SIMPLE AND CRITICAL READING

Prepared by: Jovelyn L. Espino

SHARE YOUR INSIGHTS

“Believe what you like, but

don’t believe everything you
read without questioning it,”
 by Pauline Baynes
DIFFERENCE
 Simple or Non-critical reading is satisfied with
recognizing what a text says and restating the key
remarks.
 Critical reading goes two steps further. Having
recognized what a text says, it reflects on what the text
does by making such remarks. Is it offering examples?
Arguing? Appealing for sympathy? Making a contrast
to clarify a point? Critical readers then infer what the
text means based on the earlier analysis.
 SIMPLE AND CRITICAL READING
EXAMPLE:
 “My ultimate goal is to be at peace with myself,
eliminate toxic feelings, elements and energies from my
life, unlearn negative and harmful practices and thought
patterns, stop checking for people that don’t check for
me, create a space for myself that is nurturing for
growth so that I may generate loving energy for myself
and others.”
TRY ANSWERING THESE QUESTIONS:

1. What is the message of the text?

2. Do you feel that this piece is applicable to you? How?
3. Who do you think is speaking in the text?
4. What is the purpose/aim of this text? How do you
know? Will this influence others?
USING YOUR ARTICLE, DO THE FOLLOWING:

1. Underline the key ideas (e.g. topic sentence),

2. Box phrases you want to remember,
3. Place asterisks on important ideas,
4. And write question marks on unfamiliar
references or words.
ANSWER THE FOLLOWING QUESTIONS

 1. What is the key idea of your articles/studies?

 2. What issue is the writer focusing on?
 3. Does the writer take a clear stand on the issue?
 4. What are the supporting statements or evidences the writer
presented?
 5. Give us the unfamiliar references or words you took note on.
 6. What do you think is the writer’s purpose [for writing that article]?
 7. What is the writer’s tone?
Why do you think we
need to read critically?
 COMPONENTS OF CRITICAL
THINKING SKILLS IN READING
 CRITICAL THINKING
 It means making reasoned judgments that are logical and well-thought-out.
 It is a way of thinking in which you don't simply accept all arguments and
conclusions you are exposed to but rather have an attitude involving
questioning such arguments and conclusions.
 It requires wanting to see what evidence is involved to support an argument or
conclusion.
 People who use critical thinking are the ones who say things such as,
 'How do you know that? Is this conclusion based on evidence or gut feelings?'
and 'Are there alternative possibilities when given new pieces of information?'
COMPONENTS OF CRITICAL THINKING

 1. Getting the Main Idea  6. Understanding cause and

 2. Summarizing effect
 3. Analyzing the sequence of  7. Determining fact from
ideas opinion
 4. Identifying the problem and  8. Inferring
solution  9. Drawing conclusion
 5. Comparing and Contrasting
FORMULATING EVALUATIVE STATEMENT

Statements should be evaluative, not

descriptive.
Wherever possible, include specific
information which enables strengths and
weaknesses to be quantified.
Show why something is a strength or
shortcoming, rather than just stating the facts.
CONVINCE ME!
Let’s test your reasoning skills by trying to convince a group of judges
through their own reasons based on the situation and the topic assigned to you.
1. There are 4 sets of situations wherein all the groups will take turns to be
the judge and to be the participant. For instance, on the first situation,
group 1 will be the judge and the remaining three groups will be the ones to
give their reasons.
2. For every situation, each group will be given three minutes to
brainstorm.
3. After brainstorming, one of the speakers will convince the judges by
giving their reasons.
4. After all the speakers have presented, the judge will give their
assessment based on the materials and reasons presented by each group.
FIRST SITUATION:
 Jessica wants to have a movie date with her
family tonight. Which genre do you think is better
to watch?
 Group 2 – Comedy
 Group 3 – Drama
 Group 4 - Horror
 Group 1 will be the judge
SECOND SITUATION:
 Max wants to buy a drink, which one should he
buy?
 Group 1 – Iced coffee
 Group 3 – Milk tea
 Group 4 - Juice
 Group 2 will be the judge
THIRD SITUATION:

Warren wants to buy an anniversary gift for his

girlfriend, what should he get for her?
 Group 1 – a bouquet of flowers
 Group 2 – a box of chocolates
 Group 4 – stuffed toys
 Group 3 will be the judge
FOURTH SITUATION:
 Shiela is planning to have a get together with her
high school friends. Where do you think is the
best place to have it?
Group 1 – Fine Restaurant
Group 2 – Private Resort
Group 3 – Shiela’s House
Group 4 will be the Judge
PROCESS QUESTIONS:

1. What did you feel while doing the

activity?
2. As the participants, how did you come
up with your reasons?
3. As the judges, how were you able to
make a sound judgment?
 EVALUATIVE STATEMENTS
1. A way of giving a better explanation to show the
strengths and weaknesses of something through writing
2. Presents a valuable judgment based on a set of criteria.
3. Used in giving a sound judgment – a judgement that can
be supported by valid reasons or proofs
The writer’s way of explaining why a strength is a strength
and why a weakness is a weakness based on evidences
gathered.
TAKE A STAND AND WRITE YOUR EVALUATIVE
STATEMENTS ON ANY OF THESE TOPICS
1. Should students be allowed to skip senior high school?
2. Is prom/graduation ball worth it?
3. Does technology make us more alone?
4. Should video games be considered as a sport?
5. Do violent video games make people violent in real life?
6. Do we need art in our lives?
7. Do filtered/Photoshopped images make you feel bad about your own looks?
8. Is there too much pressure on girls to have the “perfect” bodies?
 PEER EVALUATION
Pick a partner and you exchange with your partner the drafted
evaluative claim you did in the previous activity. Your partner will serve
as your peer evaluator. The peer evaluator is tasked to respond with the
following prompts:
1. Does the claim clearly answer the question? Why or why not?
2. Does each of the reasons logically support the claim? If not, how can
s/he fix this?
3. Rank the four (or more) reasons according to importance. 1 is the
strongest reason and 4 is the least strong reason.
REMEMBER THIS…

“To have a strong argument, you also

need to give an opposing point of view or
counterclaim. This provides more
support for your argument by showing
you did thorough research and
considered other points of view other
than your own.”
 COUNTERCLAIM
 Claims made to rebut a previous claim
 Provides a contrasting perspective to the main argument
Evidences/Proofs
 Details given by the author to support the claim
 Can include facts and statistics, opinion from experts, personal
anecdotes
Characteristics of a good evidence: unified, relevant to
the central point, accurate, representative or typical
CRAFTING A COUNTERCLAIM

With your partner’s work at hand

write a counterclaim to his/her stand.
Provide a contrasting perspective to
his/her main argument by giving
Evidences/Proofs.
GROUP ASSIGNMENT
1. Share your finished counterclaims to
your group members.
2. Pick and choose 3 best examples of
strong claims and counterclaims as well
as 3 examples that need improvement.