Explicit and Implicit Information.pptx

Simple Reading
vs.
Critical Reading

Objective:
At the end of the lesson,
you will be able to
 identify and differentiate
explicitly and implicitly
stated claims of fact,
policy, or value.

What is an explicit information?
How about explicit
information, what is it?
How can we use these pieces of
information in making claims
of policy, fact and value?

Critical Reading
Leads to
Significant
Understanding:

Readers interact with the material through
critical reading. When you practice critical
reading, you are not just gathering
information; you are also judging the
importance and legitimacy of the information
you have gathered by judging the purpose,
manner of presentation, and holistic
development of the arguments presented in
the text.

To properly evaluate the ideas
you have gathered while
reading, you must be able to
know the different kinds of
information which are explicit
information and implicit
information.

Explicit Information is the
information is stated in the
text. Readers can see the
piece of information stated in
the given passage.

Implicit information is the
information not directly
presented in the text. As
readers, we need to read
between the lines to
understand the details that
the writer is trying to tell us.

Sometimes, we read because we need to
perform a particular task after reading.
The different kinds of information we
have gathered through reading may be
used as a basis for our next task. We can
sufficiently discuss our opinion
depending on the evidence that we have
collected from the texts we have read.
Proofs, or claims can be used based on
the type of presentation or

Claims of Fact
Claims of fact are pieces of
information which are
grounded on reliable authority
such as science or history.

Claims of Fact
Example:
The devastation experienced
by the Philippines during
Typhoon Yolanda shows the
readiness of disaster relief
protocols established by the

Claims of Fact
Explanation:
This claim can be defended or
refuted using events as proof,
and the existence or non-
existence of the protocols may be
discussed using specific
incidences as evidence.

Claims of Value
Claims of value are pieces of
information that are focused
on relative judgment such as
goodness or badness, and
these are usually addressed
based on standards.

Claims of Value
Example:
Stem cell research is wrong.

Claims of Value
Explanation:
This claim attempts to prove the
badness of one idea based on a
moral judgment as specified by
various standards (may be
religious or even political).

Claims of Policy
Claims of policy are specific
statements on procedures or laws that
need to be modified based on certain
issues or conditions. Most of the time,
claims of policy ask for plans of action
to solve current problems.

Claims of Policy
Example:
Censorship in the Philippines
must be strengthened.

Claims of Policy
Explanation:
This claim demands that additional
amendments on a specific policy be
adopted because present
circumstances are no longer
sufficient.

Summary
Critical reading is necessary for
judging the reliability of the text
through the study of implicit and
explicit information. These pieces
of information may lead to
various claims such as one rooted
in history or science (claims of

Summary
There are claims that demand
action because the present
conditions for certain policies are
no longer effective (claims of
policy). Also, claims that assert
the morality of an idea based on
certain standards or preferences

QUESTION 1.
Identify what part of the sentence
makes the statement erroneous. If
there are no errors, choose the option
“no error”.
Implicit information requires the
readers to pick out specific information
stated by the writer in the given text.

QUESTION 2.
“no error”.
Critical reading demands that readers
evaluate the number of information
provided in the text. No error.

QUESTION 3.
“no error”.
Explicit information requires the
readers to pick out specific information
detailed by the writer in the given text.

QUESTION 4.
The Ant and the Dove
An ant went to the bank of a river to quench its thirst, and
being carried away by the rush of the stream, was on the
point of drowning. A dove resting on a tree overhanging
the water plucked a leaf and let it fall into the stream close
to her. The ant climbed onto it and floated in safety to the
bank. Shortly afterward, a bird-catcher came and stood
under the tree, and laid his lime-twigs for the dove, which
sat in the branches. The ant, perceiving his designs, stung
him in the foot. In pain, the bird-catcher threw down the
twigs, and the noise made the dove take wing.
Aesop's Fables. Aesop's Fables. n.d. www.aesopfables.com/cgi/aesop1.cgi?sel&TheAntandtheDove&&antdove.ram (accessed February
20, 2016).

QUESTION 5.
Bob heard his name whispered urgently and opened his
eyes to see Brett sitting up in the bed across the
darkened room, one hand held up in warning, his head
cocked tensely to one side as he listened. In the
silence, they heard the creak of a stair, followed by a
rhythmic, shuffling sound. The sound stopped
suddenly, and the boys waited, hardly breathing. The
wind rustled the tree outside their window. The curtain
flapped gently. Heavy footsteps echoed through the
carpet less downstairs hall, and the listening boys
jumped at the explosive sound of breaking glass. “What

Explicit and Implicit Information.pptx

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