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Text and Context Critical Reading

The document discusses critical reading, emphasizing the importance of evaluating claims, questioning assumptions, and understanding context. It outlines different types of claims (fact, value, and policy) and the process of critical thinking involved in reading. Additionally, it highlights the significance of intertextuality and the role of assertions and counterclaims in forming arguments.

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0% found this document useful (0 votes)
23 views41 pages

Text and Context Critical Reading

The document discusses critical reading, emphasizing the importance of evaluating claims, questioning assumptions, and understanding context. It outlines different types of claims (fact, value, and policy) and the process of critical thinking involved in reading. Additionally, it highlights the significance of intertextuality and the role of assertions and counterclaims in forming arguments.

Uploaded by

fordilonkim
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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TEXT AND CONTEXT

CONNECTIONS
IMAGINE RECEIVING THIS KIND OF MESSAGE
OUT OF NOWHERE.
“Let’s see!”
1. Will you believe this message? How are you going to react? What are you going to do
about it?

2. Do you think you have chosen the right decision? Why?

“Did I join such contest before?”


“Why is it asking for such confidential information through text message?”

Asking such questions is a proof that you are thinking critically.

What do you call the process validating information though reading while thinking critically?

Do you have any idea what is critical reading?


An act of opposition to certain ideas or simply against onto
something like issues or case A

To be not active or non-operating


B

To determine the quality, importance or condition by


C
careful study

Thinking that something is true, to take or begin to


have D

Careful judgements about the good and bad parts of


E
something
“What do you mean?”
1. Critical
Mr. Creed was critical when it came to checking errors in the billing statement.
2. Assume
In the absence of the captain, the sergeant assumed that he is in command of the squad.
3. Evaluate
The teacher evaluates the students through quizzes.
4. Passive
After graduation, he remains passive in his life without looking for a job.
5. Argue
The attorney argued to the judge and the opposing lawyer referring to ordinances and
constitutional laws prove his client is innocent.
PASTICHES
In music, much of Tchaikovsky’s work utilizes a traditionally classical
form similar in sound to Mozart, who was one of Tchaikovsky’s favorite
composers. The song “Bohemian Rhapsody” by Queen is a stylistic
pastiche, melding rock, opera, torch-song, instrumental, and classical
genres.
On the big screen, director Quentin Tarantino employs multiple genres
in his films, making them difficult to categorize. He also frequently
incorporates nods to earlier filmmakers and styles, as in Jackie Brown,
an homage to the blaxploitation films of the 1970s. On the small
screen, Netflix’s original series Stranger Things is a pastiche of
different film genres popular in the 1980s, like science fiction, fantasy,
and coming-of-age buddy movies. The relationship between the
friends at the center of the story and their various adventures are a
loving pastiche of the works of filmmakers like John Hughes, Harold
Ramis, and Amy Heckerling.
1. Mimi Khalvati,
“Don’t Ask Me, Love, for That First Love”
Khalvati’s poem is a pastiche of “Don’t Ask Me for
That Love Again,” a poem by Pakistani author Faiz
Ahmed Faiz. Khalvati opens the piece with the
words, “after Faiz Ahmed Faiz,” which indicates
that Faiz’s works and distinctive style inspired her
to write the poem.

Khalvati uses a similar voice to speak to a


departed lover, musing about the passage of time
and the changing nature of love. This is very much
like the ground explored by Faiz in “Don’t Ask Me
for That Love Again.” One example is Khalvati’s
line “In your sky,/ your eyes, were all my falling
stars,” which mirrors the Faiz line “The sky,
whenever I looked, was nothing but your eyes.”
• The Filipino of today is soft, easy-
going. His tendency is towards
parasitism. He is uninclined to
sustained strenuous effort! He lacks
earnestness. Face- saving is the
dominant note in the confused
symphony of his existence. His
sense of righteousness is often
dulled by the desire of personal gain.
•His norm of conduct is generally
prompted by expediency rather than by
principle. He shows a failing in that
superb courage which impels action
because it is right, even at the cost of
self-sacrifice. His greatest fear is not to
do wrong, but of being caught doing
wrong. -Excerpt from On Policies And
Achievements Of The Government And
Regeneration Of The Filipino speech of
President Manuel Quezon
1. What do you think is the intended message of the
excerpt? Support your answer.
2. What are the themes of the excerpt?
3. How would you compare the Filipino today to the
ones being compared to by Manuel L. Quezon in
the excerpt?
4. Do you agree with Manuel L. Quezon’s
statements in his excerpt, The Filipino of today is
soft and easy-going? Explain your answer.
CRITICAL READING

• Whenever you read something and you evaluate claims, seek definitions,
judge information, demand proof, and question assumptions, you are
thinking critically (Tiongson & Rodriguez, 2016).
• It means not taking anything at face value. It is watching out for the author’s
limitations, omissions, oversights, and arguments in the text.
• It is a skill that goes beyond the reading of the written text. The reader takes an
effort to create images and pictorial concepts through his sense impressions of
the words written by the author.
Critical Approach to Reading
• 1. Readers should always bear in
mind that no test, however well-
written and authoritative, contains its
own predetermined meaning. Everything
is subject to the reader’s own
interpretation, understanding, and
CRITICAL acceptance of the text material.
READING AS • 2. To be a critical reader, one should
WAYS OF interact with the material being read.
THINKING Look for the connections between the
texts. Ask questions; and then, respond
to the questions; or expand the ideas by
giving more examples. 3. To create
meaning for the text read, use a
variety of approaches, strategies, and
techniques to connect to the presentation
of the text.
1.Defining explicit and implicit
information Critical reading also means
that you are able to distinguish the
information that is clearly stated
(explicit) in the text from the ideas that
are suggested (implicit). This will help
you make inferences about what you
read.
B. IDENTIFYING
AND ANALYZING 2. Defining Claim
CL AIMS • The claim is the most important part of
the text. The quality and complexity of
the reading depend on the claim
because the claim defines the paper’s
direction and scope. The claim is a
sentence that summarizes the most
important thing that the writer wants to
say as a result of his/her thinking,
• A claim should be argumentative and
debatable.
• When the writer makes a claim, he/she
is making a case for a particular
perspective on the topic. Readers
A. C H A RAC T E R I S T I C S
OF GOOD CLAIMS: expect to be able to raise objections to
your claim and they can only raise
objections if the claim is something that
can be reasonably challenged. Claims
that are only factual or based on
opinion, thus, are not debatable.
• A claim should be specific and focused. If the claim
is unfocused, the paper will be too broad in scope
and will lack direction and a clear connection to the
support provided. It may also lead to
overgeneralizations and vague assertions.
• A claim should be interesting and engaging. It
should hook the reader, who may or may not
agree with you, to encourage them to consider
your perspective and learn something new from
you.
• A claim should be logical. It should result from
reasonable weighing of support provided. Here are
some questions to help you determine the writer’s
claim while you are reading a text: i. What is the
author’s main point? ii. What is the author’s position
regarding it?
• a. Claims of Fact
It states a quantifiable assertion or a
measurable topic. They assert that something has
existed, exists, or will exist based on data.
They rely on reliable sources or systematic
DISTINGUISHING BETWEEN procedures to be validated; this is what makes them
THE TYPES OF CLAIM different from inferences.
• Claims of fact usually answer a “what” question.
When determining whether something is a claim of
fact, the following questions are useful. i. Is this issue
related to a possible cause or effect? ii. Is this
statement true or false? How can its truthfulness be
verified? iii. Is this claim controversial or debatable?
• Assert something that can be qualified.
They consist of arguments about moral,
philosophical, or aesthetic topics. These
types of topics try to prove that some
values are more or less desirable
compared to others. They make judgments,
CL AIMS OF VALUE • based on certain standards, on whether
something is right or wrong, good or
bad, or something similar.

• Attempts to prove that there are things that


are more or less valuable and desirable. It
involves judgments, evaluation, and
appraisals.
• Claims of value attempt to explain how
problems, situations, or issues ought to be
valued. In order to discover these
explanations, you may ask the following
questions:
i. What claims endorse what is good or right?
ii. What qualities should be considered good?
Why is that so?
CLAIMS OF iii. Which of these values contend with
VALUE others?
Which ones are more important, and why?
Whose standards are used?
iv. What are some concrete examples of such
values?
• Claims of value are subject to prejudices. It
uses words and phrases such as “best
strategy,” “most favorable,” “a very good way
of…,” “an effective style of…

• A claim should be logical. It should result from reasonable weighing
of support provided.
Here are some questions to help you determine the writer’s claim
while you are reading a text:
i. What is the author’s main point?
ii. What is the author’s position regarding it?
3. Distinguishing Between the Types of Claim
• Claims of Fact
• It states a quantifiable assertion or a measurable topic. They
assert that something has existed, exists, or will exist based on
data. They rely on reliable sources or systematic procedures to be
validated; this is what makes them different from inferences.
• Claims of fact usually answer a “what” question. When determining
whether something is a claim of fact, the following questions are
useful.
i. Is this issue related to a possible cause or effect?
ii. Is this statement true or false? How can its truthfulness be verified?
B. CLAIMS OF VALUE


•Assert something that can be qualified.
They consist of arguments about moral, philosophical, or aesthetic topics.
These types of topics try to prove that some values are more or less
desirable compared to others. They make judgments, based on certain
standards, on whether something is right or wrong, good or bad, or
something similar.
• Attempts to prove that there are things that are more or less valuable and
desirable. It involves judgments, evaluation, and appraisals.
• Claims of value attempt to explain how problems, situations, or issues
ought to be valued. In order to discover these explanations, you may
ask the following questions:
i. What claims endorse what is good or right?
ii. What qualities should be considered good? Why is that so?
iii. Which of these values contend with others? Which ones are more
important, and why? Whose standards are used?
iv. What are some concrete examples of such values?
• • Claims of value are subject to prejudices. It uses words
and phrases such as “best strategy,” “most favorable,” “a
very good way of…,” “an effective style of….”
c. Claims of Policy
• Posit that specific actions should be chosen as
solutions to a particular problem. You can easily identify a
claim of policy because they begin with “should,” “ought
to,’ or “must.” Claims of policy, because they defend
actionable plans, usually answer “how” questions.
CLAIMS OF • The following questions will be useful in evaluating a claim
VALUE of policy:
i. Does the claim suggest a specific remedy to solve the
problem?
ii. Is the policy clearly defined?
iii. Is the need for the policy established?
iv. Is the policy the best one available? For whom?
According to whose standards? v. How does the policy
solve the problem?
Context - is defined as the social, cultural, political,
historical, and other related circumstances that
surround the text and form the terms from which it
can be better understood and evaluated.
• In discovering a reading’s context, you may ask
questions like:

1. When was the work written?


C. IDENTIFYING
THE CONTEXT OF
TEXT
DEVELOPMENT 2. What were the circumstances that produced it?

3. What issues does it deal with?


• ▪ It is the modeling of a text’s meaning by
another text. It is defined as the connections
between language, images, characters,
themes, or subjects depending on their
similarities in language, genre, or discourse.
• ▪ In this strategy, the author borrows a prior
text from another author and integrates it in
his writing. This way, the readers are able
to see the interrelationship among texts and
are able to generate a deeper understanding of
I N T E RT E X T U A L I T Y
the topic being discussed.
• • Hypertext – is a non-linear way of showing
information. It connects topics on the screen to
related information, graphics, or videos that
are related to the text. This information
appears as links and is usually accessed by
clicking. The reader can jump to more
information about a topic, which in turn may
have more links. This opens up the reader a
wider horizon of information or to a new

Critical Reading as Reasoning A.
II.

Identifying Assertions Assertions


are declarative sentences that
claim something is true about
something else. It is a sentence
that is either true or false.
FOUR (4) TYPES OF
ASSERTIONS
• Fact – 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 sedative.
• Convention – is a way in which something is done, similar to traditions
and norms. It depends on historical precedent, laws, rules, usage, and
customs. Example: The Sampaguita belongs to the genus Jasminum of the
family Oleaceae.
• Opinion – is based on facts but are difficult to objectively verify because
of the uncertainty of producing satisfactory proof of soundness. Example:
The popularity of Sampaguita is most evident in places of worship.
• Preference – is based on personal choice; they are subjective and cannot
be objectively proven or logically attacked. Example: Sampaguitas are the
most beautiful and most fragrant of all flowers.
• Formulating 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 their 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?
• Determining Textual Evidence, The evidence is
defined as details given by the author in order to
support his/her claim. The evidence provided by
the author substantiates the text. It reveals and
builds on the position of the writer and makes the
reading more interesting.
1. Evidence can include the following:
• Facts and statistics (objectively validated
information on your subject)
• Opinion from experts (leading authorities on a
topic, like researchers or academics) • Personal
anecdotes (generalized, relevant, and objectively
considered)
• The following are some questions to help you determine evidence from the
text:
• What questions can you ask about the claims?
• Which details in the text answer your questions?
• What are the most important details in the paragraph?
• What is each one’s relationship to the claim?
• How does the given detail reinforce the claim?
• What details do you find interesting? Why so?
• What are some claims that do not seem to have support? What kinds of support
could they be provided with?
• What are some details that you find questionable? Why do you think so?
• Are some details outdated, inaccurate, exaggerated, or taken out of context?
• Are the sources reliable?
T H E F O L LO W I NG A R E T H E C H A RAC T E R I S T I C S O F
A G O O D E V I D E NC E :

• unified

• relevant to the central point

• specific and concrete

• accurate; and

• representative or typical
7 CRITICAL READING
STRATEGIES
1. Previewing: Learning about a text before
really reading it.
2. Contextualizing: Placing a text in its
historical, biographical, and cultural
contexts.
3. Questioning to understand and
remember: Asking questions about the
content.
7 CRITICAL READING STRATEGIES
4. Reflecting on challenges to your beliefs and values:
Examining your personal responses.
5. Outlining and summarizing: Identifying the main ideas and
restating them in your own words.
6. Evaluating an argument: Testing the logic of a text as well
as its credibility and emotional impact.
7. Comparing and contrasting related readings: Exploring
likenesses and differences between texts to understand them
better.

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