Week 1

Introduction to Critical Reading

What is critical reading?
 It is explained as the manner of engaging yourself in what
you read by asking questions like:

“what does the author mean?”

“what message is being
conveyed in the text”
“what is the argument raised?”

 The process of critical reading involves raising a reasoned, logical and balanced
argument that analyzes and evaluates the text.
 Thus, being a critical reader means that you have achieved a higher level of
comprehension, have stayed open-minded all throughout, and have continued to learn
and embrace knowledge and wisdom outside your own standards and beliefs.
 To critically read a text is to apply your discretion to what you are reading. You do
not take everything you read at face value. You will be faced with the writer’s insights
and interpretations when reading texts for academic purposes.
 Expectedly, different writers have their own points of view and biases. For this
reason, critically examining everything you read to check for intentional and
unintentional
omissions, grounds for arguments, and inconsistencies is of utmost importance.
 You will be expected to understand and interpret different viewpoints in the academe,
which are important in making your own judgments.
What does critically reading reflects on?
1. Context of a text-The reader should be able to interpret and explain the main points of the text
on his or her own words.
2. Descriptions in a text- The reader should be able to create his or her own examples based
from the described key points and be able to compare them with other texts of the same
topic
3. Interpretation of a text-The reader should be able to objectively analyze
the text in parts and in whole.

“Critical reading allows a reader to understand the content of the text, the descriptions
contained, and the interpretation of the author in order to scrutinize the elements involved,
including the style, composition and language. “

CRITICAL READING AS A DAILY ROUTINE

 READING TAKES A LOT OF TIME, ESPECIALLY IN HIGHER EDUCATION
WHERE EVALUATION AND analysis are staple parts of the reading process.
 READING FOR ACADEMIC PURPOSES NEED NOT BE CHALLENGING. IT IS,
AND SHOULD always be, an active process which leads to the development of the
reader.
 THIS IS bound to happen only when the reader becomes consistently conscious of
the nature and content of the text, and everything that the author implies behind the
text.
 read not only the text but also the mind who wrote it.
  We learn more perspectives in life the more we read.
 Hence, making reading a habit widens our horizons and allows us to always look at the
bigger picture from a vantage point.
 Making critical reading a habit does not only require you to read every day but also
to absorb as much as you can, to integrate the valuable ones to your own principles
and values, and to adopt the attitude necessary to keep yourself inspired in reading.

HOW READING DEVELOPS?

 We learn to add new words to our vocabulary on a daily basis, and use them in our
own sentences.
 We start challenging what textbook call “facts” as we adopt a skeptic attitude,
which leads to curiosity and later on, discovery.
 We start asking and start answering questions. Finally, we learn to integrate reading
and learning in the truest sense.
 As we progress down the academic path and absorb more bits of knowledge and
perspectives, our principles, values and beliefs also start crumble, some of which are
permanently changed through the influence of other sources and people.
 The wide gamut of information available to us makes thinking more complex as we have
to consider more things than usual.
 Our accumulating experience also adds challenge, although these inevitable factors are
necessary for learning and progression.
 This process of transitioning from mere data gathering to a deeper level of consciousness
that involves analysis and evaluation is crucial for our own personal development and
professional advancement.
 The more we develop our reading capacity, the more proficient we become in
accepting and rejecting what we read.
 This, by nature, is practicing critical reading to the best of our abilities.

GOAL OF READING
  ACADEMIC PURPOSES
 PROFESSIONAL GROWTH
 ENTERTAINMENT
 GAIN NEW KNOWLEDGE

1. WE READ FACTUAL INFORMATION, OR AT LEAST, TRY TO, AMIDST THE

WORLD OF FAKE news and unverified information in the internet.
2. Depending upon the reader, a level of interpretation may be applied, and if reading
fiction as part of an English Literature degree, then analysis of the author's writing style,
motives, and other elements is imperative.
3. A LOT OF PEOPLE READ NEWSPAPERS IN PRINT OR ONLINE. THEY DO IT TO
BE INFORMED.- However, since bias and partisan politics are widespread in mass
media, opinions are sometimes delivered as factual statements.This is damaging to
learning as influence is sometimes brought not by value but by popularity.
 One example of this is the proliferation of fake news as told by some social media
influencers who click before they think. This is irresponsible but remains tolerated by
many people until now. Thus, the goal of reading should be to learn, not to be
updated with what famous people are talking about.

 STUDENTS do not realize is that this mindset and attitude may only be helpful to a
certain degree when still studying, not when venturing in the real world as a professional.

 Furthermore, this mindset is the reason why not all students who graduate display
competitiveness and efficiency at work.

 Lastly, many students read to memorize, and not read to comprehend, analyze,
and interpret the text.
 This is the reason why memorization is considered as the lowest form of intelligence.

ADOPTING HEALTHY ATTITUDE IN READING

 LEARN MEANING AND IDENTIFY VALUE RATHER THAN

ABSORB EVERYTHING AT FACE VALUE.
 ABLE TO FOLLOW THE FLOW OF THE STORY AND PREDICT what’s bound to
happen by drawing conclusions
 MAKE INFERENCES AS PRIORITY over being able to familiarize yourself with
the specific details.
How to keep positive attitude when reading
 EQUIP YOURSELF WITH THE RIGHT TOOLS-One has to equip himself or
herself with
tools that make learning more convenient and less tiresome.
 MAKE A QUALITY DICTIONARY available for access at all times-Use this in
case you encounter unfamiliar terminologies that cannot be understood with context
clues alone.
  EMOTIONALLY DETACH yourself from the text.- Subjective reading clouds
judgment. In fact, many authors try to influence readers by using their own emotions
against them.
One has to maintain objectivity when reading as this allows a person to analyze the text
using logic and not feelings.

Differentiating Facts from Interpretation

 NON-CRITICAL READERS
 Text is a source of fact. They memorize to absorb "so called" facts.
 When studying history, they believe the book that describes events
the clearest

 CRITICAL READERS
 When studying history, they gather as much information as possible,
stitch the different interpretations together, and validate the ones that are
supported by logical or scientific explanations.
 A text only provides the author’s own interpretation of facts. This
interpretation may be considered valid or invalid.
WEEK 2

The Nature of the Text

-Knowing more about the nature of the text prepares you better in understanding the topic,
following references, raising arguments and flowing with the discussion.

What questions should you raise?

1. What is the title? Does it reflect the topic?
2. What details, style and arguments do you expect?
3. What do you currently know about the topic? Are there gaps and grey areas with
your current knowledge of the topic?
4. Is there any need for background reading prior to reading the current text in order
to make understanding faster and more fluid?
“These information are often reflected on the cover, preface and table of content of the book.
For stories, the synopsis at the back can give you the information that you need. “

Who are the stakeholders?

1. Who is in concern in the issue?

 2. Who controls the result of the issue?
3. Who are the key decision makers or key contributors in creating and resolving the issue?
4. Who is affected by the issue?

“Quipping yourself with prior knowledge before reading the text can help you identify the
biases of the authors, and possibly the unintentional errors.

What do you know about the author?

 What is the background of the author?
 What are his or her goals in writing the text?
 What do you know about the author?
o It is possible that the text is no longer consistent with the author’s prior works
or statements, so you need to consider some information:
o When was the text published?
o Where was it published?
o Who was the publisher?
 These information can help the reader understand the reason behind the
inconsistency. The text may no longer be updated or may be the updated one.
 The place of publication may also prompt the author to slightly alter the content to fit in
the culture of the target readers in a particular area.
 Sometimes, the publisher also influences the creative direction of the book, so the author
might write things that he or she does not fully agree with, all of the sake of
marketability. This happens not only in the publishing industry but also in the music
industry where artistry is sacrificed for commercial appeal.

ACADEMIC AND NON-ACADEMIC TEXTS

 Learning how to separate academic texts from non-academic texts is an
imperative for students as this knowledge is needed in researching, reviewing and
passing assessments. But how do they differ from each other exactly?
 ACADEMIC ARTICLE
-These are written by experts in a particular field.
They are not self published. Rather, the manuscript goes through a series of editing,
typesetting and quality checking performed by other experts in a peer-review
setting. The language used here is formal, sometimes containing jargons and other
technical stylistic choices.
-The authors are well represented in academic articles as their names, credentials and
affiliations build the text’s credibility and reputation. The references are also
compiled to support the veracity of all information included in the text.
-Lastly, academic articles are considered as primary sources as they have been
scientifically and systematically researched and written. They also undergo strict
peerreview process, which sometimes takes years to finish.

 NON-ACADEMIC ARTICLES
-These are written for the mass public.
 They are published quickly and can be written by anyone. Authorship is not limited to
credentials, writing ability or substance, as fame, with or without credibility,
sometimes suffices as qualification for writing non-academic articles.
There are also times when creativity is favored over credibility.
-Because these texts are non-scientific and non-systematic, references are not
required and consistency is a choice, not a requirement.
Informality may be preferred over formality since these texts normally target the
masses and not the experts and professionals.
A reference list is optional as well.
-Non-academic articles are considered as secondary sources and should never be
prioritized over academic articles as references.
Most of your references should also come from academic articles, not non-academic
articles to uphold credibility.

WEEK 3-
STEPS IN CRITICAL READING

 Developing the Habit- In order to make critical reading a habit, one needs to
have the genuine desire to learn and discover new things. There should be a
compelling reason to stick with it as a habit, and that is to develop oneself and
achieve competitiveness in the future.
There are different practical strategies to develop critical reading as a habit. Anyone can
practice them, and with time and diligence, the transformation of the habit that you desire is
bound to happen.

1. Prioritize reading- It is understandable for everyone to get busy at times, making

reading a more challenging task. However, putting reading atop your priority list
by allotting a time-specific schedule makes hitting your goal more realistic. You
can also create a timetable to ensure your progress.
2. Find informative books of good value- Good books are not merely entertaining.
They are worth reading for their substance—for the golden knowledge and wisdom
they possess that can help you achieve your goals in life, whether it is in school, at
work or at home. Finding them can be challenging, though, especially nowadays
that choices abound, some of which showcase low quality due to substandard
editing or self-publication.
3. Have your reading habit planned- You basically add one more chore to your already
busy day when you set a schedule for reading on a daily basis. Hence, you also have to
identify one or more time-wasting activities that do not pose much value to your life.
These unproductive, usually unhealthy activities, should be removed from your
routines until only the productive ones remain.
4. Do not limit your reading habit- Read as much as you can, as often as you
want. Don’t limit your reading time to a few minutes per day when you have more
time to spare. Eventually, you might notice that your writing skills also improve
due to the new concepts, styles, vocabulary and information that you constantly
learn.
5. Be a morning reader- Experts recommend reading early in the morning because the
mind is clearer and the body is most relaxed at this time. This makes concentration
easier, which improves your
6. Try speed reading- Speed reading allows you to cover and finish books much faster
without sacrificing comprehension. This does not mean reading every word and every
 sentence so quickly that comprehension is no longer happening. What this means is
you target specific information within the text, apply reading patterns throughout the
pages, and skip unnecessary parts to make reading faster learning capacity by miles. In
fact, the effect would still be beneficial even if you try to wake up earlier than usual.
Anyway, waking up earlier is only bound to be challenging during the first few days.
Your biological clock will adjust automatically once you make this a habit.

The Critical Reading Process

Step 1: Analyze the critical reading components

Step 2: Practice pre-reading activities
Step 3: List down questions.
Step 4: Take down notes
Step 5: Evaluate the text
Step 6: Mind map from memory
Step 7: Consolidate your knowledge

READING STRATEGIES
1. Improve your vocabulary - Read a wide range of texts to give yourself a varied
vocabulary background.Have a dictionary at all times. Never assume the meaning of a
word that you are unfamiliar with.Keep a vocabulary journal where you write down all
words that you learn on a daily or weekly basis
2. Mind your reading comprehension skills- Try to recall and explain key poins in your
own words after each sections. Avoid reading at a slower pace just to compensate for
your comprehension level. Use line guide to keep focused on the text and avoid having
your eyes wander around.
3. Improve your reading speed- Keep in mind that the reading pace depends on the
type of materials you are reading and your goal.Proactively focus on 2-4 words at a
time instead of fixating on a per word reading basis
a. Read with your eyes and mind.
b. Practice makes perfect.
c. Force yourself to read at a faster rate for short periods of time.
d. Go at a speed that is uncomfortable but you are still comprehending the
material.
e. Avoid rereading as much as possible.
4. Apply SQ3R Method - Survey, Question, Read, Recite and Review- This is an
active reading method that, although will seem time consuming at the beginning, can
still enhance your reading comprehension and learning efficiency.
 SURVEY - Scan over the table of contents of a new book to have a clear
understanding of its content and plan your reading in advance.
Survey the entire chapter before you start reading
Look at the title and all subtitles to know what the chapter is about and how it is
broken up into parts.
Look at the end of the chapter aids, such as questions, summaries, etc
Read the introduction and/or first paragraph first.

 QUESTION- Turn the subheadings into questions before proceeding to read.

Create questions from information printed in the margins.
Create questions for each graph presented. Try writing out the questions.
 Turn the subheadings into questions before proceeding to read.
Create questions from information printed in the margins.
Create questions for each graph presented.
Try writing out the questions.

o Identify the topic.

o Find the main idea.
o Look for the supporting details
o Underline the main idea

 RECITE- Take time to paraphrase what you read out loud while reading.
Try to associate read material with life experience.
 REVIEW- Review starts with organization.Review your notes and questions
created for the daily lesson or chapter.
o Review the highlighted areas of your text.
o Review the comments you made in the text as you read.
o Recite the main points of each section of the chapter.
o Review your index card file.
• Develop study aids like mnemonics for material you must memorize.
• Create an outline from your texts.
• Recite the information daily to ensure automatic recall and true learning.
• Check and recheck the information where you hesitate.

5. Do skimming-
What is skimming?
• Speedy reading for general meaning.
• Lets your eyes skip over sentences or phrases that contain details.
• Allows you to concentrate on identifying the central or main points.
• Pre-views a selection of text prior to detailed reading.
• Refreshes understanding of a text following detailed reading.
• Speed reading at basic level.
• Works best with non-fiction or factual texts.
• Speed ranges from 700-1000 words per minute.
 SKIMMING- This speed reading process takes place while reading and allows you to
look for details in addition to the main ideas.Many people think that it is a haphazard
process placing the eyes where ever they fall. However, to skim effectively, there has to be
a structure but you don’t read everything. Skimming will help you locate the information
quickly. It will also increase the amount of usable material you obtain for your research.
You can use skimming when you need to review the material you learned without rereading
everything. You can try reading the first few paragraphs in detail to get a good idea of what
information will be discussed.
In order to know whether to use skimming, one must answer yes to any of these questions.
• Is this material non-fiction?
• Do I have a lot to read and only a small amount of time?
• Do I already know something about this?
• Can any of the material be skipped?

6. Do scanning- What is scanning?

• Passing the vision speedily over a selection of text to find specific words or phrases.
• Skipping over large portions of texts to find what you are looking form
• Speed ranges above 1000 words per minute
 • Covers more area than skimming within the same amount of time.
• Does not require reading of entire texts.
• May be limited to specific information and may not help the reader understand the
general idea.
•
 SCANNING- Know what you are looking for. Decide on a few key words or phrases–
search terms, if you will. You will be a flesh-and-blood search engine.Look for only one
keyword at a time. If you use multiple keywords, do multiple scans.
Let your eyes float rapidly down the page until you find the word or phrase you want.
When your eye catches one of your keywords, read the surrounding material carefully.

SCANNING VS SKIMING

5.
6.
7.

7 .Make Inferences- Inferences - means concluding based on knowledge and experience.Ability

to understand implicit messages conveyed by a writer based on the reader’s schema or
 background knowledge. Take two or more details from the reading and see if you can draw a
conclusion. When you are asked an inference question, go back over the reading and look for
hints within the text.

Definition of terms.

Inferring- deduce or conclude (information) from evidence and reasoning rather than from explicit
statements.
Questioning- To ask queries or enlightenment.
Scanning- is reading rapidly in order to find specific facts.
Mnemonic Device- any learning technique that aids information retention or retrieval (remembering) in the
human memory for better understanding.
Skimming- is reading rapidly in order to get a general overview of the material.
Drawing Conclusion- refers to information that is implied or inferred. This means that the information is
never clearly stated. Writers often tell you more than they say directly.
Paraphrasing- express the meaning of (the writer or speaker or something written or spoken) using
different words, especially to achieve greater clarity."you can either quote or paraphrase literary texts"
Concept/Mind Mapping- A concept map connects many ideas or concepts, while mind maps focus on one
idea.
Digital Object Identifier- provide actionable, interoperable, persistent links to information about the
objects they reference.
Speed reading.- the process of rapidly recognizing and absorbing phrases or sentences on a page all at
once, rather than identifying individual words.
Parts of a text --- Introduction, body and conclusion
Summarizing-- to express the most important facts or ideas about something or someone in a short and
clear form
annotations- a note of explanation or comment added to a text or diagram.
Highlighting- to attract attention to or emphasize something importan
Taking notes- a method of recording temporary but essential information for greater performance.
Summary-a short, clear description that gives the main facts or ideas about something: At the end of the
news, they often give you a summary of the main stories.
Dilatory - tending or intended to cause delay. dilatory tactics. 2. : tending to be late : tardy.
Overview- a general review or summary of a subject.
Outline- a general plan of the material that is to be presented in a speech or a paper. The outline shows the
order of the various topics, the relative importance of each, and the relationship between the various parts.
Synoptic- affording a general view of a whole
Denotation- Denotation is the literal or primary meaning of a word, in contrast to the feelings or ideas that
the word suggests.
Connotation- is an idea or feeling that a word invokes in addition to its literal or primary meaning.
Non-academic texts- writings that are informal and dedicated to a lay audience. Articles, e-mail messages,
text messages, journal writing, and letters are some examples of nonacademic text.
Mind mapping- writing down a central theme and thinking of new and related ideas which radiate out from
the centre.
Citation- a way of giving credit when certain material in your work came from another source. It also gives
your readers the information necessary to find that source again-- it provides an important roadmap to your
research process.
Synopsis- is a condensed statement or outline (as of a narrative or treatise) : abstract.
Credibility- meaning of CREDIBILITY is the quality or power of inspiring belief.
Glossary - an alphabetical list of terms or words found in or relating to a specific subject, text, or dialect,
with explanations; a brief dictionary.
SQR- Survey, Question, Read, Recite and Review ---- This is an active reading method that, although will
seem time consuming at the beginning, can still enhance your reading comprehension and learning
efficiency.