Reading and Writing

Skills
Critical Reading as Reasoning
 Critical reading advances the understanding of the reader by not taking
the text by its face value. It studies the composition’s ever y nook and cranny
until you fi nd the author ’s inconsistencies, oversights, limitations and
other reasonable arguments that is of ten overlooked by a normal reader.

According to the website criticalreading.com, there are three steps

of analysis refl ecting the three types of reading and discussion:

1. What a text says – restatement (wherein the reader merely restates what is
said in the original text)

2. What a text does – description (wherein the reader discusses aspects

of the discussion itself )

3. What a text means – interpretation (wherein the reader analyzes the meaning
of the text as a whole).
 Critical reading does not si mpl y ask
what t he text says but more of how the
t opi c is presented and why. Cri ti cal readers
dwel l on the di sti ncti ve quali ti es of the t ext .
Readers normal ly read texts to obtain facts
and knowl edge. A cri t ical reader, on t he
other hand, mull s over t he unique
perspect i ve of the author on a par t icul ar
t ext and how the fact s the aut hor presented
arri ved at hi s /her conclusion.

Reasoning is the process of

expressing ideas and opinions as
well as justifying stand based on
existing knowledge and experiences
(Cambridge, 2016).
G o a l s o f C r i t i c a l Re a d i n g P r e n t i c e H a l l h a s
e n u m e ra t e d t h e fo l l o w i n g c r i t i c a l r e a d i n g
skills:

1. T h e a b i l i t y t o d i s t i n g u i s h b e t w e e n f a c t a n d
opinion

2. T h e a b i l i t y t o i d e n t i f y t h e a u t h o r ’s p u r p o s e

3. T h e a b i l i t y t o m a ke i n f e r e n c e s

4. T h e a b i l i t y t o r e c o g n i z e t h e a u t h o r ’s t o n e

5. T h e a b i l i t y t o r e c o g n i z e p e r s u a s i ve
techniques
• Cr i ti ca l r ea d i ng ul ti m a tel y • To read critically is to make
exa m i nes the a utho r ’s cho i ce of judgments about how a text is
co ntent, l a ng ua g e a nd str uctur e argued. This is a highly refl ective

• The cr i ti ca l r ea der a na l y zes the tone skill requiring you to stand back

a nd per sua si ve el em ents of a text and gain some distance from the

thr oug h r ev i ewi ng the choi ce of text you are reading.

l a ng ua g e used .
• It is not recommended to read
• Cr i ti ca l r ea di ng tea ches the r ea d er just to look only or primarily for
how to no t b l i nd l y a ccep t a l l the information; instead, read to look
pr esented f a cts wi thout fur ther for ways of thinking about the
exa m i na ti on. subject matter.
Formulating Assertions
What is an Assertion?

Becoming a good critical reader means that you are able to logically
evaluate the claims of the writer. Asser tions become the primar y channel for a
reader to assent to a claim.

 Asse r t io n is a s t y lis tic appro ac h o r te c h n iqu e invo lvin g a s tro n g de c laratio n , a f o rc e f u l o r

c o n fi de n t a n d po s itive state me n t re gardin g a be lie f o r a f ac t. O f te n, it is with o u t pro o f o r
any s u ppo r t .

 It is a c o n fi de n t a n d f o rc e f u l s tate me n t o f f ac t o r be lie f. Its pu rpo s e is to e xpre s s ide as o r

f e e lin gs dire c t ly, fo r inst anc e , “ I h ave pu t my e ve r y e ff o r t to c o mple te th is tas k to day.
“ S tan din g u p f o r yo u r righ ts an d n o t be in g take n advan tage o f is o n e de fi n itio n o f be in g
ass e r t ive . It a ls o me an s c o mmu n ic atin g wh at yo u re ally wan t in a c le ar f ash io n ,
re spe c t in g yo u r o wn righ ts an d f e e lings an d th e righ ts an d f e e lin gs o f o th e rs
Formulating Assertions
 Assertion is an honest and appropriate expression of one’s feelings,
opinions, and needs.

 A way to convince a critical reader to accept the writer’s

claim is to formulate assertions. Assertions, as defi ned by
Tiongson (2016), are “declarative sentences that claim something is
true about something else.” These sentences may either be
statements of truths or opinions.
 Tiongson’s Type s of Assertion
1. S t a t e m e n t o f Fa c t

T h i s i s a s t a t e m e n t t h a t c a n b e p r ov e n o b j e c t i v e l y b y d i r e c t e x p e r i e n c e , t e s t i m o n i e s o f w i t n e s s e s ,
v e r i fi e d o b s e r va t i o n s , o r t h e r e s u l t s o f r e s e a r c h .

E x a m p l e : T h e s a m p a g u i t a’s r o o t s a r e u s e d f o r m e d i c i n a l p u r p o s e s , s u c h a s an anesthetic and a

sedative.

T h i s s t a t e m e n t i s a f a c t b e c a u s e i t c a n b e d i r e c t l y v e r i fi e d b y e x p e r i e n c e o r r e l i a b l e r e s e a r c h r e p o r t s .

2. Statement of Opinion

Opinions are based on facts but are d i ffi c u l t to objectively ve r i f y because of the
uncertainty of producing satisfactory proofs of soundness.

E x a m p l e : T h e p o p u l a r i ty o f s a m p a g u i t a fl ow e r s i s m o s t ev i d e n t i n p l a c e s o f worship.

T h e a b ov e s t a t e m e n t i s a n o p i n i o n b e c a u s e i t i s b a s e d o n a n o b s e r v a t i o n t h a t n e e d s t o be p r ov e n by
studies and repeated observation; there are too many f a c t o r s i n v o l v e d t h a t m a ke s e x p l i c i t
j u d g m e n t d i ffi c u l t
 Tiongson’s Type s of Assertion
3. Statement 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.

Example: The sampaguita belongs to the genus Jasminum of the family Oleaceae.

This statement is a convention because it is based on a classifi cation system made up by

scientists and is acceptable to the scientifi c community.

4. Statement of Preference

Preferences are based on personal choice; therefore, they are subjective and cannot be
objectively proven or logically attacked.

Example: Sampaguitas are the most beautiful and most fragrant of all fl ower s.

This statement is a preference because it says a lot about the type of fl ower s that the
writer likes, instead of objectively comparing the qualities of sampaguitas to that of other
fl ower s.
 Activity 1: Identify the following assertions as statements of
convention, fact, opinion,or preference.
_________________ 1. Import liberalization means allowing foreign goods to enter
Philippine markets and directly compete with domestic products.
_________________ 2. According to the Minister of Defense, NPA armed insurgents
now total sum 16,000 men and women.
_________________ 3. Roses grow best in soil made of ¾ clay and ¼ sand and loam.
_________________ 4.The rose belongs to the genus Rosa of the family Rosaceae.
_________________ 5. The export of cut rose can easily become one of the most
lucrative businesses in the Philippines.
_________________ 6. Many more will die because of political considerations and
unwise aid-spending.
_________________ 7. Roses are more beautiful, smell sweeter and are easier to
grow than any other fl ower.
_________________ 8. The previous government should have toughened its stand
against the burgeoning insurgency.
_________________ 9. Eyewitness testimony is generally unreliable.
_________________ 10.Camel’s hair brushes are made of Siberian squirrel fur.
 Counterclaims are claims made to rebut a previous claim. They
provide a contrasting perspective to the main argument.

Counterclaims – answer the question “What are other credible

possibilities?
The following questions will help you formulate a counterclaim:
 What are the major points on which you and the author can disagree?
 What is the 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?
 Steps in Writing a Counterclaim
Step One – Ways to begin counterclaim paragraphs
• Many people believe that . . .
• It is often thought that . . .
• It might seem as if . . .
• While it is common . . .
Step Two – Ways to transition from the opposite side back to your opinion
• What this argument fails to consider is . . .
• This view sounds convincing at first but . . .
• Although the core claim is valid, it suffers from the flaw in its . . .

Step Three – Write a counterclaim. Use one of the sentence starters in step one.
• Remember to transition back to your opinion. Use one of the sentences starters in step two .
 Counterclaim example:
It is of ten thought that social studies is the favorite academic class for junior high
school students. However, what this argument fails to consider is that science
allows for more hands-on activities. For example, when studying amphibians, you get
to dissect a frog rather than just read about an event from the past.

Activity 2: Read the given claim. Write your counterclaim based on the given
claim.
Example :
Claim :
Hybrid cars are an eff ective strategy to fi ght pollution
Counterclaim :
M any people believe that hybrid cars are an eff ective strategy to fi ght
pollution. This view sounds convincing at fi rst but instead of focusing on cars, which still
encourages a culture of driving even if it cuts down on pollution, the nation should focus on
building and encouraging the use of mass transit systems.
 Activity 2: Read the given claim. Write your
counterclaim based on the given claim.
1. C l a i m : Trac k i n g devices on phones is a good idea b e c au s e if yo u go somewhere
yo u r p ar e n t s wi l l k n o w yo u r w h e r e a b o u t s .
C o u nt e r c l a i m : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
________________________________________________________________________________
________________________________________________________________________________
2 . C l a i m : P r e - mar i t al s e x
C o u nt e r c l a i m : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_________________________________________________________________________________
_________________________________________________________________________________
3 . C l a i m : S e x e d u c at i o n i n s c h o o l s
C o u nt e r c l a i m : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_________________________________________________________________________________
_________________________________________________________________________________
 Activity 3
Patriotism – Love of One’s Country
Pa t r i o t i s m i s t h e l o ve of o ne ’s own c ou n t r y. I t i s a d i v i ne s p a r k i n t h e h u ma n b r e a s t . I t t e a c he s a
ma n t o l ove h i s o wn n a t i ve l a n d mor e t ha n a ny t hi n g e l s e . A p a t r i o t t h i nks n o s c a r i fi e s t o o g r e a t f o r h i s
c ou nt r y ; h e i s e ve r p r e p a r e d t o d i e f or t hi s mo t h e r l a nd .

Pa t r i o t i s m, o f t e n ma ke s p e op l e un j u st , un f a i r a nd u n g e n e r o u s i n t h e i r e s t i ma t e o f t h e p e o p l e o f
ot h e r cou n t r i e s . E ve r y n a t i on , e ve r y c ou n t r y h a s som e t hi n g d e fi n i t e a n d d i s t i n c t t o c o n t r i b u t e t o t h e
c u l t u ra l h e r i t a g e o f t h e wor l d . I t i s f oo l i sh t o say t h a t a nyo n e n a t i o n h a s a l l t h e mo n o p o l y of G o d ’s
g ood g i f t s . Pa t r i o t i s m mus t b e s ob e r e d b y a p r op e r r e s p e c t f o r o t h e r p e o p l e ’s c u l t u r e .

M a ha t m a G a n d h i d e c l a r e d , Pa t r i ot i sm i s g oo d , b ut i t mu s t no t s up e r s e d e t he f e e l i n g o f un i ve r s a l
l ove f or a l l h u ma n i t y. I t mu s t n ot ma ke us i n d i ff e r e n t t o t h e g r o wi n g c o n c e p t o f “ O n e Wo r l d ”.

Pa t r i o t i s m s h o u l d n ot b e mi xe d u p wi t h me r e n a t i o n a l i s m. I f we ke e p t h i s d i s t i n c t i o n q u i t e
c l e a r, p a t r i o t i s m wi l l n e ve r mi s l e a d us i n t o va i ng l or i ou s b o a s t f u l n e s s . We mu s t l o ve o u r c o u n t r y, b ut we
mu st n ot ha t e t h e p e o p l e of ot h e r c ou n t r y. a t r u e p a t r i o t mus t b e p r e p a r e d t o l e a r n from t h e m, to
help t h e m, to c o - o p e ra t e wi t h them. Th e n p a t r i ot i s m wi l l g ra d u a l l y b e s u p e r s e d e d b y t h e c ul t o f
u n i ve r sa l b r o t h e r ho o d . . .
 Activity 3
Patriotism – Love of One’s Country
F O R M U L AT E E VA LU AT I V E STAT E M E N T A N D C O U N T E R C L A I M : E va l u a t e t h e s e l e c t i o n g i v e n .

Evaluative Statement:
______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Counterclaim:
______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________