipino.

To insure the accomplishment of this task of national spiritual reconstruction, we shall formulate and adopt
a social code – a code of ethics and personal conduct – that can be explained in the schools, preached from the
pulpits, and taught in the streets and plazas, and in the remotest corners of our land. We shall indoctrinate every
man, woman, and child in its precepts. By every means and power at my command, I shall strive to enforce its
principles and to require that they be so universally and constantly observed, that our children may breathe it
in the air and feel it in their very flesh. Every Filipino is a part and an objective of this great national movement,
the success of which depends upon his own success in building up his character and developing his faculties.

This undertaking—the regeneration of the Filipino – constitutes the paramount interest of my

administration. My most cherished ambition is to see it realized. It is the greatest prize that I can crave for my
life. I call upon all the teachers, the ministers of every faith, the political and social leaders, and particularly upon
you, young men and young women, to be at the vanguard of this crusade.

We have attained our freedom, but our spirit is still bound by the shackles forged from the frailties of our
nature. We owe it to ourselves and our posterity to strike them down.

Other peoples of the world are straining themselves to attain higher levels of progress and national security.
We shall not lag behind.

The Filipino people are on the march, towards their destiny, to conquer their place in the sun!

Techniques to help you develop critical reading skills

- Keeping a reading journal

o Similar to keeping a diary, this also allows you to relate to the essay and understand the author’s
ideas. This allows you to develop your impressions of the text and connect them to your personal
experiences. You as a writer is free to express whatever was in your mind. You are not bound by
any rules. However, its contents are slightly different to a diary. In a journal, you write your
feelings and ideas in reaction to what you read/or your reading assignment.

Let us say that you found the following quote interesting:

“We have attained our freedom, but our spirit is still bound by the shackles forged from the
frailties of our nature. We owe it to ourselves and our posterity to strike them down.”

What are the occassions where you felt like you were not maximizing the freedom given to you
because of some challenges? Why do you feel this way? What can you do to overcome your
weaknesses? Make a reading journal by writing a short entry on this.

- Annotating the text

o Annotating the text simply means making notes on your copy of the reading. Take note that it is
best to annotate the text once you have read it and understand it properly. Includes highlighting,
or underlining important passages and writing notes, comments, questions, and reactions on the
margins. By doing this, you are already entering into a dialogue with the author and NOT just
pasively reading the text

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 In the text above, try to make annotations on the paragraph that begins with this: "The Filipino
of today is soft, easy-going." Do you agree with this statement? Why or why not?

- Outlining the text

o To read critically, we create a rough outline of what we read. Since we made a rough outline of
the text, we can see how the author structures, sequences, and connects his ideas.

Try outlining President Quezon's speech. Your outline can simply consist of a one-sentence
summary of each paragraph, and you can group paragraphs which talk about the same topic
together.

- Summarizing the text

o Similar to outlining. A summary consists of getting the main points of the essay and the supporting
details. You get the gist of the text. Just like outlining, we also locate the thesis statement and
topic sentences. The supporting details in a paragraph and succeeding paragraphs may be used
to clarify the writer’s point.

Try to summarize the speech by giving the thesis statement and choosing two to three supporting
details.

- Questioning the text

o Questioning the text involves asing specific questions on points that you are skeptical about. We
doubt when a person/author says something that fails to meet our expectations or our views on
the topic.

 The following may be asked:

 What type of audience is addressed?
 What are the writer's assumptions?
 What are the writer's intentions?
 How well does the writer accomplish these?
 How convincing is the evidence presented?
 How reliable are the sources? Are they based on personal experience, scientific data, or outside
authorities?
 Did the writer address opposing views on the issue?
 Is the writer persuasive in his/her perspective?

Try to ask these questions of the given text. What answers do you think you will be able to come
up with?

Determining Explicit and Implicit information

1. Explicit information – it is clearly written and explained in the text so that the reader will not be
confused. If something is explicit it is in the text – there is evidence that you can point to – it can be
a fact or an opinion, but it is there in black and white.

Example of Explicit text:

“George did not like dogs and had never owned one”

Explanation: It shows that george never owned dogs it is because he did not like dogs.

2. Implicit information – is something that is implied, but not stated outright in the text. The writer’s
ideas are not explicitly stated. The writer’s ideas are not stated outright in the text. The writer’s ideas
are not explicitly stated. For his/her intentions to be revealed, the writer merely uses clues, hints,
words, or symbols to point out their point. For you to understand and unearth the writer’s ‘concealed’
information in a text, you have to make an inference.

SCC • A mark of Excellence • A testimony of Faith • A heart of Service

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 Inference - the reasoning involved in drawing a conclusion or making a logical judgment on the basis
of circumstantial evidence and prior conclusions rather than on the basis of direct observation.

If something is implied it is being suggested by the text.

Example:
“George moved away whenever there is a dog approaching us”

Explanation: George might not like dogs, or is afraid of the because he moves awayy whenever there
is a dog around.

Knowing how to identify explicit and implicit information will help you in one of the most important skills needed
in critical reading: evaluating the claims made by an author. This involves going back to the text to recognize the
writer’s arguments and evidence.

Characteristics of Good Claims

a. A claim should be argumentative and debatable. When a writer makes a claim, he/she is making a
case for a particular perspective on the topic Readers expect to be able to raise objections to your
claim, and they can only raise objections if the claim is something that can be reasonably
challenged. Claims that are only factual or based on opinion, thus, are not debatable.

b. A claim should be specific and focused. If the claim is unfocused, the paper will be too broad in
scope and will lack direction and a clear connection to the support provided. It may also lead to
overgeneralizations and vague assertions.

c. A claim should be interesting and engaging. It should hook the reader, who may or may not agree
with you, to encourage them to consider your perspective and learn something new from you

d. A claim should be logical. It should result from reasonable weighing of support provided writer's
claim while you are. Here are some questions to help you determine the writer’s claim while you
are reading a text:
 What is the author's main point?
 What is the author's position regarding it?

Claims in a Text

Whenever you read something, you find yourself looking for the writer’s point or position regarding the
chosen topic. The opinions of writers are written in the form of arguments. An argument is a statement of opinion
which purpose is to persuade or inform. An argument contains the writer’s claim which may be classified into
different types – fact, policies, and values.

1. Claims of fact – states a quantifiable assertion, or a measurable topic. They assert that
something has existed, exists, or will based on data. That rely on reliable sources or
systematic procedures to be validated.

Claims of fact usually answer a “what” question. When determining whether something is a
claim of fact, the following questions are useful:

- is this issue related to a possible cause or effect?

- is this statement true or false? How can this truthfulness be verified?

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 - is this claim controversial or debatable?

2. Claims of value – assert something that can be qualified. They consist of arguments about
moral, philosophical, or aesthetic topics. These types of topics try to prove that some
values are more or less desirable compared to others. They make judgments, based on certain
standards, on whether something is right or wrong, good or bad, or something similar.

Claims of value attempt to explain how problems, situations, or issues ought to be valued. To
discover these explanations, you may ask the following questions:
- Which claims endorse what is good or right?
- What qualities should be considered good? Why?
- Which of these values content with others? Which ones are more important and
why? Whose standards are used?
- What are some concrete examples of such values?

3. Claims of policy – shows that specific actions should be chosen as solutions to a

particular problem. You can easily identify a claim of policy because they defend actionable
plans, usually answer “how” questions.
- Does the claim suggest a specific remedy to solve the problem?
- Is the policy clearly defined?
- Is the need for the policy established?
- Is the policy the best one available? For whom? According to whose standards?
- How does the policy solve the problem?

Identifying the Context of Text Development

Identifying the Context of Text Development

The two context of text development are essential in understanding texts in the sense that they offer
additional information that helps the reader comprehend what the writer tries to convey through the text.
When you read texts, you may notice that some parts of it require you to look up some ideas or words in other
texts, while other parts make you draw on previous readings you have done. In cases when a text calls for you
to look up some ideas in other texts, you will likely find hypertexts in the reading material.

Hypertexts are very common online writings. Hypertext is a device in linking a text to another. It helps
you get informed about a particular word, name, or concept, in the text that may not be familiar to you. This
information appears as links and is usually accessed by clicking.

On the other hand, when you encounter texts that make you draw information on the readings you have
read previously, you will likely find allusions, imagery, and many literary devise that make you use your prior
knowledge. Such devices are called Intertext. From the prefix inter-, meaning the writer has put together ideas
from different source, and that to understand text, a reader must have read or is familiar with the other texts that
the writer is alluding to.

SCC • A mark of Excellence • A testimony of Faith • A heart of Service

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 Critical Reading as Reasoning

In this lesson you will learn the following:

Learning target
Lesson No. and Title Essential Question
(Acquisition Make-Meaning Transfer)
Lesson 1 – Explain critical  Lesson 1 – How are we  Define Critical Thinking (A)
reading as looking for ways of going to involve ourselves to
the written material we are  Identify Explicit and Implicit Claims (A)
thinking
reading?
EN11RWS-IIIij-5  Read and Understand Texts by giving
 Lesson 2 – How do we
Identify claims explicitly or claims of Fact, Policy, or Value through
identify if the writer was able
implicitly made in a written to support their ideas? written outputs (M)
text
 Write an Essay showing claims on fact,
a. Claim of fact policy, or value with the use of Hypertext
b. Claim of policy and/or Intertext. (T)
c. Claim of value
 Explain Critical Reading as Reasoning (A)
EN11/12RWS-IIIij-6
Identify the context in which  Formulate Evaluative statements about a
a text was developed read text (M)
a. Hypertext  Write unified and coherent paragraphs
b. Intertext as a response to texts read (T)
EN11RWS-IVac-7
Lesson 2 - Explain critical
reading as reasoning
EN11RWS-IVac-8
Formulate evaluative
statements about a text read
a. Formulate assertions about
the content and properties of
a text read
b. Formulate meaningful
counterclaims in response to
claims made in a text read
EN11RWS-IVac-9
Determine textual evidence
to validate assertions and
counterclaims made about a
text read
EN11RWS-IVac-10
Resources/References o Cenizal-Raymundo, H. (2016) Reading and Writing Skills. Diwa
o Estacio, Ma. (2016) Developing Reading and Writing Skills. Phoenix
o Tiongson, M. (2016) Reading and Writing Skills. Rex
Core Values Self-discipline
Innovativeness
Artistry
Effectiveness and Efficiency
21st Century Skills Critical Thinking, Information Literacy

SCC • A mark of Excellence • A testimony of Faith • A heart of Service

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 Critical Reading as Reasoning

Becoming a good critical reader means that you are able to logically evaluate the claims of the writer. Any
writer would want the reader to consider – and possibly agree with – the claims that he or she puts forward. In
expository writing, assertions become the primary channel for a reader to assert a claim

Assertions

Assertions are declarative sentences that claim something is true about something else. Simply put, it is a
sentence that is either true or false.

Read the following examples:

- The sampaguita’s roots are used for medicinal purposes, such as anesthetic and a sedative.
- The sampaguita belongs to the genus Jasminum of the family Oleaceae
- The popularity of sampaguita flowers is most evident in places of worship
- Sampaguitas are the most beautiful and most fragrant of all flowers

Upon reading the sentences there are four common types of assertion that can be inferred, which are classified
according to the degree of certainty they can be judged as true or false.

A. The first type of assertion is a fact. This is a statement that can be proven objectively by direct
experience, testimonies of witnesses, verified observations, or the results of research. Because
statements of fact can be double-checked for accuracy, there is general agreement about the truth
they posit.

- The sampaguita’s roots are used for medicinal purposes, such as anesthetic and a sedative.

This statement is a fact because it can be directly verified by experience or reliable research reports

B. The second type is an assertion of convention. It is a way in which something is done, similar to
traditions and norms. Conventions depend on historical precedent, laws, rules, usage, and customs.
Thus, their truthfulness is verified by how commonly held definitions and beliefs are interpreted.

Something to note about conventions is that they may sound factual due to being derived from customs.
They cannot be verified objectively by measurements.

- The sampaguita belongs to the genus Jasminun of the family Oleaceae.

This statement is a convention because it is based on a classification system made up by scientists and is
acceptable to the scientific community.

C. The third type of assertion is an opinion. Opinions are based on facts, but are difficult to objectively
verify because of the uncertainty of producing satisfactory proofs of soundness. Opinions result from
ambiguities; the more ambiguous a statement, the more difficult it is to verify. Thus, they are open
to disputes.

SCC • A mark of Excellence • A testimony of Faith • A heart of Service

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 - The popularity of sampaguita flowers is most evident in places of worship.

The above statement is an opinion because it is based on an observation that needs to be proven by
studies and repeated observation; there are too many factors involved that makes explicit judgment
difficult.

D. The fourth type of assertion is a preference. Preferences are based on personal choice; therefore,
they are subjective and cannot be objectively proven or logically attacked.

- Sampaguitas are the most beautiful and most fragrant of all flowers.

This statement is a preference because it says a lot about the type of flowers that the writer likes, instead
of objectively comparing the qualities of sampaguitas to that of other flowers.

Determining Textual Evidence

To better evaluate the author's argument, you should be able to determine the evidence from the text. This will
allow you to validate the assertions of the author and your own counterclaims as a response to reading. Evidence
is defined as the details given by the author to support his/her claim. The evidence provided by the writer
substantiates the text. It reveals and builds on the position of the writer and makes the reading more interesting.
Evidence is crucial in swaying the reader to your side. A jury or judge, for example, relies on evidence presented
by a lawyer before it makes a decision regarding a case.

Evidence can include the following:

- Facts and statistics (objectively validated information on your subject);
- Opinion from experts (leading authorities on a topic, such as researchers or academics); and
- Personal anecdotes (generalizable, relevant, and objectively considered).

The following are some questions to help you determine evidence from the text:
- What questions can you ask about the claims?
- Which details in the text answer your questions?
- What are the most important details in the paragraph?
- What is each one's relationship to the claim?
- How does the given detail reinforce the claim?
- What details do you find interesting? Why?
- What are some claims that do not seem to have support?
- What kinds of support could they be provided with?
- What are some details that you find questionable? Why do you think so?
- Are some details outdated, inaccurate, exaggerated, or taken out of context?
- Are the sources reliable?

The following are the characteristics of good evidence:

- Unified;
- Relevant to the central point;
- Specific and concrete;
- Accurate; and
- Representative or typical.

SCC • A mark of Excellence • A testimony of Faith • A heart of Service

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Quick Thinking Tips Critical reading is an active and reactive practice

Critical reading is the foundation of good writing

Analyzing a writer’sclaims helps us become critical thinkers

Analyzing claims helps us appreciate diverse perspectives ona topic

Good claims are always backed up by reliable evidence.

Critical reading can be defined as looking for ways of thinking because it involves trying to
determine the way the writer of a particular text thinks. When a writer presents his or her
opinions or arguments, he or she may do so by presenting a claim of fact, a claim of policy,
or a claim of value.

Responding to texts by reading critically may not be that easy, but through adequate practice,
it will eventually be much easier. In writing evaluations, begin with general assertion, which
will serve as your thesis statement. Then discuss the pieces of evidence mentioned in the
text to prove your assertion. Make sure that your arguments are logical by reviewing each
one for possible fallacies.

Did the content and flow of the discussion

achieve the intended learning targets? Submit
your answer to the Google Form sent to your Remarks/
Self-Assessment of Learning
assessments Comments/
Targets
Achieved but Recommendations
Achieved NOT Fully Not Achieved
understand
 Define Critical Thinking (A)

 Identify Explicit and Implicit

Claims (A)

 Read and Understand Texts

by giving claims of Fact,
Policy, or Value through
written outputs (M)

 Write an Essay showing

claims on fact, policy, or
value with the use of
Hypertext and/or Intertext.
(T)

 Explain Critical Reading as

Reasoning (A)

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  Formulate Evaluative
statements about a read text
(M)

 Write unified and coherent

paragraphs as a response
to texts read (T)

Imagine that you are a college student. You have an assignment in your class which requires you to write a review
on a credible article on an issue related to your current strand. Your review will be assessed based on conciseness,
accuracy, and logical organization.

Answering Guide:

1. Look for a news article, essay, or editorial with a main topic related to your current strand it could be from
the internet, newspaper, magazine, or any other resource. Using a document editor Copy and Paste your
material along with its source.
2. Critically read your text to get inferences from it.
3. Using your own words, summarize its contents on the space provided.
4. Evaluate its contents by answering the follow-up questions.

Format:

1. Page 1 – Title Page

2. Page 2 – Summary and Review of the Text
3. Page 3 – Answers to the Guide Questions

Guide Questions:

Guide Questions

1. What type of audience is addressed?

2. What are the writer's assumptions?

3. What are the writer's intentions?

4. How well does the writer accomplish these?

5. How convincing is the evidence presented? How reliable are the sources? Are they based on
personal experience, scientific data, or outside authorities?

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 6. Did the writer address opposing views on the issue? Explain

7. (complete the sentence) Reading the article, its readers will be convinced that…

8. (complete the sentence) The author made a valid point about [insert major point or point that
has a large impact for you here] because…

9. As a student, are our evaluations fair and clear? Explain

10. Have you identified accurately the writer’s claim? Explain

Grading Rubrics and Points Discussion:

Part 1 - Rubrics on grading your review

Conciseness 15
Accuracy 15
Logical organization 20
Highest Possible Score: 50

Part 2 - 2 points for each item. Highest possible score: 20

SCC • A mark of Excellence • A testimony of Faith • A heart of Service

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