Good

morning!
LET’S
PLAY
 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
The group finished doing the task BEFORE The group finished ON time. The group finished two minutes The group finished five minutes after
TIMELINESS
the time is up. AFTER the time is up. the time is up.
Everyone is involved in the activity, and is A few of the members are not Only the leader, the representative, The leader is the sole person who is
pitching in ideas during the brainstorming participating and is merely making the secretary and two members are performing the activity.
TEAMWORK process. The leader serves as the facilitator UNWANTED noises inside the brainstorming, while most of the
of the group’s ideas. classroom like bleating goats in the other members are NOT participating.
meadows.
The ideas are relevant, related, and level- The ideas are relevant, and level- The ideas are relevant, but some The ideas are not really relevant, and
headed. The group managed to give headed. The group managed to give doesn’t make sense. The group has some doesn’t make much sense. The
CONTENT/IDEAS maximum of eight (8) sound ideas. The six (6) sound ideas, and THERE is a managed to give five (5) ideas. group has managed to give four (4)
grammar and spelling are superior, and MINIMAL error in spelling and ideas.
there are no errors. grammar.
The group is resourceful, and is able to make The group is able to present a work The work is not very neat and The work is unorganized, and lacks
the best out of the available resources. The that is neat, organized, creative, and organized. It lacked creativity. creativity. The output looks like
CREATIVITY work is neat, organized, creative, and is is artistically made. something that is made in a haste.
artistically made.
The representative is able to present the The representative is able to present The representative is able to present The representative just read what was
group’s work confidently and intelligently. the group’s work with confidence. the work with confidence. The written on their presentation.
The representative is also able to back up The representative is able to back representative gave an explanation on
each idea very well, by the use of instances, up each idea but failed to cite each idea but failed to explain it very
PRESENTATION examples and facts. instances, examples and facts. well. Claims used to defend each idea
are superficial. The representative is
merely “beating around the bush.”

ALL of the members are FOCUSED on the A few of the members are Most of the members are NOT Only the leader, the representative,
task at hand and is participating actively. conversing POINTLESS chit-chat with participative; and is chit-chatting, and the secretary are involved in the
There is NO single member who is making other group mates or seat mates. A making UNWANTED noises on their activity. ALL OF THE MEMBERS are
BEHAVIOR POINTLESS idle chit-chats with their few of them are also using phones. seats, and are using their phones chit-chatting and are using their
seatmates/classmates. There is also NO during the time allocated. phones. The group is also observed to
member observed using his/her phones for generate TOO much noise.
NO valid reason.
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 CRITICAL READING.
something and you This type of reading
evaluate claims, seek goes beyond passively
definitions, judge understanding a text,
because you process
information, demand
the author’s words and
proof, and question
make judgments after
assumptions, you are carefully considering
thinking critically. the reading’s message.
Keep this in mind. . .

If we read we think
critically, critically.
Why do we have
to read critically?
Do we really have to do that?
 OF
COURSE, YES.
THE We read critically to think
critically. We read critically
ANSWER to make judgments.

IS
 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
2. Annotating the text
3. Outlining the text
4. Summarizing the text
5. Questioning the text
1. Keeping a reading Journal
- YOU as the writer is free to
- Similar to keeping a diary
express whatever was on your
- This also allows you to relate mind. You are not bounded in
any rules.
to the essay and understand
the author’s ideas. - However, its contents are slightly
different to a diary. In a journal, you
- This allows you to develop your write your feelings and ideas in
impressions of the text and reaction to what you read/or your
connect them to your personal reading assignment.
experiences.
 “. . . 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.
2. Annotating the text - includes highlighting, or
- Annotating the text simply means underlining important passages
making notes on your copy of the
and writing notes, comments,
reading.
questions, and reactions on the
- Take note that it is BEST margins.

to annotate the text one By doing this, you are already

entering into a dialogue with
you have read it and the author and NOT just
understand it properly. passively reading the text.
3. Outlining the text
- 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.
4. Summarizing the text
- Similar to outlining - You get the gist of the text
- Just like in outlining, we also locate
- A summary consists of the thesis statement and topic
getting the main points of sentences. The supporting details in
the essay and the a paragraph and succeeding
paragraphs may be used to clarify
supporting details. the writer’s point
- Summarizing is an important skill in reading for you are able to
recognize and differentiate major and minor points in the text.
5. Summarizing the text
EXAMPLE:
when we give a
summary/
synopsis of a
movie or a novel
6. Questioning the text
- Questioning the text We DOUBT when
involves asking what a
specific questions on person/author says
points that you are FAIL to meet our
skeptical (doubtful) expectations or our
about. 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
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.
inference
n. 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.
The strength of a nation is
Their weakness is its failings, their strength is power. Show me a people
composed of vigorous, sturdy individuals, of men and women healthy in
founded on the character of its
mind and body; courteous, brave, industrious, self-reliant; purposeful in
thought as well as in action; imbued with sound patriotism and a
people.
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.
IMPLICIT INFORMATION EXAMPLE:
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
The Filipinos nowadays
symphony of his existence. His sense of righteousness is often dulled
with the desire of personal gain. His norm of conduct is generally
are more selfish than
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
they were in the past.
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.
IMPLICIT INFORMATION EXAMPLE:
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

Today’s Filipinos, compared to

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
their ancestors, have lost the
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 because they
power for growth of our ancestors. They were strong-willed, earnest, adventurous
people. They had traditions potent in influence in their lives, individually and
live in easier circumstances.
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.
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.
 central argument or
stance regarding a topic thesis statement

claim(s)
n. the point we are most important
part of the text
proving
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
Let’s test yourselves!

IDENTIFYING CLAIMS
Identify each statement below if it is a claim of fact,
value or policy.
VALUE
_______1. National strength can only be built on character.
FACT
_______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.
POLICY
_______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.
 Directions: Identify if each statement is a claim of fact, policy or value. Write
your answer on the space before the item number.
VALUE
____ 1. I believe that tigers are better than lions.
POLICY
____ 2. ISU should ban guitar playing near school buildings.
VALUE
____ 3. Love is more valuable than money.
POLICY
____ 4. Freshmen should not be allowed to wear shoes to class.
FACT
____ 5. O.J. did it!
POLICY
____ 6. Teen pregnancy can be solved by free sex ed classes.
FACT
____ 7. Regular exercise is good for your health.
POLICY
____ 8. Bad teen influences like Lindsay Lohan should be banned from TV.
FACT
____9. In 1492 Columbus sailed the ocean blue.
 HOW TO MAKE A CRITIQUE OF 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 A few of the members are not Only the leader, the The leader is the sole person who
is pitching in ideas during the debate. participating and is merely representative, the secretary and is performing the activity.
making UNWANTED noises two members are participating,
inside the classroom like bleating while most of the other members
goats in the meadows. are NOT.
CONTENT/IDEAS The ideas are relevant, related, level- The ideas are relevant, and level- The ideas are relevant, but some The ideas are not really relevant,
headed, and factual. The headed. The group managed to doesn’t make sense. The group and some doesn’t make much
representatives are able to give many give only three (3) instances to has managed to give two claims. sense.
instances to support their claim. support their claim.
PRESENTATION The representative is able to present The representative is able to The representative is able to The representative failed to
his/her ideas confidently and present the group’s work with present the work with confidence. employ the different claims and is
intelligently. The representative is also confidence. The representative is The representative gave an merely defending their stance on
able to back up each idea very well, by able to back up each idea but explanation on each idea but failed instinct.
the use of the three different claims. failed to properly use the different to explain it very well. Claims used
claims. to defend each idea are
superficial. The representative is
merely “beating around the bush.”
BEHAVIOR ALL of the members are FOCUSED on A few of the members are Most of the members are NOT Only the leader, the
the task at hand and is participating conversing POINTLESS chit-chat participative; and is chit-chatting, representative, and the secretary
actively. There is NO single member with other group mates or seat making UNWANTED noises on are involved in the activity. ALL OF
who is making POINTLESS idle chit- mates. A few of them are also their seats, and are using their THE MEMBERS are chit-chatting
chats with their seatmates/classmates. using phones. phones during the time allocated. and are using their phones. The
There is also NO member observed group is also observed to generate
using his/her phones for NO valid TOO much noise.
reason.
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 There is one clear, well-focused topic. There is one topic. The topic and main
ideas are clear and are well supported by Main ideas are clear but are not well
detailed and accurate information. supported by detailed information.
Main ideas are ideas are not clear.
somewhat clear.
Organization The introduction is inviting, states the main The introduction states The introduction states the There is no clear
topic, and provides an overview of the paper. the main topic and provides an main topic. A conclusion is introduction, structure, or
Information is relevant and presented in a overview of the paper. A conclusion is
included. conclusion.
logical order. The conclusion is strong. included.
Voice The author’s purpose of writing is very clear, The author’s purpose of writing is The author’s purpose of writing is The author’s purpose
and there is strong evidence of attention to somewhat clear, and there is some somewhat clear, and there is
evidence of attention to audience. The evidence of attention to audience. of writing is unclear.
audience. The author’s extensive knowledge
author’s knowledge and/or experience The author’s knowledge
and/or experience with the topic is/are and/or experience with the topic
with the topic is/are evident.
evident. is/are limited.

Word Choice The author uses vivid words and The author uses vivid words and The author uses words The writer uses a limited
phrases. The choice and that communicate clearly, vocabulary.
phrases. The choice and placement of
Jargon or clichés may be
words seems accurate, natural, and not placement of words is inaccurate but the writing lacks
present and detract from the
forced. at times and/or seems overdone. variety.
meaning.
Sentence Structure, All sentences are well constructed and Most sentences are well-constructed Most sentences are well Sentences sound awkward,
are distractingly repetitive,
Grammar, have varied structure and length. The and have varied structure and length. constructed, but they have a
The author makes a few errors in similar structure and/or length. or are difficult to understand.
author makes no errors in grammar,
Mechanics, & grammar, mechanics, and/or spelling, The author makes several The author makes numerous
mechanics, and/or spelling.
Spelling but they do not interfere with errors in grammar, mechanics, errors in grammar,mechanics,
understanding and/or spelling that interfere and/or spelling that interfere
with understanding. with understanding.

USE OF CLAIMS The student is able to use ALL of the claims in The student used two of the claims in Only one claim is used by the No claims are
the discussion SUPERBLY. Sufficient the discussion very good. Adequate student. However it is backed
information is used to back up each claim. information is cited to back up each up by appropriate data needed.
employed by the
Claims are explicated very well. claim. 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! 