SCHOOLYEAR: 2020 - 2021 SECOND SEMESTER: MODULE 4

SUBJECT: READING AND WRITING “TEXT AND CONTEXT CONNECTIONS”

I. INTRODUCTION (CRITICAL READING)
Critical reading is a more active way of reading. It is a deeper and more complex engagement with a text. It is a
process of analyzing, interpreting and, sometimes, evaluating. When we read critically, we use our critical thinking skills
to question both the text and our own reading of it.
II. STANDARD
CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES
The learner understands the The learner writes a 1000-word The learner
relationship of a written text and critique of a selected text on the Explains critical reading as reasoning
the context in which it was basis of its claim/s, context, and Formulates evaluative statements about a text
developed. properties as a written material. read
a. Formulates assertions about the
content and properties of a text read;
b. Formulates meaningful
counterclaims in response to claims made in a
text read; and
Determines textual evidence to validate
assertions and counterclaims made about a text
read.

III. TRANSFER
At the end of the module, students will be able to apply context learned through critiquing a well-written material.

IV. DISCUSSION AND ACTIVITIES

LESSON 3: CRITICAL READING AS REASONING

What is a critical reader?
A critical reader is someone who defends something by giving out reasons. (Ms. Katrine M. Belino). A critical
reader should be able to use textual evidence when asked to support analysis of the implicit and explicit information
presented by a writer in a text.

Textual evidence
When you analyze a text, you want your readers to know what the author actually says rather than merely your
interpretation of the author's ideas.
This means that you quote, paraphrase, and/or summarize the author's words to support your points.

How do you use textual evidence?

You have to state the idea you have about the text (if you are to answer a specific question, be sure your idea restates
the question). Then give supporting evidence from the text. To cite explicitly, paraphrase or use quotes from the text. If
you use direct quotes from a text, you must use quotation marks.

Implicit- im·plic·it
- /im’plisit
- refers to something that is suggested or implied but not ever clearly said
Example:
Your mother shows you an angry face when you leave your socks on the floor.
(Showing the angry face means she does not like you leaving your socks on the floor. So, instead of scolding you
verbally, she just shows you an angry face.)

Explicit- ex·plic·it
-/ikˈsplisit
- means communicating directly in a clear and exact way:
Example:
Someone gives very straightforward directions to a location

What is Critical Reading?

Critical reading is a process of analyzing, interpreting and, sometimes, evaluating. When we read critically, we use
our critical thinking skills to QUESTION both the text and our own reading of it.
A critical reading also tells the reader what the text does and what it means. In other words, while basic reading is
concerned with what is in a text, critical reading is also concerned with how the text is written and why it is written this
way?
A critical reader constantly asks one big question as he reads:
“AM I REALLY THINKING WHAT I’M READING?”
This question can be broken apart into many other questions:

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A. CONSIDERING THE SOURCE
1. What kind of publication is this?
2. What is the author's background in this subject?
3. To whom is the author writing?
B. RECOGNIZING WHAT IS SAID
4. Had the author really said what I think he said?
C. RECOGNIZING ASSUMPTIONS, IMPLICATIONS
5. Does the author make inconsistent statements?
6. What has the author assumed to be true? Which of these assumptions are stated? unstated?
7. Does a particular statement depend on context for its intended meaning?
8. What does the author imply? insinuate?
D. RECOGNIZING INTENT, ATTITUDE, TONE, BIAS
9. Why is the author writing this? motive? purpose?
10. What is the author's attitude? tone? biases?
11. Does the author mean what he says or is he making his point in a roundabout way through humor,
satire, irony, or sarcasm?
12. Are the author's words to be taken exactly as they appear, or are they slang, idioms, or figures of
speech?
13. Which of the author's statements are facts? opinions?
E. ANALYZING ARGUMENTS
14. Does the author write emotionally? using sentiment? horror? name-calling? flag waving?
15. Which of the author's statements does he support? Which does he leave unsupported?
16. What conclusions does the author reach?
17. Of the author's conclusions, which are justified? Which ones are not justified?

A critical reader...
1. does not believe everything he reads.
2. questions everything which doesn't make sense to him.
3. questions some things even though they do make sense to him.
4. rereads when he thinks he may have missed something.
5. considers the type of material he is reading before deciding how much weigh to give to it.
6. admits that the effect on him of what the author says may be caused more by the author's style of writing than by the
facts presented
7. analyzes arguments.
8. discounts arguments based on faulty reasoning.
9. has good reasons for believing some things and disbelieving others – for
agreeing with some authors and disagreeing with others.

Kurland (2010) noted that to non-critical readers, text provide facts. Readers gather knowledge in a way of
memorizing the statements in a text. Critical readers recognize not only what a text says, but also how a text describes the
subject matter.
According to him, there are three steps or modes of analysis which can be reflected in three types of reading and
discussion:
As a critical reader you should think

What the text says: (restatement) after critically reading a piece you should be able to take notes, paraphrasing - in your
own words – the key points.
What the text does: (description) you should be confident that you have understood the text enough to be able to use
your own examples and compare and contrast with other writing on the subject in hand.
What a text means: (interpretation):this means that you should be able to fully analyze the text and state a meaning for
the text as a whole.

This essential skill helps the reader to develop his/her critical thinking by reasoning and vice-versa. In relation to
this, he/she can realize that a certain text is connected to human experiences. In effect, they can be guided on how to see
things both in micro and macro levels. To attain this, a reader must be ready or has the ability to be equipped with ways
for thinking.
It is important therefore, that you not only learn to read critically but also efficiently. To read efficiently is to
become selective by choosing carefully what you will read. And to start with, you need to know what you are looking for.
You can then examine the contents page and/or index of a book or journal to find out whether a chapter or article is worth
to be read further.
It is essential to read critically because it requires you to evaluate the arguments in the text. This also means being
aware of your opinions and expectations (positive and negative) of the text you are reading so you can evaluate it
honestly.

What is Reasoning?
Reasoning is an act of giving statements for justification and explanation. It is the abilityof someone to defend
something by giving out reasons justifying a stand based on prior and existing knowledge and experiences needed to
arrive at a decision.

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 What is critical reading for reasoning?

Critical reading involves presenting a reasoned argument that evaluates and analyses what you have read.
Argument- is a statement that you use in order to try to convince people that
your opinion about something is correct. It is a reason given for
or against a matter under discussion.
To read critically is to exercise your judgment about what you are reading. It is engaging in what you read by asking
yourself questions such as, “what is an author trying to say?” or “what is the main argument being presented?”

This essential skill in reading leads to the development of critical thinking by reasoning and vice-versa. To become a
critical reader, it is important to know some tips / techniques of becoming a critical thinker.

Reasoning
It is the process of expressing ideas and opinions as well as justifying a stand based on prior and existing knowledge and
experiences needed to arrive at a decision.

Some Techniques to Develop in Reasoning

1. Dare to read every day. Citing relevant ideas of experts and authorities in reading materials definitely help
strengthen one’s stance of an issue.
2. Learn to focus to the main ideas explicit or implied) and supporting details Mentioned in the argument.
3. Examine the pros and cons of your argument/ resolution. This will help you weave the flow of your thoughts
presented.
4. Organize your thoughts. Arrange ideas either in chronological order or by emphasis to specific or vice versa) Once
organized, oral or written expression becomes meaningful.
5. Note points for improvement. After having justified an issue, recheck your stand based on your power to convince the
reader/audience. Moreover, practice so that you become conscious of becoming better every time you reason out.

Evaluation Guide for Critical Reading

Elements for Evaluation Explanation Guide
This is the substance of the text.
Content Are the opinions/ideas present comprehensibly including the depth of the text? As a
whole, it is captivating by the audience or the reader?
This is the stand of the author on an issue/article. Are facts included on it? Does it
Objectivity present both sides of an argument? Does the author have ethical and moral
consideration in his/her article?
This is the intention of the author in his/her article. Its entire meaning and the value
Significance of the issue/article into its reader. Can the reader preferably connect the issue to
his/her life? Is it open for interaction? How is it valuable to the reader?

Activity 1
Directions: Read the story and answer the questions below.
1. Stan and Daniel were the fastest bike riders in the whole school. They decided to have a big race on Saturday.
Daniel put air on his tires. He oiled the chain. He checked the frame of his bike to make sure everything was just right.
Stan did not do to his bike. His bike had cost three times as much as Daniel’s bike. Stan thought that nothing could
possibly go wrong. He laughed about all the work Daniel was doing while he watched a movie.
Stan and Daniel arrived at the race the next day. Bob shouted, “Go”. The boys began to pedal. Suddenly, Stan
heard a noise. The chain had fallen off of his bike. Daniel kept on pedaling and won the race.
1. What would be a good title for this story?
2. Should Stan have checked his bike like Daniel did? Why or Why not?
3. What should Stan do next time?
4. Who do you think should have won the race? Why?

2. Four-year-old Lizzy sat in her mother’s lap while they read a book about tigers and how they are an endangered
species. The book used some are pretty big words that Lizzy didn’t know, so her mother had to explain what they meant.
Lizzy learned that tigers are decreasing in number, and the places where they can live and freely roam are getting smaller
and smaller, partly due to the expansion of cities into their territory. Some countries have started programs to help protect
the tigers from becoming extinct-another big word
Lizzy learned from the story. It means that the tigers will eventually all be gone, if something isn’t done to save them.
National save the Tiger Month was begun to help create awareness about the problems the tigers are having. At the end of
the book, Lizzy suggested that her family adopt a tiger. Her mother smiled and reminded her that they live in a very small
house with no room for a great big tiger. They would have to find another way to help the tigers.
____1. How old is Lizzy in the story? a. adopt
____2. What were Lizzy and her mother reading about? b. extinct
____3. The tiger is an _________ species. c. tigers
____4. Tigers are in danger of becoming____. d. endangered
____5. Lizzy suggested her family______ a tiger. e. four years old

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LESSON 4: FORMULATING EVALUATIVE STATEMENTS

EVALUATIVE STATEMENTS
An evaluative statement is a way of giving a better explanation to show the strength and the weaknesses of something
through writing. It is used in giving a sound judgment – a judgment that can be backed up or supported by valid reason or
proofs.

How are you going to formulate evaluative statements?

You may compose your evaluative statements in two steps:
1. Formulating Assertions about the content and properties of a text read
2. Formulating a meaningful counterclaim in response to a claim made in the text read

Assertion
Becoming a good critical reader means that you are able to logically evaluate the claims of the writer. Assertions
become the primary channel for a reader to assent to a claim.
Assertion is a stylistic approach or technique involving a strong declaration, a forceful or confident and positive
statement regarding a belief or a fact. Often, it is without proof or any support.
It is a confident and forceful statement of fact or belief.Its purpose is to express ideas or feelings directly, for
instance, “I have put my every effort to complete this task today.”Standing up for your rights and not being taken
advantage of is one definition of being assertive.It also means communicating what you really want in a clear fashion,
respecting your own rights and feelings and the rights and feelings of others.
Assertion is an honest and appropriate expression of one’s feelings, opinions, and needs.

Types of Assertion
1. Statement of Fact
This is a statement that can be proven objectively by direct experience, testimonies of witnesses, verified observations, or
the results of research.
Example: The sampaguita’s roots are used for medicinal purposes, such as an anesthetic and a sedative.
This statement is a fact because it can be directly verified by experience or reliable research reports.
2. Statement of Opinion
Opinions are based on facts, but are difficult to objectively verify because of the uncertainty of producing satisfactory
proofs of soundness.
Example: The popularity of sampaguita flowers is most evident in places of worship.
The above statement is an opinion because it is 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.
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 classification system made up by scientists and is acceptable to the
scientific 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 flowers.
This statement is a preference because it says a lot about the type of flowers that the writer likes, instead of objectively
comparing the qualities of sampaguitas to that of other flowers.

COUNTERCLAIMS
To be an effective critical thinker, it is not enough just to be able to identify claims and assertions. It is also
important to have the ability to analyze an argument and counterclaims.
Counterclaims are claims made to rebut a previous claim. They provide a contrasting perspective to the main
argument. 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?
Activity 2
Directions: 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 some 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.

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 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 flower.
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 fir.

LESSON 5: DETERMINING TEXTUAL EVIDENCE

Reading is not only limited by being able to recognize what is in the text. Most importantly, you will be able to
comprehend what the writer is saying through the text.
Reading skill like determining textual evidence to validate assertions and counterclaims made about a text read
and the like must be learned and eventually mastered.
The relevance of honing your skill in the English language in general plays a very important role before engaging
yourself in the workforce, in business, entrepreneurship or to any life’s venture in the future. Thus, this module is
specially designed in order for you to understand and use the skill you will acquire after doing the various activities that
will help you possess your proficiency in determining textual evidence in the written text.

WHAT IS TEXT EVIDENCE?

A text evidence refers to any proof of an argument, a claim, a counterclaim, a contention or an assertion cited in
the text leading to a conclusion. In citing textual evidence, you need to quote, paraphrase or refer to the very specific part
of the text where you can use to support your own thoughts and ideas.

Why do you need to determine textual evidence?

The need to answer questions after reading a text and or to share our ideas enables us to go back to what we have
read and give evidence from it to prove that you are not just manufacturing your thoughts. Oftentimes, when we you are
asked about how nice a movie was, you need to cite part or parts of the movie which could support your thoughts that it
was indeed a very nice movie worthy to be watched. What you are doing is using a textual evidence.
Example:
Eric often gets wet on Saturdays. He wakes up at 6 o’clock in the morning and goes straight to the faucet. He
prepares a basin, a soap, shampoo and a stool. One by one, he calls out his fur friends for the Saturday mornings
“ritual”.
Question: Based on the text, what is Eric’s work on Saturday mornings?
a. Washes clothes
b. Cooks for breakfast
c. Baths his pets
d. Preparing for work
Textual Evidence: One by one, he calls out his fur friends for the Saturday mornings “ritual”.

Unlocking Difficulty
Text is something that is written to express a person’s view, feelings thoughts, emotions etc.
Evidence refers to the proof of an argument, a claim, a counterclaim, a contention or an assertion cited in the text
leading to a conclusion.
Textual Evidence is citing proof from the text in the reading.

Activity 3
Directions: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
Blade of Grass
By: Stephen Crane
In heaven, "And what did you do?"
Some little blades of grass The little blade answered, "Oh my Lord,
Stood before God. Memory is bitter to me,
"What did you do?" For, if I did good deeds,
Then all save one of the little blades I know not of them."
Began eagerly to relate Then God, in all His splendor,
The merits of their lives. Arose from His throne.
This one stayed a small way behind, "Oh, best little blade of grass!" He said.
Ashamed. Presently, God said,

Questions:
1. Before whom did the blades of grass stand?
2. What question is asked of the little blade?
3. What did each one relate?
4. Did the little blade know any of his good deeds?
5. Did the rest of the blades of grass enjoy relating the story of their lives?
6. Was God pleased with the little blade? Cite the lines that answer the question.
7. Why was the little blade ashamed of himself? Prove by citing that the little blade was ashamed of himself.
8. What did God call the little blade?
9. Who do you think are the blades refer to in the poem?

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10. Where does the story take place?

V. NEW IDEAS
What have you learned from the discussion? I learned that _____________________________________

VI. EVALUATION
A. Directions: Formulate assertions based on the words given in each number. Follow the type of assertion specified in each
word.
1. martial law (statement of opinion)
2. Senior High School (statement of preference)
4. dog (statement of convention)
5. lagundi (statement of convention)
6. R.A. 9262 (statement of fact)
7. War Against Drugs (statement of preference)
8. ginger (statement of convention)
9. basketball (statement of preference)
10. HIV/AIDS (statement of fact)

B. Read the poem and answer the following questions.

MY DEAD TREE
By: Eric P. Miso
Fruit bearing tress I planted
Almost every day they are watered Thinking to disregard what I have started
In God’s hands they are ushered Why should I bother to care?
For them to grow as I wanted For the crazy little ducks these don’t matter
One day I was very frustrated Had I known who did this terrible thing
To find one them almost dead I should have told him my pain
Somebody must have struck its head I just whisper it to the heavens
Making myself helpless and worried That He may take good care of them.
I almost cried and truly was discouraged

Questions:
1. To whom is the author speaking?
2. What happens in the poem?
3. What is the tone of the story? What word choices from the story support your answer?
4. Based on this poem, what would you say about the poet's personality? What is his message about?
5. What message is the poet trying to get across to the reader? Why is this important message for you?

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