METRO MANILA COLLEGE

U-Site, Brgy. Kaligayahan, Novaliches, Quezon City

BASIC EDUCATION DEPARTMENT

MODULE 5: CRITICAL READING AS REASONING

Prepared by: Mr. John Patrick N. Garcia

 LESSON #5: CRITICAL READING AS REASONING

Sub-cover 15 Professional young man reading with loupe and glasses (freepik.com)

CONTENT STANDARD:

The learner…
[CS.RWS.2] understands the relationship of a written text and the context in which it was
developed.

PERFORMANCE STANDARD:

The learner…
[PS.RWS.2] writes a 1000 -word critique of a selected text on the basis of its claim/s, context,
and properties as a written material.

OBJECTIVE:

At the end of the module, you should be able to…

[MELC.RWS.2.1] explain critical reading as reasoning
[MELC.RWS.2.2] formulate evaluative statements about a text read
 LESSON 5.1: CRITICAL READING AS REASONING

The skill of reasoning is essential for

critical reading. It is to find the idea by
forming conclusions and judgments logically.
According to Angela Peery, an
educational consultant, nine out of ten Anchor
Standards for Reading emphasized the skill of
reasoning:

Exhibit 5.1. Educational theme: close-up student looking

through a magnifying glass to book
(Freepik.com)

Anchor Standard 1. This is focused on close reading of the text. Understanding explicit
information in the text is only a first step. It goes beyond for simple reading comprehension. The
readers should look for evidence that will support their conclusions, inferences, and
judgments. Logical conclusion and judgment should be at constant focus in reading.

Anchor Standard 2. This standard emphasizes the central ideas and themes of the text. The
readers must be able to (1) summarize the central ideas or themes and (2) analyze their
development. Analyzing the ideas or themes is what prompts the readers in digging deeper the
text.

Anchor Standard 3. This is about the development of the elements of the text. These
elements are the ideas, characters/people, and events of the whole text. It is not enough that the
readers only know each of the element in the text, they must understand how these elements
work together to create its intended effect to the readers. The readers must understand the
concept to answer the questions “how” and “why”.

Anchor Standard 4. This requires the readers to understand the words in the text. The
readers must be able to classify the meanings of the words the way how they are used. These
include technical, connotative, and figurative meanings. The readers must interpret and analyze the
words and how these words create meaning, impact, tone, and expression.

Anchor Standard 5. This standard deals with the structure of the text. The readers must know
how the text structure and its component parts are related to one another. Knowing their
interdependence will help the readers understand how the overall structure of the text supports the
central idea.

Anchor Standard 6. This is focused on the author’s purpose and intention. The readers must
remember that the author’s purpose is directly linked to his/her point of view. The readers must be
able to assess how the author’s purpose and point of view affect the content and the style of the
text.

Anchor Standard 7. This tells the readers to not only focus on the basic, linguistic text but also to
understand the other forms of information presented in the text. These include visual,
quantitative, and multimedia information. For the readers to form valid conclusions and judgment
about these different formats of information, they should use and apply their higher-level thinking
skills.

Anchor Standard 8. This is more focused on reasoning. It requires the readers to dissect
arguments that are grounded on the claims and evidence. They must describe and evaluate the
validity of the claims and arguments, and analyze whether the evidences are relevant and sufficient
or not.

Anchor Standard 9. This concentrates on linking multiple texts with the same themes or
topics. The readers must go through careful readings before they can fully compare and contrast
the texts based on their literary merit.

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[ACTIVITY 5.1] LET’S REINFORCE OUR LEARNING!

DIRECTIONS: Read each item carefully. Choose your answers from the box provided
below. Write your answers on the space provided before the number.

Anchor Standard 6 Ideas or themes

Anchor Standard 4 Anchor Standard 2
Anchor Standard 1 Anchor Standard 5
Anchor Standard 3 Anchor Standard 9
Literary merit Anchor Standard 7
Evidence Reasoning Skill

_______________1. This standard focuses on classifying the meanings of the words and how they
are used in the text.

_______________2. This skill is essential for critical reading and helps readers to find the idea by
forming conclusions and judgments logically.

_______________3. In Anchor Standard 2, this is what prompts the readers in digging deeper the
text.

_______________4. A standard that concentrates on linking multiple texts with the same themes
or topics.

_______________5. This standard requires the readers to understand the elements in the texts
and how they interact with one another to achieve its intended effects to the
readers.

_______________6. This is what the readers should look for to support their conclusions,
inferences, and judgments.
_______________7. This standard states that readers should use and apply their higher-level
thinking skills to understand the information in the texts in different formats.

_______________8. This standard asks the readers to assess how the author’s purpose and point
of view affect the content and the style of the text.

_______________9. This standard deals with the structure and its component parts to understand
the central idea of the text.

_______________10. This is the basis of the readers when comparing and contrasting multiple
texts with the same themes or topics.

============================================================
 LESSON 5.2: EVALUATIVE STATEMENTS OR ESSAYS
(adapted from Antonio et al., 2017)

EVALUATIVE STATEMENTS OR ESSAYS (Antonio et al, 2017):

- “present a value judgment based on a set of criteria”

- gives a better explanation to show the strengths and weaknesses of something; enables writers
“to explain why a strength is a strength, and a weakness a weakness”

STATEMENT vs. ESSAY (Merriam-Webster Online Dictionary, 2020):

1. STATEMENT – (usually) a single declaration or remark
2. ESSAY – an analytic or interpretative literary composition usually dealing with its
subject from a limited or personal point of view; something resembling such a composition

FOUR KEY TERMS IN EVALUATIVE STATEMENT:

1. CLAIM
 it is the main argument and the most important part of the essay
 it defines your goal, direction, and scope when you write an evaluative essay
 it should be supported by evidences
 it is argumentative
 it is specific

2. COUNTERCLAIM
 it is the direct opposite of a claim
 it opposes the credibility of a claim
 it should also be supported by evidences

3. REASONS
 it answers the “why”
 it tells the importance of the claim

4. EVIDENCE
 it proves and strengthens the claim
 facts about the claim

THREE PARTS OF AN EVALUATIVE ESSAY:

1. JUDGMENT (the overall opinion)
2. CRITERIA (the reasons for the opinion)
3. EVIDENCE (the support to the opinion)

THREE THINGS TO REMEMBER:

 Giving judgments in evaluative essays should always be backed up by proofs and valid
reasons.
 Evaluative essays must have a reasonable tone.
  The use of quotations, especially when talking about a controversial topic, will help the writer
to strengthen the point.

MAIN COMPONENTS OF AN EVALUATIVE ESSAY

1. Introduction plays an important role in the essay. The thesis statement must be placed
here because it is the part of the essay where the writer puts his/her overall judgment or
opinion about the topic.

Thesis Statement- the central or controlling idea of a multi-paragraph

composition; one-sentence summary that guides, controls, and unifies ideas when
writing; all other ideas revolve around it (Lachica, 2017).

2. Background Information tells the reader what the writer wants to talk about. When
the writer talks about a movie or a book, he/she can give the summary so that the readers
will have an idea of what the essay is all about.

3. Criteria helps the writer form his/her opinions or judgment. This is the part where the
writer presents his/her reasons and evidences of his judgments and claims. The writer
needs at least two to three strong supporting evidences to back up his claims and central
idea.

4. Conclusion is the overall say of the writer which summarizes his/her ideas presented in
the body (#2 an #3). It is important that the ideas are presented logically in the body so
that there is a smooth transition going through the conclusion part.

STEPS IN WRITING AN EVALUATIVE ESSAY

1. Choose a topic that is of your interest. A topic that you have enough knowledge about
will help you form a sound judgment in relation to a set of criteria.

2. Formulate the thesis to tell what you are writing about. It should be stated clearly with
a purpose of telling the readers the central idea of the essay.

3. Think how you are going to make your judgment and its conditions. It is quite
difficult but use few points that will make it easier.

4. Find supporting evidences to support your viewpoint. It will be taken into

consideration when the readers read your essay so it is important to have it backed up by
evidences.

5. Prepare the draft, criteria, and evidences.

6. Follow the structure: introduction, body, and conclusion.

 Introduction- includes your judgment of the selected topic.
 Body of the paragraphs- show all the supporting evidences
  Conclusion summarizes all the ideas presented in the body and restates the
final judgment.

MAKING EVALUATIVE STATEMENTS CLEAR

It is important to note that when writing an evaluative essay, the ideas should be clearly stated.
See the comparative examples of clear and unclear statements below:
adapted from www.learning.gov.wales

[ACTIVITY 5.2] LET’S DEEPEN OUR UNDERSTANDING!

DIRECTIONS: Answer the following questions. Write your answers on the space
provided
1. What are evaluative statements or essays?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. What is the difference between a statement and an essay?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. What are the three parts of an evaluative essay? Describe each.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. What are some things to remember in making an evaluative essay?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

5. How does one transform unclear statements to clear statements?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 [ACTIVITY 5.3] LET’S FORM OUR KNOWLEDGE!
DIRECTIONS: Read the questions carefully and then write the letter of your
answer on the space provided before each number.

_____1. What component of an evaluative essay that helps the writer to form his/her
judgment?
A. Introduction C. Criteria
B. Background Information D. Conclusion

_____2. Which of the following components of an evaluative essay that summarizes the
points made by the author in the body of the essay?
A. Introduction C. Criteria
B. Background Information D. Conclusion

_____3. The writer’s main idea, opinion, or judgment found in the introduction is in the form
of what?
a. Thesis Statement c. Thesis Directive
b. Thesis Essay d. Thesis Clause

_____4. Shaina wants to write an evaluative essay about the novel she is reading. Which of
the following criteria should she NOT use?
a. Imagery c. Characters
b. Software d. Point of view

_____5. What component of an evaluative essay that tells the reader what the writer wants
to talk about?
a. Introduction c. Criteria
b. Background Information d. Conclusion

[ACTIVITY 5.4] LET’S ORGANIZE!

DIRECTIONS: Arrange the following steps in writing an evaluative essay from 1 to 6.
Write the number of your answer on the line provided.

_____ Think how you are going to make your judgment.

_____ Formulate the thesis.
_____ Follow the classic structure.
_____ Choose a topic.
_____ Prepare a rough draft & organize the criteria and the evidence found.
_____ Find supporting evidence.
 [ACTIVITY 5.5] LET’S CLARIFY STATEMENTS!
DIRECTIONS: Rewrite the following unclear statements in order to make them clear
statements. An example is given below for your reference.

e.g.
UNCLEAR STATEMENT: Most Filipinos buy street food every day.
CLARIFIER(S): FILIPINOS = 75%, STREET FOOD = kwek-kwek and fishball
CLEAR STATEMENT: 75% of Filipinos buy kwek-kwek and fishball every day.

1. UNCLEAR STATEMENT: Mia is watching a series in an online site.

CLARIFIER(S): SERIES = Stranger Things / ONLINE SITE = Netflix
CLEAR STATEMENT: ______________________________________________________

2. UNCLEAR STATEMENT: Angelica got the highest score in the board exam.
CLARIFIER(S): SCORE= 96.50% / BOARD EXAM=Board Licensure Examination for Teachers
CLEAR STATEMENT: ______________________________________________________

3. UNCLEAR STATEMENT: The new variant of an infectious disease has affected a number of
Filipinos.
CLARIFIER(S): NEW VARIANT= B.1.1.7 /DISEASE= COVID-19 /NUMBER OF FILIPINOS= 68
CLEAR STATEMENT: ______________________________________________________
 BIBLIOGRAPHY (LESSON 5)

=====================================================

Content References:

Main Reference (Book):

Antonio, M.T., Sarte, M., Inigo, M.E., & Tagonan, O. (2017) Reading and writing skills for senior high school students.

Supporting References (Book and Internet):

Cabaña-Basilan, L.T. (2017). Reading and writing skills senior high school core subject.

Lachica, T. (2017). Selecting and Organizing Information. Slideshow Presentation. Slideshare. from
https://www.slideshare.net/tinelachica04/readinglesson-3- selecting-and-organizing-information

Merriam-Webster. (n.d.). Essay. In Merriam-Webster.com dictionary. https://www.merriam-webster.com/dictionary/essay

Merriam-Webster. (n.d.). Statement. In Merriam-Webster.com dictionary. https://www.merriam-

webster.com/dictionary/statement

Cross-References made by the Main Reference:

www.tutorvista.com
www.learning.gov.wales

Book Cover:

Piqsels (2021). Professional young man reading with loupe and glasses [Digital Image]. https://www.piqsels.com/en/public-
domain-photo-svvbd

Pictures for Lesson 5:

Freepik (2020). Educational theme: close -up student looking through a magnifying glass to book [Digital Image].
https://www.freepik.com/free-photo/pile-colorful-magazines-
table_6048620.htm#page=2&query=books%20old%20book&position=20

Freepik (2017). Reading book late summer [Digital Image]. https://www.freepik.com/free-photo/professional-young-man-

reading-with-loupe-glasses_1189373.htm#page=7&query=knowledge+reading&position=18

Logos for Module 5:

YAWD (n.d.). Light Bulb. [Digital Image]. Retrieved 15 Jul 2020 from https://yawebdesign.com/explore/idea/

YAWD (n.d.). Note with thumbtack. [Digital Image]. Retrieved 15 Jul 2020 from https://yawebdesign.com/explore/note/

YAWD (n.d.). Pencil and note pad. [Digital Image]. Retrieved 15 Jul 2020 from https://ya
webdesign.com/explore/writing/

YAWD (n.d.). Perplexed female #1. [Digital Image]. Retrieved 15 Jul 2020 from https://yawebdesign.com/explore/thinking/