REVIEWER IN RAWS
Locating the Main Idea – identification of
LESSON 1: CRITICAL THINKING
CRITICAL THINKING – learning to develop the
ability to think critically in order to succeed
academically and professionally.
- involves a series of complex thought of
processes which allows you to make
reasoned judgements, assess the way you
think and solve problems efficiently.
NON CRITICAL THINKING – simply accept the
things you are told without examining them.
- happens when you construct thoughts
based on emotion.
LEVELS OF THINKING
EVALUATION REMEMBERING
SYNTHESIS UNDERSTANDING
ANALYSIS APPLYING
APPLICATION ANALYZING
COMPREHENSION EVALUATING
KNOWLEDGE CREATING
1956, BENJAMIN BLOOM 2001, LORIN ANDERSON
published “Bloom’s Taxonomy of Cognitive
Domain” that classifies the levels of thinking
substantial to learning.
LESSON 2: FUNDAMENTAL READING SKILLS
3 STAGES IN THE READING PROCESS
1. Pre-Reading – it induces motivation to read the
book further.
- pre-viewing, identifying the purpose, title,
table of contents, finds a book that’s suitable for you,
etc.
2. While Reading – comprehend, understand
- getting the meaning of words through
context clues, predicting, annotating the text,
monitoring comprehension, etc.
3. Post Reading – applying,
summarizing, graphic organizing, etc.
BASIC READING SKILLS
1. Rapid Reading – aims to locate specific
information in a short span of time.
A. Skimming – overview of the paragraph and
aims to get the main idea of the material.
B.
central message and locating the major and
minor idea/details.
C. Scanning – looking for a particular
information.
2. Previewing – allows the reader to look over a
material & focus on the information he/she finds
relevant; conducted in pre-reading stage; looking at
the Table of Contents, Thickness of the Book, Title,
etc.
3. Literal Reading – summarizing, note-taking,
paraphrasing; involves the understanding of ideas or
facts that are directly stated.
 Summarized Text – 15-30% of the text.
 Paraphrase – restate/revise the statement.
4. Inferential Reading – also known as “reading
between the lines”; process of deducing or
concluding facts that are not directly expressed in the
text; applied in while-reading stage.
5. Critical Reading – thorough evaluation of claims
in the text in terms of validity, relevance and logic;
examples are research and thesis.
TYPES OF READING
1. Developmental -
2. Pleasure – entertainment (poems, brochures)
3. Functional – for a particular function
4. Remedial – to correct poor effects of teaching
LESSON 3: SELECTING AND ORGANIZING
INFORMATION
BRAINSTORMING – most popular tool in
generating creative and rich ideas.
METHODS IN BRAINSTORMING
 Idea List – listing ideas about a particular
topic and helps you find the main idea and
supporting details from the ideas listed.
 Idea Map – visual presentation of ideas.
GRAPHIC ORGANIZERS – visual representation
reflecting, of concepts that help us structure information into
organizational patterns and connect pieces of
information into a coherent framework.
TYPES OF GRAPHIC ORGANIZERS
1. Venn Diagram – to compare and contrast ideas
and events.
2. Network Tree – represent hierarchy,
classification and branching.
3. Spider Map – to investigate and enumerate
various aspects of a central idea.
4. Problem-Solution Map – displays the nature of
the problem and how it can be solved.
5. Timeline – shows how events occur
chronologically through a long bar.
A. Linear Timeline – how events happen within
a period.
B. Comparative Timeline – two sets of events
happened within the same period.
6. Plot Diagram – to map events in a story.
A. Exposition – setting & characters are
established..
B. Inciting Moment – brings out the conflict.
C. Rising Action – conflict & characters are
developed.
D. Climax – highest point of the story.
E. Falling Action – events that lead to closure of
the conflict.
F. Resolution – conclusion or end of the story.
7. Series of Events Chain – shows a logical
sequence of events.
8. Cycle – shows a series of events that interact to
produce a result repeatedly.
9. Persuasion Map – to map out arguments and
evidence that prove a viewpoint.
10. Fishbone – to explore root cause for an
undesirable effect.
OUTLINE – used to present main points or topics
of a given subject.
TYPES:
1. TOPIC – provides a quick overview of topics.
2. SENTENCE - forces part of the essay to be
written out in sentences
METHODS:
1. DECIMAL – uses only decimal (numbers)
2. ALPHANUMERIC – uses both letters and
numbers.
LESSON 3: PATTERNS OF DEVELOPMENT
- how ideas/text are arranged.
- aids to distinguish major from minor ones
and predict ideas out of it.
1. Definition – clarify and explain by answering
“What does it mean?”
Signal Words: means, refers to, define, as defined
2. Exemplification – provides specific examples to
expound the main idea.
Signal Words: for example, to be specific, for
instance, to clarify, in short, namely, to illustrate
3. Description – provides detail on the idea using
either sensory or spatial pattern.
Sensory Pattern – arranges ideas based on the 5
senses.
Spatial Pattern – arranges ideas by location or
physical space.
Signal Words: above, across, adjacent to, against,
below, here, besides, beneath, beyond, under, near,
away from, back of, down, by, to the right
4. Chronology / Procedure – form of narration or
process.
Signal Words: as soon as, meanwhile, at that point,
prior to, finally, then, today, eventually, next week,
presently, at, immediately
5. Listing – using enumeration.
Signal Words: additionally, again, also, in addition,
further, likewise, next, as well, moreover, besides
6. Comparison and Contrast – organizes ideas based
on how events are similar to or different from one
another.
Signal Words: also, equally, similarly, to compare,
despite, yet, still, unlike, nevertheless, even so, in
spite of, however, instead
7. Classification and Division – organizes into
categories based on criteria and standards.
Signal Words: classified as, another, the next part,
the last group, the first category.
8. Cause and Effect – organizes details based on the
cause/reason and result of a certain phenomenon.
Signal Words: due to, for, seeing that, one reason,
since, for that reason, in view of
9. Problem-Solution – organizes ideas into problem
proposed solutions and usually includes WH
questions of the problem.
Signal Words: but, first, second, nonetheless, one
reason for the, one solution is, the problem, the
solution
10. Persuasion – organizes ideas to show how a set
of evidence leads to a logical conclusion or
argument.
Signal Words: accordingly, all in all, to sum up,
obviously, in conclusion, undoubtedly, therefore,
since, to be sure, needless to say
LESSON 3: CRITICAL READING
INTERTEXT – a work whose meaning is shaped by
referencing or calling to mind of other texts.
HYPERTEXT – characterized by external links
embedded in a text by the writer.
TYPES OF CLAIMS
1. Claim of Fact – is not a fact; belief of an
individual as there are other evidences which
disagree with it.
2. Claim of Value – based on judgement and
evaluation on philosophical standpoint; more on
morality.
3. Claim of Policy – asserts the implementation of
a certain policy.
LOGICAL FALLACIES
1. False Dilemma – an arguer presents his/her
argument as one of only two options despite the
presence of multiple possibilities. “either this or
that”.
Ex: You are either with God or against him.
2. Appeal to Ignorance – when something is
instantly concluded to be true just because it is
not proven to be false and vv.
Ex: Although we have proven that the moon is not made
of spare ribs, we have not proven that its core cannot be
filled with them; therefore, the moon’s core is filled with
spare ribs.
3. Slippery Slope – a series of increasingly
superficial and unacceptable consequences is
drawn.
Ex: We cannot unlock our child from the closet because if
we do, she will want to roam the house. If we let her roam
the house, she will want to roam the neighborhood. If she
roams the neighborhood, she will get picked up by a
stranger in a van, who will sell her in a sex slavery ring
in some other country. Therefore, we should keep her
locked up in the closet.
4. Complex Questions – has a presupposition built
in which implies something but protects the one
asking the question from accusations of false
claims.
Ex: How many times per day do you beat your wife?
How long can one survive without water?
5. Appeal to Force – a threat is used to argue.
Ex: Jordan: Dad, why do I have to spend my summer at
Jesus camp?
Dad: Because if you don’t, you will spend your entire
summer in your room with nothing but your Bible!
6. Appeal to Pity – element of pity is used.
Ex: I really deserve an “A” on this paper, professor. Not
only did I study during my grandmother’s funeral, but I
also passed up the heart transplant surgery, even though
that was the first matching donor in 3 years.
7. Appeal to Consequences – unpleasant
consequences of believing something are pointed
out to show that the belief is false.
Ex: If there is objective morality, then good moral
behavior will be rewarded after death. I want to be
rewarded; therefore, morality must be objective.
If there is no objective morality, then all the bad people
will not be punished for their bad behavior after death. I
don’t like that; therefore, morality must be objective.
8. Bandwagon – an argument is considered valid
because it’s what the majority thinks.
Ex: How could you not believe in virgin births? Roughly
two billion people believe in them, don’t you think you
should reconsider your position?
9. Attacking the Person – when someone tries to
refute an argument by attacking the character of
a person.
Ex: Tony wants us to believe that the origin of life was an
“accident”. Tony is a godless SOB who has spent more
time in jail than in church, so the only information we
should consider from him is the best way to make license
plates.
10. Appeal to Authority – the argument quotes an
expert who is not qualified in the particular field.
Ex: Richard Dawkins, an evolutionary biologist and
perhaps the foremost expert in the field, says that
evolution is true. Therefore, it's true.
11. Anonymous Authority – the authority in question
is not named or mentioned.
Ex: You know, they say that if you swallow gum it takes
seven years to digest. So whatever you do, don’t swallow
the gum!
12. Hasty Generalization – a sample is not significant
or enough to support a generalization about a
population.
Ex: My father smoked four packs of cigarettes a day since
age fourteen and lived until age sixty-nine. Therefore,
smoking really can’t be that bad for you.
13. False Analogy – two concepts are similar in some
ways are also similar in other ways.
Ex: Not believing in the literal resurrection of Jesus
because the Bible has errors and contradictions, is like
denying that the Titanic sank because eye-witnesses did
not agree if the ship broke in half before or after it sank.
14. Accident – a general rule is applied to a situation
even when it should be an exception.
Ex: I believe one should never deliberately hurt another
person, that’s why I can never be a surgeon.
15. Post Hoc – since event A happened before event
B, A is the cause of B.
Ex: Most people who are read the last rites die shortly
afterwards. Therefore, Priests are going around, killing
people with magic words!
16. Wrong Direction – the direction between cause
and effect is reversed.
Ex: Every time I go to sleep, the sun goes
down. Therefore, my going to sleep causes the sun to set.
17. Complex Cause – the explanation for an event is
reduced to one thing when there are other factors
which also contributed to the event.

Ex: Hank: I ran my car off the side of the road because
that damn squirrel ran in front of my car.

Officer Sam: You don’t think it had anything to do with

the fact that you were trying to text your girlfriend, and
driving drunk?

18. Irrelevant Conclusion – an argument that’s

supposed to prove something leads to conclusion.

Ex: We must support the fight for gender equality

between men and women. Women have suffered enough
violence at home. Violence against women must be
stopped.

19. Straw Man – position of the opposition is twisted

so that it is easier to refute.

Ex: Ted: Biological evolution is both a theory and a fact.

Edwin: That is ridiculous! How can you possibly be

absolutely certain that we evolved from pond scum!

Ted: Actually, that is a gross misrepresentation of my

assertion. I never claimed we evolved from pond
scum. Unlike math and logic, science is based on
empirical evidence and, therefore, a scientific fact is
something that is confirmed to such a degree that it would
be perverse to withhold provisional consent. The
empirical evidence for the fact that biological evolution
does occur falls into this category.

20. Affirming the Consequent – If A is true then B is

true; If B is true therefore A is true.

Ex: If taxes are lowered, I will have more money to

spend. I have more money to spend. Therefore, taxes
must have been lowered.

21. Denying the Antecedent – If A is true then B is

true; If A is not true then B is not true.

Ex: If it barks, it is a dog. It doesn’t bark. Therefore, it’s

not a dog.

22. Inconsistency – when arguments contradict one

another.
Ex: “I never said most of the things I said."
“Frank is older than Jake, Jake is older than Noli, and
Noli is older than Frank”