SHS

HUMSS
READING AND WRITING SKILLS

Critical Reading as Reasoning

Quarter 2-Learning Activity Sheet 8

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Copyright 2021
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Name: _____________________________Grade: ______________

Date: ______________________________Score: ______________

LEARNING ACTIVITY SHEET

Critical Reading as Reasoning
I. Background Information for Learners
To start, let’s activate your prior knowledge on this topic.
 Critical reading means engaging in what you read by asking yourself questions
such as, ‘what is the author trying to say?’ or ‘what is the main argument being presented?’
It involves presenting a reasoned argument that evaluates and analyses what you have
read. Being critical, therefore - in an academic sense - means advancing your
understanding, not dismissing and therefore closing off learning.
Read more at: https://www.skillsyouneed.com/learn/critical-reading.html

Steps in Using Critical Reading in Reasoning

1. First determine the central claims or purpose of the text (its thesis). A critical reading
attempts to identify and assess how these central claims are developed or argued.
2. Begin to make some judgments about context. What audience is the text written for? Who
is it in dialogue with?
3. Distinguish the kinds of reasoning the text employs. What concepts are defined and used?
Does the text appeal to a theory or theories? Is any specific methodology laid out? If there is
an appeal to a particular concept, theory, or method, how is that concept, theory, or
method then used to organize and interpret the data? You might also examine how the text
is organized: how has the author analyzed (broken down) the material? Be aware that
different disciplines (i.e. history, sociology, philosophy, biology) will have different ways of
arguing.
4. Examine the evidence (the supporting facts, examples, etc) the text employs.
Supporting evidence is indispensable to an argument. Having worked through Steps 1-3,
you are now in a position to grasp how the evidence is used to develop the argument and
its controlling claims and concepts. Steps 1-3 allow you to see evidence in its context.
Consider the kinds of evidence that are used. What counts as evidence in this argument? Is
the evidence statistical? literary? historical? etc. From what sources is the evidence taken?
Are these sources primary or secondary?

5. Critical reading may involve evaluation. Your reading of a text is already critical if it accounts
for and makes a series of judgments about how a text is argued. However, some essays may
also require you to assess the strengths and weaknesses of an argument. If the argument is
strong, why? Could it be better or differently supported? Are there gaps, leaps, or
inconsistencies in the argument? Is the method of analysis problematic? Could the evidence
be interpreted differently? Are the conclusions warranted by the evidence presented? What
are the unargued assumptions? Are they problematic? What might an opposing argument
be?
To be a critical reader, you do not just jump into any assumptions; doing so may compromise
your reasoning. Instead, as a critical reader, you should remember that:

▪ Not everything you read is believable.

▪ Things that don’t make sense must b questioned, and even if they do, still, question it.
▪ Always reread to avoid missing something.
▪ Consider the type of material read before deciding how much weight to give to it.
▪ Identify assumptions and biases.
▪ Admit on the effect of the writer’s style than what is presented.
▪ Do not just read arguments, analyze them.
▪ Faulty reasoning must be discounted.
▪ Agreeing and disagreeing other writers must be supported by a very good reason,
II. Learning Competency: identify and describe the factors to consider when
setting prices and new product pricing and its general pricing approaches
(ABM_PM11-IIa-e-17)

III. Activities

Activity 1- I remember you!

Direction. Identify the critical reading strategy being used in each of the following.

Choose the letter of the correct answer.

a. Recognizing Emotional Manipulation.

b. Reflecting on Challenges to your Beliefs and Values.

c. Contextual Reading
d. Judging the Writer’s Credibility
e. Looking for Patterns of Opposition
1. As a reader, you have to be suspicious and be cautious when the writer
uses emotionally loaded words, writes very harsh and abusive things
about or against someone or something or maligns or insults another.
2. Some writers present opposing issues or hints and these are what a critical
reader or thinker may use in his or her analysis of the text.
3. The critical reader is able to get clues which will help him interpret the
work, and understand the how’s and why’s that made the author write the
text.
4. The critical thinker checks if the writer is building a common ground with
the readers, or if s/he is basing his or her reasoning on shared beliefs.
5. This entails the reactions or emotions that you are made to feel by the
author when you read his or her work is a good example of an occasion
where you can be able to use this strategy.

Direction: Write C if the activity in each item influences you to think critically and P if
passively.

__1. reading print advertisements

__2. watching investigative reports

__3. listening to music

__4. talking to friends about their school concerns

__5. reading comics

__6. playing online games

 __7. watching comedy films

__8. planning research

__9. listening to politicians

__10. painting

Activity 2 -Awesome Strategy

Read the selection below and answer the questions that follow.
Do you agree or disagree that distance learning can bring more benefits than school?
Distance learning is becoming increasingly popular in students’ education especially
now, that technology has really evolved and undergone tremendous development. In
distance learning, there will be no need for students to appear in school. Unlike in
traditional classroom education, through the distance learning, students are virtually
enrolled in their programs and respective classes online.
Although traditional classroom education remains the mode of learning, distance
learning is increasingly becoming more popular in the age of information technology. It is no
longer an alternative mode of learning to traditional education but a preferred mode of
learning across the world. Distance learning has become popular simply because it is the
only mode of education that gives students freedom to choose their classes, whether night
or day, at their most convenient time. The highly individualized distance learning gives
students full freedom on when and what they want to learn which is very much opposite the
subjective traditional face-to-face education with its fixed teaching and learning schedule.
In addition, the mode of education in distance learning was proven the most effective
and convenient method of combating higher rates of illiteracy across the continents.
Multitudes of learners successfully complete their courses because distance learning
programs are far cheaper as compared to traditional learning programs.
Most importantly, distance-learning programs are designed to meet the diverse
needs of learners like no other program has. For instance, the programs were scheduled to
ensure that learners who are in active job and have tight work schedule, parents taking care
of their children, and persons living outside the catchment areas of the learning institutions
can create time and study at their own convenient time. Both the young and old; men and
women; the rich and poor are satisfactorily accommodated by the distance learning
education programs. In addition to this, distance learning educational programs are
designed in a way that individual learners can study at their own pace. Students in this
program have the liberty to start, break and resume personalized studies at their own
discretion.
In conclusion, distance learning has proven to be more convenient, cheaper and
offers confidential learner-friendly mode of learning. Subsequently since the rolling out of
distance learning educational programs, the global enrolment rates in the institutions of
higher learning have shot up tremendously. Looking at the trends, Evidently, judging from
the on-going trends, distance learning will continue to gain prominence over the traditional
face-to-face education.
https://dissertationmasters.com/essays/persuasive-essay/distance-learning-essay.html

GUIDE QUESTIONS:
 1. What is distance learning?
______________________________________________________________________
____________________________________________________________

2. Which among the major points of the author do you agree? Disagree?
______________________________________________________________________
____________________________________________________________

3. What advantages does distance learning give to students?

______________________________________________________________________
____________________________________________________________

Activity 3- Amazing Idea!

Directions: Design and price your product.

Draw your product design here  What is your product?

________________________________
________________________________

Describe your product and its use.

______________________________
______________________________
______________________________

Give one pricing strategy for this product.

Give another pricing strategy for this product.

Extension – Decide which pricing strategy is best for this product. Explain your
decision.

III. Rubric for Scoring

CRITERIA 5 4 3 2 1
Creativity The The The The The product
product is product is product is product is is not
very creatively somewhat little bit creative.
creatively made. creatively creative. Little effort
made. A lot Effort and made. Little effort and detail
of effort detail went Some effort and detail went into
and detail into the and detail went into the work.
went into work to went into the work.
 the work. some the work.
extent.
Explanation Pricing Pricing Pricing Pricing Pricing
strategy is strategy is strategy is strategy is strategy is
well explained little bit little bit not mention
explained and stated. explained explained in the
and clearly and stated. but not explanation.
stated. clearly
stated
Accuracy All Most of the Some of Only few of Very few of
information information the the the
presented presented information information information
is complete is complete presented is correct. is correct.
and and correct. is complete
correct. and
correct.

IV. Reflection:

1. What part of this Learning Activity Sheet have you encountered with
difficulty? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________
2. What part of this Learning Activity Sheet you learned easily? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________

V. References:

https://www.marketingteacher.com/exercise-pricing-strategies/

https://teachingwithcrump.weebly.com/marketing-mix---price.html

https://marketing-insider.eu/

VI. Answer Key:

Activity 1: I remember you!

1. Psychological pricing
2. Prestige pricing
3. Loss leader pricing
4. Going rate pricing
5. Price lining

Prepared by:

LEA M. BANTING
Teacher II- Gutad National High School