11/12
MODULE
IN READING AND WRITING SKILLS
GRADE 11/12
QUARTER 2/4, WEEK 2
(3 spaces)
MELC: Explain critical reading as a form of reasoning
K to 12 BEC CG: EN11/12RWS-IVac-8;
Objectives:
At the end of the lesson, the learners are expected to:
1. explain critical reading as a form of reasoning;
2. critic a reading material;
3. dissect a news issue;
4. explain critical reading as a form of reasoning;
5. critic a reading material;
6. dissect a news issue;
7. justify reasons from an article
What I Need to Know
Reading is a big part of our daily lives. From the simple task of opening a message to
the complex ones like decoding its meaning involves the skill of reading.
And it doesn’t end there! You should be able to read critically as it could enhance
your judgment and reasoning skills.
Hence, in going through this module, you will gain a deeper understanding that we
you should not only read but you should also have an active engagement to what the author
is trying to point out. This module will help you develop your skill of formulating questions as
you go through any reading material. Such skill is very important in giving meaningful
interpretation and understanding of the material. Generally, this module will help you
advance your judgment and reasoning skills which is very useful in dealing with different
situations in life.
What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. Dissecting a reading material is
a. critical reading
b. context reading
c. reasoning
d. thinking
2. The process of express ideas and opinions as well as justifying a a on prior and
existing knowledge and experiences needed to arrive at a decision is
a. critical reading
b. context reading
c. reasoning
d. thinking
3. It is the act of constructing and deconstructing ideas in both spoken and written form
based on a given context.
a. critical reading
b. context reading
c. reasoning
d. thinking
4. The following questions employ critical reading EXCEPT:
a. Why did it happen?
b. How did it happen?
c. What is the name of the author?
d. What should have been done instead?
5. The following are characteristics of a critical reader EXCEPT:
a. He believes that texts provide facts.
b. He examines what he sees, feels and reads to be able to make good
judgement.
c. He recognizes not only what a text says, but also how that text portrays the
subject matter.
d. He recognizes various ways in which each and every text is the unique
creation of a unique author.
Lesson
Using Critical Reading For
Thinking and Reasoning
What’s In
In the previous lesson, you have learned how to identify the context in which a text
was developed. We discussed about intertextuality and hypertextuality. Intertextuality is a
literary device that creates an ‘interrelationship between texts’ and generates related
understanding in separate works. On the other hand, hypertextuality provides clickable links
that connect you to other sections of a document on the internet.
Now that you already know how to differentiate the two context in text development,
it’s time for you to understand that upon reading from different materials and browsing some
other sources, you must scrutinize the accuracy and validity of its content. You should
practice how to examine its meaning and its implication to you and other readers. This leads
you to asking questions that are helpful in connecting prior pieces of information to the
current ones as you create a clearer and bigger picture of the whole as you explore through
the wonderful word of reading.
What’s New
Have you ever tried reading a story or an article and started formulating questions on
your mind? Have You tried arguing with the content of the material you are reading? Then
you are employing critical reading.
The excerpt that you are about to read will help you enhance your skill in dissecting
the material that you read.
Activity 1: What is Your Say?
Read the excerpt and answer the task below. You can click the link to see full
content.
Why Teenage Brains Are So Hard to Understand
by Alexadra Sifferlin
The following story is excerpted from TIME’s special edition, ”The Science of Childhood”
When Frances Jensen’s eldest son, Andrew, reached high school, he underwent a
transformation. Frances’s calm, predictable child changed his hair color from brown to black
and started wearing bolder clothing. It felt as if he turned into an angst-filled teenager
overnight. Jensen, now the chair of the neurology department at the Perelman School of
Medicine at the University of Pennsylvania, wondered what happened and whether Andrew’s
younger brother would undergo the same metamorphosis. So she decided to use her skills
as a neuroscientist to explore what was happening under the hood. “I realized I had an
experiment going on in my own home,” says Jensen, author of The Teenage Brain.
That was about 10 years ago, when society at large was only beginning to catch up to the
idea that the teen brain was not a fully developed adult brain, just with less mileage. For
generations, the overarching thinking was that the brain had reached its full growth by the
time a child reached puberty. But thanks to the research of people like Jensen and many
others, beginning in the 1990s, it’s become clear that the teenage brain is some- thing much
more complex—and special.
Doctors, parents and teachers have long held preconceived notions about why teenagers
act so reckless and emotional, and many of these explanations have turned out to be
incorrect. It was once believed that teens were impulsive due to raging hormones and that
they were difficult because they hated authority. But advances in brain imaging, which
gathered force in the 2000s, told a much more complicated story. It turns out the teenage
brain is nowhere near fully baked and that the brain’s structure and its effects on
development continue into a person’s 20s.
Source: https://time.com/4929170/inside-teen-teenage-brain/
Are the ideas comprehensible?
As a whole, is it appealing?
Does it present both sides of the argument?
What issues in the article can you connect to your own experiences?
How is it valuable to you?
What is It
We read every day. From day in to day out, consciously or unconsciously, we grab or
check any written material, read to satisfy our certain needs. But are we convinced that this
act leads us to look for, analyze and evaluate a text/context? If so, you are active in such
learning engagement. Deborah Knott 20122 of New College Writing Centre expressed in
writing that as a reader, you are not a passive participant, but an active constructor of
meaning. Exhibiting an inquisitive, critical attitude towards what you read will make anything
you read richer and more useful to you in your classes and in your life.
Critical reading is dissecting a reading material. It is the art of asking oneself about
the text, “Why did it happen? How did it happen? What should have been done instead, or
be done thereafter? etc.” Once this process is practiced, any reader gets used to read
between and beyond the lines. This scenario of critical reading trains a reader to believe in
his/her capacity to think beyond and later cultivate this value as it ultimately engenders the
critical thinking skills of a reader.
If this skill is well developed, nurtured and enhanced, the reader is obviously
challenged to reason out and justify for her thoughts, ideas and decisions. The act and the
art of reasoning brought about by critical thinking is a noteworthy accomplishment that any
reader can claim.
It is in this context that although reading the lines of a text is important, the heart of
reading goes beyond it. To students, it is highly essential to analyze both the content and
context in order to make its meaning more alive.
Some authorities share their piece of knowledge about the significance of reading
and ways how to develop thinking and reasoning.
Baraceros (2005) expressed that critical reading is necessary for the students to
know how to examine critically what they see, feel and read to be able to make good good
judgement or decisions for the welfare of their countrymen.
In addition, Anthony Shadid, journalist, 2012 articulated that to non-critical readers,
many texts offer the truth, the whole truth, and nothing but the truth. To the critical reader,
any single text provides but one portrayal of the facts, one individual’s “take’ n the subject.
Likewise Kurland 2010 noted that to non-critical readers, texts provide facts. Readers
gain knowledge by memorizing the statements within a text. Critical readers thus recognize
not only what a text says, but also how that text portrays the subject matter. They recognize
the various ways in which each and every text is unique creation of a unique author.
Source: Dayagbil, Filomena T., Ed. D. et.al. Critical Reading and writing for the Senior High
School, pp. 79-80
What’s More
What insights have you learned from the discussion above? You may further
expand your learning by doing the activities below.
Activity 1: Let Me Criticize You
Listen to or read a speech of a famous person. Examine its content. List down their
statements which you think are factual or opinionated. Write your personal reaction
afterwards. Complete the table below.
Name of the Prominent Speaker/Writer:
Factual Statements Opinionated Statements
Reaction:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
Rubric for Assessment
5 4 3 2 1
The ideas are The ideas are The ideas are The ideas are The ideas are
clear, clear and clear, clear but not not clear, not
comprehensive comprehensive comprehensive comprehensive comprehensive
and well- , well- but not well- , not well- , not well-
organized and organized but organized and organized and organized and
free from contain contain contain contain
grammatical grammatical grammatical grammatical grammatical
errors. errors. errors. errors. errors.
Activity 2: What’s Your Issue?
Read a news issue that tackles a certain problem (e.g. corruption, same sex
marriage, climate change, etc). Attach a copy of the issue and complete the table
below.
(Paste a copy of your chosen issue here.)
Issue/Problem:
Causes Effects Reaction Proposed Solutions
Activity 3: Credible or Not?
Read the article and answer the questions that follow.
This highlights the potential risk of sexually-oriented advertising: The advertiser may
be giving up persuasiveness achieve “stopping power”.
One thread seems to run through all the research findings regarding sex in
advertising: the advertiser must be sure that the product, the ad, the target audience and the
use of sexual themes and elements all work together. When sex is relevant to the product, it
can be an extremely potent copy theme. Jockey International, Inc. introduced a campaign
targeted to young, savvy shoppers, both male and female. The ads show groups of attractive
“real” people (or professional models) who share a common profession or interest (e.g.
actors, doctors or ranchers) with their pants dropped around their ankles, smiling and
showing off their colorful Jockey briefs. The tag line on each ad is “Let ‘em know ur Jockey”.
despite their obvious sensuality, the ads are highly relevant to the product.
(Source: Schiffmann, Leon G. & Leslie Lazar Kanuk. Sex in advertising. Consumer Behavior
(7th Ed.) pp. 253 & 254 Pentice Hall International, Inc. New Jersey, 2000)
1. What part of the article do you agree with? Give reasons.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________.
2. What part of the article do you disagree with? Give reasons.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________.
3. Why is the article credible or not credible? Justify your reasons.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________.
What I Have Learned
Assess what you have learned by completing the statements below.
1. I have learned that critical reading is
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________.
2. I have learned that critical reading is important because
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________.
3. I have learned that critical reading can help me to justify my reasons and
thoughts by
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________.
What I Can Do
It Sounds Convincing!
In this time of pandemic, the education system has remarkably changed. From face
to face, we are now adapting new learning means.
This time, as a student, give your stand about the topic, Distance Learning as a
Modality in Delivering Lessons”. Do you agree or disagree about it? You should convince me
through a 5-minute video presentation.
Rubric for Assessment
Criteria 1 2 3 4
Delivery Not convincing; A little bit Not so Very convincing;
convincing; convincing;
Not able to Able to deliver
deliver ideas Able to deliver Able to deliver ideas
confidently ideas with ideas fairly confidently
limited confident and
confidence require minor
improvement
Use of Few or relevant Some relevant Many examples Many relevant
Examples and supporting examples are are given supporting
Facts examples given examples and
facts are given
Organization Unclear in most Clear in some Most clear and Completely
and Clarity parts parts bu not orderly in all clear and
over all parts orderly
presentation
Assessment
Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. Dissecting a reading material is
a. critical reading
b. context reading
c. reasoning
d. thinking
2. The process of express ideas and opinions as well as justifying a a on prior and
existing knowledge and experiences needed to arrive at a decision is
a. critical reading
b. context reading
c. reasoning
d. thinking
3. It is the act of constructing and deconstructing ideas in both spoken and written form
based on a given context.
a. critical reading
b. context reading
c. reasoning
d. thinking
4. The following questions employ critical reading EXCEPT:
a. Why did it happen?
b. How did it happen?
c. What is the name of the author?
d. What should have been done instead?
5. The following are characteristics of a critical reader EXCEPT:
a. He believes that texts provide facts.
b. He examines what he sees, feels and reads to be able to make good
judgement.
c. He recognizes not only what a text says, but also how that text portrays the
subject matter.
d. He recognizes various ways in which each and every text is the unique
creation of a unique author.
Additional Activities
If you have access to internet, you can also visit the following links about critical
reading as reasoning:
1. https://www.slideshare.net/marykatrinebelino/critical-reading-as-reasoning-78474306
2. https://www.scribd.com/presentation/370149265/Critical-Reading-as-Reasoning
Answer Key
Assessment What I Know
1. a 1. a
What I Have 2. c
2. c Learned 3. d
4. c
3. d
Answers may vary. 5. a
4. c
5. a
What’s New
Activity 1
Answers may vary.
What I Can Do
Answers may vary.
What’s More
Activity 1
Answers may vary.
Activity 2
Answers may vary.
Activity 3
Answers may vary.
References
Dayagbil, Filomena T., Ed. D. et.al. Critical Reading and writing for the Senior High School,
pp. 79-90
https://time.com/4929170/inside-teen-teenage-brain/
