Senior High School

Reading and
Writing Skills
Quarter 4 - Module 6
Formulating Evaluative Statements
About a Text Read
Reading and Writing
Alternative Delivery Mode
Quarter 4 – Module 6: Formulating Evaluative Statements About a Text Read
First Edition, 2021

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 Senior High School

Reading and
Writing Skills
Quarter 4 - Module 6
Formulating Evaluative Statements
About a Text Read
Introductory Message

This Alternative Delivery Module (ADM) is prepared so that you, dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each (ADM) is composed of different parts. Each part shall guide you step-by-step
as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each (ADM)
This will tell you if you need to proceed on completing this module or if you need to
ask your facilitator or your teacher’s assistance for better understanding of the
lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that
you will be honest in using these.

In addition to the material in the main text, Notes to the Teachers are also provided
to our facilitators and parents for strategies and reminders on how they can best
help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of
this (ADM) Use a separate sheet of paper in answering the exercise and tests.
Read the instructions carefully before performing each task.

If you have any questions in using this (ADM) or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

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 This module aims to help youformulate evaluative statements about a text
read: assertions about the content and properties of a text read, and
counterclaims in response to claims made in a text read.

Specifically, after going through this module , you are expected to:
• differentiate evaluative and descriptive statements;
• classify the types of assertions;
• write counterclaims in response to the given claims; and
• formulate evaluative statements about the text read.

1. Criticize the content of a reading text

What I Know
.
Directions: Critic each situation and write your explanation in the space provided.
Limit your discussion to three (3) sentences. The first item is done for you.

Situation Explanation
1. Someone takes It depends upon the situation if I have the proof
credit for your idea. that my idea is really mine. If it is a classroom
discussion or meeting, I will stand and
appreciate the person who took credit of my
idea and express my gladness of having my
idea come to light.
2. You’re asked to stay
late by your teacher
when you’re about to
leave the room for a
personal obligation.
3. You have to say “no”
to your adviser.
4. You need to push
back on a decision
that you believe is
wrong.
5. You have to give
negative or awkward
feedback to your best
friend.
6. It is almost two
months that you
never had a chance
to join your online
classes.

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 What’s In

Before starting the new lesson, let us find out if you can recall the topics that we had from our
previous discussion. In your last module, we tackled on explaining critical reading as a form
of reasoning. Now, let us proceed....

Directions: Analyze the statements hereunder and determine the veracity of each. Before the
number, write FACT if the statement is true; BLUFF if it tells otherwise.

_______ 1. Evaluative statement presents criticism based on a set of criteria.

_______ 2. Evaluative statement must present comprehensively the strengths and
weakness of a paper.
_______ 3. Supporting facts or evidences your judgment is not necessary in coming up
with an evaluative statement.
_______ 4. Explaining why a strength is a strength in writing an evaluative statement only
depends to writer.
_______ 5. Comprehensive evaluative statements can be done by simply scanning a
material.
_______ 6. There is no need to provide so much details like data in crafting an evaluative
statement.
_______ 7. “Cheating is wrong.” is an example of evaluative statement.
_______ 8. Formulating evaluative statement involves worth, unity, truth, and validity of
something.
_______ 9. It enough to express your opinion in coming up with an evaluative statement.
_______ 10. Making inferences and examining facts presented are part of evaluating a text.
_______ 11. Useful, significant, insightful, and comprehensive are just some of the
evaluative languages.
_______ 12. Vague statements are essential in an evaluation.
_______ 13. If a review is undertaken, its implication must be included in the evaluation.
_______ 14. Claim is the main or central argument of the text.
_______ 15. Counterclaims provide opposing viewpoints to the argument.

What’s New

Directions: Arrange the jumbled letters to form the word being described in each of
the given statements. Write your answer on the space provided before each number.

__________ 1. It is a systematic determination of a subject's merit, worth and significance,

using criteria governed by a set of standards. LANIVOAEUT
__________ 2. It is a positive declaration of statement. ENORTSSAI
__________ 3. It suggests using the simpllest possible word to convey an idea. ONCICES
__________ 4. It is a a word or phrase that minimizes the negative impact of criticism.
SEDGHE
__________ 5. It is process of breaking a complex topic or substance into smaller parts in order
to gain a better understanding of it. ALYSANIS

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 What is It

WHAT IS AN EVALUATIVE STATEMENT?

One of the most difficult tasks that a student encounters is formulating an

evaluative statement from a text. It becomes difficult because it requires a comprehensive
understanding before one can come up with formulating an evaluative statement. Reading is
not sufficient for a learner to formulate an evaluative statement.
Reaading must entice a detailed and a careful understanding of what you read. Also, one
must have an established vocabulary in order to compose or formulate an evaluative
statement.
Belino (2017) defines an evaluative statement as a way of giving explanation to show
the strengths and weaknesses of something through writing. It presents a value judgment
based on a set of criteria. It is the writer’s way of explaining why strength is a strength and a
weakness is a weakness based on the evidence gathered.
This means that evaluative statements about a text are formulated after having read the text
carefully and critically, understanding the essence of the text and checking for possible
misconceptions or misjudgements in the argument.
Evaluative statement is also called as evaluative essay. An evaluation essay is
a composition that offers value judgments about a particular subject according to a set of
criteria. According to Nordquist (2019) evaluative statement is also called evaluative
writing, evaluative essay or report, and critical evaluation essay. An evaluative essay is one
that presents a writer's point of view about the subject. Its purpose is to evaluate upsides and
downsides of some object, process or action.
Further, according to Hernandez et al. (2017), an evaluative statement is an objective
and tactful way of reacting to a text.

HOW TO FORMULATE AN EVALUATIVE STATEMENT?

` According to Belino ( 2017), there are steps on how to formulate evaluative
statements.
1. Evaluative statements about a text are formulated after having read the text carefully
and critically, grasping the essence of the text and checking for possible fallacies in
the argument

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 2. The formulation of the evaluative statements is done in the same way you do to any
other writing except that the statement is about your judgement of the text’s content
and property
3. You may compose your evaluative statements in two steps:
3.1. Formulating assertions about the content and the properties of a text read 3.2.
Formulating a meaningful counterclaim in response to a claim made in the text read.
4. In this step, you have to examine which ideas are facts or opinions, make inferences
or conclusions, and assess the overall quality of the text. This assertions usually
contain evaluative languages such as useful, significant, important, insightful, detailed,
up-to- date, comprehensive, practical, etc.

Moreover, Belino (2017) suggested ways in formulating evaluative statements in an

objective and tactful way through counterclaim and hedges.

1. A counterclaim is an opposition you make about the claim of a writer. You must
recognize the value of hedges when you state your counterclaims

2. A hedge is a word or phrase that minimizes the negative impact of criticism. When
you are presenting your counterclaim, you are providing criticism since you are stating
that the claim is not true. A hedge is used to giving a courteous tone in your writing.

Hedges could come in different forms such as Modals – may, could, would, etc.
Frequency adverbs – usually, generally, commonly Probability adverbs – probably,
possibly, presumably.

HOW TO FORMULATE ASSERTIONS ABOUT THE CONTENT

AND THE PROPERTIES OF A TEXT READ

Evaluation is passing judgment onto works of others, so they must be written and
expressed with care and much constancy. Exactly, when you evaluate, you are actually
asserting. Assertion, from Webster is defines as an act of declaring what is right based on
evidence presented.

Hernandez(2017), enumerates tips on writing assertions, such as:

1. Be knowledgeable. Before you start writing your assertions, make sure your facts
are straight
2. Back it all up. Your assertions needs to be a stable throughout.
3. Be clear and concise. Since each assertion lets you take a stand on your topic, it's
very important that you keep things clear and concise.
4. Be thematic.Look for a bigger perspective of issue or topic being evaluated.

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 Moreover, meaning of expressions are classified into two; these are the
descriptive and the evaluative.

Descriptive meaning deals with the presentation of facts. It provides expressive

details about the situation or other. It gives an account of what the context is without
saying it’s good or bad, as in the claim “These grapes are sweet.” The descriptive
meaning of this statement can be verified and is constant.

On the other note, evaluative meaning gives assessment. It expresses judgment,

disapproval, strengths, and weakness. It is usually a conceivable interpretation about
an event or things. In the example, “The grapes taste good.”, this view may be disputed
or accepted by others. Here are other examples:

Unclear Statements Possible Questions Clear Statements

The effectiveness of How often? The effectiveness of the
the program is What happens to the program is reviewed quarterly
regularly reviewed. result? and reported to the program
supervisor.
Learner achievement By how much? Learner achievement for
has increased over the Was there a target? 2019-2020 was 90% higher
last year. than our target of 85%.
Some employees need How many employees? In the needs analysis
to take a step and In what aspect? conducted, it shows that 50%
undergo in a employees on the human
professional resource department need to
development. undergo in a technological
advancement program to
meet the demand of the 21st
century business industry.

Hernandez (2017), also states the four (4) elements of a well written text that an
evaluator must consider, namely:

1. unity and logical arrangement of ideas

2. appropriateness of language use
3. proper grammar
4. punctuation, spelling, and format

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Finally, to be an effective critical evaluator, it is not enough just to be able to identify claims
and assertions. It is also note worthy to identify the properties of a text read whether it is a fact
or opinion, and inference or a conclusion, and a fallacy or a judgment. Facts are true
information based on evidence. Opinion is a belief based on person’s judgement without
certainty. Inference is a process of reacting to a conclusion. A conclusion is an end or a
sum up as a result of something. A fallacy is the use of invalid or otherwise faulty reasoning,
or "wrong moves" in the construction of an argument. Judgment is a decision which is a
product of careful thought. The ability to analyze an argument is essential to understanding
the text more deeply, but understanding the claim is not the only facet of the argument.

Let us have these examples:

Argument Evaluation

1. All teachers are committed to their Teachers function differently towards

profession. their teaching job. They behave
differently based on the type of students.
Teachers never stop teaching until their
students learn.
2. Students are not commited to their The type of students vary. There are full
studies time and working students. Full time
students may focus on their studies while
working students may not due to work
factors. Hence, these students have
ambitions to fulfill.

Notice the context of the given arguments. The first one is positive while the second
is negative. Both the evaluations are stated or expressed and justified in simple sentences.
Therefore, the evaluation must have positve or negative assertion based on living proofs.

It is also important for the evaluator to label the argument and/or evaluation based on
positive and negative, since it is the point where the assertion starts. The examples given
above is a good way of expressing evaluation. Do not forget what you learned from the
samples: Remember:

1. Begin with the positives.

2. Keep your feedback concise.
3. When pointing out negatives, focus on the situation, not the person and mention,
too, why it is a negative.
4. Provide a solution or suggested improvement to the negatives, as well as a
justification about why the solution or suggestion will work.

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 Finally, acquiring this knowledge will train you not only to become a better critical
thinker but also an unbiased evaluator.

What’s More

You learned earlier about the considerations you need to make when formulating
evaluative statements, as well as the signal words that you may use. Now let’s put what you
learned to the test.

Independent Activity 1

Directions: True or False. Write True , if the statement is corret and False, if it is incorrect.
Use a separate sheet of paper when aswering.

1. Comprehensive reading is a prerequisite to formulating evaluatuve statements.

2. A counterclaim is an opposition you make about the claim of a writer.
3. Nordquist (2019) classsified evaluative writing as an evaluative statements.
4. Belino (2017) defines an evaluative statement as a way of giving explanation to show
the strengths and weaknesses of something through writing.
5. A hedge is used to giving a courteous tone in your writing.
6. Reading is sufficient for a learner to formulate an evaluative statement.
7. A counterclaim is anaffirmation you make about the claim of a writer.
8. Formulating evaluative statement is a very easy task.
9. An evaluator needs to have established vocabulary to give justice to the statements.
10. In formulating evaluative statements, one has to focus only on the positive premise.

Independent Assessment 1

Directions: Complete the table by formulating an evaluative statement and labeling it as

either positive or negative, depending on the focus of the evaluation. The first item is done for
you.

Text Evaluative Statement Label

1. If you are not so smart, The statement is very Negative
you should try to be a discriminative against those
teacher. with average intelligence
and teachers in general.

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 2. Every person has
something good to add
to this world.

3. Only rich people can

become medical doctors

4. In posting things on
social media, you must
think before you click.

5. Only the students with

internet connection can
get high grades.

Independent Activity 2
Directions: Identify the property of a stated text. Write F for Fact, O for Opinion, C for
Conclusion, I for Inference, J for Judgment, and Fal for Fallacy. Write your answer on the
space provided before each number.

_______ 1. The Government should enact minimum-wage legislation so that workers

are not exploited. Nonsense. You say that only because you cannot find a
good job.
_______ 2. The leaves of all growing plants are usually green.
_______ 3. I felt ill, i visited a graveyard. Graveyard is spooky place that can cause
illnesses.
_______ 4. COVID 19 is almost a year now.
_______ 5. Some people keeps dogs as pets.
_______ 6. Capitalism is better than socialism.
_______ 7. Online classes have significant effect to the academic performances of
Grade 12 students
_______ 8. Leadership shouldn’t be a solitary endeavour.
_______ 9. Due to pandemic, the management has implemented a skeletal working
force among employees.
_______ 10. President Duterte ordered the release of SIR of all the government
employees.

Independent Assessment 2
Directions: True or False. On the space provided before each number, write True if the
statement is correct and False if not.

_______ 1. There are three labels used in evaluating the statements.

_______ 2. Correct grammar is not a priority in formulating evaluatuve statements.
_______ 3. Before you start writing your assertions, make sure your facts are straight.
_______ 4. When you evaluate, you are actually asserting.

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 _______ 5. To be an effective critical evaluator, it is enough to be able to identify claims
and assertions.
_______ 6. Punctuation marks, correct grammar, and spelling must be constantly
observed when evatuating a statement.
_______ 7. Thematic means looking for a bigger perspective on the topics or ideas
evaluated.
_______ 8. Provide a solution or suggested improvement to the negatives, as well as a
justification about why the solution or suggestion will work.
_______ 9. Leave the negative assertion for the readers to decide.
_______ 10. Your assertion and claim must be stable throughout.

Independent Activity 3
Directions: Read and analyze the given texts, then formulate evaluative statements. Write a
minimum of three (3) sentences and/or a maximum of five (5) sentences.

Texts Evaluative statements

1. Online classes have significant effect
to the academic performances of Grade
12 students.
2. COVID 19 is almost a year now.
3.Only the well off families can afford the
COVID vaccines.
4.Many private schools have closed due
to global pandemic.
5.Mr. Samson was retrenched from
work and his children transferred to
public schools.
6.You are a living witness that Sam is
always bullied by your other
classmates.
7. Practical Research requires the
students to conduct research.
8. You are an athlete; this time outdoor
sports are not allowed.
9. Senior citizens are prohibited to go
out from the house, your guardian is a
senior citizen.
10.It is almost a year that she has not
met her friends and she is currently
devastated by the death of her father
due to COVID 19.

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Independent Assessment 3
Directions: Complete the table by formulating evaluative statements as regards the given
scenarios. Write at least four (4) to five (5) sentences each. The first evaluation is done for
you.

Situation/Text Evaluative Statement

1. A coffee house you often visit Every Saturday night, it has been our family
practice to hang-out at Starbucks, Malolos.
This is to unwind with the stressing online
classes experienced by each of the
members of the family since quarantine. The
ambience and Caramel Latte, or
the Frappuccino, and the different
concoctions of Frapee combined with
peculiar cakes and pastries relieve our
stresses away. Yet, it is unfortunate that the
family is spending thousands just for the
coffee/frapee and pastries/cakes; hence you
may never equate money with family
bonding and happiness.
2. Your favorite restaurant
3. The last season of your favorite sports
team
4. A cosmetics product or a cologne that
you like
5. A recent movie that you have watched

What I Have Learned

Directions. In not less than two hundred (200) words, formulate evaluative statements on the
following texts. A rubric is provided as your guide in writing. Write your answers on the given
spaces.

1. The Challenges and Coping Mechanisms in Online Classes

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________ ________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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2. The COVID19: Disruption of My Daily Life
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

What I Can Do

Directions. Get an old magazine, cut out any picture that attracts you the most, and paste in
a short bondpaper. Write an evaluative essay on the chosen picture. Rubrics is given to guide
you in writing.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Rubrics for the Analysis and Evaluation of an Evaluative Essay/Statement

Score
Accuracy of 40% 35% 30% 25%
Text Analysis
(Started with Indicators were Indicators were Indicators were Indicators were
positives, applied corectly applied with 1-3 applied applied with more
focused on the mistakes with 4-6 mistakes than 7 mistakes
situation)
40%

Content 40% 35% 30% 25%

Appropriateness
of language Indicators were Indicators were Indicators were Indicators were
used and order applied corectly applied with 1-3 applied applied with more
of presentation mistakes with 4-6 mistakes than 7 mistakes
of ideas)
40%
Writing 20% 18% 16% 14%
Mechanics
(Punctuation, The analysis and The analysis and The analysis and The analysis and
spelling and evaluation are evaluation have 1- evaluation have 4- evaluation have
format) free from any 3 mistakes based 6 mistakes based more than 7
20% mistakes based on the required on the required mistakes based on
on the required indicators indicators the required
indicators indicators

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 Assessment
Directions: Choose the letter that best corresponds to the correct answer. Write your
answers on the space provided before each number.

1. Critical thinking concerns…

a. determining the cause of our beliefs.
b. pinpointing the psychological basis of our beliefs.
c. determining the quality of our beliefs
d. assessing the practical impact of our beliefs.
2. A belief is worth accepting if......
a. it has good reasons.
b. it is consistent with our needs.
c. it has not been proven wrong.
d. it is accepted by our peers.
3. According to the text, critical thinking complements…
a. our prejudices.
b. our emotions.
c. peer pressure.
d. our unconscious desires.
4. A statement is…
a. a question or an exclamation.
b. an affirmation of prior beliefs.
c. an assertion that something is or is not the case.
d. an assertion that is neither true nor false.
5. Statements supported by good reasons are…
a. worthy of strong acceptance.
b. to be believed with certainty.
c. never false.
d. beyond all possible doubt.
6. The statements (reasons) given in support of another statement are called...
a. an argument.
b. the conclusion.
c. the premises.
d. the complement.
7. Statements given in support of another statement are called...
a. conclusions.
b. premises.
c. arguments.
d. summaries.
8. A belief is based on person’s judgement without certainty.
a. Opinion
b. Inference
c. Fact
d. Fallacy
9. These are true information based on evidence.
a. Fallacy
b. Fact
c. Inference
d. Opinion

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 10. It is a decision which is a product of a careful thought.
a. Fallacy
b. Fact
c. Judgment
d. Inference
11. It is the use of invalid or otherwise faulty reasoning or "wrong moves" in the
construction of an argument.
a. Fact
b. Judgment
c. Opinion
d. Fallacy
12. It is an end or a sum up as a result of something.
a. Conclusion
b. Fallacy
c. Inference
d. Judgment
13. It is passing judgment onto works of others, so it must be written and expressed with
care and much constancy.
a. Evaluation
b. Assertion
c. Conclusion
d. Recommendation
14. It is defined as an act of declaring what is right based on evidence presented.
a. Recommendation
b. Assertion
c. Conclusion
d. Evaluation
15. It is an opposition you make about the claim of a writer.
a. Hedge
b. Conclusion
c. Counter claim
d. Fact

Additional Activities

Directions. Research on the writing experiences of the following journalists and take time to
evaluate one of their writings based on the following: label and assertion.

Journalists Evaluation (label and assertion)

1. Randy David

2. Michael Tan

3. Max Soliven

4. Ambeth Ocampo

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 15
What’s In Independent Assessment 2
References Format, Ctrl + Click to follow link:
1.Bluff
2Fact 1.False 2. False 3.True 4.True 5. True
3.Bluff 6.True 7. True 8. True 9. False 10.
4.Bluff
5,Bluff
References
6,Bluff Independent Activity 3 (Students’ answers may v
7,FAct
8FAct Independent Assessment 3 (Students’ answers may var
9.Bluff
10.Fact
11.Fact
12 Bluff
13. Fact
14.Fact
15.Fact
What’s New What I have learned
1.Evaluation
2.Assertion (Students’ answers may vary )
3.Concise
4.Hedges
5.Analysis
What’s More
Independent Activity 1
Students’ answer may
vary
Inde[endent Assessment 1 Assessment
1. True
2. True
3. True 1. a 2. d 3. b 4. b 5. c 6.a 7. c 8. b 9. 10. c 11.d 12. a 13. A 14.b 15.c
4. True
5. True
6. False
7. False
8. False
9. True
10. False
Independent Activity 2
1. Fal
2. O
3. I
4. F
5. F
6. O
7. C
8. O
9. J
10. Fal
Answer Key
 References

A. Electronic Sources

Bassuk, Alicia Formulating Evaluative Statements. 2017.

https://www.elcomblus.com/formulating-evaluative-statements/

Nordquist, Richard. What is an evaluation essay? . USA: University of Georgia Press,

2019. https://www.thoughtco.com/what-is-an-evaluation-essay-

B. Visited sites

26231 https://global.oup.com/us/companion.websites/9780199385423/student/ch1/mcq/

1100&ei=pysZYNXIBcyTr7wP_PihoAQ&q=what+is+analysis&oq=what+i

1690615#:~:text=An%20evaluation%20essay%20is%20a,report%2C%20and%20critical%2
0evaluation%20essay.&text=%22Any

https://www.google.com/search?q=google+sites&oq=google+sites&aqs=chrome..69i57j0l6j6
9i64.11740j0j15&sourceid=chrome&ie=UTF-8

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