Believe is he the legendary giant who has come to save everyone

from earthquakes. The inspiration of the Bernardo Carpio myth is

clear in this story and creatively updated to make it more appealing
to modern and foreign audiences.
Meanwhile, hypertext is a relatively new way of reading a text
online. Traditionally, reading was viewed as a linear process, where
you read from the beginning until the end. However, the advent of
the Internet and technology has created new ways of reading and
processing a text, which includes hypertext.
Hypertext, therefore is a nonlinear way of showing
information. Hypertext connects topics on a screen to related
information, graphics, videos, and music – information is not simply
related to text. This information appears as links and is usually
accessed by clicking. The reader can jump to more information
about a topic, which in turn may have more links. This opens up the
reader to a wider horizon of information or to a new direction.
A reader can skim through sections of a text, freely jumping
from one part to another depending or what aspect of the text
interests him/her. Thus, in reading with hypertext, you are given
more flexibility and personalization because you get to select the
order in which you read the text and focus on information that is
relevant to your background and interests. Therefore, you create
your own meaning out of the material.
For example, you are doing research about the Philippine
Eagle. A quick Google search would lead you to a Wikipedia article
on it. Information on it would include a picture and a brief, written
description. While reading about the Philippine eagle, you will also
encounter links to its conservation status. This may lead you to
more information about conservation efforts. However, if you were
interested in the appearance of the Philippine eagle because you
wanted to sketch it for your art class, the same page would provide
its physical description and even-give you links to pictures and
videos of the Philippine eagle. Thus, depending on your purpose
and interests, the article on the Philippine eagle could lead you to
a variety of different, detailed paths.

Critical Reading as Reasoning

Identifying Assertions
Becoming a good critical reader means that you are able
to logically evaluate the claims of the writer. Any writer would
want the reader to consider – and possibly agree with – the
claims that he or she puts forward. In expository writing,
assertions become the primary channel for a reader to
assent to a claim.
Assertions are declarative sentences that claim
something is true about something else. Simply put, it is a
sentence that is either true or false.
Read the following examples:
 The sampaguita’s roots are used for medical purposes,
such as an anesthetic and a sedative.
 The sampaguita belongs to the genus Jasminum of the
family Oleaceae.
 The popularity of sampaguita flowers is most evident in
places of worship.
 Sampaguitas are the most beautiful and most fragrant of
all flowers.

There are four common types of assertion, which are

classified according to the degree of certainty they can be
judged as true or false. How would you classify the previous
statements?
The first type of assertion is a fact. This is a statement
that can be proven objectively by direct experience,
testimonies of witnesses, verified observations, or the
result of research. Because statements of fact can be
double-checked for accuracy, there is general agreement
about the truth they posit.
 The sampaguita’s roots are used for medicinal purposes,
such as an anesthetic and a sedative.

This statement is a fact because it can be directly verified

by experience or reliable research reports.
 The second type is an assertion of convention. A
convention is a way in which something is done, similar to
traditions and norms. Conventions depend on historical
precedent, laws, rules, usage, and customs. Thus, their
truthfulness is verified by how commonly held definitions and
beliefs are interpreted.
Something to note about conventions is that they may
sound factual due to their being derived from customs, but
because they are socially accepted ways of doing things, they
cannot be verified objectively by measurements.
 The sampaguita belongs to the genus Jasminum of the
family Oleaceae.

This statement is a convention because it is based on a

classification system made up by scientist and is acceptable
to the scientific community.

The third type of assertion is an opinion. Opinions are

based on facts, but are difficult to objectively verify because
of the uncertainty of producing satisfactory proofs of
soundness. Opinions result from ambiguities; the more
ambiguous a statement, the more difficult it is to verify. Thus,
they are open to disputes.
 The popularity of sampaguita flowers is most evident in
places of worship.
 The above statement is an opinion because it is based on
an observation that needs to be proven by studies and
repeated observation; there are too many factors involved
that makes explicit judgment difficult.

The fourth type of assertion is a preference. Preferences

are based on personal choice; therefore, they are
subjective and cannot be objectively proven or logically
attacked
 Sampaguita are the most beautiful and most fragrant of
all flowers.

This statement is a preference because it says a lot about

the type of flowers that the writer likes, instead of
objectively comparing the qualities of sampaguitas to that
of other flowers.

Formulating Counterclaims
To be an effective critical thinker, it is not enough just to
be able to identify claims and assertions. The ability to analyze
an argument is essential to understanding the text more
deeply, but understanding the claim is not the only facet of the
argument. You must also learn how to analyze the
counterclaims and evidence provided by the text.
Being able to recognize and formulate counterclaims in
reaction to an argument is a characteristic of a good critical
reader. Counterclaims are claims made to rebut a previous
claim. They provide a contrasting perspective to the main
argument.
By being able to locate and provide counterclaims to an
argument, you show a deep competence and familiarity with
the writer’s topic. It shows that you are examining different
perspectives and not just passively accepting the writer’s
claim. It shows that you have thoroughly considered the topic,
and are willing to engage different viewpoints from your own,
thus remaining objective. It also helps you clarify what your
personal position is on the topic.

The following questions will help you formulate a

counterclaim:
 What are the major points on which you and the author
can disagree?
 What is their strongest argument? What did they say to
defend their position?
 What are the merits of their view?
 What are the weaknesses or shortcoming in their
argument?
 Are there any hidden assumptions?
 Which lines from the text best support the counterclaim
you have formulated?

Determining Textual Evidence

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

Evidence can include the following:

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

The following are some questions to help you determine

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

The following are the characteristics of good evidence:

 Unified;
 Relevant to the central point;
 Specific and concrete;
 Accurate; and
 Representative or typical.
Exercises
A.Determining Explicit and Implicit Information in a
Text
To get a better idea of what it means to identify implicit
and explicit information in a text, let us go back to the
speech of President Quezon. The following statements
contain ideas taken from the speech. Write “I” if the
statement contains an implicit idea from the speech. Write
“E” if the statement mentions something explicity from the
text. Go back to the text to locate exactly where the explicit
information is found, and then highlight it.

_____ 1. The strength of a nation is founded on the character

of its people.
_____ 2. If a country’s citizens have high social ideals and a
strong moral fiber, they can survive any trial that they
experience.
_____ 3. Today’s Filipinos, compared to their ancestors, have
lost the power for growth because they live in easier
circumstances.
_____ 4. Filipinos nowadays are more selfish than they were
in the past.
_____ 5. A social code is necessary in order to build national
spiritual reconstruction.
 B. Inferring from the Text
What are some other inferences or conclusions that you
can justify based on the given text? Write them below.

________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________

C. Evaluating Claims
Based on the given characteristics above, evaluate the
following claims. Place a check () on the blank beside the
number if you consider the example a good claim. Otherwise,
on the space provided, state what can be improved in the
given example.

_____ 1. Teachers face numerous problems today.

__________________________________________

_____ 2. Educating the youth on responsible parenthood is

the best way to prepare them for having families in the future,
since this effort involves the school, the home, and the church.
_____ 3. We must preserve with every ounce of our national
vigor to eradicate poverty, ensuring that the Philippines will
have a bright tomorrow, and that truth and justice will reign.

_____ 4. Pilosopo Tasyo is my favorite character in Noli Me

Tangere because he is the most interesting.

_____ 5. Though they seem to foster connections, social

networking websites like Facebook actually discourage
meaningful communication because they make us focus on
superficial behavior.

D. Identifying Claims
Identify each statement below, taken from or inspired
by the previous text, as a claim of fact, value, or policy. Briefly
explain your choice.

1. National strength can only be built on character.

2. The Filipinos of the past became strong-willed, earnest,
and adventurous by necessity: They had to brave the
seas, clear the forest, and erect towns and cities upon the
wilderness in order to establish communities.
_____________________________________________

3. To ensure the accomplishment of this task of national

spiritual reconstruction, we shall formulate and adopt a
social code that can be explained in the schools,
preached from the pulpits, and taught in the streets and
plazas, and in the remotest corners of our land.

4. Teachers are in the best position to inculcate this social

code in the youth because they are in the most contact
with them during their formative years at school.
 E. Transforming the Context of Manuel L. Quezon’s
Speech into Hypertext

Do this activity in groups of five. Read the full speech of

President Quezon, and research on its cultural, historical, and
political context.
After you read and researched on the text, create a Wiki
entry inspired by President Quezon’s speech. Decide which
aspect of the speech you find interesting (e.g. traits of
Filipinos, values education in schools) and then come up with
text describing the aspect. Link together relevant pictures,
videos, or music that you think your readers would find
interesting.

F. Identifying Assertions

Identify the following assertions as statements of

convention, fact, opinion, or preference.

_____ 1. Social media is defines as the Internet and mobile-

based tools and devices that facilitate the integration of
technology, telecommunications, and social interaction.
_____ 2. Facebook is a cooler social media platform than
Twitter.
_____ 3. In 2012, there were 1.4 billion users of social media
worldwide.
_____ 4. Teachers should use social media in their lessons to
get more students interested.
_____ 5. Another name for social media is “Web 2.0” because
both terms emphasize the social aspects of the Internet as
avenues for communication, collaboration, and creative
expression.
_____ 6. Many teenagers’ present obsession with taking
selfies shoes they are the most narcissistic generation.
_____ 7. Social networks are the most distracting websites on
the Internet.
_____ 8. In the first quarter of 2014, nearly 300 million
smartphone units were sold all over the world.
_____ 9. Parents ought to enforce stricter guidelines in social
media to safeguard their children’s privacy.
_____ 10. Children are learning how to operate mobile
devices at increasingly younger ages; many of them have an
idea of how to use a touchscreen tablet before they are two.

G. Evaluating Assertions from the Text

Go back to the previous speech of President Manuel L.

Quezon, and try to prove an example of each type of
assertion. Write a short sentence explaining why your chosen
statement is a particular type of assertion.

Statement of fact:
_____________________________________________
 Statement of convention:
_____________________________________________

Statement of opinion:
_____________________________________________

Statement of preference:
_____________________________________________

H.Formulating Counterclaims

Go back to the speech by President Quezon. Apply the

questions above in identifying the claim and counterclaim.
Write these below, followed by a brief explanation.

The claim in the text: ____________________________

Reason: ______________________________________
My counterclaim: _______________________________
Reason: ______________________________________
 I. Evaluating Evidence from a Given Text

Below are some claims taken from President Quezon’s

speech. Go back to the text and search for two examples from
the text which support the claim. Evaluate the evidence
provided using the criteria previously mentioned. Afterwards,
give your own piece of evidence to better support the claim.
Provide a one-sentence explanation of why you chose the
given example, or how it would make the claim stronger.

If we compare our individual and civic traits with those that

adorned our forefathers, we will find, I fear, that we, the
Filipinos of today, have lost much of the moral strength and
power for growth of our ancestors

Evidence from text:

a. _____________________________________________
b. _____________________________________________
My evaluation: ____________________________________
My sample evidence: _______________________________
Reason: _________________________________________
The Filipino today is soft, easy going.
Evidence from text:
a. _____________________________________________
b. _____________________________________________
My evaluation: ____________________________________
My sample evidence: _______________________________
Reason: _________________________________________

J. Imagine that you are writing an essay in response to

President Quezon’s speech, developing the following claim
below. Which of the given statements support the claim? Put
a check () on the blank beside the number if the statement
is acceptable evidence. Otherwise, decide how it can be
improved by labeling it as irrelevant (IR), inaccurate (IA), or
too general (TG). Then rewrite the evidence to improve it.

_____ 1. Countries like Singapore have successful

economies primarily due to the discipline ingrained in their
people by the government.

_____ 2. Too little value is attached to honesty.

_____ 3. We can increase our military defense by upgrading

our weapons and investing in technology.

_____ 4. We already have an effective values education

program in place in school.
_____ 5. The government does not need to institute a values
education program for its citizens because it should not
interfere their private lives.

Application
Imagine that you are an editor for your school paper. Your
teacher has given you the freedom to choose any opinion
article about the Association of Southeast Asian Nations
(ASEAN) Integration. It can be from any discipline such as
science or social studies. You are tasked to review your
chosen article; it can be featured in the next issue of the
school paper. Your critique should consist of 1,000 words. A
good review will identify the claim of the text, describe its
context, and evaluate the evidence provided.

Evaluation
By now you have a good idea of what it means to be a
critical reader. One way of knowing how well your skills have
developed is by devising a rubric evaluating one particular
skill in critical reading that you have just learned.
Go back to the previous lesson and select a skill (e.g.,
formulating counterclaims, determining textual evidence) that
you think is the most important and fundamental in becoming
a critical reader. Afterward, create a rubric with five to seven
criteria that you believe a critical reader must meet to use a
particular skill effectively. A good rubric will have
comprehensive criteria, a grading scale, a descriptions for
corresponding points accumulated.

UNIT TEST
In your own words, answer the questions below to review
the key concepts in this Unit.
1. How would you define reading?

2. Compare and contrast reading, previewing, and

skimming.

3. What is the difference between explicit and implicit

claims?
4. What is the most important characteristic of a claim?

5. What are the differences between a claim of fact, policy,

and value? Give an example of each.

6. What are the difference between assertions of fact,

convention, preference, and opinion? Give an example of
each.

7. What is the purpose of a counterclaim?

8. Why is evidence needed in making a claim?