METRO MANILA COLLEGE

U-Site, Brgy. Kaligayahan, Novaliches, Quezon City

BASIC EDUCATION DEPARTMENT
FOURTH QUARTER

MODULE #2
READING AND WRITING SKILLS (RWS)
2nd SEMESTER, S.Y. 2019-2020

For: Week 11 (03.23-27.2020)

Prepared by:

Ms. Duque, Ruth

Mr. Garcia, John Patrick
Ms. Langga, Florifaye
Ms. Rivera, Jonalyn
Mr. Valenzuela, Daryl Eldrin
 MODULE #2
CRITICAL READING AS REASONING

OBJECTIVES:
At the end of the module, you should be able to:

 [B.LC.RWS.4.] Explains critical reading as reasoning.

 [B.LC.RWS.5.] Formulates evaluative statements about a text read, like:
[B.LC.RWS.5.1.] Formulates assertions about the content and properties of
a text read; and
[B.LC.RWS.5.2.] Formulates meaningful counterclaims in response to claims
made in a text read.
 MODULE 2: CRITICAL READING AS
REASONING

LESSON 2.1: EVALUATIVE STATEMENTS OR ESSAYS

EVALUATIVE STATEMENTS OR ESSAYS (Antonio et al, 2017):

- “present a value judgment based on a set of criteria”
- gives a better explanation to show the strengths and weaknesses of something; enables
writers “to explain why a strength is a strength, and a weakness a weakness”

STATEMENT vs. ESSAY (Merriam-Webster Online Dictionary, 2020):

1. STATEMENT – (usually) a SINGLE declaration or remark
2. ESSAY – an ANALYTIC or INTERPRETATIVE literary composition usually dealing with its
subject from a limited or personal point of view; something resembling such a
COMPOSITION

THREE PARTS TO AN EVALUATIVE ESSAY:

1. JUDGMENT (the overall opinion)
2. CRITERIA (the reasons for the opinion)
3. EVIDENCE (the support to the opinion)

REMEMBER!
1. An evaluation essay is about giving a SOUND JUDGMENT – a judgment that can be
backed up or supported by valid reasons or proofs.
2. The tone of the essay should be REASONABLE.
3. The USE OF QUOTATIONS will definitely help a lot to strengthen your point, especially in
controversial topics.

ACTIVITY 2.1: LET’S FORM OUR KNOWLEDGE!

[SHORT ANSWER] DIRECTIONS: Please answer the following questions. (2 pts. each)

1. What are evaluative statements or essays?

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2. What is the difference of a statement and an essay?

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3. What are the three parts of an evaluative essay?

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4. What are some things to remember in making an evaluative essay?

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LESSON 2.2: MAIN COMPONENTS OF AN EVALUATIVE

ESSAY

MAIN COMPONENTS OF AN EVALUATIVE ESSAY (Antonio et al, 2017):

1. INTRODUCTION – where the writer gives his/her overall opinion or judgment in the
form of a thesis statement

THESIS STATEMENT – the central or controlling idea of a multi-paragraph composition;

one-sentence summary that guides, controls, and unifies ideas when writing; all other
ideas revolve around it (Lachica, 2017).
 2. BACKGROUND INFORMATION – gives the readers an idea of what the writer is talking
about; can be a brief summary if it’s a book or movie.

3. CRITERIA – (s. criterion) are parameters that are used as reasons for making a
judgment or decision; the part where you give your judgment and present your
reasons or supporting evidence.

NOTE: One needs at least two or three strong criteria to support one’s claim and
ultimately prove one’s thesis statement. People normally recommend at least three,
though.

SOME EXAMPLES OF CRITERIA:

A. LITERARY CRITERIA – plot, characters/actors and actresses, dialogue, humor,
musical score
B. RESTAURANT CRITERIA – food served, service, quality, atmosphere, price

4. CONCLUSION – is what summarizes the points made in the body of the essay (#2 & #3).

NOTE: The presentation of arguments should be LOGICALLY STRUCTURED so that each

point one presents is linked smoothly onto the next and through the conclusion
(COHESION and COHERENCE).

THE EVALUATIVE ESSAY OUTLINE (www.dignification.com):

PARAGRAPH 1: INTRODUCTION
 Use an opening sentence. You may use a quotation, a question, a statement, a statistic,
etc.
 Describe your topic.
 List the criteria (at least three) for evaluating your topic
 Give your opinion. This is your thesis statement.
PARAGRAPH 2: DESCRIPTION OF CRITERION #1
 State Criterion #1.
 Give your opinion on how your topic meets the criterion. Use strong adjectives.
 Provide supporting evidence to support your opinion.
 Give a statement that defends against counterarguments.
PARAGRAPH 3: DESCRIPTION OF CRITERION #2
 State Criterion #1.
  Give your opinion on how your topic meets the criterion. Use strong adjectives.
 Provide supporting evidence to support your opinion.
 Give a statement that defends against counterarguments.
PARAGRAPH 4: DESCRIPTION OF CRITERION #3
 State Criterion #3.
 Give your opinion on how your topic meets the criterion. Use strong adjectives.
 Provide supporting evidence to support your opinion.
 Give a statement that defends against counterarguments.
PARAGRAPH 5: CONCLUSION
 Think of a simile or metaphor (or any figure of speech / literary device) that will make
your reader understand your opinion.
 Restate your opinion.
 End with a great lasting though based on your opinion.

ACTIVITY 2.2: LET’S ANALYZE!

[MULTIPLE CHOICE] DIRECTIONS: Read the questions carefully and then ENCIRCLE the letter of
your answer from the given choices. (1 pt. each)

1. Which of the following components of an evaluative essay is where the writer

summarizes the points made in the body of the essay?
a. Introduction c. Criteria
b. Background Information d. Conclusion

2. The writer’s main idea, opinion, or judgment found in the introduction is in the form of
what?
a. Thesis Statement c. Thesis Directive
b. Thesis Essay d. Thesis Clause

3. Alex wants to write an evaluative essay about the novel she is reading. Which of the
following criteria is NOT of much relevance the thing she wants to evaluate?
a. Imagery c. Characters
b. Software d. Point of view

4. How many criteria are generally recommended for an evaluative essay?

a. two (2) c. four (4)
b. three (3) d. five (5)
 5. What property of a well-written text makes the presentation of arguments appear
logically structured by linking statements and paragraphs smoothly to the conclusion?
a. Organization c. Appropriate Language Use
b. Cohesion and Coherence d. Proper Mechanics

LESSON 2.3: STEPS IN WRITING AN EVALUATIVE ESSAY

STEPS IN WRITING AN EVALUATIVE ESSAY (TutorVista.com):

1. CHOOSE A TOPIC that you have enough knowledge about since you will need to make a
significant judgment based on a set of criteria.
2. FORMULATE THE THESIS. The thesis of an evaluative essay is its complete purpose and
should be stated clearly, making way that will allow distinguishing between criteria and
selecting appropriate examples. The thesis should state importance, or the lack of it,
with regard to what is written about studying the author of the text, the time or period
when the author wrote it and the important events that occurred during the time the
text was written.
3. THINK OF THE CONDITIONS that you are going to use to make the judgment. It is
challenging or even difficult to value the subject instantly; choose quite a few points of
interest to make it easier.
4. FIND SUPPORTING EVIDENCE to prove your point of view. A judgment is made about an
object and readers will take the viewpoint into concern, not making general statements.
5. PREPARE A ROUGH DRAFT, then ORGANIZE THE CRITERIA AND THE EVIDENCE FOUND.
6. FOLLOW THE CLASSIC STRUCTURE – introduction, main body paragraphs, and a
conclusion.
In the INTRODUCTION, introduce the value judgment about the selected topic.
In the BODY PARAGRAPHS, show the supporting evidence.
In the CONCLUSION, briefly summarize and restate the final judgment.

ACTIVITY 2.3.: LET’S ORGANIZE!

[ORGANIZATION] DIRECTIONS: Arrange the following steps in writing an evaluating essay from
1 to 6. Write the number of your answer before the space provided. (1 pt. each)

_____ THINK OF THE CONDITIONS.

_____ FOLLOW THE CLASSIC STRUCTURE.
_____ CHOOSE A TOPIC.
_____ PREPARE A ROUGH DRAFT & ORGANIZE THE CRITERIA AND THE EVIDENCE FOUND.
_____ FIND SUPPORTING EVIDENCE.
_____ FORMULATE THE THESIS.

LESSON 2.4: MAKING EVALUATIVE STATEMENTS

CLEAR

NOTE: In writing an evaluative essay, make sure that the statements, especially your thesis
statement, are CLEAR.

UNCLEAR AND CLEAR STATEMENTS (www.learning.gov.wales):

UNCLEAR STATEMENTS CLEAR STATEMENTS
Learner attainment is consistently high. Full-time learning attainment is well above
national comparators (65% against a sector of
(This is unclear because the writer did not 54%).
specify which learners. At the same time,
attainment rate is not given and has not been (This is clear because the writer indicated the
compared to sector benchmarks nor the percentage or rate of attainment of the
provider’s own targets) learners. The writer also identified the type of
learners.)
The effectiveness of support services is The effectiveness of support services is
regularly reviewed. reviewed on a termly basis and the outcomes
are reported to the governing body.
(How often is the effectiveness of support
services reviewed? What happens to the (The time as to how often the effectiveness of
result of the reviews?) support services is reviewed is given here, and
as to what they do to the result of the
reviews.)
Targets for all areas of provision are set and Targets for recruitment, social inclusion,
monitored annually. retention, attainment, qualification
framework attainment, and income and
(This is unclear because this would be expenditure are set at course and
expected in any organization – it is not a program/occupational levels. Analyses of
strength in itself. Other questions to ask are: previous performance and benchmarking
What targets are set? At what level? How are data are used to inform the targets. These are
they monitored? How do managers review moderated by senior managers to ensure that
targets to ensure that they are realistic and they are consistent and realistic.
appropriate? How are targets used to effect Achievements against targets are monitored
improvements?) quarterly by the Senior Management team.

(These statements have answered all the

possible questions to be asked to clarify
unclear questions.)

ACTIVITY 1.4.: LET’S CLARIFY STATEMENTS!

[SENTENCE WRITING] DIRECTIONS: Rewrite the following unclear statements in order to make
them clear statements. An example is given below for your reference. (2 pts. each)

Example:
UNCLEAR STATEMENT: Most Filipinos buy street food every day.
CLARIFIER(S): FILIPINOS = 75%, STREET FOOD = kwek-kwek and fishball
CLEAR STATEMENT: 75% of Filipinos buy kwek-kwek and fishball every day.

1. UNCLEAR STATEMENT: The subject teacher is good in English.

CLARIFIER(S): SUBJECT = Reading and Writing Skills / ENGLISH = high fluency
CLEAR STATEMENT: ______________________________________________________

2. UNCLEAR STATEMENT: Filipinos ranked low in a student assessment programme.

CLARIFIER(S): RANKING = low 70s, STUDENT ASSESSMENT PROGRAMME = PISA
CLEAR STATEMENT: ______________________________________________________

3. UNCLEAR STATEMENT: An infectious disease has affected a number of Filipinos.

CLARIFIER(S): DISEASE = COVID-19, Number of Filipinos = 307
CLEAR STATEMENT: ______________________________________________________
REFERENCES:

MAIN REFERENCE:
Antonio, M.T., Sarte, M., Inigo, M.E., & Tangonan, O. (2017) Reading and Writing Skills for
Senior High School Students. Textbook. 105 Engineering Road, Araneta University Village,
Potreto, Malabon City. Mutya Publishing House, Quezon City.

SUPPORTING REFERENCES:
Lachica, T. (2017). Selecting and Organizing Information. Slideshow Presentation. Slideshare.
Retrieved 18 January 2020 from https://www.slideshare.net/tinelachica04/readinglesson-3-
selecting-and-organizing-information

Merriam-Webster. (n.d.). Essay. In Merriam-Webster.com dictionary. Retrieved March 21, 2020

from https://www.merriam-webster.com/dictionary/essay

Merriam-Webster. (n.d.). Statement. In Merriam-Webster.com dictionary. Retrieved March 21,

2020 from https://www.merriam-webster.com/dictionary/statement

CROSS-REFERENCES MADE BY THE MAIN REFERENCE:

www.dignification.com
www.tutorvista.com
www.learning.gov.wales

PICTURE REFERENCE:
https://bookriot.com/wp-content/uploads/2018/10/woman-thinking-while-reading-a-book.jpg