2nd Quarter

CRITICAL READING
When you read something and you evaluate claims, seek definitions, judge information,
demand proof, and question assumptions, you are thinking critically.

Reading critically means you are thinking critically.

CRITICAL READING
By reading critically, you find out the author's views on something, ask to evaluate the strengths and
weaknesses of the author's argument, and decide to agree or disagree with it.
To arrive at a sufficient interpretation of a E text, you need to become a critical and active reader.

TECHNIQUES TO DEVELOP CRITICAL READING SKILLS

1. Keeping a reading journal
In a reading journal, you are writing your feelings and ideas in reaction to your reading
assignment. This process allows you to develop your impressions of the text and connect them to
your personal experiences This allows you to better relate to the essay and understand the author's
ideas.
2. Annotating the text
Annotating the text simply means making notes QQ your copy of the reading. This includes
highlighting or underlining important passages and writing notes, comments, questions, and
reactions on the margins. By doing this, you are entering into a dialogue with the author and not just
passively reading the text
3. Outlining the text
By locating the thesis statement. claims. and evidence and then plotting these into an
outline, you can see how the writer structures, sequences, and connects his/her ideas. This way you
will be able to better evaluate the quality of the writing.
4. Summarizing the text
A summary consists of getting the main points of the essay and important supporting
details. Summarizing is a useful skill because you can better understand the reading if you can
recognize and differentiate major and minor points in the text.
5. Questioning the text
Questioning the text involves asking specific questions on points that you are skeptical
about. These may be topics that do not meet your expectations or agree with your personal views.
Alternately, you should also take note of things that you found impressive.
Objectives
 Define critical reading and reasoning
 Explain critical reading as a form of reasoning

Critical Reading as Reasoning

1. Reading introduces you to new ideas and invites you to solve problems.
2. Reading improves your conversational skills.
3. Reading strengthens worldview and convictions.

What is Reasoning?
Reasoning is an act of giving statements for justification and explanation.
Critical reading means to exercise your judgement about what you are reading that is, not taking any
thing you read at face value.

Critical Reading Skills

1. The ability to distinguish between fact and opinion
2. The ability to identify the author's purpose
3. The ability to make inferences
4. The ability to recognize the author's ton

A critical reader has the ability to do the following:

1. accurately summarize arguments from the text
2. identify claims
3. discover stated or implied assumptions
4. analyze and evaluate the preciseness of reasoning that supports a certain thesis statement, and

Steps in doing Critical Reading

1. First determine the central claims or purpose of the text (its thesis).
2. Begin to make some judgments about context.
3. Distinguish the kinds of reasoning the text employs.

Critical Reading does not simply ask what the text says but more of why and how the topic is presented.
Critical readers dwell on the distinctive qualities of the text.

Reading vs. Critical Reading

Purpose To form judgements about HOW a text works

To get a basic grasp of the text
Activity Absorbing/ Understanding Analyzing/ Interpreting/ Evaluating
Focus What a text SAYS What a text DOES and MEANS
Questions What is the text saying? How does the text work? How is it argued?
What information can I get out What are the choices made?
 of it? The patterns that result?
What kinds of reasoning and evidence are
used?
What are the underlying assumptions?
What does the text means?
Direction WITH the text (taking for granted AGAINST the text (questioning its assistance
it is right) argument, interpreting meaning in context)
Response Restatement, Summary Description, Interpretation, Evaluation

The First Moon Landing

On July 20, 1969, two Americans named Neil Armstrong and Edwin "Buzz" Aldrin did what no
other humans had ever done: they walked on the moon. They had traveled to the moon in the Apollo 11
spacecraft, attached to Apollo 11 was a smaller Lunar Module, which made the landing. A third team
member, Michael Collins, plotted the main spacecraft and did not walk on the moon.
Armstrong stopped onto the surface of the moon and made his famous statement that the
moon landing was "one small step for man, one giant leap for mankind.
The 1969 moon landing was a key event in twentieth-century history. This was the era of the
Cold War and the USA and USSR were engaged in a "space race" to achieve supremacy in space
exploration. In 1957, the Russian satellite Sputnik had orbited the earth; however, by landing on the
moon on that July evening, the Americans claimed victory in the intense

Critical Reading Strategies

Interpreting is thinking about what a writer is really saying in a text and then using one's schema that is,
one's knowledge of the world.
Inferring is a process used by reader to understand an idea that the author does not state explicitly.
Analyzing is looking at separate, detailed parts of the text to understand the entire piece.
Drawing Conclusions is figuring out much more than what an author says directly.
Evaluating is forming an opinion or making a judgment.
Synthesizing is combining ideas to come up with something new such as a new understanding or a new
way of presenting information.
Predicting is making intelligent guesses about will happen next in a text, for examples story.

Remember
Critical Reading does not simply ask what the text says but more of why and how the topic is presented.

Write True if the statement is correct and False if it is not.

1. Critical reading examines the author's choice of content, language and structure.
Rapid Reading
1. Rapid reading
2. Previewing
3. Literal reading
 Involves on understanding of the fact that directly stated within the reading
material paraphasing of the content. Restating your own ideas

 Stages of reading
 Literal reading
 Pre reading
 While reading
 post reading
LOCATING THA MAIN IDEA

REVISING

SCANNING

SKIMMING

PARAPHRASING

PARAPHRASE

CRITICAL THINKING

Inferrencial

Rapid reading

Literal reading

1. Rapid Reading aims to locate specific information of main ideas in a very short span of time.
a. Skimming the action of reading something quickly so as to note only the important points
• Use your finger as guide when reading across the line.
• Focus more on the first and the last sentences of each paragraph; they usually contain the main
idea of the text.
b. Locating the main idea
 The main idea is the point of the paragraph. It is the most important thought about the topic. ...
The author can locate the main idea in different places within a paragraph. The main idea is usually a
sentence, and it is usually the first sentence. The writer then uses the rest of the paragraph to support
the main idea.
• Identify the topic or the subject of a text.
• Take note of transitional device such as thus, therefore, to conclude, and to sum up, as they may
signal the main idea.
• Validate your identified main idea by analyzing if all supporting details directly or indirectly
support it.
c. Scanning
The main idea is the point of the paragraph. It is the most important thought about the topic.
The author can locate the main idea in different places within a paragraph. The main idea is usually a
sentence, and it is usually the first sentence. The writer then uses the rest the paragraph to support the
main idea.
 
2. Previewing is a strategy that readers use to recall prior knowledge and set a purpose for
reading. It calls for readers to a text before reading, looking for various features and information
that will help as they return to read it in, detail later.

Developmental Reading is a course is designed to help the struggling reader develop mastery in the
areas of reading comprehension, vocabulary building, study skills, and media literacy, which are the
course's primary content strands.
1. Annotate, add notes to the original text to highlight important ideas, but avoid putting your own
comments.
2.Get the main idea of each paragraph and write them on your own words. Combine them on your own
coherent article using transitional devices.  
3. Ensure accuracy by comparing your summary to the original text.

b. Paraphrasing a restatement of a text, passage, or work giving the meaning in another form

4. Inferential Reading
The process of deducing facts and ideas not directly expressed in the text. It also known as "reading
between the lines"

Making an inference is an idea drawn from facts or details in the text.

Read the following text and summarize its contents. In 1980, Michael and Swain published their titled "
Theoretical Base of Communicative Approaches to Second Language "Teaching and Testing where they
proposed a framework for communicative competence. Their paper discusses three components of
communicative competence: grammatical, sociolinguistic, and strategic competence. Grammatical
competence refers to knowledge about the rules and mechanics of a language. Sociolinguistic
knowledge includes the individual 's understanding of social relations and how it is used to communicate
appropriately. Strategi in competence covers the way in which the speaker improvise and overcomes a
communication problem.

Paraphrase the following selection According to Conway and Clark in their article "The Journey
Inwardand Outward: A Re- Examination of Fuller's Concerns- Based Model of Teacher Development,"
teachers undergo three stages in their professional life(2003). In the first stage, teachers desire to
project an ideal image and be liked by their students. In the next stage, they are more concerned with
classroom control and management. Both of these stages cover a large part of teacher's professional
life. By the third stage, teachers develop the needed confidence to sacrifice classroom popularity and
focus more on improving students' learning outcomes. Teacher at this stage are able to formulate their
own teaching philosophies and strategies. This article indicates that teachers may have different
teaching principles, beliefs, and strategies based on the stage they are in.
CRITICAL READING
 The most characteristic features of critical reading are that you will:
• examine the evidence or arguments
• check out any influences on the evidence or arguments
• check out the limitations of study design focus

CRITICAL READING
• examine the interpretations made; and
• decide to what extent you are prepared to accept the authors' arguments, opinions, or
conclusions.

Critical approach to reading

• The author's decision is a potential topic for examination and debate, rather than for blind
• You need to be prepared to step into the academic debate and to make your own evaluation of
how much you are Willing to accept what you read
• Consider anything you read not as fact, but as the argument of the writer. Taking this starting
point you will be ready to engage in critical reading.

 The aim of critical reading is not to find fault. but to assess the strength of the evidence and the
argument
 Evidence may include items such as quotes from interviews, extracts of text, and diagrams
showing how themes might connect.

CRITICAL READING STRATEGIES

1. PREVIEWING
• Learning about a text before really reading
2. CONTEXTUALIZING
• Placing a text in it's historical, biographical and cultural context.
3. REMEMBER
• Asking questions about the context
4. REFLECTING ON CHALLENGES TO YOUR BELIEFS AND VALUES
• Identifying your personal response
5. OUTLININNG AND SUMMARIZING
• Identifying the main Ideas and restating them in your own words
6. EVALUATING AN ARGUMENT
• Testing the logic of a text as well as it's credibility and emotional impact
7. COMPARING AND CONTRASTING RELATED READINGS
• Exploring likeness and differences between text to understand them better

Reading is a cognitive process of decoding symbols to derive meaning from a text.

• Previewing
• Skimming
• Scanning
Critical reading means engaging in what you read by asking yourself questions such as, 'what is the
author trying to say?' or •what is the main argument being presented?'.

Critical reading means to exercise your judgement about what you are reading that is, not taking any
thing you read at face value.

Three Steps Three Types

of Reading of Analysis
What a text says Restatement
What a text does Description
What a text means Interpretation
 
Reasoning is an act of giving statements for justification and explanation.

Critical Reading as Reasoning

A critical reader has the ability to do the following:

1. accurately summarize arguments from the text i
2. identify claims
3. discover stated or implied assumptions
4. analyze and evaluate the preciseness of the reasoning that supports o certain thesis
statement. and
5. analyze. evaluate. and explain the purpose or consequence of the use of particular facts or
sources of information.

Steps in doing Critical Reading

1. First determine the central claims or purpose O' the text (its thesis)
2. Begin to make some judgments about context
3. Distinguish the kinds of reasoning the text employs
4. Examine the evidence (the supporting facts. examples. etc) the text employs
5. Critical reading mog involve evaluation

Objectives:
• Formulates assertions about the content and properties of text read
• Discuss the purpose, types of assertions and examples

ASSERTIONS
 An assertion is a statement used-to make a declaration or to express strong belief on a
particular topic, often without evidence.
 An assertion can be formulated after reading a story or a poem, and even after watching a play.
The Purpose of Writing an Assertion
• It is for the writer to convey directly an idea or feeling and to convince the reader to accept the
writer's interpretation of a particular literary work.

FORMING ASSERTIONS
Different TYPES of ASSERTION can be used in formal or informal writing. This includes:
 Basic Assertion,
 Emphatic Assertion
 I-Language Assertion.

Types ASERTIONS
1. Basic Assertion
Explanation:
This first sentence is considered as the basic assertion. The second sentence contains evidence that
support the assertion.

2. Emphatic Assertion
 a statement used to express empathy or on how a person understands the feelings and
emotions of the literary author. This can be used on writing a formal or informal paper.
 It is usually composed of two parts:
1. the first part is the statement that recognizes the situation or even the feelings of the characters
on the text being read
2. the second statement where the writer states his stand about the situation.

2. Emphatic Assertion
Example:
I know that the Philippines, before pre-Spaniard colonization, has their system of writing called the
'baybayin'. This alone proves that the Filipinos are literate as opposed to the Spaniards claim.
Explanation:
The first part recognizes the situation based on the text being read. The second part contains the
writer's stand on the situation presented.

3. I - Language Assertion
 is a statement used to express the feeling and preference of the writer.
 It is called I-Language because it focuses on the writer and is using the pronoun This type of
assertion is recommended if the author wants to express negative feelings and opinion. This is
best used in writing a review or reflection paper
 It is composed of Three parts
 The first part-contains the accurate information from literary work, especially the topic the
writer disagrees with (When you...).
 The second part includes the effect or feeling of the writer towards the topic (It affects/l feel…).
 The last part includes the preference or recommendation of the writer (Therefore I prefer/l
want...)
3. I - Language Assertion
Example:
Upon reading that the ancient filipino civilization is divided into three social classes namely the
'maharlika', timawa' and 'alipin', I feel proud because of the civilization social advancement and at the
same time sad because of the promulgation of social differentiation. With this finding, I want to do
further research on the existence of these social classes' stigma.
Explanation:
The example given is divided into three parts that includes the feelings and preference of the writer.
Objectives:
• Identify the types of assertions to level of certainty;
• Formulate assertions about the content and properties of a text read.

a statement used to make a declaration or to express strong belief on a particular topic

Assertion is a declarative sentence that claims something is true about something else. It is a sentence
that is either true or false.

1. Statement of Fact
a statement that can be proven objectively by direct experience, testimonies of witnesses, verified
observations, or the results of research.
 
a. The sampaguita's roots are used for medicinal purposes, such as an anesthetic and a sedative. 
Chewing gums while peeling on onion keeps you from crying.
The brain of an ostrich is smaller than its eyeball.

Coronavirus started in transmission of virus from animals to humans in 2019

Statement of Conventions
a way in which something is done, similar to traditions and norms.
Can be verified only by reference to historical precedent, custom, laws, rules,

They may sound factual due to their being derived from customs but because they are socially accepted
ways of doing things, they can not be verified objectively by measurements,

Writing conventions are language rules that help readers to understand the text. Conventions writing
are basically those elements that can help make your writing clear and understandable. Conventions in
writing serve as the basis for readers to understand the message.
 
Statement of Convention
Thus, their truthfulness is verified by how commonly held definitions and beliefs are interpreted.

These statements are conventions because they are based on classification system made up by scientists
and are acceptable to the scientific community.

Statement of Opinion
It is a view or judgment formed about something, not necessarily based on facts or knowledge.

Christmas is the best season of the year.

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

b. The export of cut rose blooms can easily become one the most lucrative business in the
Philippines.
Thus, their truthfulness is verified by how commonly held definitions and beliefs are interpreted.
 
a. Sampaguitas are the most beautiful and most fragrant of all flowers.
b. The sampaguita belongs to the genus Jasminum of the family Oleaceae.

Statement of Preference
It is based on personal choice; therefore, they are subjective and cannot be objectively proven.

b. Roses are more beautiful, smell sweeter, and easier to grow than any other flower.

Identify the following assertions as statements of fact, opinion, convention, and preference

1. Online learning is classified as both synchronous and asynchronous.

2. Online learning is one of the most preferred methods of teaching because of the pandemic.
3. For me, online is better now that is ever was Covid-19
4. Online learning became popular in the early 2000s.
5. To solve traffic, it is better to invest in subways and trains than in road widening programs.
6.The TV shows in ABS-CBN are more entertaining than the shows of other channels.
7. The capital city of America is Washington DC.
 Counterclaims
Counterclaim: A claim that neqates or disagrees with the thesis.
Every Argument has at least two sides.

Rebuttal
Rebuttal: Evidence that negates or disagrees with the counterclaim.
All counterclaims should be followed by a rebuttal that strengthens your position and why you are
correct.
Use concrete details/evidence when to rebut the claim

Adding Commentary
In addition to your counterclaim and rebuttal, you should add your own commentary/analysis that
further explains why your clam is correct.

Formulating Evaluative Statements

 Giving a better explanation to show the strength and weaknesses of something through writing.
 Presenting a value judgment based on a set of criteria.

How to Formulate Evaluative Statements

Formulating assertions
about the content and the properties of a text read

Formulating counterclaims
in response to a claim made in the text read

Formulating Assertions

What is an ASSERTION?
 It is a statement used to make a declaration or to express strong belief on a particular topic,
often without evidence.
 It is a stylistic approach or technique involving a strong declaration, a forceful or confident and
positive statement regarding a belief or a fact.

COUNTERCLAIM
WHEN SOMEONE MAKES AN OPPOSING STATEMENT OR ARGUMENT TO A CLAIM, HE IS MAKING A
COUNTERCLAIM.
Objectives:
 Determine the textual evidence to validate assertions and counterclaims made about a text read
 Discuss the review questions in the textual evidence and transitions used in the textual evidence

Textual Evidence
Textual Evidence is another way of saying "evidence from the text." In other words, you use quotes
from the text you're reading in order to prove what your response is to it.
Remember, quotes doesn't mean dialogue. You can use any part of the text as quotes in your o writing
… not just the parts that are already in quotation marks.

Textual Evidence
Throughout the year you will include quotes from texts in your writing. In order to do this, you will need
to following these steps:
1) Find the author's words that you would like to use
2) Begin by introducing the quote in some way
3) Place quotation marks the author's words
4) Place the page number in which you found the author's words in parentheses after the
quotation.
5) Place a period after the page number

Examples:
Charles Dickens states. "There were rivers in France. and huge churches. and fair-skinned people
everywhere, the way there were brown people all around Victor (34).
OR
The author. J.K. Rollin uses a simile when she says, "Harry legs were like lead again" (351)

Textual Evidence
 Logical and clear?
 Relevant?
 Accurate?
 Support the point?
 Reliable Source?
 Is proper credit given?
EVIDENCE TRANSITIONS
In this “quote” Within the “quote” This “quote” is/can be The ______
The [character] is I noticed Significant In this “quote”
The author It refers An example symbolize
This principal contrast The evidence is clear Uses [technique] Function of this
The [literary element] about Creating “quote” is
is The main point is Calling attention to Word(s) ____ in
The concept of The speaker is Important because “quote” suggest
It appears asserting Related to Concept of ___ is
The most important The speaker is expressed through
point portrayed “quote” emphasizes
___ as a way of

WHAT ARE EVALUATIVE STATEMENTS?

Evaluative statements are found as you reason out your own beliefs according to your own set of criteria
through critical thinking.

STEPS IN FORMULATING EVALUATIVE STATEMENTS

1. Formulate assertions about the content and properties of a text read.
2. Formulate meaningful counterclaims in response to claims made in the text read.

ASSERTIONS
These are statements declared to express someone's side or belief on a certain idea and are backed up
by evidence to be more solid. They are formed through critical thinking.

Assertions may state truths or opinions, and are typically made to express a reader's personal
understanding of the text read. These statements come in four types: fact, convention opinion and
preference.

FACT
This is a type of assertion that can easily be verified through various sources such as direct experience,
testimonies or witnesses, verified observation, and research.

Examples of Assertions of Fact

 There are about 175 languages spoken in the Philippines.
 Japan has the third largest economy in the world.
 The largest country in Western Europe is France.

CONVENTION
This is a type of assertion that is socially accepted at a certain place during a certain period of time. It
depends on existing laws, rules, usage, customs, traditions, and norms.
Examples of Assertions of Convention
• To show respect to the elderly, Filipinos do "Mano".
• In Japan, bowing is used to express respect, gratitude or apology.
• Maintaining eye contact is considered to be a sign of respect in France.

OPINION
This is a type of assertion that must have facts as its foundation. It is open to arguments since it is harder
to verify as compared to facts.

Examples of Assertions of Opinion

• It is not fun in the Philippines anymore due to the recent increase in crime rate.
• Some people are scared to go to Japan because of yakuza.
• France has weird laws such as posthumous marriage which allows a person to legally marry a
dead person.

PREFERENCE
This is a type of assertion that is very subjective in nature. It is entirely based on the choice of a certain
person or a group of people. It does not require evidence or proof as it varies from person to person.

Examples of Assertions of Preference

• There is no better place to spend your vacation at than the Philippines.
• Japan has the richest and most interesting culture in Asia.
• French cuisine is the best in the world.

STEPS IN FORMULATING ASSERTIONS.

1. Examine which ideas are facts and which are opinions.
2. Make inferences or conclusions.
3. Assess the overall quality of the text.

COUNTERCLAIMS
These are claims made to offset or oppose the claims presented in a text. These are also formulated
with critical thinking and are supported by evidence solid enough to disprove or rebut the claims
presented by the writer.

HEDGES
These refer to a word or phrase that serves the purpose of minimizing the negative impact of criticism
stated in a counterclaim. Hedges come in the forms of modals, adverbs of frequency, and adverbs of
probability.

Make Use of Hedging Devices such as

MODAL VERBS
Using modal verbs (could, can, may, might; etc.) allows you to soften an absolute statement.
Compare the examples below:
• This text is inappropriate for graduate students who are new to the field (Absolute statement)
• This text be inappropriate for graduate students who are new to the field (Hedging)
QUALIFYING ADJECTIVES AND ADVERB
Using qualifying adjectives and adverbs (possible, likely, possibly, somewhat, etc.) Allows you to
introduce a level of probability into your comments. Compare the examples below:
• Readers will find the theoretical model difficult to understand.
• Some readers will' find the theoretical model difficult to understand.
• Some readers will find the theoretical model somewhat difficult to understand completely

STEPS IN FORMULATING COUNTERCLAIMS

• Identify the possible major points of disagreement between you and the writer.
• Determine the strongest argument as well as his/her defense to the position he/she has taken.
• Research about the merits of the writers views.
• Look for weaknesses or shortcomings in the writer's argument.
• Check if there are hidden assumptions.
• Determine which lines from the text best support the counterclaim you aim to formulate.
READING AND WRITING
Objectives:
• Define textual evidence
• Discuss the function of textual evidence
• Counterclaims in response to claims made in text read

Counterclaims provide an opposing to the central claim. Including a counterclaim in your writing helps
you to prove that yes, your opinion is best- substantiated/most widely supported one. By giving the
opposition a voice and then knocking down, the writer demonstrates a deep competence and familiarity
with the topic- provided that she can effectively address the counterclaim.

Textual evidence is used to support an argument/ position, and is derived from reading and drawing
from other texts. It is provided in the form of quotation, paraphrase and description.

• Textual evidence deals with facts in writing and the strategies used to figure out whether or not
the information is factual.
• Textual evidence comes into play when an author presents a position or thesis and uses
evidence to support the claims.

Function of Textual Evidence

When writing something about literature or writing about a particular text, a writer needs to
strengthen his discussion by providing powerful answers from the text as evidence of the questions he
raises. It is not enough to just simply drop in quotations around the text, and their relevance and
importance of his arguments to be self- evident.

Function of Textual Evidence

The fact is that simply making a claim and throwing an argument does nothing to convince the
readers and the listeners. The reader and the audience will only believe when the writer or speaker have
strong evidence to back up their argument. Therefore, evidence not only help the writer and convince
his reader to back also persuade them to feel sympathy or to support his argument. Mostly political
speakers, research writers and editorial writers use evidence extensively to turn public opinion for of
against some issues.

Explicit Textual Evidence

When we read, we are often asked to answer questions or express our ideas about the text. In order to
let people know we aren't making stuff up, we should use Explicit Textual evidence to support our
opinions or answers.

What does Explicit Textual Evidence mean?

• Explicit = Direct
• Textual = from the text
• Evidence = support for your answer, opinion, or idea.
Explicit Textual Evidence
1. State your ideas: state the idea you had about the text (if you are responding to a specific
question, be sure your idea restates the question.)
2. Cite what in the text led you to that idea.
• Sentence Starters: In the first paragraph, …
o The author says…..
o The text states …
• The text describes,/ for example …
o The author explains …
o Early in the text …
o For instance…

Textual Evidence Examples in Literature

Example # 1
An extract from the "The Blue Eye" by Toni Morison
• "l talk about how I did not plant the seeds too dearly, how it was the fault of the earth, our land,
our town. I even think now that the land of the entire country was hostile to marigolds that
year. This soil is bad for certain kinds of flowers. Certain seeds it will not nurture, certain fruits it
will not bear, and when the land kills its own volition, are acquiesced and say the victim had no
right to live".

Textual Evidence Examples in Literature

Example # 2
An extract from " The color of Water" by McBride
• "While she wobbled and leaned, she did not fall. She responded with speed and motion. She
would not stop moving"
• As she biked, walked, rode the bus all over the city, she kept moving as if her life depended on it
which in some ways, it did. She ran had done most of her life but this time she was running for her
own sanity.

What constitute text evidence?

 refers to any proof of an a claim, a counterclaim, a contention or an assertion called in the text
leading to a conclusion.

Why do you need to determine textual evidence?

Evidence is required both in writhing and daily conversation?

The evidence provided by the writer substantiates the text.

The need in answer questions after reading texts and sharing our ideas enables us to review to what we
have read and derive evidence from it to prove that we are not merely Manufacturing our thoughts.

What can you include in evidence?

a. facts and statistics
b. opinion from experts
c. personal anecdotes
What are some questions to help you determine evidence from the text?
a. What questions can you ask about the claims?
b. Which details in the text answer your questions?
c. What are the most important details in the paragraph?
d. what is each one's relationship to the claim?
e. What details do you find interesting? Why so?
f. What are some claims that do not seem to have support? What kind of support could they be
provided with?
g. What are some detail' that find you Why do think so?
h. Are some details outdated, inaccurate, exaggerated, or taken out of context?
i. Are sources reliable?
Characteristics of good evidence
a. unified
b. relevant to the central point
c. specific and concrete
d. accurate
e. representative
How do you make textual evidence?
a. explicit evidence
b. implicit evidence
Inference - a conclusion made based on both information/evidence and reasoning.
Examples:
 His eyes are blue. (explicit)
 His eyes reflect the color of the sky on a sunny day. (implicit)

3 important ways of generating textual evidence:

a. Quotation.
 Getting the information from the text word-for-word.
Example:
President Durterte
says, "We are in the fight of our lives”.

b. Paraphrasing.
 rephrasing in your own words.
 not copying word-for-word
Example:
(Original sentence)
President Durterte says, -we are in the fight of our lives"
(Paraphrased sentence)
President Durterte says that we are facing a grave

c. Summarizing.
 shortening the text by just stating the main idea of the text.
Example: From the famous poem, Road not Taken by Robert Frost

The speaker in the poem while walking through the forest came to a fork in the road. He faced with a
choice between two roads who took the "less traveled". A decision which he/she believed made all the
difference.

Steps in making textual evidence

 Point
 Evidence
 Explanation
 Link
 Claim of Policy
Objectives:
 Understand different kinds of claims
 Know the guidelines in writing defending the claims of policy
 Apply the claims of policy in the sentence-

Claims is a statement is not considered accepted by all. A claim may be unverified or controversial to
certain degree. It is usually related to one side of an issue.
 
Claims the main idea or the thesis which attempts to present or defend an issue.

3 Types of Claims
1. Claim of fact
2. Claim of Policy
3. Claim of Value

Claim
 is your opinion or stand on an issue.
 must be debatable!
 Claims have differing reactions on it (positive or negative feedback).

IN ARGUMENTATIVE TEXT…
 Claim is the last sentence of the introduction.
 is the POSITION of the writer or speaker in relation to the topic.
 *The claim is either an agreement or disagreement to the issue.

CLAIM OF FACT
A claim of fact makes an assertion about something that can be proved or disproved with factual
evidence. However, keep in mind the basic quality of claims, that they have to be debatable, and offer
an assertion about an issue. So a claim of fact for a logical argument cannot simply consist of a statistic
or proven fact. It needs, instead, to focus on an assertion which uses facts to back it up, but for which
the evidence might still be debatable.
Example:
 Decreasing carbon dioxide emissions from car exhaust, manufacturing processes, fertilizers, and
landfills, while slowing deforestation, may help slow the process of global warming.
 
CLAIM OF VALUE
A claim of value argues that something is good or bad, or that one thing is better than another thing.
Examples:
 It's better to apply good nutritional choices at home than teach them at school, because good
nutrition then becomes ingrained in the child's experience.
 Although immunotherapy has produced some good results in fighting cancer, overall it is less
effective than chemotherapy.
CLAIM OF POLICY
A claim of policy argues that certain conditions should exist, or that something should or should not be
done, in order to solve a problem.
Example:
 Just as smoking ads have been banned in order to decrease the urge to engage in an unhealthy
behavior, soda ads should be banned for the same reason.

Identify the type of claim for each opinion.

 It is just to force taxpayers to donate to a school. Answer: Calm of value
 The Phil government should prioritize Filipino Children who choose to study in public schools.
Answer: Claim of Policy
 Public school performance in the Philippines has plummeted over the past 50 years. Answer.
Claim of Fact
 Batangas is better than Baguio. Answer: Claim of Value
 Capital Punishment needs to be re-implemented to stop the increase in crime rate. " Answer:
Claim of Policy

Compose a claim for the following debate topics:

1. SOGIE Bill should be passed as a Republic Act.
2. It is good to let China invest in the Philippines.
3. ROTC should be mandatory to SHS & college students.
4. It's good for students to start school at 8AM.
5. Criminal Liability should be lowered to 9 years old.

Guidelines Questions for Claims:

 Are the claims presented in the text supported by evidence?
 Are these pieces of evidence valid and sufficient?
 Are the pieces of evidence anecdotal or scientific?
 How does this nature affect the overall credibility the text?
 Does the text have reference? Are they reliable and recent?
 How does the writer present facts and opinions?

Claim of Policy is an argument which asserts the implementation of a certain policy. This is driven by the
need to present a solution to problems that have arisen, sometimes it is given as a response to claims of
policy also incorporates judgment coupled with supporting information.

Guidelines in Writing and Defending Claims of Policy

 Claims of Policy argue that certain conditions should exist.
 When you are defending a claim of policy, you must make your proposal clear. Terms should be
precisely defined.

 Claims of Policy advocate adoption of policies or courses of action because problems have
arisen that call for solutions.
 When you are defending a claim of policy, if necessary, establish that there is a need for change
 Almost always "should" or "ought to” or "must" are included in the claim.
  When you are defending a claim of policy, devote the major part of your research paper to
prove your proposal in an answer to the opposing arguments.

 When you are defending a claim of policy, devote the major part of your research paper to
prove your proposal in an answer to the opposing arguments.
 Support your proposal with solid data, but don't neglect moral and /or commonsense reasons,
which may even more persuasive,

Lesson objectives:
At the end of the lesson, you are expected to:
1. Differentiate the types of claims;
2. classify statement according to its type;
3. formulate a statement for each type of claim.

Implicit vs. Explicit information

Explicit information- clearly stated (direct)
Implicit information- implied, suggested (indirect)

CLAIM
 Central idea
 What the writer tries to prove in the text by providing details, explanations, and other types of
evidence.
 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 a good CLAIM:

1. A claim should be argumentative and debatable.
Example:
Men are better in Math than women.
2. A claim should be specific and focused.
3. A claim should be interesting and engaging.
4. A claim should be logical. It should result from reasonable weighing of support provided.
 
3 Types of claims:
 Claims of fact
 Claims of value
 Claims of policy

A. claims of fact
 refer to a condition has existed(past), exists(present), or will exist (future).
 lnferences made are based on data, documents, documents, and scientific observation, and
research.

Guide questions:
(Claims of fact)
 Did it happen?
 Does it exist?
 Is it true?
 How can its truthfulness be verified?
 ls it a fact?
Examples:
 The oldest known disease in the world is leprosy.
 Cancer is not contagious.
 The climate will get warmer in the next few years because of global warming.
How to defend your claims of fact:
 State the claim clearly.
 Define terms that may be controversial or ambiguous so that readers know exactly what you
mean.
 Make sure that your evidence fulfills the appropriate criteria.
 Make clear when conclusions about the data are inferences ornot facts.
 Arrange your evidence in order to emphasize what is most important.

B. Claims of Value
 are value judgment made based on morals, standards, and norms.
 require the use of standards of evaluation, presentation of advantages moral standards used,
use of example to concretize abstractions, and use of credible experts.
 based on likes or dislikes / good or bad.
Examples:
 Death penalty is unjust.
 lt is better to have loved and lost, than never to have loved at all.
Guide questions:
(Claims of Value)
 Which claims endorse what is good or bad
 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?

How to defend your claims of value:

 Try to make clear that the values or principles you are defending should have priority on any
scale of values.
 Keep in mind that you and your readers may differ about their relative importance.
 Suggest that adherence to the values you are defending will bring about good results in some
specific situation or bad results if respect for the values is ignored.
 Since value terms are abstract, use examples and illustrations to clarify meanings and make
distinctions.
 Comparisons and contrasts are especially helpful.
 Use testimony of others to prove that knowledgeable or highly regarded people share your
values.
C. Claims of Policy
  Are specific and measurable actions that need to be done in order to address issues or concerns
presented in an argument or proposition.
 Argue that certain conditions should exist.
Examples:
 A dress code should be introduced for all students.
 President Duterte recalled order allowing kids aged 10 to 14 outside their homes.

How to defend your Claims of Policy:

 Convince your audience that a problem exists.
 Make your proposal clear
 Establish that there is a need for a change.
 Consider the opposing arguments.
 Devote the major part of your essay to providing that your proposal is an answer to the
opposing arguments and there are distinct benefits for your readers in adopting your proposal.
 Support your proposal with solid data, but don't neglect the moral considerations and the
common-sense reasons, which may be even more persuasive.

1 .Winning by cheating is worse than losing honesty.

Answer: Claims of Value
2.The recent earthquake in the Philippines, in January 2021 , registered 7.0 on the Richter scale.
Answer: Claims of Fact
3. Teachers are expected to retire on or before their 60th birthday.
Answer: Claims of Policy
4.Earthquake prediction technology is an important aspect of the Philippine National Defense strategy.
Answer: Claims of Policy
5. Hospitals will prioritize patients with severe COVID-19 symptoms.
Answer: Claims of Policy
6. The increase of population threatens the environment.
Answer: Claims of Fact
7. Excessive consumption of alcohol is fatalistic
Answer: Claims of Fact
8. Watching television is a wasteful activity.
Answer: Claims of Value
9. Globally, about 1 in 3 women will be beaten or raped in her lifetime.
Answer: Claims of Value
10. The transition of Philippine President's mark significant changes in our culture and society. Despite
the fact that History classes provide a comprehensive discussion on these salient events, very few
appreciate the positive influence, the moral changes, and the contribution of Presidents in the country.
Answer: Claims of Value

Task 4:
Identify whether the following are claims of fact , or policy by writing CF for claim of fact, and CP Claim
of Policy on the blanks before the claim.
1. " There is a God."
2. "Divorce is causing increased juvenile crime."
3. "Video games lead to the increase of violence among teens,"
4. "Climate change is exacerbated by people."
5. Every other girl in her school has a cell phone.
6. The death penalty must retrieved.
7. A national ID system should adopted.
8. Beauty contest should be banned.
9. The government must devote more funds building schools that building rocks.
10. Zoos should be abolished.
 DETERMINING TEXTUAL EVIDENCE
A COMPREHENSIVE DISCUSSION
In this lesson you Will learn how to determine the counterclaim in a text by examining how the
author refutes its validity.

Counterclaim: an opposing viewpoint on an issue raised and refuted to support the author's claim.
Claim: Homework is good for students because it deepens their learning.

Core Lesson
1 Identify the counterclaim in the text.
2 Ask yourself, "How do", the author refute the counterclaim?
3 Summarize the author's argument.

Core Lesson Identify the counterclaim in the text.

Making the Best of Invasive Species
Garlic mustard and Asian carp can wreak havoc on ecosystem. but do they have a future your dinner
plate?

Identify the counterclaim in the text.

 Looking for words that show awareness of an opposing viewpoint.
 Usually towards the end of the text.

Ask yourself, “How does the author refute the counterclaim?"

The exception was Jonathon Sawyer, owner of the Greenhouse Tavern and named a Best New Chef of
2010 by Food and Wine magazine. Sawyer loves to forage the ring of parks around Cleveland and has
been carrying garlic mustard back to use in his restaurant and home for five years. In the springtime, he
likes to eat the leaves raw, comparing their taste and bite to arugula. As the plants get older, he
blanches and eats them like mustard greens.
"Dude, it's the ultimate food!" Sawyer exclaimed as he passed out his artichoke and spinach dip with
creme fraiche, garlic mustard and thick-cut potato chips. "It's free. and nature wants us to get rid of it."

Ohlson uses yet another example: Sawyer, Best New Chef for 2010, fora

How does the author frame the counterclaim and refute its validity?
Ohlson frames the counterclaim towards the end of her article by quoting Sarah Simons, the
executive director of the Global Invasive Species Programme, 'There is currently no evidence
whatsoever to demonstrate a reduction in population size, or effective management, of invasive species
by consuming them." However, Ohlson continues to build her case for using invasive species with a
highly-qualified source, Best New Chef nominee Jonathon Sawyer explaining that he seeks out the garlic
mustard specifically to cook with both at home and in is restaurant. He goes on to say, "Dude, it's the
ultimate food!... It's free, and natural.
TEXTUAL EVIDENCE
In this writhing you state your intentions on a company or organization

 Research report
 Memorandum
 Application letter

Application college letter

Performance 2 college application letter sample

Deadline: Tomorrow

Name:

Section & grade:

From:

Ronald Blue
936 Llano Rd.
Valenzuela City
Jkrbn99@gamil.com

To
Admissions Department
University of the Philippines Diliman
Roxas Ave, Diliman,
Quezon City, Metro Manila
Date: November 30, 2021

Subject: Application letter for college admission

Dear Admissions Committee,

I am writing this application regarding admission to the Bachelor's program of Computer Science from
University of the Philippines Diliman. I am applying to University of the Philippines Diliman because of
the excellent reputation and the Outstanding reviews about the institute.

Furthermore, I am interested in computers because that was my mother's profession.

Pursuing a research is my long-term goal, and I would like to start by my Bachelor’s Degree in Computer
Science from university of I know this is the career path for me.

I have included my application, transcript, essay, and letters of recommendation as outlined in the
packet.

I am thankful to you for your time and consideration.

Sincerely,

Jhon Keneth Namias

Before You Begin
Remember, there is no right way to write a book review. Book reviews are highly personal and reflect
the opinions of the reviewer.
• A review may be as short as 50-100 words, or as long as 1500 words, depending on the purpose of
the review.
• Before writing the review, be sure that you understand what type of review is required for your
assignment.
• Keep your audience in mind! This will help define the emphasis you put on various parts of the
review.

The Function of a Review

• Your review should do 3 things.
- Describe what is on the page,
- Analyze how the book tried to achieve its purpose.
- Express your own reactions to the book.

Summary or Review?
• A book review is distinct from a summary in that it demands an analysis of and reaction to content
that a summary does not.
• Whereas a summary is a report of what is written, a review both on and evaluates a book.

What to Put in A Book Review

• Identify your book.
• Identify the author.
• Identify yourself.

Identifying the Book

• Be sure to give your readers this information:
- the author
- the full title
- the publisher
- the place and date of publication
- the edition

Identifying the Author

• Where appropriate, identify the author's qualifications, and any other personal information that is
relevant to your discussion of the book. This may apply I more to non-fiction works.
• If you have read other works by the same author, try to place the book with reference to the
author's other writings.

Identifying Yourself
• People's reactions to and opinions of a book will vary according to what they bring to the book.
Let your audience know anything about yourself which may color your experience of the book.
This may help your readers to determine how to evaluate your opinions of the material.
- For example, 'As a recent graduate student and new teacher. I found the author's descriptions
of classroom interaction to ring true, as the students in the book..
Ways to Approach the Review
• Outline the contents of the book
• Evaluate and make critical comments on the book
• Use quotations or references to the new ideas in the book to illustrate your theme
• Compare the book with a similar work by a contemporary
• Point out the author's intentions, including the audience for which the book is intended
• Relate the work to a social or literary trend

1. Summarize & synthesize

Summarize
 Give an overview of the main points
Synthesize
 Combine sources to make an overall point

2. Analyze & interpret

3. Critically evaluate
4. Use well-structured paragraphs

Research Paper / Dissertation:

Show how your research
• addresses gaps
• contributes new knowledge

Stand-alone paper:
• Summarize major findings & implications
• Make suggestions for future research

Pay attention to:

• •Typos
• Overusing passive voice
• Repetitive phrasing
• Informal language
• etc.

Characteristics of a Good Quality Review of Literature

• A good review of literature must be comprehensive.
• It should include up-to-date references.
• It should be systemic.
• It should be reproducible.
• It should be free from bias.
• It should be well written.
• It should be in the form of sum of its parts.
• It should be clearly searched and selected.
• Accurate references should be given in the review.
Purpose of Review of Literature
• It helps to identify what is already known about a research problem.
• It helps to build on previous knowledge.
• Many published research studies contain recommendation for future research, from which we can
get idea for a new research study.
• It makes researcher know what research has already been done in a particular area so as to avoid
duplication.
• It is necessary to narrow the problem to be studied.
• Identify quest ions a body of research does not answer

Types of Review of Literature:

Traditional or Narrative Review of Literature
• •This type Critique and summarize literature to draw conclusion about a topic.
Systemic Review of Literature
• •This method uses more well defined approach. mainly used for making a complete list of all
published and unpublished studies relating to a particular topic.
Meta Analysis
• type of review large quantitate findings and conducts a statistical analysis to integrate those
findings enhance understanding.
Meta Synthesis
• This is a non-statistical method used to Integrate and evaluate and interpret the findings of
multiple similar quantitative studies. to identify the common elements

Cont...
SECONDARY SOURCE:
 These are second hand information prepared or written by someone other than the original
author.
 Examples: Newspaper, Book Chapters, Television, Radio, Magazine, Wikipedia, Journals, etc.
TERTIARY SOURCE:
 These are excellent sources that can provide general background information to help narrow or
broaden the focus of a topic.

Primary Source
Literature review mostly relies on primary sources, i.e. research reports, which are description of studies
written by researchers who conducted them.
A primary sources is written by a person who developed the theory or conducted the research, or is the
description of an investigation written by the person who conducted it.
For example, a nursing research article.
A credible literature review reflects the use of mainly primary sources.
Secondary Sources
Secondary source research documents are description of studies prepared by someone other than the
original researcher.
They are written by people other than the individuals who developed the theory or conducted the
research.
1 CHARGER [ALIBABA] 100
1 HEADSET 80
1 TEMPARED A83 60
240
1. It is an expanded paper that presents interpretations and analyses of a phenomenon based on
experiments.
Book Review
Literature Review
E-mail
Application Letter

2. A type of academic writing that reviews a significant number of scholarly works in relation to a certain
topic.
Application Letter
Book Review
Literature Review
E-mail

3. It is a bid or offer to initiate a project for an individual or group.

Literature Review
Project Proposal
Application Letter
Research Report

4. An academic writing that presents one's stand or viewpoint on a particular issue.

Literature Review
Application Letter
Research Report
Position Paper

5. In this writing, you state your intention to work in a company or organization.

Application Letter
Research Report
Memorandum
E-mail

6. A tool that summarizes your skills, educational background, experiences, and other qualification for
applying for a job.
E-mail
Memorandum
Resume
Application Letter

7. It contains the summary of research findings and conclusions which usually ranges from 100 to 250
words.
Introduction
Abstract
Literature Review
Methodology

8. It describes how the experiments or tests in the research were conducted.

Title Page
Literature Review
Methodology
Introduction

9. It includes the title that describes the content of the paper, names of author/s, addresses and
affiliations, and date of submission.
Title Page
Introduction
Literature Review
Methodology

10. It contains the different sources used in the study.

Results
Discussion
Conclusions
References

Click T if the statement is true and F if the statement is false.

11. A resume is a form of self- advertisement.
FALSE
12. A resume is a persuasive document.
TRUE
13. A resume begins with references.
FALSE
14. A summary of qualification is effective for new graduates.
FALSE
15. The employment history generally follows a chronologically order.
FALSE
16. A low GPA can spoil your resume.
TRUE
17. Weaknesses can be included in the resume.
TRUE
18. Elementary education is an integral part of resume.
FALSE
19. Whatever your trainings and seminars, they must all be included in your resume.
FALSE
20. It is effective to show your skills through past events.
TRUE

\
Classify whether each text is academic or professional. Click A if it is academic and P if it is
professional.
21. Argumentative essay A
22. Dissertation P
23. Expository essay A
24. Formal proposal P
25. Incident report P
26. Resume P
27. Technical reports P
28. Instructional manual A
29. Job application letter P
30. Library research work A
31. Memos P
32. Research abstract A
33. Term paper P
34. Thesis A
35. Trip report P

36. Resume outline

NAME, OBJECTIVE, EDUCATION, SKILLS, CHARACTER REFERENCES, PERSONAL INFORMATION
1. It involves the understanding of ideas and facts that are directly stated in the printed material. Note-
taking, paraphrasing, and summarizing.
Critical reading
2. To put in your own words a shortened version of written or spoken material, stating the main points
and leaving out everything that is not essential.
Summarizing
3. A restatement of a text, passage, or work giving the meaning in another form.
Paraphrasing
4. The process of deducing facts and ideas not directly expressed in the text.
Inferential Reading
5. It also known as "reading between the lines".
Inferential Reading
6. It aims to locate specific information or main ideas in a very short span of time.
Rapid Reading
7. Reading through the text quickly, which aims to get the main idea.
Skimming
8. It is a quick reading strategy which aims to get the specific information from a given text.
Scanning
9. A skill wherein a reader looks over a material and focuses on the information he/she finds relevant.
Previewing
10. It involves the identification of the central message of a reading selection.
Locating the Main Idea
11. Adding comments on a paraphrased or summarized text.
E
12. Citing paraphrased text.
I
13. Making inferences based on own assumptions.
E
14. Changing all the words in a paraphrased text.
E
15. Preserving the tone of the original text during the paraphrasing.
E
16. Comparing the paraphrased and summarized text to the original text.
I
17. Stopping and looking back at the previously reading lines during scanning and skimming.
E
18. Focusing on all parts of the paragraph during skimming.
I
19. Using transitional devices as a clue when locating the main idea.
E
20. Identifying the subject when locating the main idea.
E
21. Checking the table of contents.
B
22. Checking the length of the article.
B
23. Getting the main idea of the article.
B
24. Getting the meanings of difficult words through context clues.
D
25. Marketing the text for possible contradictions.
D
26. Predicting the possible ending of the article.
D
27. Preparing a fishbone map.
A
28. Predicting the possible ending of the article.
D
29. Summarizing the text.
A
30. Writing a reading log.
A
31. Ariel accepts arguments without supporting information.
N
32. Donna usually looks for mistakes committed by her classmates.
N
33. Janice reads very few articles for her research paper.
N
34. Jerry focuses on literal questions during debate.
N
35. Kendra disregards information which contradicts her beliefs.
N