English Critical Reading 1

Text and Context Connections

PREPARED BY:

MR. ADMAR DAKETAN LUPASI

SUBJECT TEACHER

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Context of Text Development- Hypertext and Intertext
Specifically, this lesson consists of the following lessons:
• Lesson 3- Evaluative Statements- Assertion and Counterclaim

Formulating Evaluative
Statements

In the previous lesson, you were able to understand that critical reading as
a form of reasoning involves creating a reasoned argument when analyzing and
evaluating a text read. How can you use critical reading as a form of reasoning?
Formulate evaluative statements. Let’s learn how to from these evaluative
statements in this lesson.

WHAT I NEED TO KNOW

Learning Objectives

In this lesson, you will be able to understand:

Formulating evaluative statements
(a) assertions about the content and properties of the text read
(b) meaningful counterclaims in response to the claims made in a text read

In this lesson, you will be able to:

1. identify the two ways of formulating evaluative statements;
2. analyze statements that express assertion and counterclaims; and,
3. formulate evaluative statements about a text read.

WHAT I KNOW
Pretest

Write T if the statement is true and F the statement is false. Write your answer on
the space provided.
_____1. Evaluative statement is a statement that explains the strengths and
weaknesses of something through writing.
_____2. Evaluative statements need proof or valid reasons to express a sound
judgement.
_____3. Evaluative statements maximize on the presentation of the strengths of
the text read.
_____4. Opinions make the statement more credible instead of facts.
_____5. Evaluative statements can be made through assertions and counterclaims.
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 _____6. Counterclaims are statements of agreement to the claim of the writer.
_____7. When formulating evaluative statements, it is important to examine which
ideas are facts or opinions in the text.
_____8. Using hedges is a way to discreetly express your disagreement to the
author’s idea.

WHAT’S IN
Recapitulation

In the previous lesson you have learned that:

Critical reading is the first step in formulating any evaluative statement. It is identifying
what the stand of the author is about a topic. Also, you try to find out the evidences or
statements the author included in the text to support his stand or claim.

Critical reading is important and a prerequisite before making an evaluative statement.

Evaluative statements are crafted after reading a text. You cannot evaluate what you
do not know. Unless it is a fake news that you are bringing. But we are taking this
subject to learn not to write something with lack of textual basis. Thus, the very
important initial step to formulating an evaluative statement is through a critical
reading of the text. It is by grasping the essence of the text and checking for possible
fallacies in the argument.

WHAT IS IT
Discussion

This lesson will give you tips on how to write evaluative statements in two ways:
assertions and counterclaims.

But first, what is an evaluative statement?

• It is a way of giving a better explanation to show the strength and the
weaknesses of something through writing.
• It presents a value judgment based on a set of criteria.
• It is used in giving a sound judgement – a judgment that can be backed up or
supported by valid reasons or proofs.
• It is the writer’s way of explaining why a strength is a strength and a weakness a
weakness based on the evidences gathered.

How do you formulate an evaluative statement?

- is done in the same way you do any other writing except that the statement is
about your judgement of the text’s content and property

- may be composed in two ways:

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 1. Formulating Assertions about the Content and the Properties of a text Read
2. Formulating a meaningful counterclaim in response to a claim made in the
text read

- is examined by identifying which ideas are facts or opinions

- is the making of inferences or conclusions and assessing the overall quality of
the text

Assertion usually contains evaluative languages such as: useful, significant, important,
insightful, detailed, up-to- date, comprehensive, practical, etc.

TYPES of ASSERTION can be used in formal or informal writing. This includes: Basic
Assertion, Emphatic Assertion, I-Language Assertion.

1. Basic Assertion is a statement used to express the writer's feelings, beliefs, and
opinions directly. This type of assertion is usually used in writing formal papers
like thesis and dissertation.

Example: The Philippines has an advanced civilization before the colonization

of Spain. Form and branches of government, social structure and the existence
of ancient writing are some of the evidences that proves the advancement of
the precolonial period.

Explanation: The first sentence is considered as the basic assertion. The second
sentence contains evidence that support the assertion.
2. Emphatic Assertion is a statement used to express empathy or on how a person
understands the feelings and emotions of the literary author. This can be used
on writing a formal or informal paper. It is usually composed of two parts: 1) the
first part is the statement that recognizes the situation or even the feelings of
the characters on the text being read 2.) the second statement where the writer
states his stand about the situation.

Example: I know that the Philippines, before pre-Spaniard colonization, has

their system of writing called the ‘baybayin’. This alone proves that the
Filipinos are literate as opposed to the Spaniards claim.

Explanation: The first part recognizes the situation based on the text being read.
The second part contains the writer’s stand on the situation presented.

I - Language Assertion is a statement used to express the feeling and

preference of the writer. It is called I-Language because it focuses on the writer
and is using the pronoun ‘I’. This type of assertion is recommended if the
author wants to express negative feelings and opinion. This is best used in
writing a review or reflection paper. It is composed of Three parts. The first
part contains the accurate information from literary work, especially the topic
the writer disagrees with (When you. . .). The second part includes the effect
or feeling of the writer towards the topic (It affects/I feel...). The last part
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 includes the preference or recommendation of the writer (Therefore, I prefer/I
want...).

Example: Upon reading that the ancient Filipino civilization is divided into
three social classes namely the ‘maharlika’, ‘timawa’ and ‘alipin’, I feel proud
because of the civilization social advancement and at the same time sad
because of the promulgation of social differentiation. With this finding, I
want to do further research on the existence of these social classes’ stigma.

Explanation: The example given is divided into three parts that includes the
feelings and preference of the writer.

3. Counterclaim is the opposition you make about the claim of a writer. You must
recognize the value of hedges when you state your counterclaims. A hedge is a
word or phrase that minimizes negative impact of a criticism. When you are
presenting your counterclaim, you are providing criticism since you are stating
that the claim is not true. Hedge is used to give 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

Example:

Obesity is caused by the bad food choices being offered by the food industry.
Counterclaim: Obesity is probably caused by the bad food choices being offered
by the food industry

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 This text has 21 LINES

WHAT’S MORE
Enrichment

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 WHAT I HAVE LEARNED
Generalization Reflection:

Activity 1.3. Share your thoughts by completing the statements:

What sparked my interest in this lesson was

____________________________________________________________________
___________________________________________________________________.
I learned that
____________________________________________________________________
___________________________________________________________________.

I feel _______________________________ because

____________________________________________________________________
___________________________________________________________________.

I think I have to read more about

____________________________________________________________________
____________________________________________________________________.

WHAT I CAN DO
Application

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 ASSESSMENT
Posttest

Read each item carefully and select the best answer. Write your answer before
the number.
1. This is a statement expressing value judgement about the text read.
A. assertion B. counterclaim C. critique D. evaluative

2. This is the reader’s statement expressing opposition to the author’s claim.

A. assertion B. counterclaim C. critique D. evaluative

3. This is the reader’s statement expressing a positive affirmation to the

author’s claim.
A. assertion B. counterclaim C. critique D. evaluative

4. What type of evaluative statement is the statement “This organization has

presumably overlooked the economic progress that coal-based power could
bring to the province” is what type of assertion?
A. basic B. counterclaim C. emphatic D. I-language

5. What type of evaluative statement is the statement: “It is important to

notice the strong statements of urgency of the author which is an implication
that these coal-based projects in the province bring destruction to the
environment.”?
A. basic B. counterclaim C. emphatic D. I-language

6. What type of evaluative statement is the statement: “I feel that there is a

need for the offices called upon to take an action because the environmental
problems we experience now may be worsened if these coal-projects will be
pushed through.”?
A. basic B. emphatic C. evaluative D. I-language

7. The statement “This article is insightful especially that it mentioned the

Ecocultural Tourism Zone under Republic Act No. 9446 which protected the
natural resources and cultural heritage of the Boholanos that is why I support
this article.”?
A. basic B. emphatic C. evaluative D. I-language

APPLICATION (PROJECT: 50%)

• Activity 1.3 output