St. Paul University Surigao
ST. PAUL UNIVERSITY SYSTEM
Basic Education Department
Km. 3, Brgy. Luna, Surigao City
SENIOR HIGH SCHOOL
FOURTH QUARTER
MODULE IN
READING AND
WRITING SKILLS
,Life Performance Outcomes:
Christ-centeredness – Conscious
LPO1: Mindful, Self-directed Learners and Role Models
Charism - Creative
LPO2: Courageous, Resourceful Explorers and Problem-Solvers
Community - Collaborative
LPO3: Credible, Responsive Communicators and Team Players
Commission - Competence
LPO4: Conscientious, Adept Performers and Achievers
Essential Performance Outcomes:
C-LPO1-EPO4: Describe and explain the new abilities they have developed as the result of self-initiated
learning experiences and projects
C-LPO2-EPO1: Seek out issues, possibilities, and sources of related information willingly to further
investigation and development
C-LPO4-EPO4: Continually set and reset challenging improvement goals for themselves that require
persistence, self-motivation, and self-regulation which others can monitor and validate
C-LPO3-EPO2: Consistently seek feedback from informed credible individuals on the accuracy, clarity,
authenticity, and tone of their communications and practice revising and restating them until they are well
received.
C-LPO4-EPO3: Remain focused on fully completing projects of pre-established quality in a timely
manner.
Content Standard:
The learner understands the relationship of a written text and the context in which it was
developed.
The learner understands the requirements of composing academic writing and professional
correspondence.
Performance Standard:
The learner writes a 1000-word critique of a selected text on the basis of its claim/s, context, and
properties as a written material.
The learner produces each type of academic writing and professional correspondence following the
properties of well-written texts and process approach to writing.
Most Essential Learning Competency:
Explain critical reading as a form of reasoning
Formulate evaluative statements about a text read:
a. assertions about the content and properties of a text read; and
b. counterclaims in response to claims made in a text read
Determines textual evidence to validate assertions and counterclaims made about a text read
Identifies the unique features of and requirements in composing texts that are useful across disciplines
a. Book Review or Article Critique
b. Literature Review
c. Research Report
d. Project Proposal
e. Position Paper
Identify the unique features of and requirements in composing professional correspondence:
a. Resume
b. Application for College Admission
c. Application for Employment
d. Various forms of Office Correspondence
2
, Read this!
CRITICAL READING AS A FORM OF REASONING
Critical reading is engaging in analytic activity which involves the reader by asking questions about the text and
the author’s claim. Critical readers are doing the process of evaluating, analyzing, and interpreting the assertion of
the hidden meaning of the entire text.
On the other hand, reasoning as defined in Merriam-Webster dictionary, is an act of giving statements for
justification and explanation. It is the ability of someone to defend something by giving out reasons.
Therefore, when reading critically, it is necessary to question the different arguments used by the author, as any
problem can weaken the authenticity of the conclusion.
Remember that critical reading is not meant to criticize but to assess the validity of textual evidence.
STEPS USED IN CRITICAL READING AS REASONING
by Maxine Rafaella C. Rodriguez and Marella Therese A. Tiongson
1. Identifying assertions
Identify by a common type of assertion such as fact, convention, opinion, and preference
2. Formulating a counterclaim
Counterclaims are made to rebut a previous claim
3. Determining evidence
Evidence is the details given by the authors to support his/her claims
Example
You are asking your father for an Android phone—that is your claim. Then, your father answers you,
“I am sorry, but you couldn’t.”—this is his counterclaim.
He might say that you already have a cellphone. Now, you are going to formulate a reason for your
counterclaim. You may say that the reason you are asking for an Android phone is because you need to
use it for your online class and would be very helpful in the new normal classroom setup.
EVALUATING TEXTS : ASSERTIONS AND COUNTERCLAIMS
What is assertion?
Assertion is a statement or declaration made regarding an idea, a topic, or an issue which expresses a person’s
opinions, feelings, or beliefs.
SIX TYPES OF ASSERTION
1. Basic assertion – This is a simple and direct expression of one’s opinions, feelings, or beliefs
Example : I hope you were not offended by what my sister said. .
2. Empathic
assertion – This shows sympathy to another person. It is an acknowledgment of the other person’s
Example: I understand that you feel empty and tired today. I’ll ask our manager if you can take the 3
rest of the day off.
ST. PAUL UNIVERSITY SYSTEM
Basic Education Department
Km. 3, Brgy. Luna, Surigao City
SENIOR HIGH SCHOOL
FOURTH QUARTER
MODULE IN
READING AND
WRITING SKILLS
,Life Performance Outcomes:
Christ-centeredness – Conscious
LPO1: Mindful, Self-directed Learners and Role Models
Charism - Creative
LPO2: Courageous, Resourceful Explorers and Problem-Solvers
Community - Collaborative
LPO3: Credible, Responsive Communicators and Team Players
Commission - Competence
LPO4: Conscientious, Adept Performers and Achievers
Essential Performance Outcomes:
C-LPO1-EPO4: Describe and explain the new abilities they have developed as the result of self-initiated
learning experiences and projects
C-LPO2-EPO1: Seek out issues, possibilities, and sources of related information willingly to further
investigation and development
C-LPO4-EPO4: Continually set and reset challenging improvement goals for themselves that require
persistence, self-motivation, and self-regulation which others can monitor and validate
C-LPO3-EPO2: Consistently seek feedback from informed credible individuals on the accuracy, clarity,
authenticity, and tone of their communications and practice revising and restating them until they are well
received.
C-LPO4-EPO3: Remain focused on fully completing projects of pre-established quality in a timely
manner.
Content Standard:
The learner understands the relationship of a written text and the context in which it was
developed.
The learner understands the requirements of composing academic writing and professional
correspondence.
Performance Standard:
The learner writes a 1000-word critique of a selected text on the basis of its claim/s, context, and
properties as a written material.
The learner produces each type of academic writing and professional correspondence following the
properties of well-written texts and process approach to writing.
Most Essential Learning Competency:
Explain critical reading as a form of reasoning
Formulate evaluative statements about a text read:
a. assertions about the content and properties of a text read; and
b. counterclaims in response to claims made in a text read
Determines textual evidence to validate assertions and counterclaims made about a text read
Identifies the unique features of and requirements in composing texts that are useful across disciplines
a. Book Review or Article Critique
b. Literature Review
c. Research Report
d. Project Proposal
e. Position Paper
Identify the unique features of and requirements in composing professional correspondence:
a. Resume
b. Application for College Admission
c. Application for Employment
d. Various forms of Office Correspondence
2
, Read this!
CRITICAL READING AS A FORM OF REASONING
Critical reading is engaging in analytic activity which involves the reader by asking questions about the text and
the author’s claim. Critical readers are doing the process of evaluating, analyzing, and interpreting the assertion of
the hidden meaning of the entire text.
On the other hand, reasoning as defined in Merriam-Webster dictionary, is an act of giving statements for
justification and explanation. It is the ability of someone to defend something by giving out reasons.
Therefore, when reading critically, it is necessary to question the different arguments used by the author, as any
problem can weaken the authenticity of the conclusion.
Remember that critical reading is not meant to criticize but to assess the validity of textual evidence.
STEPS USED IN CRITICAL READING AS REASONING
by Maxine Rafaella C. Rodriguez and Marella Therese A. Tiongson
1. Identifying assertions
Identify by a common type of assertion such as fact, convention, opinion, and preference
2. Formulating a counterclaim
Counterclaims are made to rebut a previous claim
3. Determining evidence
Evidence is the details given by the authors to support his/her claims
Example
You are asking your father for an Android phone—that is your claim. Then, your father answers you,
“I am sorry, but you couldn’t.”—this is his counterclaim.
He might say that you already have a cellphone. Now, you are going to formulate a reason for your
counterclaim. You may say that the reason you are asking for an Android phone is because you need to
use it for your online class and would be very helpful in the new normal classroom setup.
EVALUATING TEXTS : ASSERTIONS AND COUNTERCLAIMS
What is assertion?
Assertion is a statement or declaration made regarding an idea, a topic, or an issue which expresses a person’s
opinions, feelings, or beliefs.
SIX TYPES OF ASSERTION
1. Basic assertion – This is a simple and direct expression of one’s opinions, feelings, or beliefs
Example : I hope you were not offended by what my sister said. .
2. Empathic
assertion – This shows sympathy to another person. It is an acknowledgment of the other person’s
Example: I understand that you feel empty and tired today. I’ll ask our manager if you can take the 3
rest of the day off.
