Good

morning!
LET’
S
 Based on your ideas, tell
me what you think are the
qualities that a critical
reader SHOULD possess.
MECHANICS:
1.Please count one to four and then start grouping yourselves according
to your number and start making circles.
2.The task is to make a list of the characteristics of a critical reader in
a form of using graphic organizers. Graphic organizers can be made
in any way that you like.
3.Assign a leader and the group secretary, and the one who will represent
the group.
4.On your one fourth sheet of paper, the secretary will identify the
members of the group, the leader, the secretary, and the
representative.
5.Ten minutes will be allocated for you to prepare and only two minutes
 ANALYTIC RUBRIC FOR GROUP ACTIVITIES
TRAITS 4 3 2 1
The group finished doing the task BEFORE The group finished ON time. The group finished two minutes The group finished five minutes after
TIMELINESS
the time is up. AFTER the time is up. the time is up.
Everyone is involved in the activity, and is A few of the members are not Only the leader, the representative, The leader is the sole person who is pitching in ideas
during the brainstorming participating and is merely making the secretary and two members are performing the activity.
TEAMWORK process. The leader serves as the facilitator UNWANTED noises inside the brainstorming, while most of the
of the group’s ideas. classroom like bleating goats in the other members are NOT participating.
meadows.
The ideas are relevant, related, and level- The ideas are relevant, and level- The ideas are relevant, but some The ideas are not really relevant, and headed. The
groupmanaged to give headed. The group managed to give doesn’t make sense. The group has some doesn’t make much sense. The
CONTENT/IDEAS maximum of eight (8) sound ideas. The six (6) sound ideas, and THERE is a managed to give five (5) ideas. are group has managed to give four (4)
grammar and spelling superior, and MINIMAL error in spelling and ideas.
there are no errors. grammar
The group is resourceful, and is able to make The . group is able to present a work The work is not very neat and The work is unorganized, and lacks the best out
of the available resources. The that is neat, organized, creative, and organized. It lacked creativity. creativity. The output looks
CREATIVITY work is neat, organized, creative, and is is artistically made. like something that is made in a
artistically made. haste.
The representative is able to present the The representative is able to present The representative is able to present The representative just read what was group’s
work confidently and intelligently. the group’s work with confidence. the work with confidence. The written on their presentation.
The representative is also able to back up The representative is able to back representative gave an explanation on
each idea very well, by the use of instances, up each idea but failed to cite each idea but failed to explain it very
PRESENTATION examples and facts. instances, examples and facts. well. Claims used to defend each idea
are superficial. The representative is
merely “beating around the bush.”

ALL of the members are FOCUSED on the A few of the members are Most of the members are NOT Only the leader, the representative, task at hand and is
participating actively. conversing POINTLESS chit-chat with participative; and is chit-chatting, and the secretary are involved in the There is NO single member
who is making other group mates or seat mates. A making UNWANTED noises on their activity. ALL OF THE MEMBERS are
BEHAVIOR POINTLESS idle chit-chats with their few of them are also using phones. seats, and are using their phones chit-chatting and are using
seatmates/classmates. There is also NO their during the time allocated. phones. The group is also observed to
member observed using his/her phones for generate TOO much noise.
NO valid reason.
Reviewer’s
TO DO
 To explain critical reading as looking for ways of thinking;

LIST:
To distinguish the three claims namely claim of fact,
policy and value;
 Identifies claims explicitly or implicitly made in a written text
 To cite the importance of critical reading in their daily lives;
 To cite the importance of using well-grounded claims (fact,
policy, and value) in writing and/or reading;
To write a 100-word essay of a selected topic employing
claim of fact, policy and value; and
To write a 1000-word critique of a selected text on the
basis of its claim/s, context, and properties as a written
material.
 GUIDE
QUESTIONS:
1.What are the benefits of becoming a critical
reader? 2.How does critical reading improve
writing?
3.How can I effectively distinguish among claims
of fact, policy, and value?
4.Why do we need sufficient, relevant evidence,
and sound reasoning to support a claim?
 YOU HAVE JUST WON
PHP 1, 000,000,000 FROM
A
CONTEST! To claim your prize,
you need to provide your personal
information, along with some
Before believing such text, you must first
ask yourself things like this:
“Did I ever enter a contest?”
“Why is an unknown person asking me for
my personal details through text?”
“Is this text true?”
“Is it safe to believe?”
Every day, you encounter
many instances that require
critical thinking. Can someone
give me examples?
unbelievable advertisements
such as soaps that promise
us to kill 99.9% germs
when a politician keeps on
promising “unattainable”
things such as
construction of buildings,
and making college
education FREE
So why do you think
we have to think
critically?
Why is just thinking
Before we believe in something,
we should first question it. This
is precisely why critical thinking,
especially as applied to reading is
a necessary skill to develop.
I. CRITICAL READING AS WAYS FOR CRITICAL THINKING
A. Critical Reading
B. Critical Thinking
C. Critical Reading Strategies
1. Keeping a reading journal
2. Annotating the text
3. Outlining the text
4. Summarizing the text
5. Questioning the text
II. IDENTIFYING AND ANALYZING CLAIMS
A. Determining explicit and implicit information
1. Explicit Information
2. Implicit Information
B. Defining claims
C. Distinguishing the three types of claims
1. Claim of Fact
2. Claim of Value
3. Claim of Policy
I. CRITICAL READING
AS WAYS TO
CRITICAL THINKING
Now, let’s define
critical thinking and
critical reading.
Whenever you read CRITICAL READING.
something and you This type of reading
evaluate claims, seek goes beyond
passively
definitions, judge understanding a text,
because you
information, demand
process
proof, and question
the author’s words
make judgments
assumptions, you are and
carefully considering
thinking
after critically. the reading’s message.
Keep this in mind. . .

If we read we think
critically,
critically
.
Why do we have
to read
Do we really have to do
critically?
that?
 OF
COURSE, YES.
THE We read critically to think
critically. We read critically
ANSWER to make judgments.

IS
 Do you think when
you read a text you are
interacting with the
writer itself?
 When we read critically we find out the
author’s views on something, we ask questions,
evaluate the strengths and weaknesses of the
author’s argument, and decide to agree or
disagree with it, it allows us to enter into a
dialogue with the author – thus deepening our
understanding of the issue or topic discussed.
 Keep this in mind: “If we
are able to arrive at a
sufficient interpretation of
the text, we are already a
critical and active reader.”
C. CRITICAL READING
STRATEGIES
1.Keeping a reading journal
2.Annotating the text
3.Outlining the text
4.Summarizing the text
5.Questioning the text
1. Keeping a reading
Journal - YOU as the writer is free
- Similar to keeping a diary express whatever was on
to your mind. You are not
- This also allows you to relate
bounded in any rules.
to the essay and
understand
the author’s - However, its contents are slightly
ideas. different to a diary. In a journal,
- This allows you to develop you
write your feelings and ideas in
your impressions of the text reaction to what you read/or
and connect them to your your reading assignment.
personal
experiences
 “. . . beauty is a form of genius –
higher indeed, than genius, as it
needs no explanation.”
– An excerpt from The Picture of Dorian
Gray by Oscar Wilde
Upon picking this quote, in your journal, you will express
your ideas or feelings or reactions about this statement. You can
also explain this quote by relating it to your beliefs and
experiences.
2. Annotating the
text
- Annotating the text simply means
making notes on your copy of
the reading.
- Take note that it is
BEST to annotate the
text one you have read
it and understand it
properly.
- includes highlighting, or
underlining important
passages and writing notes,
comments, questions, and
reactions on the margins.
By doing this, you are
already entering into a
dialogue with the author and
NOT just passively reading
the text.
3. Outlining the
text
- To read critically, we create a
rough outline of what we
read.we made a rough outline of the
Since
text, we can see how the author
structures, sequences, and connects his
4. Summarizing the
text
- Similar to outlining - You get the gist of the
- Just like in outlining, we also locate
-text
A summary consists of the thesis statement and topic
getting the main points sentences. The supportingdetails
of the essay and the in a paragraph and succeeding
paragraphs may be used to clarify
supporting details. the writer’s point
- Summarizing is an important skill in reading for you are able
to recognize and differentiate major and minor points in the
5. Summarizing the
text
EXAMPLE:
when we give a
summary/
synopsis of a
6. Questioning the
text
- Questioning the text We DOUBT when
involves asking what a
specific questions person/author
on points that you says FAIL to meet
are skeptical our expectations
(doubtful) about. or our personal
In reading something, these are the following questions that can
be asked:
- What type of audience is addressed?
- What are the writer’s assumptions?
- What are the writer’s intentions?
- How well does the writer accomplished these?
- How convincing is the evidence presented?
- How reliable are the sources? Are they merely based on
personal experience, scientific data, or outside authorities?
- Did the writer address opposed the views on the issue?
- Is the writer persuasive in his/her perspective?
Based on the discussion,
what are the benefits of
becoming a critical reader?
What do you think are the benefits
of critical reading in writing?
II.
AND
IDENTIFYING
ANALYZING
A. DETERMINING EXPLICIT AND IMPLICIT
INFORMATION
1. EXPLICIT INFORMATION
- is clearly written and
explained in the text so that
the reader will not be
confused
 If something is explicit it is in the text -
there is evidence that you can point to
- it can be a fact or an opinion, but it is
there in black and white.
For example: the text says "George
did not like dogs and had never
owned one."
EXPLICIT INFORMATION EXAMPLE:
1 Karla, my brother’s new girlfriend, is a catlike creature. 2 Framing her face is a
layer of sleek black hair that always looks just-combed. 3 Her face, with its wide
forehead, sharp cheekbones, and narrow, pointed chin, resembles a triangle. 4 Karla’s
skin is a soft, velvety brown. 5 Her large brown eyes slant upward at the corners, and
she emphasizes their angle with a sweep of maroon eye shadow. 6 Karla’s habit of
looking sidelong out of the tail of her eyes makes her appear cautious, as if she were
expecting something to sneak up on her. 7 Her nose is small and flat. 8 The sharply
outlined depression under it leads the observer’s eye to a pair of red-tinted lips. 9 With
their slight upward tilt at the corners, Karla’s lips make her seem self-satisfied and
secretly pleased. 10 One reason Karla may be happy is that she recently was asked to
be in a local beauty contest. 11 Her long neck and slim body are perfectly in proportion
with her face. 12 Karla manages to look elegant and sleek no matter how she is standing
or sitting, for her body seems to be made up of graceful angles. 13 Her slender hands
are tipped with long, polished nails. 14 Her narrow feet are long, too, but they appear
delicate even in flat-soled running shoes. 15 Somehow, Karla would look perfect in a
cat’s jeweled collar.
EXPLICIT INFORMATION EXAMPLE:
1 The pet shop in the mall is a depressing place. 2 A display
window attracts passersby who stare at the prisoners penned
inside. 3 In the right-hand side of the window, two puppies press
their forepaws against the glass and attempt to lick the human
hands that press from the outside. 4 A cardboard barrier separates
the dogs from several black-and-white kittens piled together in the
opposite end of the window. 5 Inside the shop, rows of wire cages
line one wall from top to bottom. 6 At first, it is hard to tell whether
a bird, hamster, gerbil, cat, or dog is locked inside each cage.
7 Only an occasional movement or clawing, shuffling sound tells visitors that living
creatures are inside. 8 Running down the center of the store is a line of large wooden
perches that look like coat racks. 9 When customers pass by, the parrots and mynahs
chained to these perches flutter their clipped wings in a useless attempt to escape. 10
At the end of this center aisle is a large plastic tub of dirty, stagnant-looking water
containing a few motionless turtles. 11 The shelves against the left-hand wall are
packed with all kinds of pet-related items. 12 The smell inside the entire shop is an
unpleasant mixture of strong chemical deodorizers, urine-soaked newspapers, and
musty sawdust. 13 Because so many animals are crammed together, the normally
pleasant, slightly milky smell of the puppies and kittens is sour and strong. 14 The
droppings inside the uncleaned birdcages give off a dry, stinging odor. 15 Visitors hurry
out of the shop, anxious to feel fresh air and sunlight. 16 The animals stay on.
2. IMPLICIT
INFORMATIO
N
2. IMPLICIT INFORMATION is
something that is implied, but not stated
outright in the text. The writer’s ideas
are not explicitly stated. For his/her
intentions to be revealed, the writer
merely uses clues, hints, words, or
symbols to point out her point.
For you to understand and
unearth the writer’s “concealed”
information in a text, you have to
make an inference.
inferenc
n. The reasoning involved in drawing a

econclusion or making a logical

judgment on the basis of circumstantial
evidence and prior conclusions rather
than on the basis of direct observation
 If something is implied (or
it is being suggested by the text.
implicit)

For example: the text says

"George moved away from the
dog, he'd never owned one."
Another example:
With a lean built, broad, muscular, and reliable
shoulders, tall stature, and a majestic face --
thick volume of platinum-blonde lashes
rivalling the color of his wavy and soft hair, tall,
proud nose, and eyes on the deep shade of
electric blue, Hethan Asril was used on getting
what he wants.
IMPLICIT INFORMATION EXAMPLE:
National strength can only be built on character. A nation is
nothing more nor less than its citizenry. It is the people that make up the
nation and, therefore, it cannot be stronger that its component parts.
The strength of a nation is
Their weakness is its failings, their strength is power. Show me a people
composed of vigorous, sturdy individuals, of men and women he althy in
founded on the character of its
mind an d body; courteous, brave, industrious, self-reliant; purp oseful in
thought as well as in action; imbued with sound and a
people.
patriotism d sense of righteousness; with high social a strong
profoun
moral fiber;
ideals
andand
I will show you a great nation, a nation that will not be
submerged, a nation that will emerge victorious from the trials and bitter
strifes of a distracted world, a nation that will live forever, sharing the
common task of advancing the welfare and promoting the happiness of
mankind.
IMPLICIT INFORMATION EXAMPLE:
The Filipino of today is soft, easy-going. His tendency is towards
parasitism. Heis uninclined to sustained strenuous effort!Helacks
earnestness. Face-saving is the dominant note in th e confused
The Filipinos nowadays
symphony of his existence. His sense of righteousness is often dulled
with the sire of personal gain. His norm of conduct y is generally
de are more selfish than
prompted b expediency rather than by principle. He show s a failing in
that superb courage which impels action because it is right, even at the
they were in the past.
cost of self- sacrifice. His greatest fear is not to do wrong, g but of being
caught doinwrong. He is frivolous in his view of life. His c onception of
virtue is many times conventional. He takes his religion lightly. He thinks
that lip-service and profession are equivalent to deep and abiding faith.
He is inconstant; he lacks perseverance; the first obstacles baffle him,
and he easily admits defeat.
IMPLICIT INFORMATION EXAMPLE:
I have an abiding faith in our people. I know that they have all the faculties
needed to become a powerful and enlightened nation. The Filipino is not inferior
to an y man of any race. His physical, intellectual, and moral qualities are as
Today’s Filipinos, compared to
excell ent as those of the proudest stock of mankind. But some of these qualities, I
am c onstrained to admit, have become dormant in recent years. If we compare
their ancestors, have lost the
ourdividual and civic traits with those that adorned our forefathers, we will find, I
in
fear, t hat we, the Filipinos of today, have lost much of the moral h and
power for growth because they
power strengt for growth of our ancestors. They were strong-willed, earnest,urous
peopl adventy and
live in easier circumstances.
e. They had traditions potent in influence in their lives, ar the
collec individuall
forest and erect towns
tively.They
and cities
had upon
the the
courage
wilderness.
to beThey
pioneers,
led a to
lifebrave
of toil and
communal service. Each one considered himself an active part the of the
seas,
bodyclepolitic.
But those traditions are either lost or forgotten. They exist only as a hazy-mist in
our distant past.
B. DEFINING
CLAIMS
-an important skill that is needed in critical
reading: the skill to evaluate the claims of
an author
-When we define claims, we refer on the text
and recognize the writer’s arguments (claims)
and evidence so that we can judge the writer’s
 central argument or
stance regarding a thesis statement
topic
claim(s)
n. the point we most important
part of the text
are proving
proved by providing details, explanations, and other types of
evidence
USUALLY found in the introduction or
C. DISTINGUISHING THE THREE
TYPES OF CLAIMS
1.Claim of FACT
- state a quantifiable assertion, or a measurable
topic
- assert that sth has existed, exists, or will exist
based on some data
- rely on reliable sources or systematic procedures to
be validated
-
2. Claim of
VALUE
-consists of arguments about moral, philosophical
or aesthetic topics
-always prove that some values are more or
less desirable compared to others
-attempt to explain how problems, situations, or
issues ought to be valued
3. Claim of
-is an essay consisting of an argument that
PO LICcondi
certain Y tionsshouldexist
-KEYWORDS: “should,” “ought to,” and/or
“must”
- usually answer “HOW” questions
 Let’s test
yourselves!

IDENTIFYING CLAIMS
Identify each statement below if it is a claim of fact,
value or policy.
VALUE 1. National strength can only be built on character.
FACT 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
to establishincommunities.
wilderness order

POLC
IY 3. To insure 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
Directions: Identify if each statement is a claim of fact, policy or value.
Write your answer on the space before the item number.
VALUE 1. I believe that tigers are better than lions.
POLC
IY
2. ISU should ban guitar playing near school buildings.
VALUE 3. Love is more valuable than money.
POLC
IY
4. Freshmen should not be allowed to wear shoes to class.
FACT 5. O.J. did it!
POLC
IY 6. Teen pregnancy can be solved by free sex ed classes.
FACT 7. Regular exercise is good for your health.
 HOW TO MAKE ACRITIQUE OF A
1. What are your reactions towards the author’s claims/arguments/impressions in
TEyou
the text? Do XTagree with it? Or not? If yes/no, state your reasons why.
2. What type of audience is addressed?
3. What are the writer’s assumptions?
4. What are the writer’s intentions? How well does the writer accomplish these?
5. How convincing is the evidence presented?
6. How reliable are the sources? Are they merely based on personal experience,
scientific data, or outside authorities?
7. Did the writer address opposing views on the issue?
8. Is the writer persuasive in his/her perspective?
9. Has the writer considered organization, coherence and cohesion, language use,
and mechanics in the text? Why? How? Cite examples by pointing out some
lines/sentences/phrases in the text.
 In brandishing a double-edged sword
“Einstein: I fear the day when technology will surpass our
human interaction. The world will have a generation of idiots.”
Statistics show that more than 2,000 adults by Harris Poll finds
that almost 93 percent of millennials admit to using their phones
before sleeping, nearly 80 percent in the restroom and 43 percent
while stopped at a red light. Moreover, more than half of the subjects
from the age bracket 18-to-34-year-old generation use smartphones
while eating with their family, and 72 percent of all generations
surveyed believe that relationships will be less authentic in 10 years
because of technology.
 With the sudden popularity and high demand for smartphones,
our interaction with the people within our circles seemed to be less
frequent. Teenagers who are too engrossed browsing and scrolling the
screen of their smartphones started to be oblivious of their
surroundings. Families who go out to eat at food establishments with
Wi-Fi connection pay more attention to their gadgets and surf the net
than chat with each other. Millennials interact with their phones more
than anyone else, that the bonding that should be realized in going
out with friends, engaging in an intimate date with your special
someone and family time greatly suffer from each company’s apathy.
With this view in mind, everyone can surmise that technology is
dehumanizing us.
 On the contrary, technology, in many different
forms, sizes, units, brands, and models are essential to
us. Forgetting it at home, or having it low-bat feels like
we’re cast away survivors and we start to be
tormented by the agonizing boredom. However,
besides
alleviating ‘ennui’, it can also serve as our study
companions and being it handy and mobile, we can
study on the go. In addition to this, one of the services
technology can give us is that they can help us manage
 Thanks to Einstein’s prophetical quote, we’ve been branded as
indifferent fools that depended too much on scraps of metal that do
everything we ask them for. Because of this, we are missing something
important. It is the genuine and precious time for being together with
our loved ones. We don’t have all the time in the world, so until you
have time to express your love for your family and friends, drop those
gadgets and avert your eyes away from it, until it’s not too late.
Social media, along with technology, makes me wonder why it
is called “social media”. This, to me, sounds so ironic.
Sources:
imfunny.net/answerbag.com/truthorfiction.com/emarketer.com/thriveanalytics.com/cnbc.com
LET’S PLAY
ANOTHER
GAME! 
RULES:
1. You will be divided into two
groups. Both of the groups will
be discussing about:
FOR GAS AND FOOD PROCESSING
AND AGRICULTURE:
Same-sex Marriage and/or Child Abortion
FOR ICT: Is hacking ethical or
not?
2.Group 1 will be “PRO.” Group 2 will be “AGAINST” it.
3.Count 1,2,1,2. When you are done, sit according to your group number and form
A circle.
4.Each members of each group should participate. Each members of each
group will have their turn to speak up.
5.Group secretary should give me a list of each group.
6.The first group to defend their stance will be determined by “Rocks, papers,
and scissors.” The group who loses will be the first one to speak up.
7.Since this is debate, and to test if you really learned the lesson, you are
required to use the different claims you learned from the discussion to defend
your point.
8.The group which is excessively noisy will be deducted points.
9.To properly rate each group, another rubric will also be used to assess you.
 ANALYTIC RUBRIC FOR DEBATE
TRAITS 4 3
TEAMWORK Everyone is involved in the activity, and
is pitching in ideas during the debate.
CONTENT/IDEAS The ideas are relevant, related, level-
headed, and factual. The
representatives are able to give many
instances to support their claim.
PRESENTATION The representative is able to present
his/her ideas confidently and
intelligently. The representative is also
able to back up each idea very well, by
the use of the three different claims.
BEHAVIOR ALL of the members are FOCUSED on
the task at hand and is participating
actively. There is NO single member
who is making POINTLESS idle chit-
chats with their seatmates/classmates.
There is also NO member observed
using his/her phones for NO valid
reason.
2 1
A few of the members are not Only the leader, the The leader is the sole person who
participating and is merely representative, the secretary and is performing the activity.
making UNWANTED noises two members are participating,
inside the classroom like bleating while most of the other members
goats in the meadows. are NOT.
The ideas are relevant, and level- The ideas are relevant, but some The ideas are not really relevant,
headed. The group managed to doesn’t make sense. The group and some doesn’t make much
give only three (3) instances to has managed to give two claims. sense.
support their claim.
The representative is able to The representative is able to The representative failed to
present the group’s work with present the work with confidence. employ the different claims and is
confidence. The representative is The representative gave an merely defending their stance on
able to back up each idea but explanation on each idea but failed instinct.
failed to properly use the different to explain it very well. Claims used
claims. to defend each idea are
superficial. The representative is
merely “beating around the bush.”
A few of the members are Most of the members are NOT Only the leader, the
conversing POINTLESS chit-chat participative; and is chit-chatting, representative, and the secretary
with other group mates or seat making UNWANTED noises on are involved in the activity. ALL OF
mates. A few of them are also their seats, and are using their THE MEMBERS are chit-chatting
using phones. phones during the time allocated. and are using their phones. The
group is also observed to generate
TOO much noise.
IV. EVALUATION (18
minutes)
I.MULTIPLE CHOICE TEST
(will be dictated)
II. IDENTIFICATION
Directions: Identify if the following claims is a claim of fact, policy, or value. Write F, it is a claim of fact,
P if it is a claim of policy, and V if it is a claim of value on the space provided before the item
number/on your answer sheet.
11. Equal rights for men and women ought to be protected by the Constitution.
12. Robert Penn Warren's All the King's Men is the greatest novel of all time.
13. Homeschooled children score higher on standardized tests than
traditionally educated students.
14. The separation of church and state should be maintained.
15. Pornography on the internet should be censored by a governmental
agency.
16. The only life in the universe exists on this planet.
17. Voluntary prayer should be permitted in schools.
18. Casa Mia has the best pizza in Grays Harbor.
19. Killing animals for sport is wrong.
20. Schools should implement cooperative sports programs rather
III.
ESSAY explain the following for two sentences (except items 27-
BRIEFLY
30).
21-22. How is critical reading a way of thinking?
23-24. How is critical reading important in our daily lives?
25-26. What are the importance of using well-grounded
claims (fact, policy, and value) in writing?
27-30. Write a 100-word paragraph of a selected topic (Why
is it fun to study in Homobono H. Gonzalez National High
School?) employing claim of fact, policy and value.
V. ASSIGNMENT
ASSIGNMENT NO.
1
In a one whole sheet of paper/bond paper/tablet paper, make an
essay about any of the following:
 Ferdinand Marcos: Not a hero, wherever buried
 Free Tuition NOT available to all
 Jeepney Phase-out
 Sesame Credit in 2020
 OFWs: Heroes or Traitors?
 Is Homosexuality sinful?
 How to develop morally upright Filipino citizens?
 K-12, on its early years of implementation
 In this essay, you are REQUIRED to use any of the
claims you learned from the lesson. INDICATE what claim(s)
you used and write it on the bottommost part of your paper.
You are free to encode and print it in a bond paper.
Students who will be caught/discovered to plagiarize a blog,
or an essay on the Internet will automatically get only two
points for this assignment. However, searching the Internet
for facts, data and other information is alright as long as you
CITE it.
Failure to do so would automatically mean plagiarism as
well.

A rubric is attached for you to look at to check up on

 TRAITS 4 3
Focus & Details There is one clear, well- focused topic. Main
ideas are clear and are well supported by
detailed and accurate information.
Organization The introduction is inviting, states the main
topic, and provides an overview of the paper.
Information is relevant and presented in a
logical order. The conclusion is strong.
Voice The author’s purpose of writing is very clear,
and there is strong evidence of attention to
audience. The author’s extensive knowledge
and/or experience with the topic is/are
evident.
Word Choice The author uses vivid words and
phrases. The choice and placement of
words seems accurate, natural, and
not forced.
Sentence Structure, All sentences are well constructed and
Grammar, have varied structure and length. The
author makes no errors in grammar,
Mechanics, &
mechanics, and/or spelling.
Spelling
USE OF CLAIMS The student is able to use ALL of the claims in The student used two of the claims in
the discussion SUPERBLY. Sufficient
information is used to back up each claim.
Claims are explicated very well.
There is one clear, well-focused topic.
Main ideas are clear but are not well
supported by detailed information.
The introduction states
the main topic and provides an
overview of the paper. A conclusion is
included.
The author’s purpose of writing is
somewhat clear, and there is some
evidence of attention to audience.
The author’s knowledge and/or
experience with the topic is/are
evident.
The author uses vivid words and
phrases. The choice and
placement of words is
inaccurate at times and/or
seems overdone.
Most sentences are well-constructed
and have varied structure and length.
The author makes a few errors in
grammar, mechanics, and/or spelling,
but they do not interfere with
understanding
the discussion very good. Adequate
information is cited to back up
each claim.
2 1
There is one topic. The topic and main
Main ideas are ideas are not clear.
somewhat clear.
The introduction states the There is no clear
main topic. A conclusion introduction, structure, or
is included. conclusion.
The author’s purpose of writing is The author’s purpose
somewhat clear, and there is
evidence of attention to audience. of writing is unclear.
The author’s knowledge
and/or experience with the topic
is/are limited.
The author uses words The writer uses a limited
that communicate clearly, vocabulary.
but the writing lacks Jargon or clichés may be
present and detract from the
variety.
meaning.
Most sentences are well Sentences sound awkward,
constructed, but they have a are distractingly repetitive,
similar structure and/or length. or are difficult to understand.
The author makes several The author makes numerous
errors in grammar, mechanics, errors in grammar,mechanics,
and/or spelling that interfere
and/or spelling that interfere
with understanding. with understanding.
Only one claim is used by the No claims are
student. However it is backed
up by appropriate data needed.
employed by the
student.
ASSIGNMENT NO. 2
Write a 1000-word critique of this essay by
evaluating its claims, along with the four
properties of a well-written text.In doing
so, refer on the guide questions below.
GRAY LEADERSHIP
(text)
GUIDE QUESTIONS:
1. What are your reactions towards the author’s claims/arguments/impressions in the
text? Do you agree with it? Or not? If yes/no, state your reasons why.
2. What type of audience is addressed?
3. What are the writer’s assumptions?
4. What are the writer’s intentions? How well does the writer accomplish these?
5. How convincing is the evidence presented?
6. How reliable are the sources? Are they merely based on personal experience,
scientific data, or outside authorities?
7. Did the writer address opposing views on the issue?
8. Is the writer persuasive in his/her perspective?
9. Has the writer considered organization, coherence and cohesion, language use,
and mechanics in the text? Why? How? Cite examples by pointing out some
lines/sentences/phrases in the text.
THAT’S ALLFOR
TODAY!THANK YOU
FOR
LISTENING! 