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Formulating Assertions and Counterclaims

The document outlines the process of formulating assertions and counterclaims in literary analysis, emphasizing the importance of context and evaluative statements. It details the types of assertions, including facts, conventions, opinions, and preferences, and provides guidelines for creating effective counterclaims supported by evidence. Additionally, it discusses the use of hedges to soften criticism in counterclaims, promoting a courteous tone in writing.

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18 views21 pages

Formulating Assertions and Counterclaims

The document outlines the process of formulating assertions and counterclaims in literary analysis, emphasizing the importance of context and evaluative statements. It details the types of assertions, including facts, conventions, opinions, and preferences, and provides guidelines for creating effective counterclaims supported by evidence. Additionally, it discusses the use of hedges to soften criticism in counterclaims, promoting a courteous tone in writing.

Uploaded by

mesiasjairus
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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FORMULATING

ASSERTIONS AND
COUNTERCLAIMS
◦Literary text- is a written material, such as a
book or poem that has the purpose of telling a
story or entertaining, as in a fictional novel.

◦Context -anything beyond the specific words of


a literary work that may be relevant to
understanding the meaning. Contexts may be
economic, social, cultural, historical, literary,
biographical, etc.
Evaluative Statements

-are found as you reason out your own


beliefs according to your own set of
criteria through critical thinking.
◦How are evaluative statements formed?
-It involves the process of gathering information
which can be used as valid proof or evidence that
defends your choice to believe or not a certain
claim presented.

-It also involves the process of identifying,


evaluating, and explaining a claim’s strengths and
weaknesses
Steps in Formulating Evaluative
Statements

1. Formulate assertions about the content


and properties of a text read.
2. Formulate meaningful counterclaims in
response to claims made in the text read
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.
COMMON TYPES OF ASSERTIONS

-FACT
-CONVENTION
-OPINION
-PREFERENCE
◦1. FACT - 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
◦CONVENTION - a way in which something is done, similar to
traditions and norms. This depends on historical precedent,
laws, rules, usage and customs.

◦Examples:
◦1. It is customary to shake hands when greeting someone in
many cultures.
◦2. In most countries, people drive on the right side of the road.
◦3. Many businesses operate from 9am to 5pm, Monday through
Friday.
◦OPINION - based on facts but is difficult to
objectively verify because of the uncertainty
of producing satisfactory proofs of
soundness.

◦Examples:
◦ 1. Chocolate ice cream is the best flavor.
◦2. The Beatles are the greatest band of all
time.
◦PREFERENCE - It is based on personal choice;
therefore, they are subjective and cannot be
objectively proven or logically attached.

◦Examples:
◦1. I like action movies more than romantic
comedies.
◦2. I would rather stay home and read a book than
go out to a party.
◦3. I prefer coffee over tea.
◦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.
Counterclaims

◦These are claims made to offset or oppose


the claims presented in a text. These are
also formulated with critical thinking and
supported by evidence solid enough to
disprove or rebut the claims presented by
the writer
FORMULATING COUNTERCLAIMS
◦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.
Example:
◦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 in making
Counterclaims.

◦1. Make the counterclaim real.


◦2. Never write counterclaim that you cannot
support.
◦3. Make it clear that you do not agree with the
claim
◦4. Do not repeat your supporting evidences.
Hedges
◦This refer to a word or phrase that serves the
purpose of minimizing the negative impact of
criticism stated in a counterclaim.
◦Hedges come in the forms of modals, adverbs of
frequency and adverbs of probability.

Hedges are used to provide a courteous tone in


writing, because even though it says counterclaim in
that, it is supposed to offset or oppose the claim
If the writer claim:
Reading aloud improves one memory.

In formulating your counterclaim, you do not simply say:


Reading aloud does not improve one’s memory.

◦So what do you do instead is you make use of hedges in


order to provide a courteous tone so you do not just
negate, you oppose but in a polite manner.
Instead:
Reading aloud may not improve one’s memory.
1. Make use of Hedging Devices such as Modal Verbs
◦Using modal verbs (could, can, may, might, etc.) allows
you to soften an absolute statement.

EXAMPLE:
◦This text is inappropriate for graduate students who are
new to the field.
(Absolute Statement.)
◦This text may be inappropriate for graduate students who
are new to the field.
(Hedging.)
◦2. Qualifying Adjectives and Adverbs
Using qualifying adjectives and adverbs (possible,
likely, possibly, somewhat, etc.) allows you to
introduce a level of probability into your comments.

◦Readers will find the theoretical model difficult to


understand.
◦Some readers will probably find theoretical model
somewhat difficult to understand completely
◦3. Tentative Verbs
◦Using tentative verbs (seems, indicated, suggests,
etc.) also allows you to soften an absolute
statement.

◦This omission indicated that the authors are not


aware of the current literature.
◦This omission seems to suggest that the authors
are not aware of the current literature

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