Spring board:
Ask these follow-up questions:
Does the picture say the student failed?
Does it say the teacher is angry?
Why do we still think something negative happened?
CLAIMS IN WRITTEN TEXT: EXPLICIT AND IMPLICIT
To properly evaluate the ideas, you have gathered while reading, you must be able to know the different kinds of
information which explicit information and implicit information are. Two Kinds of Information:
Explicit Information
is the information stated in the text. Readers can see the piece of information stated in the given passage.
refers to details that are clearly and directly stated in the text. Readers can easily find this information
because it is written plainly in the passage, without the need for guessing or interpreting.
Example:
If the text says, “Maria went to school at seven o’clock,” the time she went to school is explicit information
because it is directly stated.
“The seminar will be held on Friday at the school auditorium.”
→ The date and place are explicitly stated.
“There are thirty students in Grade 11–HUMSS.”
→ The number of students is explicit.
Implicit information
is the information not directly presented in the text. As readers, we need to read between the lines to
understand the details that the writer is trying to tell us.
refers to details that are not directly stated in the text. Readers need to read between the lines and use
clues from the passage, along with their prior knowledge, to understand what the writer is trying to convey.
Examples of Implicit Information
“Anna grabbed her umbrella before leaving the house.”
→ It is implied that it might rain.
“The classroom was silent as the teacher collected the test papers.”
→ It is implied that the students were serious or nervous.
“Mark checked his watch repeatedly during the meeting.”
→ It is implied that he was impatient or worried about time.
Critical reading enables you to distinguish the explicit and implicit information provided by the author.
Explicit information is information that is clearly stated in the text.
Implicit, on the other hand, are ideas suggested in the text but not directly stated. This is where the ability to make
inferences based on clues within the text is applied.
Through proper identification of explicit and implicit information, the critical reader can properly evaluate the claim/s
made by an author.
Claims state the point or position of an author regarding a certain topic. The claim statement is further proven by
supporting details from various resources and reliable evidence.
A claim is a statement or opinion that a writer makes about a topic, which they want readers to accept or consider.
Tiongson (2016) gave the following characteristics of good claims:
1. A claim should be argumentative and debatable. It is expected for a written text to yield objections and opposite
perspectives to appear for readers of a text that supports a certain stand on a topic. Completely factual texts are not
considered debatable.
A claim should be argumentative and debatable. This means that a written text must present a stand that can be
questioned, challenged, or opposed by others. Readers may have different opinions or objections to the claim.
Texts that are purely factual and cannot be argued against are not considered debatable claims.
Examples
“Social media negatively affects students’ academic performance.”
→ Debatable (others may agree or disagree)
“Students should be allowed to use mobile phones in school.”
→ Debatable
“The Philippines is located in Southeast Asia.”
→ Not debatable (purely factual)
2. A claim should be specific and focused. With the statement of claim limiting the scope of the written text, it must be
noted that claims must be focused on a single topic alone to arrive at an equally concise and specific result or
conclusion.
A claim should be specific and focused. This means a claim must center on a single topic. By doing so, the
writer can develop a clear and concise argument, which leads to a specific conclusion. Broad or vague claims make
it difficult to provide strong evidence or reach a focused result.
Examples
“Online learning improves students’ time management skills.”
→ Specific and focused (focuses only on time management)
“Education is important for everyone.”
→ Too broad (does not focus on a single, debatable aspect)
“Eating junk food regularly negatively affects teenagers’ health.”
→ Specific and focused (focuses on health and teenagers)
3. A claim should be interesting and engaging. It should capture the interest of readers at first glance and encourage
a healthy discussion on the topic.
A claim should be interesting and engaging. This means the claim must grab the reader’s attention and make
them want to think about or discuss the topic. An engaging claim sparks curiosity, debate, and reflection.
Examples
“Schools should implement a four-day school week to improve students’ productivity.”
→ Interesting because it challenges the usual schedule.
“Homework should be reduced to improve students’ mental health.”
→ Engaging because it relates to a common concern for students.
“The sky is blue.”
→ Not engaging because it is factual and uncontroversial.
4. A claim should be logical. The evidence supporting the claim must be reasonable at its best.
A claim should be logical. This means the claim must make sense and the evidence supporting it must be
reasonable, accurate, and well-explained. A claim without logical support can be weak and unconvincing.
Examples
Claim: “Students who exercise regularly perform better academically.”
Logical Evidence: Studies show that physical activity improves concentration and memory.
Claim: “Eating chocolate every day makes you smarter.”
Illogical Evidence: There is no scientific proof that chocolate directly increases intelligence.
Claim: “Implementing strict school rules improves student behavior.”
Logical Evidence: Schools with clear guidelines and consistent discipline often have fewer behavioral
problems.