Critical reading, claims

Based on your ideas, tell
me what you think are the
qualities that a critical reader
SHOULD possess.

MECHANICS:
1. Please count one to four and then start grouping yourselves according to
your number and start making circles.
2. The task is to make a list of the characteristics of a critical reader in a
form of using graphic organizers. Graphic organizers can be made in
any way that you like.
3. Assign a leader and the group secretary, and the one who will represent the
group.
4. On your one fourth sheet of paper, the secretary will identify the members
of the group, the leader, the secretary, and the representative.
5. Ten minutes will be allocated for you to prepare and only two minutes will
be spared for the representatives to present.

ANALYTIC RUBRIC FOR GROUP ACTIVITIES
TRAITS 4 3 2 1
TIMELINESS
The group finished doing the task BEFORE
the time is up.
The group finished ON time. The group finished two minutes
AFTER the time is up.
The group finished five minutes after
the time is up.
TEAMWORK
Everyone is involved in the activity, and is
pitching in ideas during the brainstorming
process. The leader serves as the facilitator
of the group’s ideas.
A few of the members are not
participating and is merely making
UNWANTED noises inside the
classroom like bleating goats in the
meadows.
Only the leader, the representative,
the secretary and two members are
brainstorming, while most of the
other members are NOT participating.
The leader is the sole person who is
performing the activity.
CONTENT/IDEAS
The ideas are relevant, related, and level-
headed. The group managed to give
maximum of eight (8) sound ideas. The
grammar and spelling are superior, and
there are no errors.
The ideas are relevant, and level-
headed. The group managed to give
six (6) sound ideas, and THERE is a
MINIMAL error in spelling and
grammar.
The ideas are relevant, but some
doesn’t make sense. The group has
managed to give five (5) ideas.
The ideas are not really relevant, and
some doesn’t make much sense. The
group has managed to give four (4)
ideas.
CREATIVITY
The group is resourceful, and is able to make
the best out of the available resources. The
work is neat, organized, creative, and is
artistically made.
The group is able to present a work
that is neat, organized, creative, and
is artistically made.
The work is not very neat and
organized. It lacked creativity.
The work is unorganized, and lacks
creativity. The output looks like
something that is made in a haste.
PRESENTATION
The representative is able to present the
group’s work confidently and intelligently.
The representative is also able to back up
each idea very well, by the use of instances,
examples and facts.
The representative is able to present
the group’s work with confidence.
The representative is able to back
up each idea but failed to cite
instances, examples and facts.
The representative is able to present
the work with confidence. The
representative gave an explanation on
each idea but failed to explain it very
well. Claims used to defend each idea
are superficial. The representative is
merely “beating around the bush.”
The representative just read what was
written on their presentation.
BEHAVIOR
ALL of the members are FOCUSED on the
task at hand and is participating actively.
There is NO single member who is making
POINTLESS idle chit-chats with their
seatmates/classmates. There is also NO
member observed using his/her phones for
NO valid reason.
A few of the members are
conversing POINTLESS chit-chat with
other group mates or seat mates. A
few of them are also using phones.
Most of the members are NOT
participative; and is chit-chatting,
making UNWANTED noises on their
seats, and are using their phones
during the time allocated.
Only the leader, the representative,
and the secretary are involved in the
activity. ALL OF THE MEMBERS are
chit-chatting and are using their
phones. The group is also observed to
generate TOO much noise.
Reviewer’s

TO DO LIST:To explain critical reading as looking for ways of thinking;
To distinguish the three claims namely claim of fact,
policy and value;
Identifies claims explicitly or implicitly made in a written text
To cite the importance of critical reading in their daily lives;
To cite the importance of using well-grounded claims (fact,
policy, and value) in writing and/or reading;
To write a 100-word essay of a selected topic employing
claim of fact, policy and value; and
To write a 1000-word critique of a selected text on the
basis of its claim/s, context, and properties as a written
material.

GUIDE QUESTIONS:
1.What are the benefits of becoming a critical reader?
2.How does critical reading improve writing?
3.How can I effectively distinguish among claims of
fact, policy, and value?
4.Why do we need sufficient, relevant evidence, and
sound reasoning to support a claim?

YOU HAVE JUST WON
PHP 1, 000,000,000 FROM A
CONTEST! To claim your prize,
you need to provide your personal
information, along with some credit
card details.

Before believing such text, you must first ask
yourself things like this:
“Did I ever enter a contest?”
“Why is an unknown person asking me for my
personal details through text?”
“Is this text true?”
“Is it safe to believe?”

Every day, you encounter many
instances that require critical
thinking. Can someone give me
examples?

unbelievable advertisements
such as soaps that promise us
to kill 99.9% germs
when a politician keeps on
promising “unattainable”
things such as construction
of buildings, and making
college education FREE

So why do you think we
have to think critically?
Why is just thinking NOT
enough?

Before we believe in something,
we should first question it. This is
precisely why critical thinking,
especially as applied to reading is a
necessary skill to develop.

I. CRITICAL READING AS WAYS FOR CRITICAL THINKING
A. Critical Reading
B. Critical Thinking
C. Critical Reading Strategies
1. Keeping a reading journal
2. Annotating the text
3. Outlining the text
4. Summarizing the text
5. Questioning the text
II. IDENTIFYING AND ANALYZING CLAIMS
A. Determining explicit and implicit information
1. Explicit Information
2. Implicit Information
B. Defining claims
C. Distinguishing the three types of claims
1. Claim of Fact
2. Claim of Value
3. Claim of Policy

I. CRITICAL READING
AS WAYS TO
CRITICAL THINKING

Now, let’s define
critical thinking and
critical reading.

Whenever you read
something and you
evaluate claims, seek
definitions, judge
information, demand
proof, and question
assumptions, you are
thinking critically.
CRITICAL READING.
This type of reading
goes beyond passively
understanding a text,
because you process
the author’s words and
make judgments after
carefully considering
the reading’s message.

If we read
critically,
we think
critically.
Keep this in mind. . .

Why do we have
to read critically?
Do we really have to do that?

OF
COURSE,
THE
ANSWER
IS
YES.
We read critically to think
critically. We read critically
to make judgments.

Do you think when you
read a text you are
interacting with the writer
itself?

When we read critically we find out the
author’s views on something, we ask questions,
evaluate the strengths and weaknesses of the
author’s argument, and decide to agree or
disagree with it, it allows us to enter into a
dialogue with the author – thus deepening our
understanding of the issue or topic discussed.

Keep this in mind: “If we are
able to arrive at a sufficient
interpretation of the text, we
are already a critical and
active reader.”

C. CRITICAL READING STRATEGIES
1. Keeping a reading journal

1. Keeping a reading Journal
- Similar to keeping a diary - YOU as the writer is free to
express whatever was on your
mind. You are not bounded in
any rules.
- However, its contents are slightly
different to a diary. In a journal, you
write your feelings and ideas in
reaction to what you read/or your
reading assignment.
- This allows you to develop your
impressions of the text and
connect them to your personal
experiences.
- This also allows you to relate
to the essay and understand
the author’s ideas.

“. . . beauty is a form of genius – higher
indeed, than genius, as it needs no
explanation.”
– An excerpt from The Picture of Dorian
Gray by Oscar Wilde
Upon picking this quote, in your journal, you will express
your ideas or feelings or reactions about this statement. You can
also explain this quote by relating it to your beliefs and
experiences.

- Annotating the text simply means
making notes on your copy of the
reading.
- includes highlighting, or
underlining important passages
and writing notes, comments,
questions, and reactions on the
margins.
By doing this, you are already
entering into a dialogue with
the author and NOT just
passively reading the text.
- Take note that it is BEST
to annotate the text one
you have read it and
understand it properly.

- To read critically, we create a
rough outline of what we read.
Since we made a rough outline of the text,
we can see how the author structures,
sequences, and connects his ideas.

- Similar to outlining - You get the gist of the text
- A summary consists of
getting the main points of
the essay and the
supporting details.
- Summarizing is an important skill in reading for you are able to
recognize and differentiate major and minor points in the text.
- Just like in outlining, we also locate
the thesis statement and topic
sentences. The supporting details in
a paragraph and succeeding
paragraphs may be used to clarify
the writer’s point

EXAMPLE:
when we give a
summary/
synopsis of a
movie or a novel

- Questioning the text
involves asking
specific questions on
points that you are
skeptical (doubtful)
about.
We DOUBT when
what a
person/author says
FAIL to meet our
expectations or our
personal views.

In reading something, these are the following questions that can be
asked:
- What type of audience is addressed?
- What are the writer’s assumptions?
- What are the writer’s intentions?
- How well does the writer accomplished these?
- How convincing is the evidence presented?
- How reliable are the sources? Are they merely based on personal
experience, scientific data, or outside authorities?
- Did the writer address opposed the views on the issue?
- Is the writer persuasive in his/her perspective?

Based on the discussion, what
are the benefits of becoming a
critical reader?

What do you think are the benefits
of critical reading in writing?

II. IDENTIFYING
AND ANALYZING
CLAIMS

A. DETERMINING EXPLICIT AND IMPLICIT INFORMATION
1. EXPLICIT INFORMATION
- is clearly written and
explained in the text so that
the reader will not be
confused

If something is explicit it is in the text -
there is evidence that you can point to
- it can be a fact or an opinion, but it is
there in black and white.
For example: the text says "George did
not like dogs and had never owned
one."

EXPLICIT INFORMATION EXAMPLE:
1 Karla, my brother’s new girlfriend, is a catlike creature. 2 Framing her face is a
layer of sleek black hair that always looks just-combed. 3 Her face, with its wide
forehead, sharp cheekbones, and narrow, pointed chin, resembles a triangle. 4 Karla’s
skin is a soft, velvety brown. 5 Her large brown eyes slant upward at the corners, and
she emphasizes their angle with a sweep of maroon eye shadow. 6 Karla’s habit of
looking sidelong out of the tail of her eyes makes her appear cautious, as if she were
expecting something to sneak up on her. 7 Her nose is small and flat. 8 The sharply
outlined depression under it leads the observer’s eye to a pair of red-tinted lips. 9 With
their slight upward tilt at the corners, Karla’s lips make her seem self-satisfied and
secretly pleased. 10 One reason Karla may be happy is that she recently was asked to
be in a local beauty contest. 11 Her long neck and slim body are perfectly in proportion
with her face. 12 Karla manages to look elegant and sleek no matter how she is standing
or sitting, for her body seems to be made up of graceful angles. 13 Her slender hands
are tipped with long, polished nails. 14 Her narrow feet are long, too, but they appear
delicate even in flat-soled running shoes. 15 Somehow, Karla would look perfect in a
cat’s jeweled collar.

EXPLICIT INFORMATION EXAMPLE:
1 The pet shop in the mall is a depressing place. 2 A display
window attracts passersby who stare at the prisoners penned
inside. 3 In the right-hand side of the window, two puppies press
their forepaws against the glass and attempt to lick the human
hands that press from the outside. 4 A cardboard barrier separates
the dogs from several black-and-white kittens piled together in the
opposite end of the window. 5 Inside the shop, rows of wire cages
line one wall from top to bottom. 6 At first, it is hard to tell whether
a bird, hamster, gerbil, cat, or dog is locked inside each cage.

7 Only an occasional movement or clawing, shuffling sound tells visitors that living
creatures are inside. 8 Running down the center of the store is a line of large wooden
perches that look like coat racks. 9 When customers pass by, the parrots and mynahs
chained to these perches flutter their clipped wings in a useless attempt to escape. 10
At the end of this center aisle is a large plastic tub of dirty, stagnant-looking water
containing a few motionless turtles. 11 The shelves against the left-hand wall are
packed with all kinds of pet-related items. 12 The smell inside the entire shop is an
unpleasant mixture of strong chemical deodorizers, urine-soaked newspapers, and
musty sawdust. 13 Because so many animals are crammed together, the normally
pleasant, slightly milky smell of the puppies and kittens is sour and strong. 14 The
droppings inside the uncleaned birdcages give off a dry, stinging odor. 15 Visitors hurry
out of the shop, anxious to feel fresh air and sunlight. 16 The animals stay on.

2. IMPLICIT INFORMATION is something
that is implied, but not stated outright in
the text. The writer’s ideas are not
explicitly stated. For his/her intentions to
be revealed, the writer merely uses clues,
hints, words, or symbols to point out her
point.

For you to understand and unearth
the writer’s “concealed” information
in a text, you have to make an
inference.

inferencen. The reasoning involved in drawing a
conclusion or making a logical judgment
on the basis of circumstantial evidence
and prior conclusions rather than on the
basis of direct observation

If something is implied (or implicit)
it is being suggested by the text.
For example: the text says "George
moved away from the dog, he'd
never owned one."

Another example:
With a lean built, broad, muscular, and reliable
shoulders, tall stature, and a majestic face --
thick volume of platinum-blonde lashes
rivalling the color of his wavy and soft hair, tall,
proud nose, and eyes on the deep shade of
electric blue, Hethan Asril was used on getting
what he wants.

IMPLICIT INFORMATION EXAMPLE:
National strength can only be built on character. A nation is
nothing more nor less than its citizenry. It is the people that make up the
nation and, therefore, it cannot be stronger that its component parts.
Their weakness is its failings, their strength is power. Show me a people
composed of vigorous, sturdy individuals, of men and women healthy in
mind and body; courteous, brave, industrious, self-reliant; purposeful in
thought as well as in action; imbued with sound patriotism and a
profound sense of righteousness; with high social ideals and a strong
moral fiber; and I will show you a great nation, a nation that will not be
submerged, a nation that will emerge victorious from the trials and bitter
strifes of a distracted world, a nation that will live forever, sharing the
common task of advancing the welfare and promoting the happiness of
mankind.
The strength of a nation is
founded on the character of its
people.

The Filipino of today is soft, easy-going. His tendency is towards
parasitism. He is uninclined to sustained strenuous effort! He lacks
earnestness. Face-saving is the dominant note in the confused
symphony of his existence. His sense of righteousness is often dulled
with the desire of personal gain. His norm of conduct is generally
prompted by expediency rather than by principle. He shows a failing in
that superb courage which impels action because it is right, even at the
cost of self-sacrifice. His greatest fear is not to do wrong, but of being
caught doing wrong. He is frivolous in his view of life. His conception of
virtue is many times conventional. He takes his religion lightly. He thinks
that lip-service and profession are equivalent to deep and abiding faith.
He is inconstant; he lacks perseverance; the first obstacles baffle him,
and he easily admits defeat.
The Filipinos nowadays
are more selfish than
they were in the past.

I have an abiding faith in our people. I know that they have all the faculties
needed to become a powerful and enlightened nation. The Filipino is not inferior
to any man of any race. His physical, intellectual, and moral qualities are as
excellent as those of the proudest stock of mankind. But some of these qualities, I
am constrained to admit, have become dormant in recent years. If we compare
our individual and civic traits with those that adorned our forefathers, we will find, I
fear, that we, the Filipinos of today, have lost much of the moral strength and
power for growth of our ancestors. They were strong-willed, earnest, adventurous
people. They had traditions potent in influence in their lives, individually and
collectively. They had the courage to be pioneers, to brave the seas, clear the
forest and erect towns and cities upon the wilderness. They led a life of toil and
communal service. Each one considered himself an active part of the body politic.
But those traditions are either lost or forgotten. They exist only as a hazy-mist in
our distant past.
Today’s Filipinos, compared to
their ancestors, have lost the
power for growth because they
live in easier circumstances.

B. DEFINING CLAIMS
- an important skill that is needed in critical
reading: the skill to evaluate the claims of an
author
- When we define claims, we refer on the text and
recognize the writer’s arguments (claims) and
evidence so that we can judge the writer’s work.

claim(s)n. the point we are
proving
stance regarding a topic
central argument or
thesis statement
most important
part of the text
proved by providing details, explanations, and other types of evidence
USUALLY found in the introduction or
in the first few paragraphs of the text

C. DISTINGUISHING THE THREE
TYPES OF CLAIMS
1. Claim of FACT
- state a quantifiable assertion, or a measurable topic
- assert that sth has existed, exists, or will exist
based on some data
- rely on reliable sources or systematic procedures to
be validated
- usually answer a “what” question

2. Claim of VALUE
- assert sth can be qualified
- consists of arguments about moral, philosophical or
aesthetic topics
- always prove that some values are more or less
desirable compared to others
- attempt to explain how problems, situations, or issues
ought to be valued

3. Claim of POLICY
- posit that specific actions should be
chosen as solutions to a particular problem
- KEYWORDS: “should,” “ought to,” and/or
“must”
- usually answer “HOW” questions

IDENTIFYING CLAIMS
Identify each statement below if it is a claim of fact,
value or policy.
_______1. National strength can only be built on character.
_______2. The Filipinos of the past became strong-willed, earnest,
and adventurous by necessity: they had to brave the seas, clear
the forest, and erect towns and cities upon the wilderness in order
to establish communities.
_______3. To insure the accomplishment of this task of national
spiritual reconstruction, we shall formulate and adopt a social code
that can be explained in the schools, preached from the pulpits,
and taught in the streets and plazas, and in the remotest corners
of our land.
VALUE
FACT
POLICY

Directions: Identify if each statement is a claim of fact, policy or value. Write
your answer on the space before the item number.
____ 1. I believe that tigers are better than lions.
____ 2. ISU should ban guitar playing near school buildings.
____ 3. Love is more valuable than money.
____ 4. Freshmen should not be allowed to wear shoes to class.
____ 5. O.J. did it!
____ 6. Teen pregnancy can be solved by free sex ed classes.
____ 7. Regular exercise is good for your health.
____ 8. Bad teen influences like Lindsay Lohan should be banned from TV.
____9. In 1492 Columbus sailed the ocean blue.
VALUE
POLICY
VALUE
POLICY
FACT
POLICY
FACT
POLICY
FACT

HOW TOMAKE ACRITIQUEOF A TEXT
1. What are your reactions towards the author’s claims/arguments/impressions in the
text? Do you agree with it? Or not? If yes/no, state your reasons why.
2. What type of audience is addressed?
3. What are the writer’s assumptions?
4. What are the writer’s intentions? How well does the writer accomplish these?
5. How convincing is the evidence presented?
6. How reliable are the sources? Are they merely based on personal experience, scientific
data, or outside authorities?
7. Did the writer address opposing views on the issue?
8. Is the writer persuasive in his/her perspective?
9. Has the writer considered organization, coherence and cohesion, language use, and
mechanics in the text? Why? How? Cite examples by pointing out some
lines/sentences/phrases in the text.

In brandishing a double-edged sword
“Einstein: I fear the day when technology will surpass our human
interaction. The world will have a generation of idiots.”
Statistics show that more than 2,000 adults by Harris Poll finds
that almost 93 percent of millennials admit to using their phones
before sleeping, nearly 80 percent in the restroom and 43 percent while
stopped at a red light. Moreover, more than half of the subjects from
the age bracket 18-to-34-year-old generation use smartphones while
eating with their family, and 72 percent of all generations surveyed
believe that relationships will be less authentic in 10 years because of
technology.

With the sudden popularity and high demand for smartphones,
our interaction with the people within our circles seemed to be less
frequent. Teenagers who are too engrossed browsing and scrolling the
screen of their smartphones started to be oblivious of their
surroundings. Families who go out to eat at food establishments with
Wi-Fi connection pay more attention to their gadgets and surf the net
than chat with each other. Millennials interact with their phones more
than anyone else, that the bonding that should be realized in going out
with friends, engaging in an intimate date with your special someone
and family time greatly suffer from each company’s apathy. With this
view in mind, everyone can surmise that technology is dehumanizing
us.

On the contrary, technology, in many different
forms, sizes, units, brands, and models are essential to
us. Forgetting it at home, or having it low-bat feels like
we’re cast away survivors and we start to be tormented
by the agonizing boredom. However, besides
alleviating ‘ennui’, it can also serve as our study
companions and being it handy and mobile, we can
study on the go. In addition to this, one of the services
technology can give us is that they can help us manage
our health, and in streamlining tasks.

Thanks to Einstein’s prophetical quote, we’ve been branded as
indifferent fools that depended too much on scraps of metal that do
everything we ask them for. Because of this, we are missing something
important. It is the genuine and precious time for being together with
our loved ones. We don’t have all the time in the world, so until you
have time to express your love for your family and friends, drop those
gadgets and avert your eyes away from it, until it’s not too late.
Social media, along with technology, makes me wonder why it is
called “social media”. This, to me, sounds so ironic.
Sources:
imfunny.net/answerbag.com/truthorfiction.com/emarketer.com/thriveanalytics.com/cnbc.com

LET’S PLAY ANOTHER
GAME! 

RULES:
1. You will be divided into two
groups. Both of the groups will be
discussing about:

FOR GAS AND FOOD PROCESSING AND
AGRICULTURE:
Same-sex Marriage and/or Child Abortion

FOR ICT: Is hacking ethical or not?

2. Group 1 will be “PRO.” Group 2 will be “AGAINST” it.
3. Count 1,2,1,2. When you are done, sit according to your group number and form A
circle.
4. Each members of each group should participate. Each members of each group
will have their turn to speak up.
5. Group secretary should give me a list of each group.
6. The first group to defend their stance will be determined by “Rocks, papers, and
scissors.” The group who loses will be the first one to speak up.
7. Since this is debate, and to test if you really learned the lesson, you are required
to use the different claims you learned from the discussion to defend your point.
8. The group which is excessively noisy will be deducted points.
9. To properly rate each group, another rubric will also be used to assess you. This
is the rubric. Please refer to this for you to be guided.

ANALYTIC RUBRIC FOR DEBATE
TRAITS 4 3 2 1
TEAMWORK Everyone is involved in the activity, and
is pitching in ideas during the debate.
A few of the members are not
participating and is merely
making UNWANTED noises
inside the classroom like bleating
goats in the meadows.
Only the leader, the
representative, the secretary and
two members are participating,
while most of the other members
are NOT.
The leader is the sole person who
is performing the activity.
CONTENT/IDEAS The ideas are relevant, related, level-
headed, and factual. The
representatives are able to give many
instances to support their claim.
The ideas are relevant, and level-
headed. The group managed to
give only three (3) instances to
support their claim.
The ideas are relevant, but some
doesn’t make sense. The group
has managed to give two claims.
The ideas are not really relevant,
and some doesn’t make much
sense.
PRESENTATION The representative is able to present
his/her ideas confidently and
intelligently. The representative is also
able to back up each idea very well, by
the use of the three different claims.
The representative is able to
present the group’s work with
confidence. The representative is
able to back up each idea but
failed to properly use the different
claims.
The representative is able to
present the work with confidence.
The representative gave an
explanation on each idea but failed
to explain it very well. Claims used
to defend each idea are
superficial. The representative is
merely “beating around the bush.”
The representative failed to
employ the different claims and is
merely defending their stance on
instinct.
BEHAVIOR ALL of the members are FOCUSED on
the task at hand and is participating
actively. There is NO single member
who is making POINTLESS idle chit-
chats with their seatmates/classmates.
There is also NO member observed
using his/her phones for NO valid
reason.
A few of the members are
conversing POINTLESS chit-chat
with other group mates or seat
mates. A few of them are also
using phones.
Most of the members are NOT
participative; and is chit-chatting,
making UNWANTED noises on
their seats, and are using their
phones during the time allocated.
Only the leader, the
representative, and the secretary
are involved in the activity. ALL OF
THE MEMBERS are chit-chatting
and are using their phones. The
group is also observed to generate
TOO much noise.

IV. EVALUATION (18 minutes)
I.MULTIPLE CHOICE TEST
(will be dictated)

II. IDENTIFICATION
Directions: Identify if the following claims is a claim of fact, policy, or value. Write F, it is a claim of fact, P
if it is a claim of policy, and V if it is a claim of value on the space provided before the item number/on
your answer sheet.
______11. Equal rights for men and women ought to be protected by the Constitution.
______12. Robert Penn Warren's All the King's Men is the greatest novel of all time.
______13. Homeschooled children score higher on standardized tests than traditionally
educated students.
______14. The separation of church and state should be maintained.
______15. Pornography on the internet should be censored by a governmental agency.
______16. The only life in the universe exists on this planet.
______17. Voluntary prayer should be permitted in schools.
______18. Casa Mia has the best pizza in Grays Harbor.
______19. Killing animals for sport is wrong.
______20. Schools should implement cooperative sports programs rather than
competitive sports programs.

III. ESSAY
BRIEFLY explain the following for two sentences (except items 27-30).
21-22. How is critical reading a way of thinking?
23-24. How is critical reading important in our daily lives?
25-26. What are the importance of using well-grounded claims
(fact, policy, and value) in writing?
27-30. Write a 100-word paragraph of a selected topic (Why is
it fun to study in Homobono H. Gonzalez National High
School?) employing claim of fact, policy and value.

V. ASSIGNMENT
ASSIGNMENT NO. 1
In a one whole sheet of paper/bond paper/tablet paper, make an essay
about any of the following:
 Ferdinand Marcos: Not a hero, wherever buried
 Free Tuition NOT available to all
 Jeepney Phase-out
 Sesame Credit in 2020
 OFWs: Heroes or Traitors?
 Is Homosexuality sinful?
 How to develop morally upright Filipino citizens?
 K-12, on its early years of implementation
 Is Facebook a nest for Narcissists, or not?

In this essay, you are REQUIRED to use any of the
claims you learned from the lesson. INDICATE what claim(s)
you used and write it on the bottommost part of your paper.
You are free to encode and print it in a bond paper. Students
who will be caught/discovered to plagiarize a blog, or an
essay on the Internet will automatically get only two points for
this assignment. However, searching the Internet for facts,
data and other information is alright as long as you CITE it.
Failure to do so would automatically mean plagiarism as well.
A rubric is attached for you to look at to check up on your
essay.

TRAITS 4 3 2 1
Focus & Details There is one clear, well- focused topic. Main
ideas are clear and are well supported by
detailed and accurate information.
There is one clear, well-focused topic.
Main ideas are clear but are not well
supported by detailed information.
There is one topic.
Main ideas are
somewhat clear.
The topic and main
ideas are not clear.
Organization The introduction is inviting, states the main
topic, and provides an overview of the paper.
Information is relevant and presented in a
logical order. The conclusion is strong.
The introduction states
the main topic and provides an
overview of the paper. A conclusion is
included.
The introduction states the
main topic. A conclusion is
included.
There is no clear
introduction, structure, or
conclusion.
Voice The author’s purpose of writing is very clear,
and there is strong evidence of attention to
audience. The author’s extensive knowledge
and/or experience with the topic is/are
evident.
The author’s purpose of writing is
somewhat clear, and there is some
evidence of attention to audience. The
author’s knowledge and/or experience
with the topic is/are evident.
The author’s purpose of writing is
somewhat clear, and there is
evidence of attention to audience.
The author’s knowledge
and/or experience with the topic
is/are limited.
The author’s purpose
of writing is unclear.
Word Choice The author uses vivid words and
phrases. The choice and placement of
words seems accurate, natural, and not
forced.
The author uses vivid words and
phrases. The choice and
placement of words is inaccurate
at times and/or seems overdone.
The author uses words
that communicate clearly,
but the writing lacks
variety.
The writer uses a limited
vocabulary.
Jargon or clichés may be
present and detract from the
meaning.
Sentence Structure,
Grammar,
Mechanics, &
Spelling
All sentences are well constructed and
have varied structure and length. The
author makes no errors in grammar,
mechanics, and/or spelling.
Most sentences are well-constructed
and have varied structure and length.
The author makes a few errors in
grammar, mechanics, and/or spelling,
but they do not interfere with
understanding
Most sentences are well
constructed, but they have a
similar structure and/or length.
The author makes several
errors in grammar, mechanics,
and/or spelling that interfere
with understanding.
Sentences sound awkward,
are distractingly repetitive,
or are difficult to understand.
The author makes numerous
errors in grammar,mechanics,
and/or spelling that interfere
with understanding.
USE OF CLAIMS The student is able to use ALL of the claims in
the discussion SUPERBLY. Sufficient
information is used to back up each claim.
Claims are explicated very well.
The student used two of the claims in
the discussion very good. Adequate
information is cited to back up each
claim.
Only one claim is used by the
student. However it is backed
up by appropriate data needed.
No claims are
employed by the
student.

ASSIGNMENT NO. 2
Write a 1000-word critique of this essay by
evaluating its claims, along with the four
properties of a well-written text. In doing so,
refer on the guide questions below.
GRAY LEADERSHIP
(text)

GUIDE QUESTIONS:
1. What are your reactions towards the author’s claims/arguments/impressions in the
text? Do you agree with it? Or not? If yes/no, state your reasons why.
2. What type of audience is addressed?
3. What are the writer’s assumptions?
4. What are the writer’s intentions? How well does the writer accomplish these?
5. How convincing is the evidence presented?
6. How reliable are the sources? Are they merely based on personal experience, scientific
data, or outside authorities?
7. Did the writer address opposing views on the issue?
8. Is the writer persuasive in his/her perspective?
9. Has the writer considered organization, coherence and cohesion, language use, and
mechanics in the text? Why? How? Cite examples by pointing out some
lines/sentences/phrases in the text.

THAT’S ALL FOR TODAY!
THANK YOU FOR
LISTENING! 

Critical reading, claims

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