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This module contains three (3) lessons, namely:

LESSON 1 - CRITICAL READING AS REASONING;

LESSON 2 - ASSERTION AND COUNTERCLAIMS; and
LESSON 3 - TEXTUAL EVIDENCE.
At the end of this module, the student is expected to:
 explain critical reading as reasoning; (EN11/12RWS-IVac-8)
 formulate evaluative statements about a text read: (EN11/12RWS-IVac-9);
a. assertions about the content and properties of a text read (EN11/12RWS-
IVac-9.1) and
b. counterclaims in response to claims made in a text read (EN11/12RWS-IVac-
9.2) and
 determine textual evidence to validate assertions and counterclaims made
about a text read. (EN11/12RWS-IVac-10)

General Instructions: Answer all the activities on this module. Use separate sheets of paper
for your answers.

Activity I PRETEST. Read the statements carefully, and determine if they are TRUE or FALSE.

1. Critical reading is simply recognition of the text’s meaning and restating it in your own words.

2. Critical reading examines the author’s choice of content, language and structure.

3. Critical reading teaches the readers to accept all the presented facts without further examina-
tion.

4. A statement of fact can be verified through experimentation, personal observation or credible

sources.

5. A statement of opinion needs further evidence and other valid supporting details to be proven
true.

6. Being able to make an assertion is enough to formulate counterclaims.

7. Analyzing an argument is important in formulating counterclaims.

8. Claim is a statement that addresses opposing viewpoints.

9. Critical thinking concerns in determining the quality of our beliefs.

10. Counterclaim is a contrasting perspective to the argument.

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Activity II RECALLING. Choose the letter of the best answer.

1. When giving the full meaning of a certain topic, which pattern is applicable?

A. Description

B. Definition

C. Narration

D. Problem Solution

2. If you were to tell a story, which pattern of paragraph development would you use?

A. Description

B. Definition

C. Narration

D. Problem-Solution

3. What pattern presents the reasons and possible results of an event?

A. Description

B. Cause and Effect

C. Narration

D. Problem Solution

4. In this section, you need to mention an overview of the problem, the why of the problem, and
who should be concerned about the problem.

A. Introduction

B. middle section

C. conclusion

D. exposition
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5. Which would best suit a text that aims to discuss the taxonomy of a group of fossils that were
recently discovered by a paleontologist?

A. Comparison and Contrast

B. Classification

C. Narration

D. Problem-Solution

6. Which of the following statements is an example of a claim?

A. Ruiz believes that change has come.

B. Filipinos need to exercise their right to vote.

C. Annie thinks that we should have a universal health care.

D. All of the above

7. Which of the following types of claim leads to action?

A. claim of judgment

B. claim of policy

C. claim of value

D. claim of fact

8. Which among the claims is claim of policy?

A. Severe acute respiratory syndrome coronavirus 2 is the reason behind the existence of a res-
piratory ailment called coronavirus disease 2019 (COVID-19).

B. With what is happening in the world now we should spend more on research.

C. Coronavirus disease is now considered to be a pandemic.

D. Coronavirus disease was first discovered in China.

9. All characteristics are true about claim of fact EXCEPT

A. something that can be proven or disproven with facts

B. argues about the definition of something

C. argues for or against a solution or policy

D. argues whether something is a settled fact

10. Which of the following question is intended for claim of policy?

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A. What action can be taken?

B. Is it right or wrong?

D. Is it a yes or no?

C. Is it true or untrue?

Activity III VENN DIAGRAM. Can you think of the similarities and differences between critical
reading and reasoning? Try to fill this Venn Diagram with your ideas.

CRITICAL READING
REASONING

TEXT AND CONTEXT CONNECTIONS: CRITICAL READING AS REASONING

Critical reading advances the understanding of the reader by not taking the text by its face
value. It studies the composition’s every nook and cranny until you find the author’s inconsisten-
cies, oversights, limitations and other reasonable arguments that is often overlooked by a nor-
mal reader.

Kurland 2010 noted that to non-critical readers, text 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 the text portrays the subject matter. They recognize the various ways in
which each and every text is the unique creation of a unique author. According to him, there are
three steps or modes of analysis which are reflected in three types of reading and discussions.

1. What a text says – restatement (wherein the reader merely restates what is said in the origi-
nal text)
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2. What a text does – description (wherein the reader discusses aspects of the discussion itself)

3. What a text means – interpretation (wherein the reader analyzes the meaning of the text as a
whole).

Critical reading does not simply ask what the text says but more of how the topic is pre -
sented and why. Critical readers dwell on the distinctive qualities of the text. Readers normally
read texts to obtain facts and knowledge. A critical reader, on the other hand, mulls over the
unique perspective of the author on a particular text and how the facts the author presented ar-
rived at his/her conclusion.

Goals of Critical Reading

Prentice Hall has enumerated the following critical reading skills:

1. The ability to distinguish between fact and opinion.

2. The ability to identify the author’s purpose.

3. The ability to make inferences.

4. The ability to recognize the author’s tone.

5. The ability to recognize persuasive techniques.

Critical reading ultimately examines the author’s choice of content, language and structure.
The basis of recognizing the purpose of an author is their choice of content and language to
use. The critical reader analyzes the tone and persuasive elements of a text through reviewing
the choice of language used. In recognizing the bias of the text, the critical reader must identify
the nature of patterns of choice of content and language. Critical reading teaches the reader
how to not blindly accept all the presented facts without further examination. This technique al-
lows you to confirm and present your own argument. The practical starting point of every critical
reader is to question everything you read.

To read critically is to make judgments about how a text is argued. This is a highly reflective
skill requiring you to stand back and gain some distance from the text you are reading.

It is not recommended to read just to look only or primarily for information; instead, read to
look for ways of thinking about the subject matter.

TEXT AND CONTEXT CONNECTIONS: FACTS VERSUS OPINIONS

In critical reading, it is best to know what or where the writer is coming from. Does the writer
speak of facts or does the writer make claims and by doing so, does the reader need convinc-
ing? Young readers may at times, commit mistake of being gullible to particular information.
Thus, it is important for them to distinguish fact from opinion.

What makes one statements a fact and opinion?

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Facts are statements that can be checked or proved. We can check facts by conducting
some sort of experiment, observation or by verifying (checking) the fact with a source document.

Facts often contain numbers, dates or ages and facts might include specific information
about a person, place or thing.

An opinion, on the other hand, is a statement that cannot be proved or checked. It tells what
someone thinks, feels or believes.

Clue words for opinion statements are: think, believe, seem, always, never, most, least,
worse, greatest.

To recognize a fact or an opinion, ask yourself, “Can this statement be proved?” If your an-
swer is YES, then that statement is a fact; if your ANSWER is NO, then that statement is an
opinion.

TEXT AND CONTEXT CONNECTIONS: AUTHOR’S PURPOSE AND TONE

An author’s purpose is his reason for or intent in writing. An author’s purpose may be to
amuse the reader, to persuade the reader or to inform him. An author’s purpose is reflected in
his tone.

Tone reflects the author’s attitude in approaching the topic. According to Forlini, “an author
chooses words according to his/her attitude toward the topic and how the author expects the
reader to respond to the material.”

Purpose is the reason an author writes about a topic. An author may have a more specific
purpose in mind other than to inform, entertain or persuade him. To figure out the author’s
purpose, you as the reader, must consider the main idea, thought pattern and tone.

The author’s tone, on the other hand, may be evident in his/her choice of words either ex-
pressing its connotation or denotation.

The author uses various persuasive techniques to color the presentation of facts and to ap-
peal to the reader. Authors use jargons and slanting to make the readers lean towards their po-
sition/argument.

 Jargons are “specialized vocabulary used by people in a particular field.” While often
misused to conceal meaning, jargons may prove effective in solidifying an argument if
defined and explained appropriately.
 Slanting “is the writing of a passage so that it leans toward one point of view.” Words
with either positive or negative connotations may be used as slanting. Another example
of slanting is purposefully leaving out information of a different perspective on a similar
issue.

Analyzing a Written Text

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In analyzing a written text, it is important to take note of the following elements as

well as the guide questions that come with it:

 Purpose/Context – What does the text aim to do? Does it mean to persuade or does it
contribute to a discussion of an existing topic? What content does the text cover? What
purpose does it serve its readers?
 Author/s – Who wrote the text? What are his qualifications for writing about the topic?
 Audience – What is its target audience? Where is the text found? What does the author
expect the reader to get from his/her composition? Are you a part of the author’s audi-
ence?
 Topic and Position – Is the author’s argument on the topic at hand supported by valid ev-
idence? Is the author’s position clear? Is it presented as objective? Is his/her stand
based on other author’s position or simply from personal observation/experience?
 Research/Sources – Do previous researches have a role in supporting the author’s argu-
ment? Which of the references elicits further discussion?
 Proof/Evidence – What are the proofs/evidence presented by the author throughout the
text? Did they come from credible sources? What type of proof is used by the author
(e.g. references to other work, interpretations of other work, original research, personal
experience, author’s opinions, critical analysis, etc.)? Do these proofs validate the argu-
ment? Which of the evidence carries the most weight?
 Organization – How are the information organized in the text? For what particular reason
are they arranged in this particular way? Where did the author plainly state his/her stand
on the topic? Is the organization driven more by the content (the information that needs
to be presented), by the authors' argument, by the needs of the audience, or by some
combination of the three?
 Style – What can you infer from the author’s choice of words? From what perspective did
the author write the text? Was he/she inclusive with his/her choice of words? Did they
use jargons or slanted meanings? If there are, were they properly defined for the
reader’s convenience and understanding? What other writing techniques did the author
apply in writing the text? Analyze each sentence structure, figurative language and
rhetorical questions existing in the text.
 Drawing Conclusions – What does the author want to highlight? Compare and contrast
the text with other similar ones. Identify the similarities and differences in their approach
of the same topic.

TEXT AND CONTEXT CONNECTIONS: MAKING INFERENCES

An inference is an idea or conclusion that is drawn from evidence and reasoning.

An inference is an educated guess.

When you are making an inference, you are reading between the lines or just looking care-
fully at the facts and coming to conclusions The text, by itself, does not contain meaning. It is up
to the reader to interpret the meaning of the words, their usage and structure in the text. The
reader infers an interpretation of the text through prior knowledge, social conventions, shared
experience or shared values.
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Inferences are essential in both written and spoken communication. A single sentence may
contain a variety of assertions. Reading is “an active, reflective, problem- solving process.”
Readers do not simply read the words, but ideas from a collection of assertions.

Some examples of inferences are the following:

 A boy is wearing a Led Zeppelin T-shirt, glasses, and his shoes have mud on
them. One can infer he likes Led Zeppelin, his eyesight is poor and he walked through
mud.
 You adopt a puppy from the shelter and he seems nervous and scared. He hides
from loud noises and had some noticeable scars. You can infer that he was abused by
his former owner.

Activity IV IDENTIFY ME. Identify whether the following statements are statements of fact or
opinion. Write SOF for statement of fact and SOO for statement of opinion.

1. Chocolate cake is the most delicious kind of dessert.

2. Belo Medical Clinic is the best clinic that can reverse skin aging.

3. LBC is the most reliable express delivery company in the Philippines.

4. BDO is the best bank in the Philippines.

5. Listerine is a mouthwash.

6. Listerine is a dynamite against bad breath, plaque and gingivitis.

7. Globe handy phone makes great things possible.

8. Natural fibers boost the immune system and improve digestive health.

9. Paula’s Hotel is perfectly suited for your family vacation.

10. Paula’s Hotel is located at Tagoloan, Misamis Oriental.

11. BMW is the fastest and sporty car ever.

12. Winston Cigarette is the “spirit of the USA”.

13. Hope is the largest-selling luxury cigarette.

14. Hope is a brand of cigarette.

15. Palmolive is a brand of shampoo and conditioner.

16. Palmolive shampoo makes you more confident with your straighter hair.

17. Filipinos are lazy people.

18. Men and women are opposite sexes.

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19. People from Mindanao are all beautiful.

20. Duterte is the greatest president this country has ever had.

Activity V CAN YOU INFER ME? Let us try if you can infer where I am and what I am doing,
and what can you infer about the feelings of the people in the situations that I will be giving you.
The first one has been done for you. (5 points each item)

1. Can you infer where I am and what I am doing?

I see bubbles rising. I hear my own breathing. There are fish swimming above me. I feel the
seaweed swaying.

Answer: Scuba diving in the sea!

2. Can you infer where I am and what I am doing?

I hear screaming. My stomach feels funny. Can you see my hair blowing? I’m feeling excited.

Answer: _______________________

3. Can you infer where I am?

It is so dark in here. What is that spooky sound? Oh, I feel somebody on my back! I am getting
nervous.

Answer: _______________________

4. Can you infer where I am?

I hear the crowd cheer as the ball gets inside the ring. The players whop with glee.

Answer: _______________________

5. What can you infer from this?

Rey always carries his guitar with him.

Answer: _______________________

6. What can you infer about Anna’s father?

After Anna broke the vase, her father turned and walked away without saying anything.

Answer: _______________________
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7. What can you infer about the relationship of the speaker and whom she is speaking
to?

If you would not go, I would not either.

Answer: _______________________

8. What can you infer about what Grandma is feeling?

Grandma’s mouth dropped open. Her hands flew to her face.

Answer: _______________________

Let us recall Critical reading as reasoning.

 Critical reading goes beyond recognition of the text’s meaning and restating it in your
own words.
 Critical reading is a more active way of reading. It is a deeper and more complex en-
gagement with a text.
 When we read critically, we use our critical thinking skills to question both the text and
our own and others’ interpretation of it.
 Critical reading teaches the reader how to not blindly accept all the presented facts with-
out further examination.

A critical reader must be able to do the following:

a. Distinguish between fact and opinion.

b. Identify the author’s purpose.
c. Make inferences.
d. Recognize the author’s tone.
e. Recognize persuasive techniques.
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Activity I PICTO MATH: Guess the word based on the pictures /clues presented. Activity Taken
from [Link]

FORMULATING ASSERTIONS

Becoming a good critical reader means that you are able to logically evaluate the claims of
the writer. Assertions become the primary channel for a reader to assent to a claim.

Assertion is a stylistic approach or technique involving a strong declaration, a forceful or con-

fident and positive statement regarding a belief or a fact. Often, it is without proof or any sup-
port.

It is a confident and forceful statement of fact or belief. Its purpose is to express ideas or
feelings directly, for instance, “I have put my every effort to complete this task today. “Standing
up for your rights and not being taken advantage of is one definition of being assertive. It also
means communicating what you really want in a clear fashion, respecting your own rights and
feelings and the rights and feelings of others.

Assertion is an honest and appropriate expression of one’s feelings, opinions, and needs.

A way to convince a critical reader to accept the writer’s claim is to formulate assertions. As-
sertions, as defined by Tiongson (2016), are “declarative sentences that claim something is true
about something else.” These sentences may either be statements of truths or opinions.
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There are four common types of assertion enumerated by Tiongson.

1. Statement of Fact

This is a statement that can be proven objectively by direct experiences, testimonies of wit-
nesses, verified observations, or the results of research.

Example: The sampaguita’s roots are used for medicinal purposes, such as an anesthetic and a
sedative.

This statement is a fact because it can be directly verified by experience or reliable research re-
ports.

2. Statement of Opinion

Opinions are based on facts, but are difficult to objectively verify because of the uncertainty
of producing satisfactory proofs of soundness.

Example: The popularity of sampaguita flowers is most evident in places of worship.

The above statement is an opinion because it is based on an observation that needs to be

proven by studies and repeated observation; there are too many factors involved that makes
explicit judgment difficult.

3. Statement of Convention

A convention is a way in which something is done, similar to traditions and norms. Conven -
tions depend on historical precedent, laws, rules, usage, and customs.

Example: The sampaguita belongs to the genus Jasminum of the family Oleaceae.

This statement is a convention because it is based on a classification system made up by scien-

tists and is acceptable to the scientific community.

4. Statement of Preference

Preferences are based on personal choice; therefore, they are subjective and cannot be ob-
jectively proven or logically attacked.

Example: Sampaguitas are the most beautiful and most fragrant of all flowers.

This statement is a preference because it says a lot about the type of flowers that the writer
likes, instead of objectively comparing the qualities of sampaguitas to that of other flowers.

FORMULATING COUNTERCLAIMS

To be an effective critical thinker, it is not enough just to be able to identify claims and asser -
tions. It is also important to have the ability to analyze an argument and counterclaims.
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Counterclaims are claims made to rebut a previous claim. They provide a contrasting per-
spective to the main argument.

Counterclaims – answer the question “What are other credible possibilities?

The following questions will help you formulate a counterclaim:

 What are the major points on which you and the author can disagree?
 What is the 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?

Steps in Writing a Counterclaim

Step One – Ways to begin counterclaim paragraphs

 Many people believe that . . .

 It is often thought that . . .
 It might seem as if . . .
 While it is common . . .

Step Two – Ways to transition from the opposite side back to your opinion

 What this argument fails to consider is . . .

 This view sounds convincing at first but . . .
 Although the core claim is valid, it suffers from the flaw in its . . .

Step Three – Write a counterclaim. Use one of the sentence starters in step one. Remember to
transition back to your opinion. Use one of the sentences starters in step two.

Counterclaim example:

It is often thought that social studies is the favorite academic class for junior high school stu -
dents. However, what this argument fails to consider is that science allows for more hands-on
activities. For example, when studying amphibians, you get to dissect a frog rather than just
read about an event from the past.

Activity II-A ASSERTION. Identify the following assertions as statements of convention, fact,
opinion, or preference.
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1. Import liberalization means allowing foreign goods to enter Philippine markets and directly
compete with domestic products.

2. The leaves of growing plants are usually green.

3. Roses grow best in soil made of 3⁄4 clay and 1⁄4 sand and loam.

4. The rose belongs to the genus Rosa of the family Rosaceae.

5. The export of cut rose can easily become one of the lucrative businesses in the Philippines.

6. Many more will die because of political considerations an unwise aid-spending.

7. Roses are more beautiful, smell sweeter and are easier to grow than any other flower.

8. The previous government should have toughened its stand against the burgeoning insur-
gency.

9. Eyewitness testimony is generally unreliable.

10. Camel’s hair brushes are made of Siberian squirrel fir.

Activity II-B COUNTERCLAIM. Read the given claims. Write your counterclaim based on the
given claim. (5 points each)

Example:

Claim: Hybrid cars are an effective strategy to fight pollution.

Counterclaim: Many people believe that hybrid cars are an effective strategy to fight pollution.
This view sounds convincing at first but instead of focusing on cars, which still encourages a
culture of driving even if it cuts down on pollution, the nation should focus on building and en-
couraging the use of mass transit systems.

Claim: Tracking devices on phones is a good idea because if

you go somewhere your parents will know your whereabouts.

Counterclaim:
_________________________________________________
_________________________________________________

Claim: Being grounded is a good idea depending on what

they did.

Counterclaim:
_________________________________________________
_________________________________________________
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Activity III-B FORMULATING COUNTERCLAIMS. Read the speech of Sen. Manny Pacquiao.
Apply the questions on how to formulate claims and counterclaims that can be found in the dis -
cussion part. Write these below, followed by a brief explanation. (5 points each item)

A FIGHT FOR LIFE

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Sen. Manny Pacquiao's speech at Cambridge Union

President Charles Connor and other esteemed officials of the Cambridge University; distin-
guished members of the Cambridge Union, other dignitaries in attendance, ladies and gentle-
men, my fellow guests, good afternoon. A famous pastor once said, and I quote, "The world is a
university and everyone in it is a teacher. Make sure when you wake up in the morning you go
to school." End of quote.

Today, I am not just in any obscure part of the global university. I am deeply honored to be
invited by the Cambridge Union, the oldest debating and free speech society in the world and
the largest student society in the University of Cambridge. I am not a scientist, a mathematician,
or a philosopher. But you have given me this privilege of addressing you. I am humbled to be in
the midst of brilliant students in this prestigious university that has educated remarkable alumni,
including British Prime Ministers, foreign Heads of states, monarchs, and royals. It is my distinct
honor to stand before all of you.

I am delighted to learn that one of Cambridge University's historic colleges is Emmanuel Col-
lege and that Harvard University, the first college in the United States, was organized after the
model of Emmanuel.

I have not experienced how it is to pursue a degree like a regular university student. My cir -
cumstances were very different from yours. But I did not allow these circumstances to limit me. I
worked on and finally received my degree through the Alternative Learning System. More impor-
tantly, I continue to learn from the University called life.

So, here is Emmanuel Dapidran Pacquiao standing in front of you. I am not here to show off
my left hook or my fluid footwork. I am here because I want to personally share my narrative in
the hope that it will touch even just a few of you and persuade you to think differently about life.

I was born into poverty. There is a Filipino metaphor that goes "mas mahirap pa sa daga,"
which translates to "more destitute than a rat." From a very young age, I had to struggle daily to
survive. I fought hard, I faltered, I failed many times. But I learned to rise again each time I fell.
Each setback became a platform for a comeback. That is what life was like to me as a child. But
my hardships are not [Link] are so many others around the world who have faced
even worse. But my hardships taught me one valuable lesson. Never quit.

If the world knocks you down, get up. If all things conspire against you, fight [Link] is
not an option.

I was only 7 years old when I had to take responsibility for my three siblings who were left
under my care because our mother had to earn a living. I took it upon myself to help her,
"Mommy Dionisia", as she is fondly called by the Filipinos, to earn extra money so that we can
eat even just one decent meal a day.

I was still in elementary school back then. I managed to attend classes even= without sleep
and without food. There were days when it was only water that kept me going. We were so poor
that we could not even afford school supplies; I would use my pencil even if there was only
about an inch long of it left that I could no longer hold it t write.

I remember when I was in the sixth grade, and my classmates would flock around me for our
mathematics homework because they knew I was reliable when it came to numbers. I did their
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math homework for them, and in exchange they would share their food with me because they
knew I rarely had any.

Boxing turned my life around. I was only 14 years old when I left my hometown in Mindanao
so that I can train for it in Manila. My narrative took a turn because of that crucial decision to
take a big step away from my comfort zone.

With the benefit of hindsight, I have realized that it is the grace of God that transformed me
from nothing into something.

My circle became bigger and bigger because of the countless opportunities that boxing
brought about. My victories in the ring pushed me right into center stage and ushered in fame
and fortune. Opportunities came knocking at my door, one after the other. I apply the same prin-
ciples in public service. As a lifelong learner, I must keep improving myself and I must not stop
learning. That way, I remain relevant to my people and the world that deserve the best of Manny
Pacquiao, inside and outside the ring.

For as long as I exist, I will keep showing up for life. I will continue to be a learner and always
strive to be a teacher by imparting my hard-earned lessons to others.

Each one of you in this room can change the world. Have faith, persevere. Find your passion
and heed your calling. I urge you, as the Roman poet Horace did: Carpe Diem -- seize the day.
And above all, FIGHT. Thank you and a pleasant afternoon.

The claim in the text:

Reason:

My counterclaim:

Reason:

Let us have some review in our Lesson 2 about Formulating Assertion and Counter-
claims.
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An assertion is a statement used to make a declaration or to express strong belief on a par-

ticular topic, often without evidence. According to Tiongson, it has 4 types:

Statement of Fact- this is a statement that can be proven objectively by direct experience,
testimonies of witnesses, verified observations, or the results of research.

Statement of Opinion- opinions are based on facts, but are difficult to objectively verify be-
cause of the uncertainty of producing satisfactory proofs of soundness.

Statement of Convention- a convention is a way in which something is done, similar to tra-

ditions and norms. Conventions depend on historical precedent, laws, rules, usage, and cus-
toms.

Statement of Preference- preferences are based on personal choice; therefore, they are
subjective and cannot be objectively proven or logically attacked.

To be an effective critical thinker, it is not enough just to be able to identify claims and asser -
tions. It is also important to have the ability to analyze an argument and counterclaims. Counter-
claims are claims made to rebut a previous claim. They provide a contrasting perspective to the
main argument. Counterclaims – answer the question; “What are other credible possibilities?

Activity I GIVE IT! Present what you have known about a textual evidence. (5 points)

TEXTUAL

EVIDENCE
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In formulating assertions and counterclaims about a text, it is important that you support your
statements with textual evidence.

What is textual evidence?

Textual evidence is information gathered from the text that supports your assertion or coun-
terclaim about the text. It refers to any proof of an argument, a claim, a counterclaim, an asser -
tion cited in the text leading to a conclusion. In expressing your judgment about the text,

1. First, state your idea about the text.

2. To determine evidence from the text, look for clues and keywords that support your idea
about the text.

3. Quote or paraphrase the part of the text that helped you come up with your idea.

4. Use quotation marks to quote a part of the text. If it is from a book, indicate the page number
at the end of your sentence.

5. Lastly, express how the quote supports your idea. In citing textual evidence, you need to
quote, paraphrase or refer to the very specific part of the text where you can use to support your
own thoughts and ideas.

Below are types of textual evidence:

1. Referencing

This is the act of mentioning a specific section of the text like an event or action.

Examples:

 According to Fussell, ‘The Oxford Book of English Verse presides over the Great War in
a way that has never been fully appreciated’ (159).
 Strickland tells the story of Minty Nelson, a 27-year-old Seattle University employee and
student, whose encounter with a census worker epitomizes the identity battle faced con-
stantly by multiracial people.

2. Paraphrasing

This is restating an author’s or someone else’s work using your own words without losing the
original idea of the text.

The paraphrase:
Example:
In research papers students often quote exces-
The original passage: sively, failing to keep quoted material down to a de-
sirable level. Since the problem usually originates
Students frequently overuse direct quotation in during note taking. It is essential to minimize the
taking notes; as a result they overuse quotations material recorded verbatim (Lester, 1976 p. 46– 47)

Source: [Link]
v=Fbb4Ch7nDJc
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in the final (research) paper. Probably only about

10% of your final manuscript should appear as di-
rectly quoted matter. Therefore, you should strive
to limit the amount of exact transcribing of source
materials while taking notes (Lester, 1976 p. 46 –
47)

Source: [Link]
v=Fbb4Ch7nDJc

3. Summarizing

This is stating the essential ideas together of the text in a shorter way.

The original passage: The summary:

Students frequently overuse direct quotation in Students should take just a few notes in direct quo-
taking notes; as a result, they overuse quotations tation from sources to help minimize the amount of
in the final (research) paper. Probably only about quoted material in a research paper (Lester, 1976 p.
10% of your final manuscript should appear as di- 46 – 47)
rectly quoted matter. Therefore, you should strive
to limit the amount of exact transcribing of source Source: [Link]
materials while taking notes v=Fbb4Ch7nDJc
(Lester, 1976 p. 46 – 47)

Source: [Link]
v=Fbb4Ch7nDJc

4. Quoting

This is stating a part of a text in the exact way it was written.

Example:

 Samantha King, a forensic specialist, stated that “DNA evidence is usually indisputable.
 According to Confucius, “You can’t open a book without learning something.”

Support your statements with textual evidence to come up with strong or solid arguments,
and make your ideas more credible. You can come up with good textual evidence by selecting
the most relevant section of the text that strongly supports your statement about the text.

Writing claims, assertions, and counterclaims with the use of textual evidence

Claim Assertion Counterclaim

The text states that...
I agree with the claim of the I disagree with the claim of
author that... the author that...
Why do you need to determine textual evidence?
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The need to answer questions after reading a text and or to share our ideas enables us to go
back to what we have read and give evidence from it to prove that you are not just manufactur-
ing your thoughts. Oftentimes, when we you are asked about how nice a movie was, you need
to cite part or parts of the movie which could support your thoughts that it was indeed a very
nice movie worthy to be watched. What you are doing is using textual evidence.

Example:

Eric often gets wet on Saturdays. He wakes up at 6 o’clock in the morning and

goes straight to the faucet. He prepares a basin, soap, shampoo and a stool. One by one,

he calls out his fur friends for the Saturday mornings “ritual”.

Question: Based on the text, what is Eric’s work on Saturday mornings?

a. Washes clothes

b. Cooks for breakfast

c. Baths his pets

d. Preparing for work

Textual Evidence: One by one, he calls out his fur friends for the Saturday mornings “ritual”

Activity II-A THINK CRITICALLY. Read the passages carefully.

A lot of people waste time driving around when they are lost. This can be avoided by asking
other people for direction. The trick is to find a person who would point the right direction.
1. Which of the following is an assertion regarding this text?

A. People should ask directions from strangers when they are lost so that they do not waste
time driving.

B. I agree with the claim of the writer that people should ask directions from strangers to save
time by asking someone reliable such as gas station attendant.

C. I disagree with the claim of the writer that people should ask directions because they might
end up getting lost longer if a stranger gives him/her wrong directions.

D. All of these are correct.

2. Which of the following is a counterclaim about the text above?

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A. People should ask directions from strangers when they are lost so that they do not waste
time driving.

B. I agree with the claim of the writer that people should ask directions from strangers to save
time by asking someone reliable such as gas station attendant.

C. I disagree with the claim of the writer that people should ask directions because they might
end up getting lost longer if a stranger gives him/her wrong directions.

D. All of these are correct.

“A handshake does not mean the same thing around the world.”
Which of the following is the best paraphrase?
3.

A. A handshake does not mean the same thing around the world.

B. Internationally, a greeting by shaking hands is not the same.

C. A handshake means something different around the world.

D. All of these are correct.

4.

“Climbing a mountain is a dangerous activity.”

Which of the following is the best paraphrase?

A. A perilous sport is climbing mountain.

B. Climbing mountains is dangerous activity.

C. Climbing mountains can be an unsafe activity.

D. None of these are correct.

The Leboyer method of childbirth seeks to protect a newborn’s delicate senses from the
shock of bright lights, harsh sounds, and rough handling. After the baby’s head has begun to
emerge, lights are dimmed and the delivery room is quieted. The baby is not held by the an-
kles and slapped to encourage the first breath; Leboyer states that since the fetus’’ spinal col-
umn has never been in a straight position; this kind of handling is a severe shock to the infant.
Instead, the baby, with the umbilical cord still attached, is gently placed on the mother’s ab-
domen until breathing begins naturally. At this point, the baby is rinsed in a tepid bath, rather
than weighed on a cold scale. Babies born this way are usually relaxed and smiling, not
tensed and screaming. Some studies of Leboyer babies and standard-delivery have shown
that Leboyer children are slightly more physically advanced and quicker to learn. Parents of
Leboyer children, in general, saw the birth as a positive and exhilarating experience.

5. Which sentence best summarizes the selection?

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A. The usual method of childbirth subjects’ newborns to bright lights, harsh sounds, and rough
handling.

B. In the Leboyer method of childbirth, a newborn’s first breath is never encouraged by the com-
mon process of holding the infant by the ankles and slapping it.

C. The Leboyer method of childbirth, designed to protect a newborn’s delicate sense from the
shock of standard deliveries, has positive effects.

D. All of these are correct.

Activity II-B THINK CRITICALLY. Choose the strongest piece of textual evidence to support
the claim.

Claim #1: Simple changes can cut your carbon emissions greatly!

A. I think that we need to do something quickly to help save the environment.

B. If you hang your clothes outside on the clothesline instead of using the electric dryer, you can
cut your carbon emissions by 351 lbs./year.

C. Kids can help parents by doing some household chores.

Claim # 2: Exercise is important for the growth and development of children.

A. Children watch too much television.

B. All children love to ride their bikes outside and on trails through the forest.

C. Children who are active will have stronger muscles and bones.

Claim # 3: A diet rich in fruits and vegetables has many benefits.

A. Fruits and vegetables taste good.

B. Eating lots of fruits and vegetables lowers your risk of heart disease.

C. There are many colorful fruits and vegetables for you to try.

Claim # 4: Smoking cigarettes is harmful to your health.

A. The mixture of nicotine and carbon monoxide in cigarettes temporarily increases your heart
rate and blood pressure, causing strain on your heart and blood vessels.

B. Cigarette smoke smells really bad and that smell sticks to your hair and clothes.

C. Secondhand smoke is bad for the people around you

Claim # 5: Bullying is a common problem in schools across the province.

A. Children who are bullied experience suffering that can interfere with their emotional and so-
cial development.
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B. Surveys indicate that as many as half of all children are bullied at some time during their
school years.

C. Action needs to be taken to stop bullying now!

Activity III THINK CRITICALLY. Cite the strongest piece of textual evidence to support your
assertion and counterclaim.

Refer to the rubric below.

An excerpt of Meat Culture

By Steve Pavlina

When I see a piece of flesh on someone’s plate, I also see the processes that brought it to
their plate. Some people argue that plants may be harmed by being eaten. I happen to agree. If
we care about minimizing harm to plants, then we’ll do much less harm by eating them directly
as opposed to grinding them up, feeding them to animals, and then grinding up and eating the
animals. If we stopped growing crops to feed to animals and fed those crops to people directly,
it’s estimated that we’d have enough food to feed the whole planet five times over. So if you do
actually care about plants, then you can greatly reduce your plant harm by eating plants directly.
Another way to reduce harm to plants is to favor fruits that can be eaten without killing the
plants. You can eat a wide variety of fruits, both sweet and non-sweet, without seriously hurting
the plant that spawned it. And that same plant will often continue to bear even more fruit. I think
a more sensible and realistic approach is to keep leaning towards a more conscious, compas-
sionate, and ecologically sound way of eating.

If you want to argue that we should model predators’ diets to justify meat culture, I encour -
age you to go ahead and try being a truly predatory person for a while. Do it consciously. Prey
on the weak. See where that takes you.

Source: (Pavlina, 2014) [Link]

1. Write your assertion with textual evidence.

2. Write your counterclaim with textual evidence.

Rubrics

30 25 20 10 5
The claims is clear, The claims is clear, The claims is clear, The claims is clear, The claims is not
comprehensive and comprehensive and comprehensive but but not comprehen- clear, not compre-
well- organized and well- organized but not organized sive, not organized hensive and not
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is free from gram- contains grammati- contains grammati- and contains gram- well- organized and
matical errors. cal errors. cal errors matical errors contains grammati-
cal errors

Activity IV THINK CRITICALLY. Applying everything that you have learned in this module. Cite
the strongest textual evidence to formulate or support your assertion and counterclaim about the
text. Give one assertion and counterclaim.

Refer to the rubric below.

An Excerpt of Emma Watson's Speech on Gender Equality at the UN

"I was appointed as Goodwill Ambassador for UN Women 6 months ago. The more I spoke
about feminism, the more I realized that fighting for women’s rights has too often become syn-
onymous with man-hating. If there is one thing I know for certain is that this has to stop. For the
record, feminism by definition is the belief that men and women should have equal rights and
opportunities. It is the theory of political, economic, and social equality of the sexes. When I was
8, I was called bossy because I wanted to direct a play we would put on for our parents. When
at 14, I started to be sexualized by certain elements of the media. At 15, my girlfriends started
dropping out of sports teams because they didn’t want to appear masculine. At 18, my male
friends were unable to express their feelings.

I decided that I was a feminist. This seemed uncomplicated to me. But my recent research
has shown me that feminism has become an unpopular word. Women are choosing not to iden-
tify as feminists. Apparently, [women’s expression is] seen as too strong, too aggressive, isolat-
ing, and anti-men, unattractive even...

Men, I would like to give this opportunity to extend your formal invitation. Gender equality is
your issue, too. Because to date, I’ve seen my father’s role as a parent being valued less by so-
ciety. I’ve seen young men suffering from mental illness, unable to ask for help for fear it would
make them less of a man. In fact, in the UK, suicide is the biggest killer of men between 20 to
49, eclipsing road accidents, cancer, and heart disease. I’ve seen men fragile and insecure by
what constitutes male success. Men don’t have the benefits of equality, either... If you believe in
equality, you might be one of the inadvertent feminists I spoke of earlier and for this I applaud
you. We must strive for a united world but the good news is we have a platform. It is called
HeForShe. I invite you to step forward, to be seen and I ask yourself: if not me, who? If

not now, when? Thank you."

1. Write your assertion with textual evidence.

2. Write your counterclaim with textual evidence.

30 25 20 10 5
The claims is clear, The claims is clear, The claims is clear, The claims is clear, The claims is not
comprehensive and comprehensive and comprehensive but but not comprehen- clear, not compre-
well- organized and well- organized but not organized sive, not organized hensive and not
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is free from gram- contains grammati- contains grammati- and contains gram- well- organized and
matical errors. cal errors. cal errors matical errors contains grammati-
cal errors

Activity V-A POST TEST. Read the statements carefully and determine if they are TRUE or
FALSE.

1. Critical reading is simply recognition of the text’s meaning and restating it in your own words.

2. Critical reading examines the author’s choice of content, language and structure.

3. Critical reading teaches the readers to accept all the presented facts without further examina-
tion.

4. A statement of fact can be verified through experimentation, personal observation or credible

sources.

5. A statement of opinion needs further evidence and other valid supporting details to be proven
true.

6. Being able to make an assertion is enough to formulate counterclaims.

7. Analyzing an argument is important in formulating counterclaims.

8. Claim is a statement that addresses opposing viewpoints.

9. Critical thinking concerns in determining the quality of our beliefs.

10. Counterclaim is a contrasting perspective to the argument.

Activity V-B POST TEST. Read each item carefully. Choose the correct answer by writing the
letter on your answer sheet.

1. It is information gathered from the text that supports your evaluative statements.

A. Assertion C. Textual Evidence

B. Evaluative Statement D. Counterclaim

2. It is a statement used to make a declaration or to express strong belief on a particular

topic, often without evidence.

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A. Assertion C. Textual Evidence

B. Evaluative Statement D. Counterclaim

3. It is a statement that you can make to reflect your judgment and generalization about

a text that you have read.

A. Assertion C. Textual Evidence

B. Evaluative Statement D. Counterclaim

4. These are statements that oppose the claims of the writer in the text.

A. Assertion C. Textual Evidence

B. Evaluative Statement D. Counterclaim

5. In formulating assertions and counterclaims about a text, it is important to support one’s

statement with __________.

A. Assertion C. Textual Evidence

B. Evaluative Statement D. Counterclaim

6. It is the act of mentioning a specific section of the text like an event or action.

A. Referencing C. Summarizing

B. Paraphrasing D. Quoting

7. It is stating a part of a text in the exact way it was written.

A. Referencing C. Summarizing

B. Paraphrasing D. Quoting

8. It is restating the text in your own words.

A. Referencing C. Summarizing

B. Paraphrasing D. Quoting
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9. It is restating the text in a shorter way using your own words.

A. Referencing C. Summarizing

B. Paraphrasing D. Quoting

10. Textual evidence weakens the assertion or counterclaims about a text.

A. True C. Maybe

B. False D. It depends

Subject: Reading and Writing Skills – Module II