MODULE OUTLINE

AHElect Module 2 Overview: Interpretive and Critical Reading Strategies

As a follow-up to Module 1 that focuses on assisting readers in better making sense out of the
academic texts and vocabularies they read, Module 2 introduces the process of interpreting or
reading a different type of material normally encountered in academic contexts: graphic aids. In
addition, this module provides readers the opportunity to enhance their abilities in evaluating/
analyzing texts for various purposes.

Module Learning Outcome/s:

- Interpret different types of graphic aids based on their contents.
- Analyze reading materials for critical details/ various purposes.

Pre-Discussion Activity
- Reflecting on Your Own Interpretive and Critical Reading Abilities
Instructions: Read each statement below then tell whether it applies to you or not. Do so
by keeping in mind or writing in a separate sheet of paper the answers “agree” or
“disagree” for each statement. Answers DO NOT need to be submitted. They can be
interpreted later on using the explanations that follow all of the statements. Use these
explanations for self-reflection purposes.

Statements:
(1) I can enumerate ALL types of graphic aids used in academic contexts.
(2) I can interpret/ read ANY TYPE of graphic aids WITHOUT ASSISTANCE/
GUIDANCE.
(3) I am capable of immediately and correctly stating the general message/ purpose of the
material I am reading.
(4) I am capable of quickly telling if what I am reading is something to be believed/
followed or not.
(5) I experience NO FORM of difficulty in realizing or spotting the purposes of the
different parts of the materials I am reading.

Interpretations for your responses:

(A) If you answered ALL OF THE STATEMENTS WITH AGREE, then that is a great
sign that this module will be easy and quick for you because you are familiar already
with the skill of interpreting various types of graphic aids used in academic contexts
as well as in evaluating/ analyzing the parts of the texts that you read.
(B) If you answered AT LEAST ONE DISAGREE, then this module will be useful to
you in further enhancing your already-existing skill related to interpreting graphic and
evaluating/ analyzing texts that you read.
(C) If you answered MORE THAN ONE DISAGREES, then this module will be of great
help to you as this will enable you to learn how you can interpret/ read graphic aids
 generally used in academic contexts and how you can evaluate/ analyze materials that
you read for various purposes.

Discussion/ Lecture:
I. Graphic Aids and How to Interpret Them
As established previously in Module 1, reading means giving meaning to printed symbols that
may come not only in the forms of printed letters or words but also in pictures or graphics. This
is so because there are instances when details are best presented and summarized in graphic than
in word or paragraph form. As such, it is a must for one to have the ability to still make sense out
of/ interpret pieces of information presented differently than the usual.
Graphic aids, also referred to as visuals, illustrations, or figures, are classified into three
categories, varying depending on the type of information they contain: (A) charts; (B) tables;
and (C) graphs.
A. Charts
1. Components: (a) boxes, (b) lines, and (c) arrows—these are the graphic objects that can
be commonly seen in charts and be used in distinguishing them from other kinds of
graphic aids.
2. Purposes/ Uses: (a) show rank and (b) show sequence—charts are used for either
showing order of importance/ value or for illustrating a process from beginning to ending.
3. Types/ Varieties: (a) organizational and (b) flow—varieties of charts depend on the
purposes they serve. The former is used for showing rank while the latter is used for
showing sequence.
4. Examples/ Given:
(a) Organizational Charts—show position/ ranking and relation
How to Read/ Interpret Organizational Charts:
Describe. Positions held by different people, their duties and responsibilities, and the other
positions they work with must be identified then described.

Sample sentence/s showing how an organizational chart such as the given may be
interpreted or read:
The president occupies the highest position in the company (position). He/ she evaluates
and executes actions and suggestions from the vice presidents who have their own duties
and responsibilities and charges (other positions and their duties and responsibilities).
The vice president for marketing is in charge of leading managers and their teams vested
with the responsibility of promoting the company to both its existing and potential clients;
the vice president for sales...

(b) Flow Charts—show sequence or steps that lead to results

How to Read/ Interpret Flow Charts:

Illustrate and Explain. Steps must be identified in succession until their outcome. After the
identification of each step, explanations about what happens under/ during it must be given.
Sample sentence/s showing how a flow chart such as the given may be interpreted or
read:
The flow chart presents the process of looking for a missing object that begins with looking
for it (first step). After initially searching, a person may stop to tell if he/ she already found
 the object (second step explained). Depending on the answer to that question, the search
may continue on with telling whether or not the object is needed (third step explained).
Ultimately, if the object is needed, the search must be continued (fourth step/ outcome).

B. Tables
1. Components: (a) columns, (b) rows, and (c) numbers—these are the graphic objects
that can be commonly seen in tables and be used in distinguishing them from other kinds
of graphic aids.
2. Purposes/ Uses: (a) comparison and contrast and (b) clarification of relationships—
tables are used for showing numerical data that can be compared and contrasted for
similarities or differences between and among groups or over a period of time.
3. Example/ Given:
Table 1. List of Colleges, Number of Deans, Academic Advisers, and Student-
Respondents
Number of Number of
Number of
Colleges Academic Student- Total
Deans
Advisers Respondents
CED 1 2 152 155
CAS 1 3 230 234
CBA 1 4 455 460

How to Read/ Interpret Tables:

Describe then Compare and Contrast. After identifying the general topic and what each
column and/ or row represents, differences and/ or similarities between and among data are
mentioned then explained.
Sample sentence/s showing how a table such as the given may be interpreted or read:
Table 1 provides a breakdown of the colleges in terms of the number of deans, academic
advisers, and student-respondents they have (description/ identification of general topic).
All colleges have one dean each but differ in terms of the number of academic advisers they
have. Both CAS and CBA have more than two academic advisers and a total of more than
200 student-respondents (similarities and differences).

C. Graphs
1. Components: (a) bars, (b) lines and dots, and (c) circles—these are the graphic objects
that can be commonly seen in graphs and be used in distinguishing them from other kinds
of graphic aids.
2. Purposes/ Uses: (a) comparing amounts/ quantities; (b) showing data changes over
period/s of time; and (c) illustrating relation of parts to the whole in percentage form—
 graphs are used in either showing similarities/ differences in quantitative data between
and among variables or groups; showing developments over a period of time; or for
concretely showing how parts relate to their wholes.
3. Types/ Varieties: (a) bar, (b) line, and (c) circle/ pie—varieties of graphs depend on the
purposes they serve. Bar and line graphs are generally used when there are numerical
data between and among groups/ variables that can be differentiated during certain time
periods whereas circle/ pie graphs are used when the concern is breaking down large
groups/ quantities into smaller ones so that their relation may be seen/ illustrated.

4. Examples/ Given:
(a) Bar Graphs—are graphs that use either vertical or horizontal bars to represent data

(b) Line Graphs—are graphs that use rising and/ or falling (diagonal) lines
(c) Circle/ Pie Graphs—are graphs that use the circle shape divided into wedges/ sectors
(informally called slices)

How to Read/ Interpret Graphs:

Describe then Compare and Contrast. Begin with first describing what the graph is
generally about (i.e., identify its topic) and what each part contains. Following that, proceed
to stating the differences and similarities between and among all the groups or variables. In
some other cases, such as in the case of line graphs, changes over certain points in time are
identified in place of differences between and among groups/ quantities.

Sample sentence/s showing how graphs such as the ones given may be interpreted or
read:
The bar graph presents the number of people and their opinions about which fruit is the
nicest (describing the topic). The fruits grape and banana were identified to be the least
nice from respondents’ opinions, garnering 5 and 10 responses respectively; on the other
hand, the nicest ones according to the respondents were those that gained more than 20
votes which are twice to thrice the number of those who viewed grape and banana to be the
nicest (comparison and contrast)…

The line graph presents the earnings that the booth gained on its first week of operation
(describing the topic and the period of time covered). The graph shows a consistent
upward trend in terms of earnings with the exception of Wednesday that registered the
lowest earnings for the week. From a profit of only 300php on Monday, the booth gained
150php more came Tuesday for registering a total of 450php (showing of changes over
certain periods of time)…
The pie graph presents the educational attainment of the faculty members in the university
(describing the topic). The most common type of degree among them is the baccalaureate
with 55% of their population having it as their current educational attainment. On the other
hand, the least common type of degree is that of the doctorate with only 10% of the faculty
attaining it. Meanwhile, a significant percentage among them have masters’ degrees,
comprising the remaining 35% (identifying the smaller parts of the big whole in
percentage forms).

Discussion Activity 1: Reading/ Interpreting Graphic Aids

Instructions for students: In each item is a graphic aid that must be read/ interpreted. To
do so, select the best interpretation for each one from the given choices. This must be
accomplished under Module 2 on Canvas.

1. Enrollment in Introductory Courses at Union University

a. The bar graph presents the enrollment in Introductory Courses at Union

University. The courses are chemistry, physics, economics, political science,
and psychology. Among the five, economics is the one with the highest
number of enrollees while physics is with the lowest, having only more than
100 as its value.
b. The bar graph contains the enrollment data for introductory courses at Union
University. There are five courses involved represented by five bar graphs.
Each bar graph is equal to a certain value that ranges from 0 to 350.
c. The bar graph presents enrollment data for introductory courses at Union
University. Among the five courses, economics has the highest with more
than 300 enrollees followed by political science and psychology with more
than 200 enrollees whereas the lowest ones, chemistry and physics, only have
more than 100 to 150 enrollees.
2.

a. The line graph presents changes in the temperature in New York City in a span
of six days. It shows that temperatures have been steadily going upwards from
430 F to 670 F, with the exception of Day 3 when the temperature went
downwards.
b. The line graph presents a total of six values representing the temperature
changes in New York City for six days. They range from 43 0 F to 670 F,
showing a trend of being cold to hot.
c. The line graph presents changes in the temperature in New York City in a span
of six days. It shows that temperature have been steadily going upwards from
the beginning with 430 F to ending with 670 F.

3. Self-Reported Smoking Frequency Among 15-Year-Old Boys

a. The pie graph presents the self-reported smoking frequency among 15-year-
old boys. They are categorized based on the frequency at which they smoked.
Most of them (71%) are non-smokers while the others are, with reported
frequencies ranging from less than once a week to every day.
 b. The pie graph presents the self-reported smoking frequency among 15-year-
old boys. Majority of them (71%) reported that they do not smoke. However,
the remaining percentage is divided among those who smoke daily (17%), less
than once a week (7%), and at least once a week (5%).
c. The pie graph presents the self-reported smoking frequency among 15-year-
old boys. From their reports, five categories of smoking frequency emerged,
ranging from never (71%) to every day (17%).

4.

a. The chart presents the solution for lamp malfunction. The solution begins with
checking whether the lamp is plugged in or its bulb is burned out. From these
checks, plugging the lamp in and/ or replacing the bulb may solve the
problem. If not, a repair is deemed needed.
b. The chart presents a two-step solution for lamp malfunction. The first step is
checking if it is plugged and the other is checking if its bulb is burned out.
Usually, the above solution works and makes the lamp become functional and
useful again.
c. The chart presents the solution for lamp malfunction. The steps are colored
yellow while the outcomes are in green. Whenever, the user is doing the
yellow steps, he/ she must simply answer a yes or no question then do the
consequence that follows.
II. Critical Reading
After being able to understand the messages or the pieces of information contained by reading
materials that range from printed letters to graphics, the next step as a reader is to analyze and
evaluate the usefulness and validity of their contents. Doing so is called critical reading and
it prevents one from falling prey to misleading information.
As a critical reader, one answers any or a number of the following questions while reading a
material:
- What is the general message of the text?
- Is the text or its portion supporting or opposing an idea?
- Is the author presenting an objective or a subjective/ biased information? Why?
- Are the pieces of information accurate and consistent with other reliable sources?
- Are the pieces of information supported with logical and valid details?

The following are skills related to critical reading:

A. Getting the Main Idea and Identifying Supporting Details
The main idea refers to the topic or provides the summary of a given paragraph. It may
be implied/ not written or directly stated in the paragraph. On other hand, supporting
details just give additional/ clarifying information related to the main idea.

Consider the following paragraphs wherein the main ideas are highlighted while the rest
of the other parts serve as mere supporting details. After completely reading each
paragraph, reflect on the given guide questions that follow to aid yourself in
understanding why each paragraph has the highlighted part as its main idea and the rest
as mere supporting details:

1st Paragraph: (1) The phrase "raining cats and dogs" originated in 17th Century
England. (2) During heavy downpours of rain, many of these poor animals unfortunately
drowned and their bodies would be seen floating in the rain torrents that raced through
the streets. (3) The situation gave the appearance that it had literally rained "cats and
dogs" and led to the current expression.
Guide Question/s: Can Sentence 2 or 3 summarize the whole paragraph? Don’t they
both just illustrate further the point of Sentence 1 with the help of historical events?

2nd Paragraph: (1) Having a pet teaches children many values. (2) Children learn
responsibility at once. (3) They also learn compassion while taking care of animals. (4)
These young ones also learn respect and value life of creatures.
 Guide Question/s: Don’t sentences 2 to 4 just illustrate the many values that children
gain from having a pet? If so, aren’t they just supporting details whereas Sentence 1 is the
main idea?
3rd Paragraph: (1) The Kiwi, national bird of New Zealand, cannot fly. (2) It lives in a
hole in the ground, is almost blind, and lays only one egg each year. (3) Despite these
facts, it has survived for more than 70 million years. (4) Kiwi is indeed a unique bird.
Guide Question/s: Don’t sentences 1 to 3 just show the things the Kiwi can do that make
it a unique bird? If so, aren’t they just supporting details whereas Sentence 4 is the main
idea?

B. Answering the Right Questions and Keeping Certain Standards in Mind

As a critical reader, there are questions that must be kept in mind and eventually
answered while or after reading a material before it could be deemed believable or useful
as well as to have deeper understanding about its purpose or point. These questions are as
follows:
- Critical Question/s: Who is the source? Does s/he have the needed credibility to
write about the information presented?
Suppose that the given text is:
“The coming year will be plagued by numerous natural disasters such as
earthquakes and tidal waves.”

Applying the Critical Question/s: Later on, as a result of answering the above
questions, it was found that the author/ source of the information is a fortune
teller/ Feng Shui expert. Knowing this invalidates or makes the text questionable
and something that must not be immediately believed since the author lacks the
actual ability, unlike seismologists, to tell if natural disasters such as earthquakes
and tidal waves are highly likely to occur.

Note: Checking on the author’s or source’s background information as a result of

the above questions helps in strengthening the veracity of the details presented
and prevents one from easily being fooled.

- Critical Question/s: What is the text for? What is the aim of the author for
writing it?
Suppose that the given text is:
“Wattpad is a writing community in which users are able to post articles, stories,
and poems about anything online.”

Applying the Critical Question/s: As a result of answering the above questions,

the given text is thought to be for advertisement purposes because it highlights
the usefulness of Wattpad by saying that users can use it to post about anything
online. In addition, the text can also be added with other texts that are positive
about the usefulness of Wattpad since they share the same positive idea about it.
 Note: Answering the above questions will help make understanding the nature of
a given text easier and its connection to other texts and/ or situations quicker to
identify.

- Critical Question/s: Are details believable? Why or why not? Are they
consistent with other sources?
Suppose that the given text is:
“A terrifying ‘sniff and die’ bug that kills 89,000 people around the world each
year can travel from the nose to the brain and spinal cord in just 24 hours,
scientists have learned.”

Applying the Critical Question/s: By answering the above questions, a reader

can determine that the details in the given text are possibly true because it has
details such as numbers and a supposed credible source identified to be
“scientists”. However, by further checking the consistency of the contained
details with other sources, a reader can ultimately verify if it is true or fake.

Note: Answering the above questions will prevent one from immediately
believing what already seems to be true information.

For additional details about critical reading, a video by Doug Specht (2020) of the
University of Westminster in United Kingdom is available for viewing (link:
https://www.youtube.com/watch?v=DWFZ6jMif6k&feature=youtu.be) .

Discussion Activity 2: Practicing Critical Reading with Given Reading Passages

Instructions for students: After reading each of the three provided passages, answer the
subsequent critical reading questions also posted by Brainfuse Online Tutoring (link:
https://www.brainfuse.com/jsp/alc/resource.jsp?s=gre&c=37289&cc=108841) as a form
of practice. While you do so, record your answers on a separate sheet of paper or any
writing material then compare them with the correct ones found at the bottom part of the
webpage later on. Since this is just a practice, NO submission via Canvas is required.

Discussion Activity 3: Discovering Useful Standards for Critical Reading

Instructions for students: Listen to a podcast provided by Hughes (2015) (link:
https://podcasts.apple.com/us/podcast/the-factual-the-tech-delivering-unbiased-news/
id1018727913?i=1000497127716). It provides additional inputs on certain standards/
dimensions that readers may use in critically determining the credibility of what they are
reading. Afterwards, answer or fulfill the essential questions/ tasks that follow below in
the comments section of the discussion page.
 Essential Questions/ Tasks to Answer/ Fulfill Based on the Provided Link:
1. What are the four dimensions or standards that can be used by any reader in
determining the credibility of what they are reading? If possible, provide the timestamp
where each dimension is tackled in the podcast.
2. Briefly explain in one to two sentences the meaning of each of the four
dimensions or standards and how they may be used.
3. Share one or more personal experience/s when any of the four standards became
helpful to you in determining the credibility of what you were reading. If you do not have
any relevant experience yet, think of a possible situation in the future where you may use
any of the four dimensions in determining the credibility of what you will be reading.

Scoring guide for your responses to the above questions/ tasks:

Accuracy (5pts)--answers to ALL the questions/ tasks are based on or show application of the
inputs found in the podcast provided.
Compliance (5pts)--answers are ALL relevant and follow the provided specifications/
limitations. Responses that contain nothing relevant (e.g., deleted responses or responses with
mere punctuation marks) will be used as grounds for point deductions from this criterion.
Originality (5pts)--answers to Task/ Question 3 are ALL relatively original or are not entirely
the same with any of the other responses.
Total: 15pts

Summary and Conclusion

Reading does not only entail deriving meaning from printed letters, words, or sentences, but it
also means extracting or interpreting information from other sources such as graphic aids. In
addition, not everything that is written and read should be believed or immediately taken as true
which is why critical reading must be applied.

Graded Quiz 2: Interpreting Graphic Aids and Critically Analyzing and Evaluating
Reading Texts
Instructions for students: Go to Canvas and take the 20-point quiz found under Module 2. In
there, select the choices that best interpret given graphic aids then answer critical reading
questions based on given reading texts and details.