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In a Critical Condition!
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Table of Contents
TITLE PAGE
Title Page 1
Table of Content 2
Objective 3
Overview 4
Critical Reading as Looking for Ways of
Thinking
 Explicit And Implicit 5
 Claims of Fact, Policy and Value 6
 Context of Text Development 7
Critical Reading as Reasoning
 Formulating Evaluative Statement 9
 Steps in Making Evaluative Statement 10
Activity Card 12
Assessment Card 16
Enrichment Card 18
References 19
Answer Card 20

“To God be the Glory”

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OBJECTIVE CARD

OBJEC TIVE CARD

M A I N TA S K

S U B – TA S K
 Identify whether a text is implicit of explicit.
 Distinguish written text if it contains claim of facts,
claim of policy or claim of value.
 Formulate evaluative statements about a certain text
and determine textual evidences.

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INTRODUCTION CARD
OVERVIEW

Critical reading is very essential in figuring out what

the author is tying to express in his masterpiece. Also, reading
to know what a text is trying to deliver may be satisfied
when the goal is to acquire information or understand other
people’s ideas. However, we read with purposes. We read to
evaluate a text and integrate what we understand about it
with our prior understanding. And we read to decide what to
accept as true and beneficial.
In critical reading, we look for better ways to think
deeply about the text. Determining the explicit and implicit
claims enriches our understanding of the text read that will
allow us to reflect on what the text truly means and what
the author is pointing out so we will be able to make judge-
ment. Moreover, knowing the context connections enables us to
infer on what the text says and figure out much more than
what the author says directly. Lastly, by nature, we only ac-
cept what is true. In making judgements, it is very efficient
if we are equipped with the knowledge on how to evaluate
statements and give textual evidence or reasons to validate
the truthfulness and reliability of the text read.
Brace yourself. Come with me as we learn text and con-
text connections to further develop our reading and thinking
proficiency.
“I don’t need a whole lot of anything. I just need a little bit
of everything.”

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GUIDE CARD
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Critical Reading as Looking for Ways of Thinking

 Critical Reading- the reader analyzes and interpret the reading ma-
terial to know if it presents logical ideas and connection of ideas.
 Critical Thinking– a series of complex thought processes which allows
reader to make reasoned judgments and assessments of the way he/
she thinks about the text.

If we sense that a text is ridiculous or irresponsible (critical thinking),

we examine the text more closely to test our understanding (critical
reading).

Explicit and Implicit Claims in a Text

 Explicit– any idea that is directly stated; obvious.
Example: We are going to the beach tomorrow.
 Implicit– any idea that is not expressed clearly or indirectly stated.
Example: We are going.

FACT vs. OPINION

 Fact– statement about the real world reinforced by reliable evidence.
Example: The Philippines is composed of three major islands: Luzon, Vi-
sayas, and Mindanao.
 Opinion– statement expressing one’s feelings or personal judgements.
Example: I think that Philippines is not composed of three major is-
lands.

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KINDS of FACTS
1. Empirical Facts– facts proven by scientific explanation and experience.
Example: The plants need carbon dioxide to live.

2. Analytical Facts– facts that use mathematical operations to prove a

statement.
Example: 5+5=10

3. Evaluative Facts– facts supported by laws.

Example: Philippines owns Spratly Island.

4. Metaphysical Facts– facts that are verified by revelatory evidence or

self-evidence. These are assumed to be true without external evidence.
Example: All men are created equal.

Claim is the writer’s point or

position regarding a certain

What is topic or issue.

a Claim? Moreover, it is a statement

that the author wants the
reader to accept.

This might be true to some

people or might be not.

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KINDS of CLAIMS
 Claim of Fact– is a claim that can be proven by verified information or
data.
Example: The Duterte Administration implemented under the law the
Build, build, build Program.
 Claim of Policy– an argument that asserts the implementation of a
certain guideline or policy (should, ought to, or must).
Example: The government must devote more funds to building schools
with accessible and free education than building roads.
 Claim of Value– solely based on personal preferences, practices and
good or bad (morality).
Example: It is better to build more school that offers free education
than to have more roads.

Context of Text Development

 Context– word used with a certain text that helps to better under-
stand and evaluate its meaning.

1. Hypertext
-connects topics on a screen to re-
lated information usually appears as
links and accessed by clicking.
-non-linear way of showing infor-
mation, allows to open up the reader to
wider horizon of information.

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2. Intertext– the view in which the text is recognized to be influenced

by other texts.
Example: He was lying so obviously, you could almost see his nose growing.

Did you know?

Fan Fiction is a great example of intertex-

tuality. Authors enter the fictional worlds
of other authors and create their own sto-
ries.

For example, Troy and Lord of the Rings.

TYPES OF INTERTEXTUALITY
 Obligatory Intertextuality– is when the writer involves a comparison
or association between two or more text.
Example:
 Optional Intertextuality– the intent of the writer to give reverence
to the original writer.
Example:
 Accidental Intertextuality– when readers often connect a text with
another text, practice or experience without any anchored point within
the original text.
Example:

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GUIDE CARD
OBJECTIVE CARD

Critical Reading as Reasoning

Reasoning– is an act of giving statements for justification and explana-
tion. Also, it is the ability to defend something by giving reasons.

As critical readers, we must be able to use textual evidence to support

our analysis of the implicit and explicit information in a text as we read
critically. We must be equipped with the skills of reasoning out, giving
analysis and evaluative statements.

Formulating Evaluative Statements

Evaluative Statement

 It is a way of giving better explanation to show the strength and

the weakness of the text read.

 It presents value judgement based on a set of criteria.

 It is used in giving a sound judgement, a judgement that can be
backed up or supported by valid reasons or proof.

How to formulate an evaluative statement?

1. Evaluative statement is formulated through reading the text care-
fully and critically grasping its essence and checking for possible fallacies
in the argument
2. Formulating an evaluative statement can be done as any other writ-
ing except that it is about judgement of the text's content and property

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Steps in making evaluative statements:

Steps in making evaluative statements
1. Formulating assertions about the content and the properties of the
text read.
2. Formulating a meaningful counterclaim in response to a claim made in
the text.

Step 1
 Examine which ideas are facts or opinions, make inferences or
conclusions, and assess the overall quality of the text.

 Assertions– one’s stand about a certain text. It usually con-

tains evaluative languages such as useful, significant, im-
portant, insightful, detailed, comprehensive, etc.

Step 2

Make a counterclaim that responses on the claim in the text.

 Counterclaim- the opposition you make about the claim of a
writer.
 Note that, you must recognize the hedges when you state
your counterclaim.

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GUIDE CARD
OBJECTIVE CARD

What is a
Hedge?
Hedge is a word or phrase that minimizes negative im-
pact of criticism. It is used to give a courteous tone in
writing.

Moreover, it is a statement that the author wants the

reader to accept.

Forms of Hedge
1. Modals– may, could, would, etc.
2. Frequency adverbs– usually, generally, commonly,
etc.
3. Probability adverbs– probably, possibly, presuma-
bly.
Example:
Obesity is caused by bad food choices offered by the
food industry.
Obesity is probably caused by bad food choices of-
fered by the food industry.

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ACTIVITY 1. Getting to know each other.

Identify what is meant by the statement below.
__________1. It refers to any idea that is directly
stated or obvious.
__________2. It is a claim that can be proven by veri-
fied information or data.
__________3. A claim that is solely based on personal
preferences, practices and good or bad (morality).
__________4. It refers to any idea that is not ex-
pressed clearly or indirectly stated.
__________5. It is an argument that asserts the im-
plementation of a certain guideline or policy (should,
ought to, or must).
_________6. It is the opposition you make about the
claim of a writer.

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ACTIVITY 2. Am I obvious?
Identify if the statement is implicit or explicit.
Write I if it is implicit. Otherwise, write E if it is explic-
it on the space provided before the number.
______1. She was a cherry, always upbeat person.
______2. Her lighthouse smile beckoned across the
crowd.
______3. Tom picked the 1000 peso bill and put it in his
pocket when the blind woman accidentally dropped it.
______4. Tom is the most honest man I know. If he
sees money along the road, he returns it to the “Lost
and Found” facility.
______5. Jenna yelled “ouch” after drinking from the
bowl.
______6. Jenna burned her mouth on a hot bowl of soup.

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ACTIVITY 3. Fact or Opinion

Determine whether the statement is a fact or
opinion.
________1. The earth is divided into three parts: the
core, mantle and the crust.
________2. It is more fun in the Philippines.
________3. We should implement to not use single-use
plastics to help save the environment.
________4. As written in Article 1156 of the Civil Code
of the Philippines, an obligation is a juridical necessity
to give, to do or not to do.
________5. Greenfield High School offers the best sec-
ondary education among other educational institutions.
________6. The death penalty must not be revived.

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ACTIVITY 4. True or False

Evaluate each statement. Write true if you agree
and false if you disagree.
________1. Hedge is an opposition you make about the
text written by the author.
________2. Greenfield High School is located in Arakan,
North Cotabato.
________3. Counterclaim is a word or phrase that mini-
mizes negative impact of criticism.
________4. Mobile phones is very convenient in transfer-
ring messages from one person to another.

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ASSESSMENT CARD
We got this!
Write the word which makes the statement implied
if it is implicit. Or else, write the explicit idea found in
the text.
__________1. Gale always tops in class. She aces all her
quizzes and exams.
__________2. Maria manifests her religion by going to
church every Sunday and giving donations to charities.
__________3. The sun went down. Only the city lights
gave brightness to the streets of Manhattan.
__________4. The girls giggle flirtatiously every time
Irvene walks pass them. Well, no one can blame them
because he is really good-looking.
__________5. She is very respectful not just to the el-
ders but also to all people around her.
__________6. His youthful days fade away as his age
adds up. Now, he can no longer walk alone and got blurry
vision.

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ASSESSMENT CARD
Assess if the statement is a fact or opinion. After
which, identify if it is claim of fact, claim of policy or
claim of value.
____________1. The Philippines holds the Guinness Book
record of the biggest cha-cha dance performed in the
world.
____________2. Catriona Gray is the Philippines’ Miss
Universe 2018.
____________3. I prefer studying than to watch mov-
ies with friends.
____________4. The school should allow students to
wear their civilians for two consecutive days.
____________5. The Cybercrime Law must be more en-
forced in our country.
____________6. Mangoes are sweeter than oranges.

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ENRICHMENT CARD
I. Give statement that is implicit or explicit.
Implicit
____________________________________________________
Explicit
____________________________________________________
II. Write statements that contain claim of fact, policy, and
value.
Claim of Fact
____________________________________________________
Claim of Policy
____________________________________________________
Claim of Value
____________________________________________________
III. Formulate evaluative statement about the following:
1. Philippines is already a developed country.
____________________________________________________
2. Based on Philippine history, our country was colonized first
by the Americans and not the Spain.
_____________________________________________________

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REFERENCE CARD
Lachica (2017). Critical Reading as Looki
ng for Ways of Thinking. Scribd.
Lachica (2017) Explicit and Implicit
Claims in a Text. Scribd.
Lumakin, etal.(n.d.) Context of Text De
velopment. Scribd.Belino. (2017).
Critical Reading as Reasoning. Scribd.
Belino (2019). Formulating Counter
claims. Elcomblus.
Online Sources:
www.skillsyouneed.com
www.cevasphilippines.com

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ANSWER CARD

Activity 1. Activity 2
1. Explicit 1. E
2. Claim of Fact 2. I
3. Claim of Value 3. I
4. Implicit 4. E
5. Claim of Policy 5. I
6. Counterclaim 6. E
Activity 3. Activity 4
1. Fact 1. False
2. Opinion 2. True
3. Opinion 3. False
4. Fact 4. True
5. Opinion
6. Opinion

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ANSWER CARD

Assessment 1:
1. Implicit– Gale is intelligent or simply intelli-
gent.
2. Implicit– Maria is God-fearing or simply God–
fearing.
3. Implicit– It was night.
4. Explicit– Good-looking
5. Explicit– Respectful
6. Implicit– The man is old.

Assessment 2:
1. Claim of Fact
2. Claim of Fact
3. Claim of Value
4. Claim of Policy
5. Claim of Value

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