2nd Quarter RWS Handout
2nd Quarter RWS Handout
2nd Quarter RWS Handout
“…I don’t need a whole lot of anything. I just need a little bit of everything.”
Critical Reading- is a type of reading whereby the reader analyzes and interpret the reading
material to know if it presents logical ideas and connection of ideas.
Critical Thinking - involves a series of complex thought processes which allows you to make reasoned
judgments, assess the way you think, and solve problems effectively
Picture Analysis:
Recognizing the Explicit: Explicit information is any idea that is stated. With explicit information,
you see the text explained! Since you are looking for explicit information in what is read, the
explicit information will be written in the text. There is no need to look for clues. Just read. If the
information is written it is explicit.
Processing the Implicit: Implicit information is understood but it is not stated. To find implicit
information in what is read, you will have to think about what you read. Look for clues as you
read.Implicit information is not written.
Let Sum It Up!
Implicit information is understood but it is not stated. Implicit information is using what is read to
make an inference.
B. Types of Claims
A claim persuades, argues, convinces, proves, or provocatively suggests something to a reader who
may or may not initially agree with you.
Types of Claims
1. Claim of Fact
2. Claim of Value
3. Claim of Policy
1. Claim of Fact - Asserts that the condition has existed, exists or will exist.
Examples:
Teens who engage in promiscuous, unprotected sex will develop STDs, become pregnant and/ or
contract AIDS.
- To support use- you must establish standards that you are using to measure the beauty or morality
of your topic.
Examples:
3. Claim of Policy - Argues that something should or should not be done, believed, banned; argues
for a course of action.
- To support- you must first convince the audience that a problem exists and then prove that your
policy will fix it.
Examples:
The death penalty should be abolished because it does nothing to prevent murder.
Context: is defined as the 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.
a. Intertextuality is the complex connections between a text and various reading materials
that add to the meaning and analysis of the text being read.
-It is a powerful writing tool in which a text gain layers of meaning through citation and
referencing of other texts usually used by writers and poets.
-The use of this device shapes meaning of a text in the light of another text, thus, creating a
new meaning, influence and interpretation.
Examples:
The bible - New Testament quote passages from the Old Testament.
Adopted films- Any filmatic adaptation which has been influenced by an original literary text.
Parody- if take whatever is silly or humorous about a certain literary piece and exaggerate it.
As readers, our ability to create connections among various texts enhances the meaning of
the reading material.
Example:
The Lion, the Witch, and the Wardrobe by C.S. Lewis
In this case, C.S. Lewis adapts the 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 book. Lewis uses an important event from The New Testament and
transforms into a story about redemption. In doing so, he uses Edmund, a character that
betrays his savior, Aslan, to suffer. Generally, the motive of this theme is to introduce other
themes such as evil actions, losing innocence and redemption.
b. Hypertext –
A literary device used in linking text to another text.
A non-linear way to present information and is usually accomplished using “links”.
Very common in online writings.
It help readers get informed about a particular word, name, or concept in the text that may
be not familiar.
Hypermedia- Text and documents are incorporated to other forms of multimedia such as
pictures, sounds, and videos that could stimulate more senses.
Example:
Lesson 3: Critical Reading as Reasoning
a. FORMULATING ASSERTIONS ABOUT THE CONTENT AND THE PROPERTIES OF A TEXT READ
In this step, you have to examine which ideas are facts or opinions, make inferences or
conclusions, and assess the overall quality of the text. This assertions usually contain evaluative
languages such as useful, significant, important, insightful, detailed, up-to- date,
comprehensive, practical, etc.
b. FORMULATING A MEANINGFUL COUNTERCLAIM IN RESPONSE TO A CLAIM MADE IN THE
TEXT READ
You must recognize the value of hedges when you state your counterclaims.
Example:
Obesity is caused by the bad food choices being offered by the food industry.
Obesity is probably caused by the bad food choices being offered by the food industry.
What is Assertion?
Its purpose is to express ideas or feelings directly, for instance, “I have put my every effort to
complete this task today.”
Types of Assertion:
1. Basic Assertion
2. Emphatic Assertion
3. Escalating Assertion
4. Language Assertion
Basic Assertion:
Simple and straightforward statement for expressing feelings, opinions and beliefs such as:
“I wish I could have express this idea earlier because now, someone else has taken the credit.”
“ Excuse me, first I want to finish my work thn shall go with you.”
Emphatic Assertion:
First, encompasses the recognition of the feelings or situations of the other person,
Second, follows a statement that shows support for other person’s rights such as:
“I understand you are busy, and me too, but it is difficult for me to finish this project on my own. So,
I want you to help me in completing this project.”
I know this is making you angry and frustrated because you could not get response yet. But I can
help you by giving you an estimate of how long it might take.
Escalating Assertion:
It occurs when someone is not able to give response to basic assertions of a person and, therefore,
that person becomes firm about him or her such as:
“If you do not finish this work at 6:00 tonight, I would better take the services of another worker.”
Language Assertion:
When you speak harshly, I cannot work with you because I feel annoyed. Therefore, I want you to
speak gently and then assign me task.”
“When I cannot take proper sleep, it affects my nerves and I feel irritation. Therefore, I like to go to
bed earlier.
Claim:
Example:
One of the ways in which ordinary people can prevent gingivitis is by gargling twice daily with a
dentist-approved mouthwash.
Broadly stated, the claim of this “passage” is that mouthwash will prevent gingivitis. Presumably, the
rest of the passage will go on to explain why mouthwash works, in an effort to back up its central
claim. Unfortunately, because the nature of claims is so variable— all text will look different types of
claims—there is no immediately obvious signal word that will help you to ascertain the nature of a
claim.
Are the paragraphs organized effectively, with topic sentences that introduce the central focus of
each paragraph? If so, the claim is ften found in the last sentence of the first paragraph.
If you’re in a pinch and can’t find the claim, skimming the first and second paragraphs of an
expository text may help. However, it is not enough to simply identify the claim, as a sophisticated
argument will also include what is called a “counterclaim”.
Counterclaim:
One of the ways in which ordinary people can prevent gingivitis is by gargling twice daily with a
dentist-approved mouthwash. However, in a recent survey of American dentists, some questioned
the use of mouthwash as tactic to prevent gingivitis.
Note: As you can see, the second sentences indicates that the author is presenting a
“counterclaim”— a refutation to the central claim that using mouthwash is an effective tactic for
preventing gingivitis.
One of the ways in which ordinary people can prevent gingivitis is by gargling twice daily with a
dentist-approved mouthwash. However, in a recent survey of American dentists, some questioned
the use of mouthwash as tactic to prevent gingivitis.
Note: As you can see, the second sentences indicates that the author is presenting a
“counterclaim”— a refutation to the central claim that using mouthwash is an effective tactic for
preventing gingivitis.
Look for signal words like “however,” “but,” “on the other hand,” “yet,” “in contrast,”
“notwithstanding,” “nevertheless,” “on the contrary”— any words that signal a contrast will help
you find the counterclaim.