READING AND WRITING SKILLS – GRADE 11

Name: ______________________________________ Date: ____________________

Grade: ______________________________________ Section: ___________________

 Quarter: 4 Week: 3 MELC(s): Formulate evaluative statements about a

text read (EN11/12 RWS-IVac-9)
 Title of Textbook/LM to Study: Enhanced English Engagements Reading
and Writing for Senior High School
 Chapter: 2 Lesson 5 Pages: 51-54 Topic: Taking the Final Step: Formulating
Evaluative Statements
 Objectives: 1. Identify the type of assertion being used in a text.
2. Formulate assertions about the content and properties of a
text read.

Let Us Discover

The final step in the critical reading process is to formulate an evaluative statement
about the text which will validate or challenge the author’s ideas. In this aspect, the reader
makes a stand on the arguments presented by the author and the manner through which it
was delivered. Making assertions and counterclaims are part of it.
In formulating evaluative statements, assertions play an important role. An
assertion is a statement used to make a declaration or to express strong belief on a particular
topic, often without evidence. On the other hand, counterclaims, as defined by Tiongson
(2016), are “claims made to rebut a previous claim”. Further, in analyzing an argument, the
writer needs to present evidences as its counterclaims.

There are four common types of assertions according to the degree of certainty.
These include fact, convention, opinion and preference.
1. Fact- this is a statement that can be proven objectively by direct experience,
testimonies of witnesses, verified observations, or the results of research.
Example: Cigarettes contain harmful chemicals that cause cancer.
( The statement is a fact because it can be directly verified by research).
2. Convention- it is a way in which something is done, similar to traditions and norms.
Example: The sampaguita belongs to the genus Jasminum of the family
Oleaceae.
(The statement above is a sample of convention because it was based on a
classification system made up by scientist and is acceptable to the scientific
community. )
3. Opinion- is based on facts, but are difficult to objectively verify because of the
uncertainty of producing satisfactory proofs of soundness.
Example: The iPhone is better than any other android phones.

GSC-CID-LRMS-ESSLM, v.r. 02.00, Effective April 21, 2021

 (The statement is an opinion because it is based on an observation that needs to be
proven by studies and repeated observation.)
4. Preference- It is based on personal choice; therefore, they are subjective and cannot be
objectively proven or logically attacked.
Example: Mangoes are the sweetest and most delicious fruit among other.
(This is a sample of preference since it says a lot about the fruit that the writer likes,
instead of objectively comparing the qualities of mangoes to that of other flowers.)

In writing assertions, we need to be knowledgeable and be clear and concise a

as we get straight to the facts and let the readers know what we want them to know and
present them complete with supporting details to our claim/s.

Let Us Try

Identify the type of assertions that are being used in the following sentences.
Write either FACT, OPINION, CONVENTION or PREFERENCE as your answer.
______________1. Facebook is a cooler social media platform than Twitter.
______________2. There were 1.4 billion users of social media in the whole
world in the year 2012.
______________3. Most of my friends like Instagram than Facebook.
______________4. I would rather enjoy staying home and make myself
productive than spending my time outside and do nothing.
______________5. Roses belong to the genus Rosa of the family Rosaceae.

Let Us Do

Make assertions based on the given picture below.

1. Statement of convention: ______________________________________

2. Statement of fact: ______________________________________
3. Statement of opinion: ______________________________________
4. Statement of preference: ______________________________________

GSC-CID-LRMS-ESSLM, v.r. 02.00, Effective April 21, 2021

 Let Us Apply

In a paragraph or two, share your pleasant or unpleasant experiences about

any of the topics given (COVID 19, Senior High School Life, Safety Health
Protocols and Modular Learning) this time of pandemic. Formulate assertions of
fact, convention, opinion, and preference in your write-up.

GSC-CID-LRMS-ESSLM, v.r. 02.00, Effective April 21, 2021

 Rubrics

Rubric for Making Assertions

Good (5) Fair (3) Needs

Improvement (1)
Assertion made has Assertion made is Assertion length is
Quantity an appropriate lacking in quantity inappropriate.
length with clear with little evidence.
evidence.
Prompt Prompt is clearly Prompt is mostly Prompt is not
understood and all understood and understood.
aspects were addressed.
addressed.
Argument Argument is clearly It is not very strong It is weak with no
defended with and the refutation consideration of the
appropriate and and evidence are counterclaims.
convincing not convincing
evidence. enough.
Arrangement and The used of stylistic There is an attempt There is no attempt
Style elements are to incorporate to use stylistic
presented to create stylistic elements elements and little
a more convincing and some thoughts thought is given to
evidence with are given to the the arrangement of
emphasis on the arrangement of the argument.
arrangement of argument which
argument. somehow adds to its
effectiveness.

References

Agbayani D. et al 2015. Enhanced English Engagements: Reading and Writing.

Salesiana Books. Don Bosco Press
https://www.slideshare.net
https://pdfcoffee.com
SSLM Development Team
Writer: Amy F. Tenorio
Evaluator: Louie Mark G. Garvida
Illustrator: Ivy E. Manisan
Creative Arts Designer: Reggie D. Galindez
Education Program Supervisor:Ronnie R. Sunggay
Education Program Supervisor – Learning Resources: Sally A. Palomo
Curriculum Implementation Division Chief: Juliet F. Lastimosa
Asst. Schools Division Superintendent: Carlos G. Susarno, Ph. D.
Schools Division Superintendent: Romelito G. Flores, CESO V

GSC-CID-LRMS-ESSLM, v.r. 02.00, Effective April 21, 2021