READING

AND
WRITING SKILLS
LESSON I:

Critical Reading as a
Form of Reasoning
Learning Competency

➢Explains critical reading as a form

of reasoning.
EN 11/12RWS-IVac-8
Learning Objectives:
At the end of this module, you should be able to:

1.explain why critical reading is imperative to sound

reasoning;
2. respond to questions asked; and,
3. use critical thinking in accomplishing tasks.
What I Know
Task 1

Directions: Analyze the statements below. In your notebook, write

whether the statement is FACT or BLUFF.
1. Critical reading requires distinguishing between facts
or opinions.
o Fact ȯ Bluff
2. It is a must that main arguments be supported by factual
information.
o Fact ȯ Bluff
3. Always take the author’s own statement as true.
o Fact ȯ Bluff
4. Academic reading needs concentration and
comprehension.
o Fact ȯ Bluff
5. Questioning both the text and our own reading
of it is reading critically.
o Fact ȯ Bluff
6. Critical reading means criticizing the text.
o Fact ȯ Bluff
7. Opinions are not reliable unless supported by
giving evidences and citing sources.
o Fact ȯ Bluff
What’s In

Task 2
Directions: Write in your notebook your insights on
the quotation below.

“Reading is asking questions of printed text.”

-Frank Smith in Reading without Nonsense (1997)

Insights:
______________________________________________
______________________________________________
______________________________________________
What’s New
Task 3
Directions: Read the short selection carefully and reflect on the
ideas presented in the essay. Then, fill out the matrix found
below.

This is your teen's brain, growing up

March 05, 2013|By Geoffrey Mohan

Wondering where your teen's mind is?

A study in the Proceedings of the National Academy of Sciences suggests adolescents may be quite busy adding brain cells during puberty, and it might just have to do with sex. "
"In school we were always taught the cells you're born with are pretty much
all you get," said Margaret Mohr, a doctoral candidate in neuroscience at
Michigan State University and one of the study's authors.

"We're finding that's not true at all." Adults can add neurons in the
hippocampus, an area associated with learning and memory. But enough
about your hippocampus. Let's talk about your teen's amygdala, which
processes memory and emotional reaction, and "kind of helps teens redirect
their social communication," Mohr said. Your amygdala might pick up on
someone's sexual interest, perhaps. Or read that someone is spoiling for a
chance to prove his dominance. All of that is useful around the time children
are about to transition into the tricky social interactions of adulthood.
Researchers don't use real teens or 'tweens, even if parents would volunteer
them. They used the next best thing: a pubescent male hamster. They injected
the rodents with a commonly used substance that helps mark the birth date of
cells, then put them in different environments— an "enriched" one with a wheel
to run on, another without much to stimulate them. Then researchers gave all the
male hamsters, now a few weeks older, a shot at a sexually available
female. Then they killed the male hamsters and took a close look at their brain
cells. Sure enough, those cells born during puberty showed clear signs of
activity. The fact that cells known to have been born in puberty were active
during these interactions suggest, that cells had been incorporated into the
circuits that drive male sexual behavior. Having a wheel to run around on made
a difference too. Those hamsters in such an "enriched" environment were more
likely to retain these teen cells into adulthood, the study found.
The study and Mohr were silent on the specific parenting issues the study might raise. "In humans, exercise and social
interactions are important for your well-being," Mohr said. "We know exercise helps these new cells survive."

Source: http://articles.latimes.com/2013/mar/05/news/la-sn-teen-brains-20130304
MATRIX
What Is It

To read critically, it is vital that one knows what correct and

incorrect reasoning is. “Reasoning is the ability of your mind to
think and understand things in a logical way to form a conclusion
or judgment” (Padilla, Mely M., et al, 2017). According to Harris
and Hodges (1981), ―it is the process of making judgments in
reading: evaluating relevancy and adequacy of what is read.
Furthermore, this facilitates engagement with what you read.
To do this, it is pivotal to ask the following questions:

*What is the author trying to say?

*What is the main argument being presented?
*Does the text use statements or evidences that support its
conclusions?
*Do the evidences include reasons that justify your beliefs?

With all these questions answered, you get to evaluate and assess
the veracity/ truthfulness, reliability, credibility of the statements,
hence arms you to make your own standpoint about the matter
that is discussed.
Characteristics of Critical Readers Schumm and Post (1997)
enumerated the characteristics of critical readers:
1. Spend time reflecting on the reading material
2. Evaluate and solve problems rather than simply compiling certain facts
3. Think logically
4. Seek out the truth
5. Eager to express their thoughts
6. Look at alternative views about a topic.
7. Open to new ideas
8. Base their judgments on evidence
9. Recognize errors and good arguments
10. Willing to take on critical stance on issues
11. Ask pertinent questions
12. Willing to change their ideas whenever new set of
information is introduced
13. See connections between topics and use knowledge from
other disciplines to enhance their experiences
Ways to become a Critical Reader

1. Annotate what you read- writing on the text

2. Outline the text- identify the main points
3. Summarize the text- Get the main gist or point of
the text read.
4. Evaluate the text- use the other 3 ways. Question
the purpose, intention, and assumptions.
Check if there are pieces of evidence that are
valid and credible.
Steps in Critical Reading

1. Before you read

Scan it and look for important information that will give you an
idea of its subject as well as the arguments that it presents.
Reading the introductions and subheadings can provide insight
about the material at hand.

2. While you read

Ensure interaction with the author by taking note of important

information or writing annotations on the material. The
annotations can be in the form of questions that enter one’s mind

on the arguments, ideas, or reasoning of the writer. Highlight,

mark or circle information or details which are particularly
3. After you read

Revisit the annotations placed on the margins to get an

over-all idea of the text and summarize the material to fully
understand its message.

4. Responding the text

After all the steps, one can now start evaluating and
analyzing the arguments as well as the reasoning of the
author. He can now develop his own ideas or even write an
essay that expresses his opposition or agreement to the author’s
ideas.
What’s More

Task 4
Directions: In your notebook, answer the question below.

Excerpt from a speech of Manuel L. Quezon:

The Filipino of today is soft, easy-going. He has tendency towards

parasitism. He lacks earnestness. His sense of righteousness is
often dulled with his desire for personal gain. He is never
courageous. His greatest fear is not to do wrong but of being
caught doing wrong. He is inconstant. He lacks perseverance and
he easily admits defeat. The patriotism of the Filipino of today is
skin-deep, incapable of inspiring heroic deeds.
The Filipino of today is soft, easy-going.
Evidence from the text:
a. _________________________________________________
b. _________________________________________________

My evaluation:
_________________________________________________
_________________________________________________

My sample evidence:
_________________________________________________
_________________________________________________

My reason:
_________________________________________________
_________________________________________________
What I Have Learned

Task 5
Directions: Reflect on what you have learned after
taking up this lesson. Write this in your notebook.

I thought
______________________________________
______________________________________
______________________________________

I learned that
______________________________________
______________________________________
______________________________________
What I Can Do
Directions: Read the selection found below and answer the questions
that follow.

Why Teachers Should Not Be Facebook Friends with Students

Since the times when Facebook and other social media networks gained popularity, the word ―friends has evolved. Along with the traditional meaning, it also started to mean people whom you get online updates and
messages from, whom you inform about your recent activities, whom you get in touch with virtually, and so on. At the same time, a ―friend on Facebook can actually be a random person, a stranger whom you have seen only
once or twice. People add new ―friends easily; this is related especially to teenagers and students, who
tend to ―friend everyone they meet, including their teachers. Some people see it as a positive sign, assuming that virtual friendship will help make studying more fun and simple.
However, there are strong reasons behind teachers’ decisions not to add
students as friends on Facebook or other social media platforms. The most
significant concern is privacy, and perhaps teachers are more vulnerable in
these terms than teenagers. Through Facebook and other social media
platforms, students might learn details from the lives of their teachers
which they are not supposed to learn: information about intimate
relationships, vacations, and so on. This does not mean a teacher has no
right to spend time the way he or she wants, and share information about
it; it means that before doing this, teachers have to consider the possible
effect and the consequences of such sharing (KidsSafe Foundation). This
connection works both ways though: a teacher might use Facebook to see
the details of their students’ most recent party on campus, for example.
Needless to say that instead of making relationships between teachers and
students easier, such exposure only makes them more intense: both
teachers and students become vulnerable, and bear more risks or
harassment of different kinds. This problem logically transforms into
disciplinary issues.
The teacher-student relationship is often built on a hierarchical basis:
students recognize their teacher as an outsider imbued with certain
authority; this is a natural border helping establish discipline. However, by
becoming digital friends with their students, teachers exhaust these borders
and may lose authority. It becomes more difficult for them to discipline
and reason with students, because they are (kind of) personally acquainted,
and have a (sort of) relationship beyond the classroom. Besides, students
with personal Facebook relationships with their teachers could be given
extra credits or benefits in terms of studying (Patch.com).

Erasing borders between teachers and students might lead to

unexpected and inappropriate consequences, including sexual
relationships, which is not just illegal, but also considered immoral by
many people. Cases of such relationships are numerous; for example, in
2013, a former cheerleader and a high school teacher, Sarah Jones, pleaded
guilty to having sex with a 17-yearold student, Cody York, who was
careless enough to upload photos of himself and his teacher on Facebook.
These photos went viral, causing a scandal and drawing attention to the
problem of student-teacher relationships once again (The Current). It
does not mean that Facebook relationships usually transform into
personal or sexual ones; it means, however, that relationships beyond
the borders established by a society might end up in an unexpected and
inappropriate way that can hurt both a student and a teacher.

There exist at least several significant reasons why teachers

should not add their students as friends on Facebook. One of them is
privacy concerns: teachers who share their lives on Facebook—as well
as students doing the same—cannot feel safe knowing their posts
might be seen by the wrong audience. Also, erasing borders between
students and teachers might not only lead to a drop of discipline, but
sometimes transform into personal relationships, which usually tends
to end up in a scandalous and/or painful way. Therefore, teachers and
students should keep a certain distance, and communicate mostly
within the limits of studying.
References

Pablo, Aileen. “Teachers and Students Shouldn’t Be Friends on Facebook:

The Controversial Debate.” Patch. N.p., 03 Oct. 2012. Web. 30 Nov.
2015.

“To Friend the Teacher or Not to Friend the Teacher, That Is the
Question.”KidSafe Foundation. N.p., n.d. Web. 30 Nov. 2015.

“Point-Counterpoint: Teachers and Students Should Not Be Friends on

Facebook.” The Current. N.p., 18 Mar. 2013. Web. 30 Nov. 2015.

Courtesy of: https://academichelp.net/samples/academics/essays/persuasive/teachers-

friend.html#sthash.5GJE3PFo.dpuf
Questions

1. What is the main idea or claim of the text?

2. Which type of claim does this text use?
3. What are the supporting evidences?
4. How valid, reliable and credible are the references
used?
5. Do you agree or disagree with the main argument of
the writer? Explain your answer
Assessment
Task 7
Directions: Fill out the matrix found below based on the short selection
Laughter is the Medicine
Laughter is one of the greatest healing devices known to man. Laughter is powerful and can help people
in many different ways. It has the power to cure something as little as a bad day or to heal the wounds of a
terminally ill person. Laughing has helped create the smile which is the universal sign of well-being.
Generally, individuals who do not laugh live miserably and have unhappy lives. Dr. Robert Holden found
out that smiling and laughing release endorphins in the brain which give people an overall happy well-
being. Using comedy, many doctors have stimulated the healing process in manic depressants and fatally
ill patients giving them hope and ambition. In many clinics, laughter is being used in replacing anti-
depressants and reduces the need for painkillers (Dr. Gael Crystal). Take comedians for example, they
usually live long and happy lives. Putting a smile on faces and laughs in souls is what makes life
complete. Laughter helps heal people and brightens spirits for a better and healthier life. Laughing is a
sign of joy and hope and keeps people normal and the world happy. Using the techniques of laughter and
happiness is the best medicine known to man. Laughter is the universal sign of well-being and happiness
within health. Laughing brightens the spirit and heals the mind and body of people who allow it to
overcome them. So try to smile and laugh to live a longer and happier life with loved ones.

~© Jace Oeleis 2005~

Courtesy: http://english120.pbworks.com/w/page/19007010/persuasion%20paragrap
GLOSSARY

Burgeoning. Growing, expanding, or developing rapidly.

Novice. A person new or inexperienced in a field
or situation.
Obstacles. Thing that blocks one’s way or prevents
or hinders progress
Satire. The use of humor, irony, exaggeration, or
ridicule to explore and criticize people.
Skeptics. Persons who question the validity of
something.
Synthesize. Combination of parts or elements to form a
whole.