Reading and Writing

Skills
Quarter 4 – Module 6:
Formulating Evaluative
Statements
CO_Q4_Reading and Writing Skills SHS
Module 6
Reading and Writing Skills
Alternative Delivery Mode
Quarter 4 – Module 6: Formulating Evaluative Statements
First Edition, 2020

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Published by the Department of Education

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Undersecretary: Diosdado M. San Antonio

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Writers: Margie Papasin and Michelle Banca

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 Reading and Writing
Skills
Quarter 4 – Module 6:
Formulating Evaluative
Statements

Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you to
understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-
bystep as you discover and understand the lesson prepared for you.
 Pre-tests are provided to measure your prior knowledge on lessons in
each SLM. This will tell you if you need to proceed on completing this module or
if you need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer the
post-test to self-check your learning. Answer keys are provided for each activity
and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any
part of this SLM. Use a separate sheet of paper in answering the exercises and
tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering
the tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
formulate evaluative statements about a text read. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using.

The module is divided into two lessons, namely:

• Lesson 1 –Assertions
• Lesson 2 –Counterclaims

After going through this module, you are expected to formulate evaluative
statements about a text read:

1. assertions about the content and properties of a text read; and

2. counterclaims in response to claims made in a text read.

To achieve these, you are expected to do tasks and activities independently

which will help you master the above-mentioned competency.

What I Know

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Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.

1. Which of the following gives a better explanation to show the strengths

and weaknesses of something through writing?
A. Assertion
B. Counterclaim
C. Evaluative Statement
D. Critical Reading

2. The statement “Facebook is a cooler social media platform than Twitter.”

is what type of assertion?
A. Fact
B. Opinion
C. Preference
D. Convention

3. The statement “Earth is the third planet from the sun and is the largest
of the terrestrial planets.” is an example of _________________________?
A. Fact
B. Opinion
C. Convention
D. Preference

4. Counterclaims are claims made to ___________________________.

A. Rebut new claim
B. Rebut specific claim
C. Rebut previous claim
D. Rebut an unknown claim

5. “If you were born poor and remain the same after thirty years, you
should think of new ways to change your economic status for the better.”
Which of the following evaluative statements can be formulated based on
the text above?
A. The text is insignificant since all Filipinos are rich.
B. The text is unmotivating because people nowadays don’t follow
piece of advice from others.
C. The text is useful because it gives a positive advice to the readers
especially for those who are suffering from poverty.
D. The text is not interesting because it sounds demanding.
6. “One of the ways in which people can overcome depression is by looking
at the brighter side of things in life.” This statement is an example of
A. Claim
B. Reason

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 C. Evidence
D. Counterclaim

7. What should an evaluation have?

1. Positive feedback 3. Both negative and positive feedback
2. Negative feedback 4. Suggestions for improvement

A. 1 and 2
B. 1, 3 and 4
C. 3 and 4
D. 1,2,3 and 4

8. “People should not commit adultery.” is an example of what type of

assertion?
A. Fast
B. Preference
C. Opinion
D. Convention

9. To rebut means _______________________.

A. To contradict someone’s statement through a formal argument
B. To argue with someone’s point of view about an issue
C. To affirm someone’s statement even if it is wrong
D. To oppose someone’s statement in a contest

10. Counterclaims are opposite of _________________.

A. Stand
B. Evidence
C. Approval
D. Claims

11. A counterclaim is one of the elements of ___________.

A. Position
B. Argument
C. Evidence
D. Rebuttal

12. This is the statement that proves the truth of a claim and generally leads
to the conclusion of an argument.
A. Claim
B. Counterclaim
C. Evidence
D. Reason

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13. This is the part of an argument where a statement offers an explanation
behind a party’s claim.
A. Claim
B. Counterclaim
C. Evidence
D. Reason

14. James’ negative response to Menard’s claim is an example of _______.

A. Claim
B. Counterclaim
C. Evidence
D. Reason

15. James’ offering valid reasons to convince BJ that men and women were
born equal is an example of _________________.
A. Claim
B. Counterclaim
C. Evidence
D. Reason

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 Lesso

n 1 Assertions
Congratulations! You have successfully completed the preceding module. At this
point, you will be guided to master new competency which will help you more to
become a better critical reader and a critical thinker as well. By the way, have
you experienced frowning and arguing to a reading material as if it would
respond and defend itself from your judgment? I’m pretty sure you want to know
and understand what you were doing in instances like that. To know this, all you
have to do is to continue reading this module.

Don’t forget to answer the pretest provided for you my dear learner before you
proceed to the lesson proper. So, what are you waiting for, this part of the
module is right for you! Good luck!

In this lesson, you are expected to:

1. identify types of assertions;

2. formulate assertions and evaluative statements; and
3. write evaluative statements and an evaluation about the content
and properties of a written text.

What’s In

In the previous module, you learned about critical reading as a form of

reasoning. This time, you will understand how critical reading and thinking skills
would help you grasp the essence of a text/s and check for possible fallacies in
the argument/s presented in a reading material.

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 Notes to the Teacher
This contains help
ful tips or strategies that will help you in guiding
the learners.

What’s New

Suppose your parents give you an option of the gift you want to receive on your
graduation day. This is for you to be motivated to maintain your academic
standing in your class. Your choices are illustrated below.

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Answer the following questions and write them on a sheet of paper.

1. From the choices above, what will you choose and why?
2. If you were your parents, what do you think would they tell you after
knowing your choice? Can you list down the possible statements you may
hear from them?

What is It

How did you choose your preferred graduation gift? What did you notice on the
statements you have written in question number two?

For sure you have your own bases and considerations for your own choice. In the
situation above, you may have evaluated each option for you to come up with
the best one. At the same time, you may have considered your needs and

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interests as well as the usefulness and the value of each offer. Same rule applies
when you evaluate any reading text. You also need to consider your bases as
evidence in order to validate or verify your assertions or claim about what you
read.

For the second question, your parents may have given you evaluative
statements that express their assessment about the choice you made.

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:

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. Just like any other writing, the formulation of the
evaluative statements is done in the same way except that the statement is
about your own judgment of the text’s content and properties. You may
formulate your evaluative statements in two ways such as formulating assertions
and counterclaims. Meanwhile, you will be formulating meaningful counterclaims
at the second part of this module.

The question now is, how are you going to form evaluative statements? It’s very
simple! Just remember the following pointers:
1. 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).

2. Suggest a solution/s or suggestion/s on how to improve the written

material being evaluated and provide justification how these will work.

3. Keep your feedback concise and precise.

4. 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.

Take a look at the given example below:

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

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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. Remember, a poem may or may not have a rhyme but if you
choose to have one, the meaning and the emotional appeal of the poem should
not be compromised. In this way, you can have a good connection with the
readers and would therefore make them appreciate your poem more.

Explanation:
Finally, a suggestion was given to the writer at the third paragraph for the
improvement of the poem.

ASSERTION AND ITS TYPES:

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A good critical reader does not only understand the meaning of a reading
material but also logically evaluates whether the claims of the writer are true or
false. Assertions serve as a primary way for the readers to consider and possibly
agree with the claims presented by the writer in an expository writing.

Assertions are declarative sentences that give one’s belief about something
else as if it is true though it may not be. It is expressed as an argument. Usually,
these assertions contain languages that expresses evaluation such as useful,
significant, important, insightful, detailed, up-to-date, comprehensive, practical,
impressive, etc.

For example, you were asked to answer the question, “Do you believe education
should continue regardless of the situation we are facing right now?” and you
would give your opinion or argument about it. Afterwards you would make an
assertion whether you agree or disagree with the issue, thus, take a stand and
support it with your reason/s.

There are four types of assertions which are classified according to the
degree of certainty they can be judged as true or false.

1. 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 seawater can be tested and proven through experiments and
researches.)

2. 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. Something to note about
conventions is that they may sound factual due to their being derived from
customs, but because they are socially accepted ways of doing things, they
cannot be verified objectively by measurements.

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.)

3. 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.

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 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.)

4. 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.)

What’s More

Identify the type of assertion in each statement. (FACT, CONVENTION, OPINION,

PREFERENCE)

1. I would rather watch shows than play computer games.

2. Roses grow best in soil made of ¾ clay and ¼ sand and loam.
3. In America, the bride's family pays the majority of the wedding costs.
4. Chocolates taste better than ice cream.
5. Lions belong to the genus Panthera which contains well-known animals such
as the tiger, leopard, and jaguar.
6. I think that green is the best color.
7. I prefer to go to the Maldives than to St. Gallen.
8. Corazon Aquino was the 11th president (and first female president) of the
Philippines. She restored democracy after the long dictatorship of Ferdinand
Marcos.
9. The export of cut roses can easily become one of the most lucrative
businesses in the country.
10.President Rodrigo Duterte signed the Bayanihan to Heal As One Act on
March 24, 2020.

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 What I Have Learned

Check your learnings about the lesson by completing the statements below.

o Evaluative statements should be ___________________________________.

o Formulating evaluative statements will help you become
___________________________________________________________________.
o The two steps to formulate evaluative statements are
___________________________________________________________________. o
Assertions can be _________________________________________________. o
The four types of assertion are _____________________________________.

What I Can Do

Now, let us try to apply your learnings on formulating evaluative statements.

A. Directions: Form an evaluative statement for every given text and label it
whether positive or negative depending on the focus of the evaluation. See
the sample below.

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

Evaluative Statement:
The statement is very discriminatory against those with average intelligence and
teachers in general. Example: Negative
1. In this time of pandemic, people should give all the blame to the
government for the insufficient assistance given to them.
2. Every person has something to contribute to win the battle against CoViD
19.
3. If you got infected by the CoronaVirus, you should not lose hope; instead,
be positive about it.
4. If you are a student with no internet connection at home, you better not
enroll for this school year while we are in these trying times.
5. When you go out of your house to buy essential things, you must follow
the minimum health protocols like social distancing, wearing a mask, using
alcohol or sanitizer and washing hands.

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B. Read the poem written by Meigma, a senior high school student. Construct
23 evaluative statements about it by answering the questions written in the
table below. Focus on its content and properties.
Please be guided by the format given in the table and the scoring rubric
that follows after the poem below.

I hate my life
And I won’t say
I’m good in my own way
I’m the worst
And you can’t tell me
I did my best
Because I knew
I’m a failure
It’s not true that
I’m awesome
But I know

People hated me
I’m a disaster
A distress
They call me
Fool
Stupid
Unworthy
All these insults
I keep to myself
For a long time
Is this really
me?
Are all of these true?
Believing in myself
It seems so hard
To be what they demand
How I wish What
does it feel?
To be myself

(Read from the bottom to the top)

QUESTIONS TO PONDER:
Follow this format in writing your evaluation of the poem. Please use
another sheet of paper for your essay.

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 First Paragraph Second Paragraph Third Paragraph
(Give positive (Mention about the (Suggest ways on how
feedback to the weaknesses you saw in the writer can improve
writer specifying the the poem). the poem).
strengths of the
poem).
What can you say What part of the In what ways do you
about the poem? poem did you find think the writer can
Mention 3-5 things less interesting? improve the poem?
that make it Why? List down at least 3
impressive. ways.

SCORING RUBRIC
5 3 1
The evaluation has an The evaluation has an The evaluation has no
evaluative statement evaluative statement evaluative statement.
that used an evaluative but did not use an
language. evaluative language.

The evaluation The evaluation The evaluation is

contains positive and contains either incomplete and it lacks
negative feedback as positive and negative the suggestions for the
well as suggestions to feedback but there improvement of the
improve the poem. were no suggestions written work.
provided.
The evaluation is clear, The evaluation is clear The evaluation is clear
concise, and precise. and concise but not but not concise and
precise. precise.

The evaluation has no The evaluation has 1 The evaluation has 4

error when it comes to to 3 errors when it or more errors when it
mechanics (grammar, comes to mechanics. comes to mechanics.
capitalization and
punctuation)

Additional Activities

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Read the article below. Then, formulate evaluative statements about it. Follow
the format that you used in the previous task. Be guided by the scoring rubric
below.

For centuries, Philippines has become popular for its prolific

writers when it comes to literary undertakings. Although Philippine
literature at the turn of the 21 st century is considered to have a brief
history; however, most of its writers have already left significant marks
in the minds and hearts of its readers through their writings. According
to Uychoco (2016), Jose Rizal’s undying Noli Me Tangere, casts a long
shadow on Philippine literature, today’s literary scene is quite different
from what it was in the past. English as Second Language teachers still
introduce this masterpiece to today’s learners as it has emerged not
only flexible but innovative literature that has been appreciated and
used in various literary learning and even educational debates about
language.

Literary appreciation is a way of expressing and communicating

one’s thoughts and ideas about the texts read. It is not just about
reading and appreciating them, it is also about understanding their
contexts. Through this, both teachers and learners will have a better
and wider mental grasp of what they read. It is how we interpret what
we read that help us gain a general knowledge of our history and
strengthen even our very own personal reflection on our present
situation.

Philippine literature helps our Filipino learners catch a glimpse of

our culture and heritage: that is to say, whatever literary genre we

read moves us, triggers our wild imagination, provokes our sense of
curiosity, and stirs our thoughts and feelings, upon our own common
experience of our present situations. (Michelle Banca, A Glimpse of
21st Century
Philippine Literature)

Rubric in grading the student’s output:

Indicator Rating

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 (1-5)

The evaluation contains both positive and negative feedback.

The evaluation contains suggestions to improve the article.

The evaluation is clear, concise, and precise.

It is well-written with proper use of punctuations, correct spelling,

and correct grammar.

Total
Remarks
What is/are the strong point/s of the article? What needs to be improved?

Lesso
Counterclaims
n 2
What’s up! I would like to commend you for completing the previous lesson. I am
sure you have already gained a meaningful experience in complying with all
those tasks. Are you now ready for the next module? Alright, sit back and enjoy
your new learning venture. I am sure you will also have a good time in going
over with this lesson as much as you liked the former one. Best of luck!

In this module, you are expected to:

1. identify parts of an argument;
2. formulate counterclaims; and,
3. analyze a passage using the four elements of an argument.

What’s In

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Let’s Refresh

Let’s begin our discussion today with a brief review. Read through the following
statements and determine whether these statements are factual or opinionated.
Write F for fact and O for opinion for your answers. Use a separate sheet of paper
for your answers.

___________1. There are five common types of assertion.

___________2. Assertion is an action of stating that a statement is either a fact or
belief.
___________3. The statement, “We are all children of a loving Father in heaven” is
an example of assertion.
___________4. Fact is one type of assertion which can be proven objectively by
direct experience, testimonies of witnesses, verified observations,
or the
results of research.
___________5. Another type of assertion is opinion. Opinions result from
ambiguities; meaning the more ambiguous a statement, the easier
it is to verify.

What can you say about the activity? Did you find it easy or difficult? Why did you
say so?

What’s New

Here is a set of jumbled letters that I want you to arrange to come up with a
sensible word.

O U N C M A T E C R L I

Clue: It is the opposite of an opposing argument.

Did you get the answer? The answer: _ _ _ _ _ _ _ _ _ _ _ _

What is a counterclaim?

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Now, compare your ideas/ understanding of assertion and counterclaim. Write
your answers on their respective spaces below.

ASSERTION COUNTERCLAIM

Then write a short paragraph with 3-5 sentences about your insights on both
assertion and counterclaim.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________

What is It

Formulating Counterclaims

To be an effective critical thinker, it is not enough just to be able to identify

claims and assertions. The ability to analyze an argument is essential to
understanding the text more deeply, but understanding the claim is not the only
facet of the argument. You must also learn how to analyze the counterclaims and
evidence provided by the text. Being able to recognize and formulate
counterclaims in reaction to an argument is a characteristic of a good critical
reader.

Counterclaims are claims made to rebut a previous claim. To rebut means to

contradict someone’s statement through a formal argument. They provide a
contrasting perspective to the main argument.

To be able to locate counterclaims to an argument, remember the following:

1. Show competence and familiarity with the writer’s topic.

2. Examine different perspectives and not just passively accepting the writer’s
claim.
3. Consider the topic, and make sure you are willing to engage different
viewpoints from your own.
4. Clarify your personal position on the topic.

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Example:
Martha is an incoming grade 11 student. She has been using a basic
cellphone ever since she was in junior high school. She is very eager to go
back to school and be productive but when she learned about the integration
with technology and digital tools to extend in the classrooms beyond the
constraints of traditional walls, particularly in the public school due to the
global pandemic, her excitement turned into frustration. Martha desperately
wants

to have a smartphone so she can have access to the internet. Having this
in mind, she tells her father, Mang Tonyo, that she needs a smartphone. Mang
Tonyo, thinking only of the additional expense, simply says, “No.”

Martha has made her claim – asking for a smartphone.

Mang Tonyo has made his counterclaim – opposing Martha’s claim

Martha must offer valid reasons to convince Mang Tonyo that she needs the
smartphone because it has access to internet and so he needs to provide her
with one. Martha might provide evidence of the necessity of using smartphone
nowadays as part of the new normal life in the time of

CoronaVirus. Martha’s reasoning may include a description of how important

smartphone is as far as convenience and flexibility in on-line distance learning

are concerned.

In this example of counterclaim, Mang Tonyo now needs to support his refusal to
provide Martha with a smartphone. He should be ready to give solid,
substantiated reasons for his refusal to provide something that the family has
been spending for all those years. This may include evidence of the family’s
inability to send her and her siblings to a private school, and that his budget is
not sufficient enough to afford a brand new smartphone since the family income
has suffered due to COVID-19.

Four Elements of Argument

1. CLAIM- is a statement that asserts facts based on one’s understanding

about a particular topic or issue.

In the given example, Martha asking his father to buy her a smartphone is an
example of a claim.

2. COUNTERCLAIM- is just the opposite of claim. It is a statement that

contradicts one’s claim and is usually proven and supported by both reasons
and evidences.

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 Mang Tonyo’s negative response to Martha’s claim is an example of
counterclaim.

3. REASON- is the part of an argument where a statement offers an

explanation behind a party’s claim.

Martha’s offering of valid reasons to convince Mang Tonyo that she needs
the smartphone is an example of reason.

4. EVIDENCE - is the statement that proves the truth of a claim and generally
leads to the conclusion of an argument.

Martha provides evidence of the necessity of using smartphone as part of

the new normal life in the time of CoronaVirus is an example of evidence.

What’s More

Identify whether the following statements are CLAIM, COUNTERCLAIM,

REASON or EVIDENCE. Then pick out the word, clause, or phrase that proves
your answer.

____________ 1. If you want to keep people around you, continue to open the door
of friendship and always accentuate the positive.

____________ 2. I am a child of a loving God who created me after His own image.
I am happy for who I am, and I don’t have to be someone I am not.

____________ 3. I don’t think so. Charles Darwin’s Theory of Evolution explains

that humans evolved to from monkeys.

____________ 4. I did not come from the apes because I don’t look like one of them!

____________ 5. Since we are blessed with the freedom to act for ourselves, it is
up to us to choose good from evil.

What I Have Learned

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Module 6
Check your understanding of the lesson by answering the following questions:

o What is a counterclaim?
__________________________________________________________________.
o What is the difference between claim and counterclaim?
___________________________________________________________________.
o What are the four parts of an argument?
___________________________________________________________________.
o What does rebut mean?
___________________________________________________________________.
o What is a characteristic of a good critical reader?

____________________________________________________________________.

What I Can Do

Overseas Heroes

Below is a representation of our modern-day heroes, our OFWs created by

Wendell Almasco, a former senior high school student. Formulate counterclaims
out of the claims written on the table below. Be guided by the scoring rubric that
follows after the claim.

CLAIM COUNTERCLAIM

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Module 6
 1. Millions of Filipinos have left
the Philippines in order to look
for greener pastures abroad.

2. Most Filipinos are more

excited to see the balikbayan
boxes than their OFW families
and relatives.

SCORING RUBRIC:

WELL DONE EXCELLENT AMAZING AWESOME

(20) (15) (10) (5)
CLAIM 1 Counterclaim Counterclaim Counterclaim Counterclaim or
is sharp, is clear and is mentioned. refute is unclear
distinct and maintained Refute is poorly and not
maintained throughout. supported. supported.
throughout. Refute is
Refute is presented and
wellthought out convincing
and convincing.

CLAIM 2 Counterclaim Counterclaim Counterclaim Counterclaim or

is sharp, is clear and is mentioned. refute is unclear
distinct and maintained Refute is poorly and not
maintained throughout. supported. supported.
throughout. Refute is
Refute is presented and
wellthought out convincing
and convincing.

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 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on
a separate sheet of paper.

1. Counterclaims are opposite of _________________.

A. Stand
B. Evidence
C. Reason
D. Claims

2. A counterclaim is one of the elements of _______.

A. Position
B. Rebuttal
C. Evidence
D. Argument

3. This is the statement that proves the truth of a claim and generally leads
to the conclusion of an argument.
A. Claim
B. Reason
C. Evidence
D. Counterclaim

4. Counterclaims are claims made to ______________.

A. Rebut new claim
B. Rebut specific claim
C. Rebut previous claim
D. Rebut an unknown claim

5. To rebut means _______________________.

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Module 6
 A. To contradict someone’s statement through a formal argument
B. To argue with someone’s point of view about an issue
C. To affirm someone’s statement even if it is wrong
D. To oppose someone’s statement in a contest

6. This is a statement that asserts facts based on one’s understanding about

a particular topic or issue.
A. Claim
B. Reason
C. Evidence
D. Counterclaim

7. James’ negative response to Menard’s claim is an example of

______________.
A. Claim
B. Reason
C. Evidence
D. Counterclaim

8. James’ offering valid reasons to convince BJ that men and women were
born equal is an example of _________________.
A. Claim
B. Reason
C. Evidence
D. Counterclaim

9. This is the part of an argument where a statement offers an explanation

behind a party’s claim.
A. Claim
B. Reason
C. Evidence
D. Counterclaim

10. This is just the opposite of the claim. It is a statement that contradicts
one’s claim and is usually proven and supported by both reasons and
pieces of evidence.
A. Rebuttal
B. Reason
C. Evidence
D. Counterclaim

11. “One of the ways in which people can overcome depression is by looking
at the brighter side of things in life.” This statement is an example of

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Module 6
 A. Claim
B. Reason
C. Evidence
D. Counterclaim

12. “However, not all people going through depression share the same
viewpoint on how to cope with it. In my own experience, there is a big
difference between something that is difficult and something that is
impossible.” This statement is an example of Counterclaims
A. Claim
B. Reason
C. Evidence
D. Counterclaim

13. It is the backbone or central argument of the text which gives writing a
sense of direction and purpose.
A. Claim
B. Reason
C. Evidence
D. Counterclaim

14. It provides a conflicting angle to the main claim.

A. Claim
B. Reason
C. Evidence
D. Counterclaim

15. What does counterclaim serve? A. Offers solutions to problems

B. Agrees with the ideas of experts
C. Discusses an issue
D. Provides a conflicting angle or standpoint

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Module 6
 Additional Activities

Below is a statement about what leadership is. Read it closely then analyze it by
using the four elements of an argument.

Leadership starts first with knowing who we really are and discovering our
potential and capacity to reach out to others, before knowing about those people
that we lead and serve.

- Michelle B. Banca
Claim
Counterclaim
Reason
Evidence

SCORING RUBRIC
MY PERSONAL MY TEACHER’S
CRITERIA
RATING EVALUATION
Completeness (5)
Did you write to the prompt?
Did you write enough?
Was your argument complete?

Content (5)
Did your argument have a claim,
counterclaim, reason, and evidence?

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Module 6
 Language (5)
Did you use clear and thoughtful
language?
Did you use the ideas as reflected in the
passage?
Formatting/Organization (5) Is
your argument expressed in
thoughtful and sensible
sentences?
TOTAL

References

Online Sources
“Formulating EvaluativeStatements.” Elcomblus.com. Accessed on June 1, 20-20.
https://elcomblus.com/formulating-evaluative-statements/.
“Legaldictionary.net. “Counterclaim.” Accessed on June 6, 2020.
https://legaldictionary.net/counterclaim/

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Module 6
“Study.com. “Parts of an Argument.” Accessed on June 7, 2020.
https://study.com/academy/lesson/parts-of-an-argument-claimscounterclaims-
reasons-and-evidence.html/

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Module 6
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]