READING AND WRITING SKILLS – GRADE 11

Name: ______________________________________ Date: ____________________

Grade: ______________________________________ Section: ___________________

Quarter: 4 Week: 2 MELC(s): Explain critical reading as reasoning (EN11/12RWS-IVac8)

Title of Textbook/LM to Study: Reading and Writing Skills
 Chapter: 5 Pages: 1-18 Topic: Critical Reading as Reasoning
 Objectives: 1. Identify the different types of claims;
2. Define critical reading and reasoning;
3. Write an argument using critical reading as reasoning;

Let Us Discover

Critical reading is a process through which the reader evaluates claims, seeks
definition, judges information, demands proof, and questions assumptions. This type of
reading involves both effort and understanding because you analyze the author’s purpose in
writing the text and make judgement after carefully considering the message of the text
(Tiongson & Rodriguez, 2016). When you do this, you are also thinking critically. The ideas in
the figure below greatly contribute in developing critical reading.

Examining
the
Purpose of
the Text
Stating
arguments Gathering
and counter- information
arguments

CRITICAL
READING Importance
Communication
and
between the
relevance of
author and the
the
audience
information

Interaction
between
Presention
the reader
of ideas
and the
text

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 Reasoning, on the other hand, is concerned with the cognitive processes by which
the reader arrives at a conclusion from the important and meaningful ideas and information
that they comprehend or observe while reading the text (Khemlani, 2018). It is an act of
thinking about something in a logical, sensible way.
Thus, a critical reader must also be able to systematically identify the claims present
in the text. Claims are statements through which a writer conveys an idea. Claims usually fall
into three types:
1. Claim of Fact
This makes an assertion or statement that can be proven as true or false using
factual evidence.
Example: Studies show that washing hands frequently with soap and water,
and wearing facemask and face shield help prevent the spread of COVID-19

2. Claim of Value
This presents ideas that are either good or bad, better or worse, or right or
wrong. This is often influenced by moral beliefs, and preferences.
Example: The basic key to lessen COVID-19 cases is discipline among people.

3. Claim of Policy
This argues that certain condition should exist, and present solutions to
problems. This usually involves groups, organizations, or the society as a whole.
Example: Parents should be aware of the risks that COVID-19 can do to their
children if they allow them to just go around the malls.
To be a critical reader, you should not only know assertions, reasoning, and claims.
You should also know how to examine the opposing viewpoints, evidences and factual
information provided in the text. Thus, you need to analyze and make counterclaims in relation
to arguments. This will greatly help you become critical reader.

Counterclaims are claims made to rebut a previous claim. They provide contrasting
perspective to the main argument. The following questions will help you formulate
counterclaims:
 What are the major points in which you and the author can disagree?
 What is the strongest argument of the author?
 What is the weakness of the argument?
 What are the opposing viewpoints that may arise from the argument?

Let Us Try

Identify whether the statement is a Claim of Fact, Claim of Value, or Claim

of Policy. Write the correct answer on the blank.
____________1. Filipino people should respect the IATF health and saftey protocols on
COVID-19.
____________2. The Philippines has reached more that 800,000 cases of COVID-19.
____________3. Staying at home is a better way to avoid COVID-19 infection.
____________4. There have been relatively few COVID-19 infections among children.
____________5. Families with low-income should receive more aid from the government.

GSC-CID-LRMS-ESSLM, v.r. 02.00, Effective April 21, 2021

 Let Us Do

Complete the concept maps below by writing the words or phrases that you
can associate with the words in the middle, and answer the given question.

CRITICAL READING

REASONING

Essential Question:

How can critical reading be explained as reasoning?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Let Us Apply
Choose one from the given topics and write at least an argumentative essay
about it. Decide whether to take affirmative or negative side and support your
claim. (You may use a separate sheet for this)
Topics for Written Argument (Choose One)
a. Homeschooling is better than traditional schooling.
b. Climate change is the greatest threat facing humanity today.
c. Sunday lockdowns are effective to lessen COVID-19 infections.

Please apply the following:

a) Provide a title for your written argumentative essay;
b) Research about the needed information for the chosen topic; and,
c) Apply the critical reading, critical writing, reasoning, and claims in presenting the
arguments and counterclaims;

GSC-CID-LRMS-ESSLM, v.r. 02.00, Effective April 21, 2021

 Rubrics

Rubric for Written Arguments

4 3 2 1
(Exceeds (Meets (Approaching (Does Not Meet
Expectations) Expectations) Expectations) Expectations)
Argumentation The writing presents The writing presents The writing presents a The writing presents a
a very clear claim, a clear claim, clear claim, but vague claim, provides
provides evidence to provides evidence to provides little evidence no evidence to support
support it, and makes support it, and makes to support it, and it, and makes
very clear reasoning fairly clear reasoning makes vague confusing reasoning
relating the evidence relating the evidence reasoning relating the relating the evidence
evidence to the claim. to the claim.
to the claim. to the claim.
Evidence Very sufficient and Sufficient and Some sufficient and Only one or no
compelling evidences compelling evidences compelling evidences evidence is
are presented, and are presented. are presented. presented.
evidences that counter
alternative claims are
included.
Organization The claim, evidence, The claim, evidence, The claim, evidence, Claim, support,
and reasoning linking and reasoning linking and reasoning linking conclusion, and
them are presented them are presented them are not so structure are
in logical order, and in logical order, with presented in logical absent.
the conclusion conclusion reiterating order, and the
effectively the reasoning. conclusion simply
strengthens the claim restates the claim.
by displaying the
relationship.
Language Academic language Academic language Academic language Academic language
forms are used forms are used forms are attempted, forms are used
correctly and correctly and but some are incorrectly, or not at
consistently, except frequently. incorrect. all
for cases where
conversational
language is used for
specific effects.

References

2020 Most Essential Learning Competencies

DepEd K to 12 Senior High School Reading and Writing Curriculum Guide
Khemlani, S. (2018). Reasoning. United States of America: United States Naval Research
Laboratory. Retrieved from [Link]
Reasoning on May 20, 2020.
Tiongson, M.T. and Rodriguez, M.R. (2016). Reading and Writing.
Philippines: Rex Bookstore, Inc.

LAS Development Team

Writer: Jorgie P. Haw
Evaluator: Louie Mark G. Garvida
Illustrator:
Creative Arts Designer: Reggie D. Galindez
Education Program Supervisor: Ronnie R. Sunggay/Helen J. Ranan-Coordinator
Education Program Supervisor – Learning Resources: Sally A. Palomo
Curriculum and Instruction Division Chief: Juliet F. Lastimosa
Asst. Schools Division Superintendent: Carlos G. Susarno, Ph. D.
Schools Division Superintendent: Romelito G. Flores, CESO V

GSC-CID-LRMS-ESSLM, v.r. 02.00, Effective April 21, 2021