ASSERTIONS

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.
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?
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 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.
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?
 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.
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 Corona Virus 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 waswritten 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.
ASSERTION AND
ITS TYPES:
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.10
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.
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.)