READING AND

WRITING SKILLS
DRIL
L
DIRECTION:
ARRANGE THE
JUMBLED
LETTER TO
FORM A
WORDS.
TNTASTEM
STATEMENT
E
 STATEMENT
• something that you say or
write which gives
information in a formal or
definite way.
CMALII
CLAIM
 CLAIM
• state or assert that
something is the case,
typically without providing
evidence or proof.
NNIIOOP
OPINION
 OPINION
• a belief or judgment that
falls short of absolute
conviction, certainty, or
positive knowledge.
OUTECNR
COUNTER
 COUNTER
• to react to something
with an opposing opinion
or action.
CATF
FACT
 FACT
• a piece of information
that is known to be true
or accurate.
 Formulating
Evaluative Statements
 What is an Evaluative
Statement?
• It is a statement that states one's sound
judgement about something through writing
which is supported by reasons and evidences.
It also presents the strengths and weaknesses
of something based on a set of criteria which
needs to be factual, substantial, and unbiased.
How to Formulate
an Evaluative
Statement:
• One needs to read the entire text carefully
and critically to understand and to check for
possible fallacies in the argument presented
by the writer.

• You may formulate your evaluative

statements in two ways such as formulating
assertions and counterclaims
 POINTERS IN
FORMULATING
EVALUATIVE STATEMENT
• Begin with the positives before you point out
the negatives. Remember that your
evaluative statement should be factual,
substantial and unbiased. When giving your
negative feedback, it should not sound
insulting on the part of the evaluatee (one
who is evaluated).

• Suggest a solution/s or suggestion/s on how

to improve the written material being
evaluated and provide justification how these
will work.
• Keep your feedback concise
and precise.

• Be careful in giving your

feedback. Since evaluations
pass judgment onto works of
authors, they must be written
and expressed with care and
much diligence.
 SITUATION
A student was tasked to compose a poem that would express his thoughts
and feelings about various events around him. After a while, he submitted it
to his teacher before the set deadline. As the teacher evaluated his output,
she was impressed about the way the student wrote his concrete poem
using the shape of a dove as the poem’s structure to help the readers to
easily understand the meaning of his writing. Surprisingly, he chose a theme
about the 2019 CoronaVirus Disease that gives hope to the readers who
may be affected by the pandemic. In addition to this, a good physical and
grammatical arrangement of words were evidently shown. Figurative
languages and imagery were also used. However, the teacher found out
that the poem was written in forced rhyme that may have caused him to use
inappropriate words. Since the teacher wanted to improve the writing skill of
the student, she then suggested to consider the use of appropriate
language over rhyme to better connect with the audience.
 EVALUATION
1)You (referring to the writer) composed an impressive poem. It
has a good physical and grammatical arrangement of words that
enhance the readers’ overall experience. Another good thing is that
your chosen theme is very timely that gives hope to the readers in
this time of pandemic. When it comes to the elements of poetry,
you used figurative languages and imagery that added spice to the
overall quality of your composition. These literary devices stir up
and startle the readers’ imagination. Furthermore, the choice of
writing concrete poetry (a poetry of which visual appearance
matches the topic of the poem) with a dove as the shape of the
poem’s structure contributes a lot in understanding the meaning of
the poem.
 EXPLANATION:
• The evaluation begins with an
evaluative statement that says,
“You (referring to the writer)
composed an impressive poem.” It
is followed by giving a positive
feedback to the writer specifying
the strengths of the poem.
2)However, the rhyme of your writing is
forced. It seems that the words were
chosen for the sake of having a rhyming
effect that somehow affects the
emotional connection between the
reader and the poem itself.

Explanation: In the second paragraph,

the evaluator mentioned the
weaknesses she saw in the writing.
3)To improve your work, you should be
careful in choosing the appropriate words to
be used to best express the meaning and
emotions you would like the readers to
understand and feel. It should be considered
over the rhyme of the poem.

Explanation: Finally, a suggestion was given

to the writer at the third paragraph for the
improvement of the poem.
ASSERTION AND ITS
TYPES:
FACT
• is a statement that can be
proven objectively by direct
experience, testimonies of
witnesses, verified observations,
or the results of research.
 EXAMPLE
According to experts, seawater
contains high amounts of
minerals such as sodium,
chloride, sulphate, magnesium
and calcium. (The first sample
sentence is classified as a fact
since the mineral contents of
CONVENTION
• is a way in which something is
done similar to traditions and
norms. Its truthfulness can be
verified only by reference to
historical precedents, laws, rules,
usage, and customs.
 EXAMPLE
Seawater is classified as a
heterogenous and homogenous
mixture. (The second sample
sentence is a convention because
the classification of seawater is
based on the classification system
made by scientists and is
acceptable to the scientific
community.)
OPINION
• is a statement based on facts but is
difficult to objectively verify because
of the uncertainty of producing
satisfactory proofs of soundness.
Opinions result from ambiguities; the
more ambiguous a statement, the
more difficult it is to verify. Thus, they
are open to disputes.
 EXAMPLE
Swimming in seawater is the
best activity to refresh and relax
your mind, body, and soul. (The
third sample sentence is an
opinion since the claim is
difficult to prove. The
truthfulness of the claim may be
true to some but not to others.)
PREFERENCE
• states a personal choice in
which the writer is under no
obligation to support or prove
the truthfulness of the statement.
They are subjective and cannot
be objectively proven or logically
attacked.
 EXAMPLE
I love to make frequent trips to
places with seawater rather than
those without it. (The last sample
sentence is a preference
because it expresses the
personal choice of the writer to
places with seawater over those
places without it.)
 Formulating
Counterclaims
 What is
• are claims made to rebut a
Counterclaim?
previous claim. To rebut means
to contradict someone’s
statement through a formal
argument. They provide a
contrasting perspective to the
main argument.
Four Elements of
Argument
CLAIM
• is a statement that asserts facts
based on one’s understanding
about a particular topic or issue.
EXAMPLE:
Martha asking his father to buy
her a smartphone is an
example of a claim.
COUNTERCLAIM
• is just the opposite of claim. It is a
statement that one’s claim and is
usually proven and supported by both
reasons and evidences
EXAMPLE:
Mang Tonyo’s negative response
to Martha’s claim is an example of
counterclaim.
REASON
• is the part of an argument where
a statement offers an
explanation behind a party’s
EXAMPLE:
claim.
Martha’s offering of valid reasons
to convince Mang Tonyo that she
needs the smartphone is an
example of reason
EVIDENCE
• is the statement that proves the
truth of a claim and generally
leads to the conclusion of an
argument.
EXAMPLE:
In the given example, Martha
asking his father to buy her a
smartphone is an example of a
claim.
Thank you for
attentive
listening!