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English – Grade 11
Alternative Delivery Mode
Quarter 3– Module 6 -Reading and Writing Skills on formulating assertions
and counterclaims and determining textual evidence.
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
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represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Teofan C. Gallosa
Editor: Ellen E. Edrial EdD
Reviewer: Ellen E. Edrial EdD
Illustrator: None
Layout Artist/Typesetter: James Anthony C. Diputado
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, EdD, Ph Maricel S. Rasid
Nilita L. Ragay, EdD Elmar L. Cabrera
Anna Lee A. Amores, EdD

Printed in the Philippines by

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: [email protected]
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Reading and
Writing
Quarter 3 – Module 6

• Formulating Assertions and Counterclaims

• Determining Textual Evidence
Introductory Message
For the Facilitator:
Welcome to the Reading and Writing Alternative Delivery Mode
(ADM) Module 6 on formulating assertions and counterclaims
and determining textual evidence.

This module was collaboratively designed, developed and reviewed

by educators both from public and private institutions to assist you,
the teacher or facilitator in helping the learners meet the standards
set by the K to 12 Curriculum while overcoming their personal,
social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time.
Furthermore, this also aims to help learners acquire the needed 21st
century skills 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:

Note to the Teacher

Reading is like breathing in, writing is like
breathing out.
-Pam Allyn

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 own learning. Furthermore, you
are expected to encourage and assist the learners as they do the
tasks included in the module.

For the Learner:

Welcome to Reading and Writing Skills Alternative Delivery Mode
(ADM) Module 6 on formulating assertions and counterclaims
and determining textual evidence. 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 resource while being
an active learner.

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This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to check what

you already know about the lesson to take. If you get
What I Know
all the answers correct (100%), you may decide to
skip this module.
This is a brief drill or review to help you link the
What’s In current lesson with the previous one.

In this portion, the new lesson will be introduced to

you in various ways; a story, a song, a poem, a
What’s New
problem opener, an activity or a situation.

This section provides a brief discussion of the

What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent practiceto
solidify your understanding and skills of the topic.
What’s More
You may check the answers to the exercises using
the Answer Key at the end of the
module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled into process what
you learned from the lesson.
This section provides an activity which will help
What I Can Do you transfer your new knowledge or skill into real
life situations or concerns.
This is a task which aims to evaluate your level of
Assessment mastery in achieving the learning competency.

In this portion, another activity will be given to you

Additional Activities to enrich your knowledge or skill of the lesson
learned.

Answer Key This contains answers to all activities in the

module.

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At the end of this module you will also find:

References This is a list of all sources

used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s
on any part of the module. Use a separate sheet of paper in
answering the exercises.
2. Don’t forget to answer What I Know before moving on to
the other activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking
your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are
through with it.
If you encounter any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator.
Always bear in mind that you are not alone.
We hope that through this material, you will experience
meaningful learning and gain deep understanding of the
relevant competencies. You can do it.

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 TABLE OF CONTENTS

CONTENT PAGES

TITLE PAGE ------------------------------------------------ i

INTRODUCTORY MESSAGE --------------------------------- ii

For the Facilitator --------------------------------- ii
For the learner ----------------------------------------- iii

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1

WHAT I KNOW ------------------------------------------------ 1

Task 1 ------------------------------------------------ 1

WHAT’S IN ------------------------------------------------ 2
Task 2 ------------------------------------------------ 2

WHAT’S NEW ------------------------------------------------ 3

Task 3 ------------------------------------------------ 3

WHAT IS IT ------------------------------------------------ 3

WHAT’S MORE ------------------------------------------------ 7

Task 4 ------------------------------------------------ 7

WHAT I HAVE LEARNED --------------------------------- 7

Task 5 ------------------------------------------------ 7

WHAT I CAN DO ---------------------------------------- 8

Task 6 ------------------------------------------------ 8

ASSESSMENT ------------------------------------------------ 10
Task 7 ------------------------------------------------ 10

GLOSSARY ------------------------------------------------ 11

ANSWER KEYS ------------------------------------------------ 12

REFERENCE LIST -------------------------------------------- 13

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 WHAT I NEED TO KNOW
In the exercise of reading critically, you enter into a dialogue with the author.
With this, you interact with the texts through formulating assertions as well
as counterclaims. In doing so, evidences are needed in support to further
better the quality of one’s standpoint or perspectives.

This lesson presents activities that will enable you to make sound judgment.

Learning Competency

• Formulate evaluative statements about a text read (EN11/12RWS-IVac-

9);
a. assertions about the content and properties of a text read
(EN11/12RWS-IVac-9.1); and
b. counterclaims in response to claims made in a text read
(EN11/12RWS-IVac-9.2)
• Determine textual evidence to validate assertions and counterclaims
made about a text read (EN11/12RWS-IVac-10)

Learning Objectives:

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

1. Formulate assertions and counterclaims.

2. Extract textual evidences that validate learners’ counterclaims and
assertions.
3. Use critical thinking in writing a 300-word critique on the text’s claim
and
counterclaim.

WHAT I KNOW
Task 1

Direction: Identify the following. Choices are inside the box. Write your answers on
your notebook.

Assertions Convention Fact Claim

Inferences Preference Opinion

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______________1. Declarative sentences that claim something is true about something.
______________2. This is a statement that can be proven objectively by direct
experience, testimonies of witnesses, verified observations or the
results of the research.
______________3. It is a way in which something is done, similar to traditions and
norms.

______________4. This is based on facts but is difficult to objectively verify because

of the uncertainty of producing satisfactory proofs of soundness.
_____________ 5. It is based on personal choice; therefore they are subjective and
cannot be objectively proven or logically attached.

_____________ 6. These are conclusions drawn from evidences and reasoning.

_____________ 7. It is another term for assertion.

WHAT’S IN

Task 2

Direction: Answer the question below.

In love, which is more important, WORDS or ACTION?

Explain.

__________________________________________________
__________________________________________________
__________________________________________________

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 WHAT’S NEW

Task 3

Direction: Read and analyze the conversation below. Then, answer the
questions
that follow.

Assertion/Claim Bob: That was a lame movie!

Suzy: Why?
Evidence Bob: The special effects were bad. The
monsters were
obviously fake.
Counterclaim Suzy: I thought the movie was good because
the acting
was believable.
Refutation Bob: Yes the acting was good but the
horrible special
effects were too distracting and caused
some awkward moments.

Source: slideshare.net/resanoe185/argumentative-writing-ppt-grades-
1011-4-5
Explore!

1. What is an assertion/claim?
2. Are the evidences given by Bob enough to prove that the movie is
lame?
3. What is a counterclaim?
4. How is a counterclaim formulated?

WHAT IS IT

ASSERTIONS VS. COUNTERCLAIMS

According to Joey F. Valdriz (2016), assertions are declarative sentences that

claim something is true about something. It is a sentence that is either true
or false. It must be noted that one’s formulated assertions should be stable
all throughout. This can only be achieved when it is duly supported with
pieces of evidences.

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COMMON TYPES OF ASSERTIONS

1. FACT- This is a statement that can be proven objectively by direct

experience, testimonies of witnesses, verified observations or the results of
the research.
Example: The sampaguita’s roots are used for medicinal purposes,
such as an aesthetic and sedative.

2. CONVENTION- It is a way in which something is done, similar to

traditions and norms. This depends on historical precedent, laws, rules,
usage and customs.
Example: Sampaguita belongs to the genus Jasminium of the family
bleaceae.

3. OPINION- This is based on facts but is difficult to objectively verify

because of the uncertainty of producing satisfactory proofs of soundness.
Example: The popularity of sampaguita flowers is most evident in
places worship.

4. PREFERENCE- It is based on personal choice; therefore they are

subjective and cannot be objectively proven or logically attached.
Example: Sampaguita are the most beautiful and most fragrant of
all flowers.

Moreover, skills in making inferences and drawing conclusions are very

important in deriving these evaluative statements such as making assertions.
According to Padilla, et al (2017), inference is a skill wherein a reader “reads
between the lines” to gather valuable information and evidences. When
evidences are not duly provided, the writer has to look for clues and
suggestions as stipulated by the writer and link it to their experience.

Building Inference Skills (Bazerman, 2000 as cited by Padilla, et al, 2017)

1. Try to read beyond the words. Fill in details and information based on
the writer’s suggestions.

2. Question yourself as you read. “Why is this person doing what she is
doing?” you might ask as you read. “What can I infer from the scene?” Supply
the answers on the basis of the writer’s clues and your own experience.

3. If a writer describes a person, try to understand the person from how

she moves, what she says, what she looks like. You can infer things about
character from the way a person behaves. Try to build a picture of the person
in your mind; base your picture on the writer’s description of action and
appearance.

4. If you find that you cannot easily answer a question about what you
have read,

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remember to use inference skill. Return to the part of the reading where you
expect the answer. Then see if the writer suggests something that you yourself
have to supply in clearer terms.

Inferences are conclusions drawn from evidences and reasoning. Inferences

have indicators for conclusions and reason as shown in some of them that
appear in the following table.

Conclusion Indicator Reason Indicator

Therefore Because
Thus Is based on
Which proves that Is proved/is proven
Which means that As indicated by
Which shows that Is shown by
From which it follows that Which follows from
Consequently Is a consequence of
Which leads to Since
Which I why As
What follows from this is obvious For the reason that
Which points to the conclusion that In view of the fact that
Which allows us to infer that May be inferred from

Formulating Counterclaims
In liberal countries like the Philippines, people are blessed to engage in
discussions regardless of one’s standpoint or opinion over a certain matter.
The most important thing is how one substantiates/supports his claim so
everything goes with utmost tact and courtesy. Disagreeing to an idea or a
point is no new thing for everyone. For instance, convincing your classmates
to agree on your idea over a subject of discussion or even persuading your
boss to side with you about any organizational concerns. This is also pivotal
in deriving a solution to a problem. Intellectual tensions are definitely present
but coming up with a viable and well-formulated counterclaim will be an
advantage over the other’s viewpoints. With this, it is a must that you equip
yourself with a skill in formulating counterclaims.

According to Bell High School, Bell CA, there are quite a number of simple
steps in order to formulate counterclaims effectively:

1. Write your counterclaim: You need to write a sentence that contradicts

the claim.

Example:
Claim: Everyone should eat chocolate ice cream.
Counterclaim: Some people are allergic to chocolate.

2. Explain your counterclaim: The more real you make your opposition,
the more right you will seem when you prove it.

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 Example:
➢ People who are allergic will want to avoid eating chocolate ice cream.
3. Support you counterclaim with credible pieces of information. With
this, one must cite the source and at the very least stipulate/ include three
reasons or pieces of evidences.

Example:
➢ These people have to avoid eating chocolates as allergies can trigger a
life threatening reaction as anaphylaxis (Mayo Clinic).

Points to Remember
1. Make the counterclaim real
➢ Do not misrepresent people whom you disagree with as this will weaken
you as it appears that you fear the truth. Remember to bring up a
counterclaim that expresses a valid objection. Moreover, as you write
your counterclaims, do not forget to attack ideas not people.

2. Never write counterclaim that you cannot support.

➢ Bringing up the opposing viewpoint and then failing to show why you
are right will cause your audience to doubt your credibility.

3. Make it clear that you do not agree with the claim

➢ You need to be sure of your standpoints as well as supporting ideas so
you will not sound simply contradicting yourself.

4. Do not repeat your supporting evidences.

➢ This can only be made possible when you are well-read and well-
acquianted about your topic.
Source:
http://rhe306.drw.utexas.edu/sites/rhe306.drw.utexas.edu/files/Workshe
et_Claim-counterclaim.pdf

DETERMINING TEXTUAL EVIDENCE

In performing both formulation of assertions and counterclaims, it is very

important for the learner to support their standpoints with “textual
evidence.” Textual evidences are specific parts of the text that validate their
assertions and counterclaims. This is vital in the exercise of their critical
thinking skills.

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 WHAT'S MORE
Task 4 Every Claim Has A Counterclaim

Direction: Fill out what are asked in the table.

My Claim My Counterclaim
I believe that… I understand, however…

Homework should be required

for every student, every night.

Students should be able to drive at

a younger age.

Students should have access to

social media during the school
day.

The school days should be longer.

WHAT I HAVE LEARNED

Task 5

Direction: Reflect on what you have learned after taking up this lesson.
Write this on your notebook.

I thought

I learned that

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 WHAT I CAN DO
Task 6
Task 6
Direction: Using the selection below, write a 300-word critique on the text’s
assertion and counterclaim. Validate the assertion and counter-
claim by examining textual evidences.

Note: (Guide in critiquing)

Paragraph #1 - Pick the writer’s claim and explain what type of
claim
is used
Paragraph #2 - Cite textual evidences that support the writer’s
claim.
Talk about how credible are the resources
used.
Paragraph #3 - Do you agree/disagree with the writer? Assuming
you disagree with the writer’s claim, how will
you
frame your counterclaim?
Paragraph #4 - Insightful statement to end your essay.

Read:
Should Public Schools Begin the Day with Silent Prayer Time?

The approach in which it is done can be different. If a teacher says,

“Alright, now you have five minutes to say your prayers to God, and then we
start the class,” then it can be seen as imposing religious beliefs; some
children might not believe in God, some might believe in many gods, so such
a phrase could be fairly called intrusive. However, this “prayer time” can be
introduced in a different way. A teacher might say, “Alright, children, now you
have five free minutes. You can say your prayers, or meditate, or simply think
about something good, and then we begin class. But no talking!” In this case,
there is no inculcation, since children have a number of alternatives of what
to do in the allotted time (FRU).

In connection with this, it is important to mention why this “prayer time”

(or meditation time, or positive thinking time—call it as you will) is valuable.
Any prayer is a set of positive affirmations and images; the same refers to
meditation or imagining something pleasant. Researchers have long ago
proved the fact that positive thinking has invigorating effects on the human

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body; in particular, positive thinkers enjoy an increased life span, lower rates
of stress, a better psychological condition, physical well-being, better coping
skills, and so on (Mayo Clinic). Considering this, it is unclear how it would
harm children’s’ mental condition or cognitive capabilities if they had regular
short sessions of positive thinking—in any of its forms.

Moreover, modern public schools in the U.S. provide education to children

belonging to numerous religious confessions, ideological systems, and with
different cultural backgrounds. The discussed time before classes would be a
chance to show children what tolerance is in practice; children would learn
how to respect the views of people surrounding them. This would also help to
make children in classes more closely-knit, respecting, and friendly to each
other (IFR).

Although there are numerous opponents of so called “prayer time” in

public schools, in fact there is nothing bad about it. When introduced
properly, and children have alternatives to what to do during this time (for
example, meditate or think about something pleasant), such sessions can
positively affect them. Children would learn to respect beliefs other than
theirs, and would learn what tolerance is in practice. Besides, they would
enjoy all the benefits of positive thinking, such as an increased life span, a
better psychological and physical condition, better coping skills, and so on.

References
Friedkin, Sam. “Surviving in Pluralistic Environment: How to Not Offend
Anyone.” FRU. N.p., n.d. Web. 26 May 2015.

“Positive Thinking: Reduce Stress by Eliminating Negative Self-talk.” Mayo

Clinic. N.p., n.d. Web. 26 May 2015.

“Teaching Tolerance on Practice.” IFR. N.p., 12 July 2012. Web. 26 May

2015.

Source:
https://academichelp.net/samples/academics/essays/persuasive/silent-
prayer-time.html

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Scoring rubric

Source:https://www.unb.ca/fredericton/cetl/tls/resources/teaching_tips/tt_assessment_methods/grading_rubric
s.html

ASSESSMENT

Task 7
Direction: Write TRUE if the statement is true and write FALSE if the
statement is
false.

_____________ 1. In formulating counterclaims, you must make it real.

____________ 2. In formulating counterclaims, never write counterclaim that
you
cannot support.
____________ 3. In formulating counterclaims, you can repeat your
supporting
evidences.
____________ 4. In formulating counterclaims, make it clear that you do not
agree the claim.
____________ 5. A thesis is any information that helps prove the claim.

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____________ 6. The author’s purpose is to convince us that the claim is
true.
____________ 7. A claim is strong if it is debatable.

GLOSSARY
GLOSSARY

Atheism- Disbelief or lack of belief in the existence of God or gods.

Clique- A narrow exclusive circle or group of persons especially : one held

together by common interests, views, or purposes

Invigorating - Making one feel strong, healthy, and full of energy.

Rastafarianism - A religious movement among Black Jamaicans that

teaches the eventual redemption of blacks and their return to Africa

Scientology- A religious system based on the seeking of self-knowledge and

spiritual fulfillment through graded courses of study and training

Squint- Look at someone or something with one or both eyes partly closed
in an attempt to see more clearly or as a reaction to strong light.

Ungrateful- Not feeling or showing gratitude.

Wretch- an unfortunate or unhappy person.

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 Answer Key

Task 1
1. Assertions
2. Fact
3. Convention
4. Opinion
5. Preference
6. Inferences
7. Claim

Task 2- Answers may vary

Task 3- Answers may vary
Task 4- Answers may vary
Task 5- Answers may vary
Task 6- Answers may vary
Task 7- 1. True
2. True
3. False
4. True
5. False
6. True
7. True

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 REFERENCES

*Academic Help. (2015). Should Public Schools Begin the Day with Silent Prayer
Time. Retrieved
from
https://academichelp.net/samples/academics/essays/persuasive/silent-
prayer-time.html
*Academic Help. (2015). Students should not be allowed to Use Cellphones at School.
Retrieved
from https://academichelp.net/samples/academics/essays/persuasive/cell-
phones-at-school.html

*Barrot, Jessie S. (2016). Academic Reading and Writing. C & E Publiching,

Inc.:Quezon City.

*Github. (ND). Developing Assertions: From a Close Reading of Examples

*Padilla, Mely M., Dagdag, Lourdes A., Roxas, Flordelis R., & Jugo, Rhodora R.
(2017). Read
Critically and Write Effectively. Mutya Publishing House, Inc.: Malabon City.
,pp. 128-133.

*Texas Edu. (ND). Step by Step: Counterclaim and Rebuttal. Retrieved from
Microsoft Word - Counterclaim.docx (utexas.edu)

*Valdriz, J.(2016). Slideshare.net. Critical Reading. Retrieved from

Critical Reading (slideshare.net)

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: [email protected]
Website: lrmds.depednodis.net

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