CRITICAL

READING
AS
REASONIN
G
FORMULATING AND
DETERMINING
 FORMULAT
E
ASSERTION FORMULATE DETERMINE
EXPLAIN S ABOUT MEANINGFU TEXTUAL
CRITICAL EVIDENCE TO
THE L VALIDATE
READING CONTENT
COUNTERCLAIM
ASSERTIONS
S IN
AS AND
AND
REASONING RESPONSE COUNTERCLAIM
PROPERTIE TO CLAIMS S
S OF A
TEXT
LEARNING COMPETENCIES

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 LET’S ENGAGE

1. THERE IS NO
DEFINITE
DEFINITION OF
BEAUTY.
2. CHICKEN CAME
BEFORE THE EGG.
3. EDUCATION IS THE
KEY TO SUCCESS.
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Critical reading involves making
judgements on the basis of knowledge or
experiences and drawing to a conclusion in
order to come up with valid answers to
questions about the text read.

CRITICAL READING Truth

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 FORMULATING EVALUATIVE STATEMENTS
These are forms as you reason out your own
beliefs according to your own set of criteria
through critical reading.
Steps in creating an effective evaluative statement:
Formulate assertions about the content and
properties of a text read
Formulate meaningful counterclaims in response
to claims made in a text read
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 FORMULATE ASSERTION ABOUT THE
CONTENT AND PROPERTIES OF A TEXT READ
Assertions – are statements declared to express
someone’s side or belief on a certain idea and are
backed up by evidence to be more solid.
- These are formed through critical thinking and
relating personal thoughts, ideas, opinions, beliefs,
experiences, and knowledge with the topics
discussed in the text. 6
There are about 175 FACT
languages spoken in the A type of assertion
Philippines. that can easily be
Japan has the third verifies through
largest economy in the various sources such
world. as direct experience,
The largest country in testimonies of
Western Europe is witnesses, verified
France.
observations, and
results of research.
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 To show respect to the elderly,
CONVENTION
Socially accepted Filipinos hold the hand of the
elderly and press their forehead
at a certain place on it while saying “Mano po.”
during a certain In Japan, bowing is used to
period of time. express respect, gratitude or
apology.
Maintaining eye contact is
considered to be a sign of
respect in France.
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 It is not fun anymore in the
Philippines due to the recent
increase in crime rate.
Some people are scared to go
to Japan because of the
existence of yakuza.
France has weird laws such as
posthumous marriage which
allows a person to legally
marry a dead person.
OPINION
Must have facts as
its foundation.
Open to arguments
since it is harder to
verify compared to
facts.
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 PREFERENCE
Very subjective There is no better place to
spend your vacation at than the
in nature. Philippines.
Based on the Japan has the richest and most
choice of a interesting culture among all
countries in Asia.
certain person or French cuisine is the best in
a group of the world.
people.
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TO FORMULATE ASSERTIONS, THE FOLLOWING STEPS
MUST BE OBSERVED:

1. Examine which ideas are facts and which

are opinions.
2. Make inferences or conclusions.
3. Assess the overall quality of the text.
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ACTIVITY 1: WHAT AM I? FACT, CONVENTION,
OPINION OR PREFERENCE
1. Stress-eating is the worst wat to cope with problems.
2. Reading aloud improve one’s memory.
3. Listening to classical music will make a person
smarter.
4. It is better to cheat than to repeat.
5. One of the effects of excessive greenhouse gases is
global warming.
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13
 FORMULATE COUNTERCLAIMS IN RESPONSE TO THE
CLAIMS MADE IN A TEXT READ

Counterclaims – made to offset or oppose the

claims presented in a text.
It must be supported by evidence to be solid
enough to disprove or rebut the claims presented
by the writer.
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 FORMULATE COUNTERCLAIMS IN RESPONSE TO THE
CLAIMS MADE IN A TEXT READ

A hedge refers to a word or a phrase that serves

the purpose of minimizing the negative impact
of a criticism stated in a counterclaim.

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 Claim Counterclaim
Cow is considered as a sacred animal How could an animal who only chew
in India. its own cud all day can be considered
sacred in a certain country?
Hugging someone for twenty seconds Hugging someone to reduce stress and
reduces stress and lowers blood lower blood pressure and heart rate
pressure and heart rate. would probably be effective wen the
person hugging you is someone you do
not have a grudge on.
Loving someone is the best feeling Loving someone could only be the best
everyone wants to experience. feeling that everyone would want to
experience if there would be no
arguments, infidelity, disloyalty, and
doubts involved.
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 STEPS IN FORMULATING COUNTERCLAIMS:
Identify the possible major points of
disagreement between you and the writer.
Determine the writer’s strongest argument as
well as his or her defense to the position he/she
has taken.

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 STEPS IN FORMULATING COUNTERCLAIMS:
Research about the merits of the writer’s views.
Look for the weaknesses or shortcomings in the
writer’s argument.
Check if there are hidden assumptions.
Determine which lines from the text best support
the counterclaim you aim to formulate. 18
 ACTIVITY 2: LIST AND FORMULATE

List the claims presented by the writer in the

following text. Afterward, formulate your own
counterclaim for each claim.

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 There is no distinct difference between parents
who are just setting their expectations for the
children and those parents who put too much
pressure on their children. I know no parent would
wish anything bad for their children’s future. All
parents want their children to achieve success and
become the best that they can be. Hence, it is only
typical of parents to remind their children once in a
while about their responsibilities at home. 20
To check their children’s progress in school.
These acts are nit done by parents to put too
much pressure on their children, but rather to
show their care and concern for their children’s
welfare and to encourage their children to reach
their dreams.

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 In contrast, those parents who put too much
pressure on their children tend to isolate their
children from the others. They prohibit their children
from watching television, surfing the internet,
spending time in ither activities that their children
enjoy doing. They push their children to focus in
studying alone. They do not allow their children to
do the activities that they think might negatively
affect their children’s academic performance. 22
TEACH A COURSE 23
 DETERMINING TEXTUAL EVIDENCE
Evidence is a set of information that is true and
serves as grounds for belief to prove something.
Determining evidence validate assertions and
counterclaims made about a text read.
Citing textual evidence is essential in texts as it
ensures the credibility of the message being related.
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 CHARACTERISTICS OF TEXTUAL EVIDENCE
Must be specific as possible.
Must be accurate and precise.
Must be unified.
Must be relevant to the main topic.
Must show statistical data.
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 TYPES OF TEXTUAL EVIDENCE
Statistical evidence – includes data that present
numbers to prove a point.
e.g. The current population of the Philippines is 108,
371, 679 as of Tuesday, September 3, 2019, based on
the latest United Nations estimates.

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 TYPES OF TEXTUAL EVIDENCE
Testimonial evidence – includes data that present authorized
and professional testimonies about a certain topic.
e.g. According to Dr. Allison A Buskirk-Cohen, an associate
professor in the Counseling Psychology Department of Liberal
Arts at Delaware Valley College in Doylestown, Pennsylvania,
the best way to approach learning is to realize that it is an active
process which involves asking questions, making personal
connections to the material and reviewing information. 27
 TYPES OF TEXTUAL EVIDENCE
Anecdotal evidence – includes data that present a
person’s experience or observation.
e.g. Most of the foreigners I have lived with during
my two years of missionary service do not take a
bath on a daily basis.

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 TYPES OF TEXTUAL EVIDENCE
Analogical evidence – includes data that present a
comparison of two different things to prove a certain point.
e.g. Depression is more than just being deeply sad and
lonely. It is like being in a prison without bars and you are
trapped by invisible weights tied around your arms and legs
that prevent you from being happy; and like any prisoner, a
depressed person wants nothing but freedom from that kind
of situation and struggles to find a way out. 29
 STANDARDS IN DETERMINING TEXTUAL
EVIDENCE
Must be sufficient enough to strengthen an
assertion or counterclaim.
Must also be relevant to prove a certain point.
Must represent the claims well too.

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 ACTIVITY 3: LIST, RESEARCH AND CITE!

Read the following excerpt from an online

article. List all the assertions and counterclaims
presented in the text and determine the textual
pieces of evidence that validates each assertion
and counterclaim. Research and cite additional
textual evidence that supports the assertions and
counterclaims presented. 31
 Microsoft Word
Document

TEACH A COURSE 32
 ACTIVITY 3: LIST, RESEARCH AND CITE!

Assertion Textual Counter Additional

Evidence claim Textual
Presented Evidence
Researched

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 WHAT IF WE DUMPED OUR TRASH INTO VOLCANOES BY
KEVIN COLACCI
 The first obstacle in our quest for volcanic garbage disposal would be finding an active
volcano garbage disposal would be finding an active volcano that can get the job done. There
are only about 1,500 potentially active volcanoes worldwide, and most of them aren’t located
anywhere near humans, for obvious reasons.
 That means that getting all our trash to an active volcano could turn out to be pretty
expensive, and once we get there we may find out it’s not even the right kind of active volcano.
The kind of volcano we’d be looking for is called a shield volcano, a slow-erupting variety that
contains the iconic lava lakes that gradually spew out onto the Earth.
 Unfortunately, these aren’t very common. You are more likely to come across their
angry cousins, known as stratovolcanoes. Stratovolcanoes are known for their explosive
eruptions, caused by the build-up of pressure from hot gas and magma. In other words, they’re
probably not the safest location for the town dump. 34
 WHAT IF WE DUMPED OUR TRASH INTO VOLCANOES BY
KEVIN COLACCI
 But let’s say we’re lucky enough to find ourselves a nice active shiel volcano;
before we worry about the logistics of getting our trash there, lets figure out if it is
even a good idea to dump it inside.
 If you were one of the first volcano, you’d quickly start to question your career
choices. The event of a volcano is a treacherous environment full of poisonous
gases, lava splatter and projectile rocks; and things only get worse one you start
throwing stuff inside.
 In 2002, a group of Ethiopian researchers threw a 30 kg (66 lb) bag of trash into a
volcano, and the results were explosive. Lava lakes are unstable, so if you pierce
their surfaces with something cold, like trash, you’ll trigger a chain reaction of
explosions involving pressurized and acidic steam.
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 WHAT IF WE DUMPED OUR TRASH INTO VOLCANOES BY
KEVIN COLACCI
 So can you imagine how big those explosions would be if you threw an entire nation’s trash in
there? Well to put it in perspective, rockfalls into lava lakes in Hawaii have sent 8 m (280 feet)
into the air, so it’d probably look something like that.
 Even if you could safely get your trash into the volcano, you’d still have to worry about all the
air pollution created by burning our waste without filters. Plus, not all materials will
completely break down in label, which means the polluting remnants could erupt out and
contaminate the surrounding landscape; not ideal if you were hoping to burn nuclear waste, for
example.
 Add these environment impacts on top of the fact that shipping all our trash to these volcanoes
would significantly increase the carbon footprint of the waste disposal, and the whole thing
looks like a terrible idea.
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