Critical Reading as

Looking for Ways of

Thinking
 Critical Reading
﹡It is a process through which a reader identifies
and understands arguments and ideas presented
in the text, evaluates supporting claims, and
responds by developing independent conclusions
or counterarguments.
﹡Critical reading goes beyond extracting
information from a text, rather, it involves
recognizing the writer’s purpose, identifying the
tone and persuasive elements, and recognizing
biases.
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 Strategies for
Effective Critical Reading
See how ideas are Think critically all Ask higher order
developed and throughout the questions whenever
organized. reading process. possible.

Examine the Check for the Evaluate the

facts and accuracy and credibility of the
examples; try to reliability of the writer. Analyze the
check if there sources and motivation for writing
are gaps or distinguish by looking at the
inconsistencies. facts from writer’s situation.
opinions.

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 1.
Context of Text Development
Hypertext and Intertext
 Being a critical reader involves
understanding that texts are
always developed with a certain
context. A text is neither written
nor read in a vacuum; its
meaning and interpretation are
affected by a given set of
circumstances.

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 ﹡ Context is defined as the parts of a
written or spoken statement that
precede or follow a specific word
or passage, usually influencing
its meaning or effect.

Context
﹡ It is defined as the social, cultural,
political, historical, and other
related circumstances that
surround the text and from the
terms from which it can be better
understood and evaluated.

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 Intertext
﹡ It is the modelling of a text’s meaning by another
text. It is defined as the connections between
language, images, characters, themes, or subjects
depending on their similarities in language, genre
or discourse.
﹡ This view recognizes that the text is always
influenced by previous texts.
﹡ A text contains many layers of accumulated,
cultural, historical, and social knowledge, which
continually adds to and affects one another.
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 The function and effectiveness of
intertextuality can often depend quite a bit
on the reader’s prior knowledge and
understanding before reading the secondary
text; parodies and allusions depend on the
reader knowing what is being parodied or
alluded to.

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 Hypertext
﹡ A work set in hypertext is characterized by the external
links embedded in a text by a writer. The reader can read
the text in a non-linear way, because he is led to other
links outside the main text.
﹡ Hypertext connects topics to related information,
graphics, videos, and music.
﹡ The information appears as links and is usually accessed
by clicking. The reader can jump to more information (i.e.,
definition of terms, explanation, etc.) about a topic, which
in turn may have more links..
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 2.
Text and Context Connections
Explicit and Implicit Claims in the Text
Types of Claims
Textual Evidence
Textual evidence is a word or group of words that
support a writer’s claim in his/her written work.

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 Explicit Claims
﹡ A claim is explicit when it is stated
directly.

Example:
Andrew won the gold medal in the 100-meter
dash.
It was a dark and stormy night.

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 Implicit Claims
﹡ A claim is implicit when the claim is not
directly stated but is actually implied by
word or word groups in the text.

Example:
Andrew’s hard work and dedication paid off upon
completing the 100-meter dash.
The trees were swaying wildly outside Cassandra’s
window.

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 Inference
Inference is the process of making use of textual
evidence to understand the text’s or author’s
intention or context.

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Evaluative Statements
The use of evaluative language enables the
writers of self-assessment reports to present
opinions, judgments and points of view in a
clear and concise manner. Evaluative
language helps turn facts into key
judgments.

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3 General Types of Claims

Claim of FACT

Claim of VALUE

Claim of POLICY

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 Claim of Fact
﹡ It is an argument about a quantifiable topic. Claims of fact
present an idea as true or false.
﹡ Claims of fact asserts that a condition has existed, exists,
or will exist.
﹡ A well-argued claim of fact clearly states the main
argument and defines vague and controversial terms.
﹡ It is supported with factual information such as statistics,
testimony, observation, and uses sufficient, accurate, and
recent evidence which are organized to emphasize a
point.

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 Claim of Fact
Examples:
﹡ Millennials, or people born in the early 1980s to the
early 2000s, perform better in jobs that require
multitasking.

﹡ Feeding children chocolate will not make them

hyperactive.

﹡ People who engage in promiscuous, unprotected

sex will develop STDs and/or contract AIDS.

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 Claim of Value
﹡ It argues whether something is good or bad. It is based on
judgment and evaluation on a philosophical, aesthetic, or
moral standpoint.
﹡ Claims of value are often influenced by morals, beliefs, and
preferences.
﹡ In order to support this kind of claim, the text must establish
standards to be used to measure the beauty or morality of the
topic. It should also draw on real-world examples and
illustrations to make the abstract values clear.

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 Claim of Value
Examples:
﹡ Monet’s art is more beautiful than Picasso’s because of his
use of soft color, uplifting subject matter, and unique
technique.
﹡ Pornography is a legitimate tool to stimulate our feelings and
emotions in much the same way as music, art, and literature
do.
﹡ Capital punishment is 100% effective as a deterrent to the
criminal being executed; that killer cannot commit any more
crimes.

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 Claim of Policy
﹡ Claims of policy are arguments which assert
the implementation of a certain policy. This is
driven by the need to present a solution to
problems.
﹡ It argues that something should or should not
be done. To support this claim, it should show
that a problem exists and then prove that the
policy will fix it.

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 Claim of Policy
Examples:
﹡ Employee bonuses and 13th month salaries
should not be taxed.
﹡ Uniforms should be required at all public high
schools.
﹡ Rules on the use of electronic gadgets during
class hours must be strictly imposed to ensure
that students focus on their lessons.

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