R E A D I N G A N D W R I T I N G W E E K 11- 12

Formulating
Evaluative
Statements and
Developing Textual
Evidence
Objectives
AT T H E E N D O F T HIS
L E S S O N , L E A R N E R S W I L L BE
A B L E TO:

Formulate evaluative statements about a text read.

Identify the assertions about the content of the text
read.
Write counterclaims in response to claims made in a
text read.
Determine textual evidence to validate assertions
and counterclaims made about the text read.
Formulating
Evaluative
Statements
B E F O R E W E L E A R N H O W T O W R IT E
E V A L U A T IV E S T A T E M E N T S , W H A T I S

A N E V A L U A TI V E S TA TE M E N T?

It is a statement that states one's sound

judgement about something through writing
which is supported by reasons and evidences. It
also presents the strengths and weaknesses of
something based on a set of criteria which needs
to be factual, substantial, and unbiased.
 How to formulate
evaluative statements
To formulate evaluative statement, one needs to read the entire text
carefully and critically to understand and to check for possible fallacies
in the argument presented by the writer. Just like any other writing, the
formulation of the evaluative statements is done in the same way except
that the statement is about your own judgement of the text's content and
properties. You may formulate your evaluative statements in two ways
such as formulating assertions and counterclaims.
 How are you going to form evaluative
statements?
1 2 3 4
S TE P S TE P S TE P S TE P

Begin with the positives Suggest a solution/s Keep your feedback You should be
before you point out the or suggestion/s on how concise and precise. careful in giving your
negatives. Remember that to improve the written feedback. Since
your evaluative statement material being evaluations pass
should be factual, substantial, evaluated and provide judgement onto
and unbiased. When giving justification how these works of authors,
your negatives feedback, it will work. they must be written
should not sound insulting on and expressed with
the part of the evaluatee care and much
(one who is evaluated). diligence.
Situation:
A student was tasked to compose a poem that would express his
thoughts and feelings about various events around him. After a
while, he submitted it to his teacher before the set deadline. As
the teacher evaluated his output, she was impressed about the
way the student wrote his concrete poem using the shape of a
dove as the poem’s structure to help the readers to easily
understand the meaning of his writing. Surprisingly, he chose a
theme about the 2019 Corona Virus Disease that gives hope to
the readers who may be affected by the pandemic. In addition
to this, a good physical and grammatical arrangement of words
were evidently shown. Figurative language and imagery were
also used. However, the teacher found out that the poem was
written in forced rhyme that may have caused him to use
inappropriate words. Since the teacher wanted to improve the
writing skill of the student, she then suggested to consider the
use of appropriate language over rhyme to better connect with
the audience.
EVALUATION:
1) You (referring to the writer) composed an impressive poem. It
has a good physical and grammatical arrangement of words
that enhanced the readers’ overall experience. Another good
thing is that your chosen theme is very timely that gives hope to
the readers in this time of pandemic. When it comes to the
elements of poetry, you used figurative language and imagery
that added spice to the overall quality of your composition.
These literary devices stir up and startle the readers’
imagination. Furthermore, the choice of writing a concrete poetry
(a poetry of which visual appearance matches the topic of the
poem) with a dove as the shape of the poem’s structure
contributes a lot in understanding the meaning of the poem.
Explanation: The evaluation begins with an evaluative statement
that says, “You (referring to the writer) composed an impressive
poem.” It is followed by giving a positive feedback to the writer
specifying the strengths of the poem.
EVALUATION:
2) However, the rhyme of your writing is forced. It seems that
the words were chosen for the sake of having a rhyming effect
that somehow affect the emotional connection between the
reader and the poem itself. Explanation: In the second
paragraph, the evaluator mentioned about the weaknesses she
saw in the writing.
3) To improve your work, you should be careful in choosing the
appropriate words to be used to best express the meaning and
emotions you would like the readers to understand and feel. It
should be considered over the rhyme of the poem. Remember, a
poem may or may not have a rhyme but if you choose to have
one, the meaning and the emotional appeal of the poem should
not be compromised. In this way, you can have a good
connection with the readers and would therefore make them
appreciate your poem more. Explanation: Finally, a suggestion
was given to the writer at the third paragraph for the
improvement of the poem.
Assertions and its
types:
A good critical reader does not only understand the meaning of a
reading material but also logically evaluates whether the claims of the
writer are true or false. Assertions serve as a primary way for the
readers to consider and possibly agree with the claims presented by
the writer. Assertions are declarative sentences that give one’s
belief about something else as if it is true though it may not be.
It is expressed as an argument. Usually, these assertions contain
languages that expresses evaluation such as useful, significant,
important, insightful, detailed, up-to-date, comprehensive, practical,
impressive, etc.
Assertions and Claim
He made a claim that he witnessed the incident, providing a detailed
account of what happened.

The scientist made a claim that their experimental results support the
theory of relativity.

She made a forceful assertion that the team's success was due to her
leadership skills.
Assertions and its
types:
T H E R E A R E 4 T Y P E S O F A S S E R T IO N S

FACT CONVENTION OPINION PREFERENCE

1. FACT
A fact is a statement that can be proven
objectively by direct experience, testimonies of
witnesses, verified observations, or the results of
research. Example: According to experts, seawater
contains high amounts of minerals such as
sodium, chloride, sulphate, magnesium, and
calcium.
2. C O N V E N T I O N
Convention is a way in which something is done
similar to traditions and norms. Its truthfulness
can be verified only by reference to historical
precedents, laws, rules, usage, and customs.
Something to note about conventions is that they
may sound factual due to their being derived
from customs, but because they are socially
accepted ways of doing things, they cannot be
verified objectively.
2. C O N V E N T I O N
Example:
 Conversation during meals.
 Walking on the right side of the road.
3. Opinion
An opinion is a statement based on
facts but is difficult to objectively
verify because of the uncertainty of
producing satisfactory proofs of
soundness. Opinions result from
ambiguities; the more ambiguous a
statement, the more difficult it is to
verify. Thus, they are open to
disputes.
3. Opinion
Example: Swimming in seawater is the
best activity to refresh and relax your
mind, body, and soul.
4. Preference
Preference states a personal choice in
which the writer is under no
obligation to support or prove the
truthfulness of the statement. They
are subjective and cannot be
objectively proven or logically
attacked.
4. Preference
Example: I love to make frequent
trips to places with seawater than
those without it.
You have finally learned about giving assertions
from what is read and these assertions can be
based on facts, conventions, opinion or preferences.
These assertions lead to formulating claims. As a
critical reader, you should be able to recognize and
formulate counterclaims about what was read.
Counterclaims refer to claims that refute previous
claim in your readings. It is necessary to locate
evidences provided but the text to prove one's
counterclaim. Since you have learned a lot about
evaluating the credibility of the claims the author is
trying to present, you must then learn to determine
textual evidences to validate assertions and
counterclaims being made
 Textual
Evidences
Textual Evidences
Textual Evidence is defined as the details given by
the author in order to support his/ her claims. It
reveals the position of the writer and makes the
reading more interesting. Evidences are details that
strengthen, add variety or weight to any argument.
Finding textual evidence on a read text helps you
make inferences using concrete evidences on your
claims. To support one's claim, you should explicitly
cite the ideas that support your claim in your
writings.
 Textual evidences
W E C A N P R E S E N T O U R T E X T U A L E V ID E N C E IN
FO UR WAYS

PARAPHRASING S U M M A R IZ IN G REFERENCING QUOTING

Paraphrasing or restating the text
in your own words
Summarizing stating a shorter way
the text and other relevant details
to support the idea
Referencing or mentioning a
specific section in the text, and
through quoting or directly
restating a part of the text.
Quoting or directly restating the
part of a text.
Paraphrasing or restating the text in
your own words
does not match the source word for
word
involves putting a passage from a
source into your own words
changes the words or phrasing of a
passage, but retains and fully
communicates the original meaning
must be attributed to the original
source.
Summarizing stating a shorter way the
text and other relevant details to support
the idea
does not match the source word for word
involves putting the main idea(s) into
your own words, but including only the
main point(s)
presents a broad overview, so is usually
much shorter than the original text
must be attributed to the original source.
Referencing or mentioning a specific
section in the text, and through
quoting or directly restating a part of
the text.
Quoting or directly restating the part of a
text.

match the source word for word

are usually a brief segment of the text
appear between quotation marks
must be attributed to the original
source.
Do you have
any questions?