CRITICAL READING

AS REASONING
Vanessa M. Bias
Critical Reading
◦ Critical reading is engaging in analytic activity which
involves the reader by asking questions about the text
and the author’s claim.
◦ Critical readers are doing the process of evaluating,
analyzing, and interpreting the assertion of the hidden
meaning of the entire text.
 Note:
Critical reading is not meant to criticize but to assess the validity of
textual evidence
 Reasoning as defined in Merriam-Webster dictionary, is an act of
giving statements for justification and explanation.
It is the ability of someone to defend something by giving out reasons.
 Steps Used in Critical Reading as Reasoning
by Maxine Rafaella C. Rodriguez and Marella Therese A. Tiongson

1. Identifying assertions Identify by a common type of assertion such as fact, convention,

opinion, and preference

2. Formulating a counterclaim Counterclaims are made to rebut a previous claim

3. Determining evidence Evidence is the details given by the authors to support his/her claims
 Example:

You are asking your father for an Android phone—that is your claim.

Then, your father answers you, “I am sorry, but you couldn’t.” —this is
his counterclaim.
When you write your counterclaim, you are expressing unfavorable statements.
Therefore, it is needed that you use hedges, which are words or phrases that give a
courteous tone.

5 Different forms of hedges Modals: may, could, would, should, might,

certain, must, etc.
Frequency adverbs: usually, generally, commonly
Probability adverbs: probably, possibly, presumably

Example: The common cold is caused by a virus.

With hedges: The common cold must be caused by a virus.
The common virus is certain to be caused by a virus
When you write your counterclaim, you are expressing unfavorable statements.
Therefore, it is needed that you use hedges, which are words or phrases that give a
courteous tone.

5 Different forms of hedges Modals: may, could, would, should, might,

certain, must, etc.
Frequency adverbs: usually, generally, commonly
Probability adverbs: probably, possibly, presumably

Example: The common cold is caused by a virus.

With hedges: The common cold must be caused by a virus.
The common virus is certain to be caused by a virus
Read the passage carefully. Find the claim, the evidence, and the reasoning in
the passage.

Crecencian T.V.L. senior high school graduates are capable to join the
workforce. Through the in depth training that they had developed in school after
they passed the National Competency II examination. Crecencian T.V.L
instructors are highly skilled in their field of specialization. They are NC III &
IV holders and have years of experience in the industry before joining the
academe. In addition many of the skilled graduates are now hired by different
corporations and some of them continue their college education in connection
with their chosen strand.
Claim: Crecencian T.V.L. senior high school graduates are capable to join the workforce.

Evidences:Through the in depth training that they had developed in school after they
passed the National Competency II examination. Crecencian T.V.L instructors are highly
skilled in their field of specialization. They are NC III & IV holders and have years of
experience in the industry before joining the academe.

Reasoning: In addition many of the skilled graduates are now hired by different
corporations and some of them continue their college education in connection with their
chosen strand.
What is an Evaluative Statement?
It is a statement that states one's sound judgement about something through
writing which is supported by reasons and evidences.
It also presents the strengths and weaknesses of something based on a set of
criteria which needs to be factual, substantial, and unbiased.
 How to Formulate an Evaluative Statement
To formulate an evaluative statement, one needs to read the entire text carefully and critically to
understand and to check for possible fallacies in the argument presented by the writer.
Just like any other writing, the formulation of the evaluative statements is done in the same way
except that the statement is about your own judgment of the text’s content and properties.
You may formulate your evaluative statements in two ways such as formulating assertions and
counterclaims.
 How to Formulate an Evaluative Statement
1. Begin with the positives before you point out the negatives. Remember that your evaluative
statement should be factual, substantial, and unbiased. When giving your negative feedback, it
should not sound insulting on the part of the evaluatee (one who is evaluated).

2. Suggest a solution/s or suggestion/s on how to improve the written material being evaluated and
provide justification how these will work.

3. Keep your feedback concise and precise.

4. Be careful in giving your feedback.

 SITUATION:
A student was tasked to compose a poem that would express his thoughts and feelings about
various events around him. After a while, he submitted it to his teacher before the set deadline.
As the teacher evaluated his output, she was impressed about the way the student wrote his
concrete poem using the shape of a dove as the poem’s structure to help the readers to easily
understand the meaning of his writing. Surprisingly, he chose a theme about the 2019 Corona
Virus Disease that gives hope to the readers who may be affected by the pandemic. In addition
to this, a good physical and grammatical arrangement of words were evidently shown.
Figurative language and imagery were also used. However, the teacher found out that the poem
was written in forced rhyme that may have caused him to use inappropriate words. Since the
teacher wanted to improve the writing skill of the student, she then suggested to consider the
use of appropriate language over rhyme to better connect with the audience .
EVALUATION:

1) You composed an impressive poem. It has a good physical and grammatical

arrangement of words that enhanced the readers’ overall experience. Another good
thing is that your chosen theme is very timely that gives hope to the readers in this
time of pandemic. When it comes to the elements of poetry, you used figurative
language and imagery that added spice to the overall quality of your composition.
These literary devices stir up and startle the readers’ imagination. Furthermore, the
choice of writing a concrete poetry (a poetry of which visual appearance matches
the topic of the poem) with a dove as the shape of the poem’s structure contributes
a lot in understanding the meaning of the poem.
EVALUATION:

2) However, the rhyme of your writing is forced. It seems that the

words were chosen for the sake of having a rhyming effect that
somehow affect the emotional connection between the reader and the
poem itself.
EVALUATION:

3). To improve your work, you should be careful in choosing the

appropriate words to be used to best express the meaning and
emotions you would like the readers to understand and feel. It
should be considered over the rhyme of the poem. Remember, a poem
may or 8 may not have a rhyme but if you choose to have one, the
meaning and the emotional appeal of the poem should not be
compromised. In this way, you can have a good connection with the
readers and would therefore make them appreciate your poem more.
Let’s evaluate!
Text:
If you are a student with no internet connection at home, you better not enroll
for this school year while we are in these trying times.
Let’s evaluate!
Text:
If you are not so smart, you should try to be a teacher.

Evaluative Statement: The statement is very discriminatory against those with average
intelligence and teachers in general.
ASSERTION AND ITS TYPES
Assertions serve as a primary way for the readers to consider and possibly agree with the claims presented
by the writer in an expository writing.

Assertions are declarative sentences that give one’s belief about something else as if it is true though it
may not be. It is expressed as an argument. Usually, these assertions contain languages that expresses
evaluation such as useful, significant, important, insightful, detailed, up-to-date, comprehensive, practical,
impressive, etc.
ASSERTION AND ITS TYPES
For example, you were asked to answer the question, “Do you believe education
should continue regardless of the situation we are facing right now?” and you
would give your opinion or argument about it. Afterwards, you would make an
assertion whether you agree or disagree with the issue, thus, take a stand and
support it with your reason/s.
Types of assertions which are classified according to the degree of certainty they can be

judged as true or false .

1. FACT - is a statement that can be proven objectively by direct experience, testimonies of
witnesses, verified observations, or the results of research.

Example: According to experts, seawater contains high amounts of minerals such as sodium,
chloride, sulphate, magnesium, and calcium.
(The first sample sentence is classified as a fact since the mineral contents of seawater can be
tested and proven through experiments and researches.
Types of assertions which are classified according to the degree of certainty they can be judged as

true or false .
2. CONVENTION - is a way in which something is done similar to traditions and norms. Its
truthfulness can be verified only by reference to historical precedents, laws, rules, usage, and
customs.
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.

Example: Seawater is classified as a heterogenous and homogenous mixture

(The second sample sentence is a convention because the classification of seawater is based
on the classification system made by scientists and is acceptable to the scientific community.)
3. OPINION - is a statement based on facts but is difficult to objectively verify because of the uncertainty
of producing satisfactory proofs of soundness.
◦ Opinions result from ambiguities; the more ambiguous a statement, the more difficult it is to verify.
Thus, they are open to disputes.
◦ Example: Swimming in seawater is the best activity to refresh and relax your mind, body, and soul.
Types of assertions which are classified according to the degree of certainty they can be

judged as true or false .

4. PREFERENCE - states a personal choice in which the writer is under no obligation to
support or prove the truthfulness of the statement. They are subjective and cannot be objectively
proven or logically attacked.

Example: I love to make frequent trips to places with seawater than those without it. (The last
sample sentence is a preference because it expresses the personal choice of the writer to places
with seawater over those places without it.)
Identify the type of assertion in each statement whether it is a fact,
convention, opinion, or preference.

1. President Rodrigo Duterte signed the Bayanihan to Heal as One Act on

March 24, 2020.
2. I would rather watch educational shows than play computer games.
3. In America, the bride's family pays the majority of the wedding costs.
4. I think gray is the best color for this year.
5. I prefer going to Boracay than Palawan.
Formulating Counterclaims
Counterclaims are claims made to rebut a previous claim.
To rebut means to contradict someone’s statement through a formal argument.
They provide a contrasting perspective to the main argument.

To be able to locate counterclaims to an argument, remember the following:

1. Show competence and familiarity with the writer’s topic.
2. Examine different perspectives and not just passively accepting the writer’s claim.
3. Consider the topic, and make sure you are willing to engage different viewpoints from your own.
4. Clarify your personal position on the topic.
Four Elements of Argument
1. CLAIM - is a statement that asserts facts based on one’s understanding about a particular topic or issue.
In the given example, Martha asking his father to buy her a smart phone is an example of a claim.

2. COUNTERCLAIM - is just the opposite of claim. It is a statement that contradicts one’s claim and is
usually proven and supported by both reasons and evidences.

Mang Tonyo’s negative response to Martha’s claim is an example of counterclaim.

Four Elements of Argument
3. REASON - is the part of an argument where a statement offers an explanation behind a
party’s claim.
Martha’s offering of valid reasons to convince Mang Tonyo that she needs the smart phone is an
example of reason.

4. EVIDENCE - is the statement that proves the truth of a claim and generally leads to the
conclusion of an argument.

Martha provides evidence of the necessity of using smartphone as part of the new normal life in
the time of corona virus is an example of evidence.
3.

Claim:______________________
Counterclaim: ________________________
Reasons behind your opinion:____________________
Try this!
Argument: School uniforms are very beneficial in schools today.

Which would be a claim for this argument?

A. Uniforms in schools increase student safety.

B. Uniforms do not allow students to express their individuality.
C. Bullying and attacks are not stopped just because of uniforms.
Try this!
Argument: Milk is very healthy for the human body.

Which could be a counterclaim for this argument?

A. Milk helps to strengthen bones.
B. Drinking milk contributes to obesity.
C. Milk provides many healthy vitamins and minerals for the body.
Try this!
Argument: There are several disadvantages to social media.

Which would be a claim for this argument?

A. Social media allows police to catch criminals.
B. Social media helps students do better in school.
C. Students who use social media often have lower grades.
 Activity : In a separate sheet of paper, write a paragraph on any (1) topic that interests you:
Covid- 19 Protocols Community Pantry Kiosk
Distribution of cash aid under the Social Amelioration Program in the Philippines
Online Distance Learning Vocational Courses School Uniform

Use the outline as your guide.

I. your claim
____________________________________
II. Write 2-3 different text evidences that support your argument.
a. _________________________________
b. _________________________________
c. _________________________________
III. Write a short counterclaim or counter-argument to the claim
_________________________________________________________