The purpose of this study is to help learners not only understand the meaning of the words themselves but to think profoundly of the author's perspectives. This paper is to verify the following two hypotheses through collecting student's data in which the author was also the instructor of the class. First, learners can infer the author's perspectives if instructors tell the learners to think about the causes and results through paying attention to expressions such as embodiment, abstraction and paraphrasing, which are not explained clearly in the text. Second, learners can develop their own way of profound, critical thinking by confronting the writer's claim if instructors encourage learners to correlate claims in the text to their experiences and knowledge. Of these two hypotheses, the result of the former is that learners' understanding toward the text is deepened. Also, instructors have some advantages to create classes. For the latter, learners can take writers' claim as a familiar topic and then deepen their perspective using the text. After applying these techniques in the class, it is clear that these two hypotheses were effective means to deepen learners “reading" skills.