Evaluative Statement, Assertions, Counterclaims

What is an Evaluative Statement?

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 an Evaluative Statement:

To formulate an 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 judgment of the text’s content and properties. You may formulate your
evaluative statements in two ways such as formulating assertions and
counterclaims. Meanwhile, you will be formulating meaningful counterclaims at
the second part of this module.

The question now is, how are you going to form evaluative statements? It’s very
simple! Just remember the following pointers:
1. Begin with the positives before you point out the negatives. Remember
that your evaluative statement should be factual, substantial and
unbiased. When giving your negative feedback, it should not sound
insulting on the part of the evaluatee (one who is evaluated).

2. Suggest a solution/s or suggestion/s on how to improve the written

material being evaluated and provide justification how these will work.

3. Keep your feedback concise and precise.

4. Be careful in giving your feedback. Since evaluations pass judgment onto
works of authors, they must be written and expressed with care and much
diligence.

Take a look at the given example below:

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
CoronaVirus 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 languages 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 enhance 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 languages 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 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

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 affects the
emotional connection between the reader and the poem itself.

Explanation:
In the second paragraph, the evaluator mentioned 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.

ASSERTION 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 in an expository writing.

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.

For example, you were asked to answer the question, “Do you believe education
should continue regardless of the situation we are facing right now?” and you
would give your opinion or argument about it. Afterwards you would make an
assertion whether you agree or disagree with the issue, thus, take a stand and
support it with your reason/s.

There are four types of assertions which are classified according to the degree
of certainty they can be judged as true or false.

1. 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.
(The first sample sentence is classified as a fact since the mineral contents
of seawater can be tested and proven through experiments and
researches.)

2. 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 by measurements.

Example:
Seawater is classified as a heterogenous and homogenous mixture. (The
second sample sentence is a convention because the classification of
seawater is based on the classification system made by scientists and is
acceptable to the scientific community.)

3. 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.

Example:
Swimming in seawater is the best activity to refresh and relax your mind,
body, and soul.
 (The third sample sentence is an opinion since the claim is difficult to
prove.
The truthfulness of the claim may be true to some but not to others.)

4. 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.

Example:
I love to make frequent trips to places with seawater rather than those
without it.
(The last sample sentence is a preference because it expresses the
personal choice of the writer to places with seawater over those places
without it.)
Formulating Counterclaims

To be an effective critical thinker, it is not enough just to be able to identify

claims and assertions. 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. You must also learn how to analyze the counterclaims and
evidence provided by the text. Being able to recognize and formulate
counterclaims in reaction to an argument is a characteristic of a good critical
reader.

Counterclaims are claims made to rebut a previous claim. To rebut means to

contradict someone’s statement through a formal argument. They provide a
contrasting perspective to the main argument.

To be able to locate counterclaims to an argument, remember the following:

1. Show competence and familiarity with the writer’s topic.

2. Examine different perspectives and not just passively accepting the writer’s
claim.
3. Consider the topic, and make sure you are willing to engage different
viewpoints from your own.
4. Clarify your personal position on the topic.
Example:
Martha is an incoming grade 11 student. She has been using a basic
cellphone ever since she was in junior high school. She is very eager to go
back to school and be productive but when she learned about the integration
with technology and digital tools to extend in the classrooms beyond the
constraints of traditional walls, particularly in the public school due to the
global pandemic, her excitement turned into frustration. Martha desperately
wants

to have a smartphone so she can have access to the internet. Having this in
mind, she tells her father, Mang Tonyo, that she needs a smartphone. Mang
Tonyo, thinking only of the additional expense, simply says, “No.”

Martha has made her claim – asking for a smartphone.

Mang Tonyo has made his counterclaim – opposing Martha’s claim

Martha must offer valid reasons to convince Mang Tonyo that she needs the
smartphone because it has access to internet and so he needs to provide her
with one. Martha might provide evidence of the necessity of using smartphone
nowadays as part of the new normal life in the time of
 CoronaVirus. Martha’s reasoning may include a description of how
important smartphone is as far as convenience and flexibility in on-line
distance learning

are concerned.

In this example of counterclaim, Mang Tonyo now needs to support his refusal to
provide Martha with a smartphone. He should be ready to give solid,
substantiated reasons for his refusal to provide something that the family has
been spending for all those years. This may include evidence of the family’s
inability to send her and her siblings to a private school, and that his budget is
not sufficient enough to afford a brand new smartphone since the family income
has suffered due to COVID-19.

Four Elements of Argument

1. CLAIM- is a statement that asserts facts based on one’s understanding

about a particular topic or issue.

In the given example, Martha asking his father to buy her a smartphone is an
example of a claim.

2. COUNTERCLAIM- is just the opposite of claim. It is a statement that

contradicts one’s claim and is usually proven and supported by both reasons
and evidences.

Mang Tonyo’s negative response to Martha’s claim is an example of

counterclaim.

3. REASON- is the part of an argument where a statement offers an

explanation behind a party’s claim.

Martha’s offering of valid reasons to convince Mang Tonyo that she needs the
smartphone is an example of reason.

4. EVIDENCE - is the statement that proves the truth of a claim and generally
leads to the conclusion of an argument.

Martha provides evidence of the necessity of using smartphone as part of the

new normal life in the time of CoronaVirus is an example of evidence.