READING

READING
 is an activity that challenges our
beliefs, inspires our imagination, and
expands our understanding of the world.

 involves a complex interaction

between the text and the reader.
READING
 a cognitive process of decoding
symbols to derive meaning from a
text.

 an interaction between the text

and the reader.
EFFECTIVE READING
STRATEGIES
Getting an Overview of the Text

1. Previewing
2. Skimming
3. Scanning
EFFECTIVE READING
STRATEGIES
1. Previewing

 means looking at the

readily visible parts of the
text, like titles and subtitles,
visuals and graphs, pictures,
and charts.
 To preview the text properly:
First, identify your purpose for reading.

Next, examine the titles and subtitles of

the text.
Finally, look at the visual elements of
the text.

*Take note of the things that interest you

to better understand the text.
EFFECTIVE READING
STRATEGIES
2. Skimming

 means looking for the

main point of reading and
identify the ideas that
develop it.
2. Skimming

Skimming effectively means

physically moving your eyes rapidly
along the page and tracing your
finger along the lines of the text to
speed up your reading.
EFFECTIVE READING
STRATEGIES
3. Scanning

 means looking for

specific information.
3. Scanning

To scan effectively:
You must have an idea of the details
you are looking for.
You do not have to read every word;
just read until you locate the details
you are searching for.
EFFECTIVE READING
STRATEGIES
Using Context Clues

1. Synonym
2. Antonym
3. Examples
4. Explanations and Definitions
5. Situations
EFFECTIVE READING
STRATEGIES
Synonyms

 are used when text has words and

phrases that are similar in
meaning to the unknown word.
EXAMPLES
 Humty Dumpty look great pleasure in
obfuscating the poem’s meaning for Alice.
His explanations about the poem were
confusing and complicated.

 Thenarrator in the poem was euphoric at

his son’s victory, for he cried out
triumphantly when the boy came home.
EFFECTIVE READING
STRATEGIES
Antonyms

 Words that reveal the opposite

meaning in relation to the
unknown word.
EXAMPLES
 The Jabberwock was relentlessly pursued
by the boy, unlike the others who gave up
easily when they heard how terrifying the
creature was.

 The hero in the poem did not give in to

trepidation; rather, he bravely slayed the
Jabberwock with his sword.
EFFECTIVE READING
STRATEGIES
Examples

 Specific details in a text that are

used to clarify the meaning of a
word.
EXAMPLES
 The boy’s father was ecstatic when he
found out that the Jabberwock was
conquered by his son. His behavior
included laughing, cheering, and hugging
his son.
EFFECTIVE READING
STRATEGIES
Explanations and Definitions

 May be given as clues to describe

an unknown term.
EXAMPLES
 Humpty Dumpty told Alice that “brillig”
means the same thing as four o’clock in the
afternoon, because that is when people
started broiling.

 Hearing someone “outgrabe” – which

means he is whistling, bellowing and
sneezing all at once - can be a funny sight.
EFFECTIVE READING
STRATEGIES
Situations
 The situation in which a word is used
can also be helpful in determining the
meaning of that word.
 The meaning of a word may change
depending on its context, or how and
where it is used.
EXAMPLES
 The boy wondered if he should have
brought some back up, in case he could not
take on the Jabberwock by himself.
 The hero’s conquest of the Jabberwock is
an exemplary case of bravery.

 Thehero is lucky that the murder of the

Jabberwock does not merit case in court!
EFFECTIVE READING
STRATEGIES
Using Connotation and Denotation
 Denotation
- is the basic, precise, literal
meaning of the word that can be found in
a dictionary.
 Connotation
- positive, negative, or neutral feelings,
attitudes, ideas, or associations with
a word or phrase.
EXAMPLES
Father
Denotation: a male parent
Connotation: -association: positive
-feelings: love and
respect
Daddy
Denotation: a male parent
Connotation: -association: positive
-feelings: love,
familiarity, childhood.
A. CONTEXT CLUES
Identify the type of context clues used for
each of the following sentences.

______1. I saw a man vaping his e-cigarette. He

was inhaling and exhaling the vapor from the
device.
______2. Contactless payment technologies,
unlike traditional modes of payment, make
use of smart cards to connect wirelessly to e-
readers for more efficient payment.
______3. Signing an online petition, sharing a
status message, or liking a post are
increasingly regarded as actions falling under
slacktivism, a digital form of activism with
little involvement.
______ 4. Some parents are anti-vax –that is,
anti-vaccinations- because they believe these
chemicals may trigger autism in students.
______ 5. Some people like making duck faces,
or pressing their lips together in the shape of
a duck’s bill, when they take selfies.
______6. “Watch this video to discover the
meaning of life!” “This beggar’s response will
restore your faith in humanity!” and “See
how one woman made a million pesos from
her living room” are types of headlines called
clickbaits.

______7. Advances in neuromorphic

technology have excited many scientists.
These systems that mimic the human nervous
system show much promise in the field of
medicine.
TECHNIQUES TO DEVELOP
CRITICAL READING
 Keeping a reading Journal
Writing your feelings and
ideas in reaction to your
reading assignment.
 Annotating the Text
Making notes on your copy of
the reading.
TECHNIQUES TO DEVELOP
CRITICAL READING
 Outlining the Text
Locating the thesis statement,
claims, and evidence, and then
plotting these into an outline, you
can see how the writer structures,
sequences, and connects his or her
ideas.
 Summarizing the Text
Gettingthe main points of the essay
and important supporting details.
A thesis statement usually appears at the
middle or end of the introductory paragraph
of a paper.

It offers a concise summary of the main

point or claim of the essay, research
paper, etc.
It is usually expressed in one sentence, and
the statement may be reiterated elsewhere.
TECHNIQUES TO DEVELOP
CRITICAL READING
 Questioning the Text
Asking specific questions.
The following may be asked:
 What type of audience is addressed?
 What are the writer’s assumption?
 What are the writer’s intentions? How well
does the writer accomplish these?
 How convincing is the evidence
presented?
 How reliable are the sources? Are they
based on personal experience, scientific
data, or outside authorities?
 Did the writer address opposing views on
the issue?
 Is the writer persuasive in his/her
perspective?
IDENTIFYING AND
ANALYZING CLAIMS
Critical Reading also
means to distinguish
information that is clearly
stated (explicit) in the text
from ideas that are
suggested (implicit)
IDENTIFYING AND
ANALYZING CLAIMS
Defining Claims
Whenever you read something, you
find yourself looking for the writer’s point
or position regarding the chosen topic. –
known as CLAIM, or the CENTRAL
ARGUMENT
 CLAIM

what the writer tries to prove in the

text by providing details, explanations,
and other types of evidence.
 a sentence that summarizes the most
important thing that the writer wants to
say as a result of his/her thinking,
reading, or writing.
CHARACTERISTICS OF GOOD CLAIMS

A claim should be argumentative and

debatable. When a writer makes a claim,
he/she is making a case for a particular
perspective on the topic.


“Readers expect to be able to raise objections to

your claim, and they can only raise objections if
the claim is something that can be reasonably
challenged. “
CHARACTERISTICS OF GOOD CLAIMS
A claim should be specific and focused. If
the claim is unfocused, the paper will be
too broad in scope and will lack direction
and a clear connection to the support
provided.
CHARACTERISTICS OF GOOD CLAIMS
A claim should be interesting and
engaging.

A claim should be logical. It should result

from reasonable weighing of support
provided.
CHARACTERISTICS OF GOOD CLAIMS

 Questions to help you determine the

writer’s claim while you are reading a
text.
*What is the author’s main point?
*What is the author’s position
regarding it?
DISTINGUISHING BETWEEN
THE TYPES OF CLAIM

1. Claims of Fact
- state a quantifiable
assertion, or measurable topic.

- rely on systematic
procedures to b validated.
 DISTINGUISHING BETWEEN
THE TYPES OF CLAIM
Claims of fact usually answer a
“what” question. When determining
whether something is a claim of fact, the
following questions are useful.
- Is this issue related to a possible
cause of effect?
- Is this statement true or false?
How can its truthfulness be
verified?
- Is this claim controversial or
debatable?
DISTINGUISHING BETWEEN
THE TYPES OF CLAIM

2. Claims of Value
- assert something that
can be qualified. They consist
of arguments about moral,
philosophical, or aesthetic.
VALUE CLAIMS
 When you claim that sororities and
fraternities are the best extracurricular
organizations for college students to join,
you are making a claim of value.
 Claims of value, as their name implies, aim
at establishing whether the item being
discussed is either good or bad, valuable or
not valuable, desirable or not desirable.
 DISTINGUISHING BETWEEN
THE TYPES OF CLAIM
Claims of value attempt to explain
how problems, situations or issues ought
to be valued.

- Which claims endorse what is good or

right?
- What qualities should be considered
good? Why?
- Which of these values contend with
others? Which ones are more
important and why? Whose standards
are used?
DISTINGUISHING BETWEEN
THE TYPES OF CLAIM

3. Claims of Policy
- specific actions should
be chosen as solutions to a
particular problem.
 DISTINGUISHING BETWEEN
THE TYPES OF CLAIM
Claims of Policy

- Does the claim suggest a specific

remedy to solve problem?

- Is the policy clearly defined?

- Is the need for the policy

established?

- Is the policy the best one available?

For whom? According to whose
standards?

- How does the policy solve the

POLICY CLAIMS: EXAMPLES
 We should stop spending so much on
prisons and start spending more on
education
 Children in low-income families should
receive medical insurance from the
government
 Social security should be distributed on the
basis of need rather than as an entitlement
CONTEXT
 social, cultural, political, historical
and other related circumstances
that surround the text and form the
terms from which it can be better
understood and evaluated.
1.When was the work written?
2.What were the circumstances that
produced it?
3.What issues does it deal with?
 Intertextuality
modelling of a text’s meaning by
another text.

connections between language,

images, characters, themes, or
subjects depending on their
similarities in language, genre, or
discourse.
Example:
The local legend of folk hero
Bernardo Carpio. Many versions of his
tale exist, but local folklore says he is a
giant who is the cause of earthquakes.

In Greek Mythology, there is also

Poseidon, who is the God of the sea
and earthquakes. Many cultures also
attribute natural disasters to legendary
figures.
Example:
The Lion, the Witch, and the Wardrobe (By C. S. Lewis)
 In this case, C. S. Lewis adapts the idea of
Christ’s crucifixion in his fantasy novel, The Lion, the
Witch and the Wardrobe. He, very shrewdly, weaves
together the religious and entertainment themes for a
children’s book.
 Lewis uses an important event from The New
Testament, transforming it into a story about
redemption. In doing so, he uses Edmund, a
character that betrays his savior, Aslan. Generally,
the motive of this theme is to introduce other themes,
such as evil actions, losing innocence, and
redemption.
 Hypertext
Nonlinear way of showing
information

connections topics on screen to

related information, graphics, videos,
and music.

Information appears as links and is

usually accessed by clicking
Critical Reading
as
Reasoning
 IDENTIFYING
ASSERTIONS

Assertions
 are declarative sentences that
claim something is true about
something else.
EXAMPLES:
 The sampaguita’s roots are used for
medicinal 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.
 TYPES OF ASSERTION
Fact – a statement that can be proven
objectively by direct experience, testimonies
of witnesses, verified observations, or the
result of research.
 The sampaguita’s roots are used for
medicinal purposes, such as an anesthetic
and a sedative.

 It’sa fact because it can be directly

verified by experience or reliable research
reports.
EXAMPLES

In 2012, there were 1.4 billion users of

social media worldwide.
Convention – a way in which
something is done, similar to traditions
and norms.
 Depend on historical precedent, laws,
rules, usage, and customs.
 Their truthfulness can be 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.

 Itis a convention because it is based

on a classification system made up by
scientists and is acceptable to the
scientific community.
 Example:

Filipinos believe that a pregnant

woman should wear black
as protection against supernatural
beings.
Opinion – are based on
facts, but are difficult to
objectively verify because of the
uncertainty of producing
satisfactory proofs of
soundness.

 Result from ambiguities, difficult

to verify.
 Thepopularity of sampaguita
flowers is most evident in
places of worship.

 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.
Senior High School
students are highly
competitive individuals.
Preference – based on
personal choice, they are
subjective and cannot be
objectively prove or logically
attacked.

 Sampaguitas are the most

beautiful and most fragrant of all
flowers.

 It says a lot about the type of

flowers that the writer likes, instead
of objectively comparing qualities
of sampaguitas to that of other
flowers.
Mango float tastes
better than spaghetti.
FORMULATING
COUNTERCLAIMS
Counterclaims – are claims made to
rebut a pervious claim. They provide a
contrasting perspective to the main
argument.
 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

shortcomings in their argument?
 Are there any hidden assumptions?

 Which lines from the text best support

the counterclaim you have
formulated?
DETERMINING TEXTUAL
EVIDENCE
 Evidence- the details given by the author
to support his/her claim.

 Reveals and builds on the position of the

writer and makes the reading more
interesting.
 Evidence can include:

 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
see to have support? What ns 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, exaggerated or taken
out of context?
 Are the sources reliable?
 CHARACTERISTICS OF
GOOD EVIDENCE
Unified
Relevant to the central point
Specific and concrete
Accurate
Representative or typical