Reading and Writing

Reading and Writing

Quarter 2 – Module 3: Formulating Evaluative Statements
First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

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Management Team: Ma. Evalou Concepcion A. Agustin

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Reading and Writing

Quarter 2
Self-Learning Module 3
Formulating Evaluative Statements
Introductory Message

For the Facilitator:

Welcome to the Reading and Writing Self-Learning Module on Formulating

Evaluative Statements.

This Self-Learning Module was collaboratively designed, developed, and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st-century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:

Welcome to the Reading and Writing Self-Learning Module on Formulating

Evaluative Statements.

The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action, and purpose. Through our hands, we may learn, create,
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATIONS

This is your self-instructional learner module in Reading and Writing.

All the activities provided in this lesson will help you learn and understand:
Formulating Evaluative Statements.
Specifically, you will learn the following in this module:
1. Identify evaluative statement;
2. Construct evaluative statement; and
3. Provide justification on the given evaluative statement.

PRETEST

The following are the characteristics of an evaluative statement. Write TRUE

if the statement is correct and FALSE if otherwise on the spaces provided.

1. An evaluative statement presents a reader’s understanding of the

arguments presented by an author. ______________
2. An evaluative statement does not reflect relevant questions on vague
or unsupported claims. ______________
3. An evaluative statement challenges the author’s ideas by presenting
counter arguments. ______________
4. An evaluative statement can potentially lead a new perspectives and
new ways of thinking about a subject matter or topic. ______________
5. An evaluative statement is a way of presenting your final judgment on
an idea or issue supported by research or valid reasons. ______________
 RECAP

Let us recall our previous lesson on critical reading as reasoning. When

you read something and you evaluate claims, seek definitions, judge
information, demand proof, and question assumptions, you are thinking
critically. By reading critically, you find out the author’s views on something,
ask questions, evaluate the strengths and weaknesses of the author’s
argument, and decide to agree or disagree with it. When you agree or disagree,
you are formulating evaluative statement that is bounded by reason and
position or stand in the present argument.

LESSON

We always want to be satisfied whenever we read any material. The

craving of our personal, social, intellectual, and / or spiritual aspects is
satiated when we read. This happened when we are focused and discerned
through critical thinking. It entails looking closely on the context, content,
semantics, language used, syntax, and significance in the reading process.
The readers, being conscious on the elements in reading processes
should have the natural tendency to evaluate the reading material in general.
Evaluation refers to the making of a value judgment. Once you have taken
a position in a controversy involves value judgment. To support the position,
we must make value judgments as well. In doing this, certain criteria are
involved.
An evaluative statement can be used to show your opinions,
judgments, and points of view in a clear concise manner. An evaluative
statement is a way of giving a better explanation to show the strengths and
weaknesses of something through writing. It presents a value judgment
based on a set of criteria. This value judgement is based on the evidenced
gathered. It explains the reason of both strength and weakness as they are.
An evaluative statement manifests the objectivity of reaction to a text read
and analyzed.
Evaluative statements must be fair, factual, and substantial. It must
be written carefully because people may believe in them, and we must not be
unfair or cruel to authors of texts. Providing well-crafted justification exhibit
how critically the argument is treated and researched.

Why are evaluative statements so important?

The veracity of the information from the material read is put into
question if there is the absence of evaluation. It helps us strengthen our
critical thinking and assess the overall quality of the text.
By evaluating, one is carrying out in-depth research of the different
sides of arguments, understanding the perspective of the author based on
what you are reading, summarizing it, and rewriting it in the same flow of the
authors intention.
Through evaluation, one can develop own opinions and skills after
gauging and balancing the positives and the negatives of any argument.

Let us practice evaluating statement.

“Every person has something good to add to this world.”

1. Begin with the positives.

It is true that human being is good and capable to share goodness.
2. Keep your feedback concise.
The statement is an acknowledgement of human beings’ capability to
share goodness to others. In times of calamities, modern heroes and
heroines manifest the value of sharing goodness to others.
3. When pointing out negatives, focus on the situation, not the
person.
Our world would be good if all human being willed to share goodness.
No more hatred, anger, violence, and death brought by selfishness and
conceitedness if good intention of sharing is emancipated.
How to form evaluative statements?
Evaluative statement is about your judgement of the text’s content and
property. This judgement came from your exercise of critical thinking and
careful study of the gathered evidence. The evidence substantiates the text.
This evidence can lead you to support or not the claim of the writer. From it,
you can decide crafting your own stand or opinion in an argument supported
by research or valid reasons.
The composition can be in two easy ways:
1. Formulating assertions about the content and the properties of a text
read.
Assertions are declarative sentences that claim something is true
about something else. In this step, you must examine which ideas are
facts or opinions, make inferences or conclusions, and assess the
overall quality of the text. These assertions usually hold evaluative
languages such as useful, significant, important, insightful, detailed,
up-to-date, comprehensive, practical, etc.
2. Formulating a meaningful counterclaim in response to a claim in the
text read.
A counterclaim is an opposition you make about the claim of a writer.
You must recognize courtesy when you state your counterclaims. You
can include modals – may, could, would, etc. Some frequency adverbs
can also be used like usually, generally, commonly. Another set of
adverbs showing probability can be utilized such as probably, possibly,
and presumably.

If you are not so smart, you should try to be a teacher.,

teachers are smart. The statement is very discriminative
If you are not so smart, you should try to be a teacher.
against those with average intelligence and teachers in
general. Lots of professional who are called so smart are
honed, trained, instructed, and guided by teachers.
 ACTIVITIES

ACTIVITY 1
Answer the following questions. Write the letter of the answer on the space
before the number.

1. Which of the following presents the clearest evaluative statement?

A. Full-time learner attainment is high.
B. Learner attainment is consistently high.
C. Learner attainment is higher that of the other school.
D. Full-time learner attainment is well above national comparators:
60% against a sector average of 54%.

2. Which of the following presents the clearest evaluative statement?

A. Learner completion diminished.
B. Learner completion has fallen over the last year.
C. Seventy percent of our learners failed to complete.
D. Learner completion for 2005-2006 was 68% below our target of
70%.

3. Which of the following presents the clearest evaluative statement?

A. Every individual is blessed.
B. Every individual is thoughtful.
C. Thoughtful and generous individuals are highly blessed.
D. The individual is highly blessed, thoughtful, and generous.

4. Which of the following presents the clearest evaluative statement?

A. People are inclined to technology.
B. People are productive in technology.
C. The technology is productive because of people.
D. People inclined to technology are more productive.
 5. Which of the following presents the clearest evaluative statement?
A. People seek attention.
B. People seek attention to all.
C. People usually seek attention.
D. People who are not motivated usually seek attention.

ACTIVITY 2
As you recall your unforgettable experiences during this pandemic, write your
own paragraph with 5-8 sentences. It should contain an underlined evaluative
statement(s) and enumerated justification. You can have the working title,

C-19 Chronicles

_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________.

Remember that your paragraph will be grade according to the following

criteria.

Content (the essential elements are developed): 10 pts.

Originality (personal experiences during the pandemic are shared): 5 pts.
Organization (clear justifications are presented) 5 pts.
TOTAL SCORE 20 pts.
ACTIVITY 3
Identify whether the given statement is an evaluative statement or not. Write
ES if it is evaluative statement and N if not.

1. People can become doctors.

2. No one is poor that he has nothing to share.
3. In posting things on social media, you must think before you click.
4. We save the planet.
5. Obesity is probably caused by the bad food choices being offered by
the food industry.

WRAP-UP

To wrap everything up that we have talked about in this lesson, let us

complete the following:
Evaluative statement is a way of giving a better explanation to show the
___________ and ___________ od something through writing. It can be used to
show your ___________, ___________, and ___________ in a clear and concise
manner. It presents a ___________ based on a set of criteria.
I will share to others my knowledge through ___________.

VALUING

The modern heroes and heroine in our society, our frontliners, probably
find relief in the announcement of President Duterte that the country is
nearing the “flattening of the curve”. Accordingly, the transmission of Covid
19 slowed down to 1.5 % per patient. This is supported by DOH and the IATF.
Name three challenges of this development in our government’s struggle
to fight this pandemic.
 POSTTEST

Match the items in column A with the items in column B. Write the letter of
the correct answer on the space provided before each number.

A B
_____ 1. It presents a value judgement a. Reasoning
based on a set of criteria.

_____ 2. It is the ability to defend b. Evaluative Statement

something by giving out reasons.

_____ 3. When someone makes a statement c. Evaluation

investing his strong belief in it.

_____ 4. It enables one to weigh up the d. Assertion

positives and negatives of any
argument to draw opinions and
skills.

_____ 5. When someone makes an e. Counterclaim

opposing statement or argument
to a claim.
 KEY TO CORRECTION

5. e 5. ES 5. D 5. True
4. c 4. N 4. D 4. True
3. d 3. ES 3. C 3. True
2. a 2. ES 2. D 2. True
1. b 1. N 1. D 1. True
POSTTEST ACTIVITY 3 ACTIVITY 1 PRETEST

References
https://elcomblus.com/formulating-counterclaims/ retrieved on August 26, 2020
at 4:32 pm

https://elcomblus.com/determining-textual-evidence/ retrieved on August 26,

2020 at 4:29pm

https://canisiuscampus.net/evaluative-statements/ retrieved on August 7, 2020

at 1:59 am by Sean Stout November 2, 2019

Filomena T. Dayagbil, Ed.D., Ethel L. Abao, Ed.D., Remedios C. Bacus, Ed.D. 2016.
Critical Reading and Writing for the Senior High School. Quezon City: Lorima
Publishing Inc.