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KYLA CABANA ABM-1

Unit 1: The Nature of Academic Texts

LESSON 3: READING A TEXT CRITICALLY

ENGAGE

Introduction- Reading makes the mind grow,” as Kacey Riel put it, and she was correct. Because she is willing to read and learn from the book she is reading, the woman in the picture has taken the effort to modify her way of thinking. However, before we can change the way we do things, we must first change the way we think. We need to learn how to read critically, I believe. We can tell if the texts are good or bad by reading critically. The books we read are of high quality and well worth our time.

Objectives- At the start of each paragraph The theme of the section is frequently explained in the opening sentence.

in a paragraph's concluding sentences The primary idea can be expressed as a summary of the material in the paragraph, as well as a link to the next paragraph's information.

-To recognize this structure, look for certain activities or events. Typically, cause and effect will encompass a number of activities with a variety of outcomes. On the other hand, a single occurrence could have multiple outcomes. Making a visual tool to facilitate your analysis of texts in this format is a good idea.

-When you critique a text, you assess it and pose questions to it. The word critique comes from the Latin word critique, which means "to evaluate," and when you analyze a text, you are interrogating it. Take a look at Figure 2.7, which shows some introspective questions you could ask yourself.

DepEd Competencies

-The specific ideas in various academic text are dependent on the field of Academic text one is reading in. Humanities texts discuss more about the various human expressions, such as art and languages, while the sciences contain the scientific method that discuss the objective result of an experiment or the specific research methodology. The specific ideas in various academic text can be understood after skimming and closely reading the text

-The organization of information within a written text is referred to as text structure. This method aids students in comprehending that a text may convey a key idea and detail a cause before moving on to effects and or multiple perspectives on a topic.

EXPLAIN AND ELABORATE

*Critical reading- Critical reading is a type of language analysis that examines the assertions made, as well as the supporting points and potential counterarguments, rather than taking the text at face value. Critical reading also includes the ability to reinterpret and reconstruct for enhanced clarity and readability. This procedure requires the capacity to recognize potential ambiguities and faults in the author's reasoning, as well as the skill to address them fully. Critical reading, like academic writing, necessitates the connection of evidence to supporting arguments.

*Reading for analysis- Reading a text for the purpose of analysis frequently necessitates more than one reading. Previewing, annotating, taking notes, and summarizing are all reading abilities that help you notice traits that you may want to study more and improve your ability to grasp the material.

*Reading for interpretation- The process of explaining, reframing, or otherwise demonstrating your own understanding of something is known as interpretation. To interpret a piece of music, a poem, a language, or an idea, you must first comprehend it and then explain it.

*Reading for evaluation- Evaluating is a reading technique that is used both during and after a reading session. This entails helping the reader to create opinions, make judgements, and come up with new ideas as a result of their reading. Evaluative questions can be created by teachers to help students form generalizations and critically analyze a text.

EXTEND

ACTIVITY 1

-The main idea is the central point or thought the author wants to communicate to readers. The main idea answers the question, “What does the author want me to know about the topic?” or “What is the author teaching me?” Often the author states the main idea in a single sentence.

-Supporting sentences major and minor details make up the majority of an expository paragraph and help to clarify or prove the main argument. Facts, reasons, instances, definitions, comparisons, contrasts, and other relevant elements are presented in these sentences. They are crucial because they sell the core concept.

ACTIVITY 2

-In handling students with mental health disorders. Mental health is

crucial to a student's well-being, and if not taken seriously, mental illness could leave

long-term effects on the student’s physical and mental health.

-The vast majority of abstracts are useful. An informative abstract contains all of the material included in a descriptive abstract goal, methods, scope, as well as the research's results and conclusions, as well as the author's suggestions

EVALUATE

1. Critical reading means that a reader applies certain processes, models, questions, and theories that result in enhanced clarity and co

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WHAT I HAVE LEARNED (UNIT 1-5)

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(UNIT 1-5)