10

English
Quarter 1 – Module
6: Evaluating and
Making Judgment
English– Grade 10
Alternative Delivery Mode
Quarter 1 – Module 6: Evaluating and Making Judgment
First Edition, 2020

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Published by the Department of Education

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Development Team of the Module

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 10
English
Quarter 1 – Module
6: Evaluating and
Making Judgment
Introductory Message
For the facilitator:

Welcome to the English Grade 10 Alternative Delivery Mode (ADM)

Module on Evaluating and Making Judgment.

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:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the
learners.

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 the English Grade 10 Alternative Delivery Mode (ADM)

Module on Evaluating and Making Judgment.

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.

1
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills
or competencies you are expected to
learn in the module.
This part includes an activity that aims
What I Know to check what you already know about
the lesson to take. If you get all the
answers correct (100%), you may
decide to skip this
module.
This is a brief drill or review to help you
What’s In link the current lesson with the
previous one.
`
What’s New In this portion, the new lesson will be
introduced to you in various ways; a
story, a song, a poem, a problem
opener, an activity
or a situation.
This section provides a brief discussion
What is It of the lesson. This aims to help you
discover and understand new concepts
and skills.
What’s More This comprises activities for
independent practice to solidify your
understanding and skills of the topic.
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 in to
process what you learned from the
lesson.
What I Can Do This section provides an activity which
will help you transfer your new
knowledge or skill
into real life situations or concerns.
Assessment This is a task which aims to evaluate
your
level of mastery in achieving the
learning competency.
In this portion, another activity will be
Additional Activities given to you to enrich your knowledge
or skill of the lesson learned.
2
Answer Key This contains answers to all activities in
the module.

3
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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 What I Need to
Know

Hello learners! The advancement of technology has ushered in a

new generation that has an easy access to communication. In just a click
and swipe of your finger, you can instantly voice your ideas. Thus, social
media websites, blogs and other online platforms for sharing one’s
opinion have sprouted like mushrooms on the internet. Because of this,
everyone, in all walks of life, is given avenues to express oneself and
exercise one’s freedom of speech. However, as a learner in the 21 st
century, you must be critical in what you read and share. This will set
you apart from all those who only sow hate and negative arguments.

Today, using this module, you will learn how to be objective and
careful with your evaluation and judgement with what you read, online
or offline. This material will introduce you to a set of criteria that will
help you become more critical and analytical in examining an article.
May you find significant learning in this module that you can use in your
daily activities. Have fun!
Let’s get the ball rolling!

After going through this module, you are expected to:

1. define an argumentative text,
2. discuss the characteristics of an argumentative text to
determine a set of criteria,
3. use a set of criteria to evaluate an argumentative text,
4. compare two argumentative texts using a set of criteria, and
5. evaluate and judge two different argumentative texts on the same
topic using a set of criteria.

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 What I Know

Directions: Read carefully each item and write the letter of the most
appropriate answer on a separate sheet.

1. What criteria can be used to evaluate and judge an argumentative text?

A. theme, plot, characters

B. plot, content, coherence
C. criterion, content, point of view
D. content, coherence, correctness

2. Which of the following best describes an evaluation of text? It .

A. summarizes an entire text

B. mixes the elements in a short story.
C. examines a reading text by providing validation on its quality.
D. builds a theme based on the flow of the scenarios and actions in a story.

3. What criterion refers to the relationship and logical connection of

sentences or paragraphs in a text?

A. content
B. coherence
C. correctness
D. continuation

4. What criterion refers to the writing mechanics of a text

which includes grammar, spelling and punctuation?

A. content
B. coherence
C. correctness
D. continuation

5. Which of the following is NOT true when evaluating or judging a text?

A. Use derogatory words to show honesty in your judgment.

B. Include quotations from the text examined to support the evaluation.
C. Write an introductory paragraph that states your opinion on the text.
D. Use transitional devices to show logical connection of sentences
and paragraphs in the text.

6. Identify from the statements below a text containing an error in

grammar, spelling or punctuation.

A. A 3 year old boy survived Covid-19.

B. Angel Locsin Builds Tent for PGH Frontliners.
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7
 C. Local Celebrities Slam Duterte’s “Shoot-to-Kill” Order.
D. Senator Ping Lacson Defends ‘Unconstitutional’ Tag on Anti-Terrorism
Bill.

7. Which of the following is used to show coherence in a text?

A. news leads
B. linking verbs
C. sentence pattern
D. transitional words

8. Which of the following sentences best states an argument

that is in opposition to anti-terror bill?

A. The anti-terror bill will safeguard the welfare of the Filipino citizens.
B. The anti-terror bill will affirm the commitment of the
Philippines to win the war against terrorism.
C. “Terrorism” in the anti-terror bill clearly does not include
activities that uphold civil and political rights.
D. The anti-terrorism legislation violates the constitutionally
recognized and protected rights and freedom.

9. Which of the following best supports the topic sentence below?

Press freedom must be upheld in the campus level.

A. Campus journalists should always please the society.

B. Budget intended for the school publication should include
allocation of other school projects.
C. The school publication organization is created to protect the
rights and image of a certain group.
D. Campus journalists should undergo trainings and workshops to
enhance their journalistic skills and awareness on press rights.

For items 10-15: Evaluate and judge the two texts below in terms of
their content, coherence, and correctness. Choose the letter of your
answer from the pool of choices below and write it on a separate sheet
of paper.

Text 1

Illegal mining continues to pose a serious threat to

the biodiversity of the Philippines. The cutting of trees and
use of chemicals to extract minerals have resulted to the
destruction of landscapes, natural habitats of animals,
erosion, and sinkholes. Because of these, the government
should beef up its programs against illegal mining to
protect and safeguard our country from its total
destruction.

Text 2

Illegal mining are dangerous to the community Illegal

mining activities can be traced as early as the Spanish
colonization period on the Philippines. Mining is an 6
extraction of minerals and other materials from the earth.
A. Text 1 is more convincing than text 2.
B. Text 2 contains a transitional word that links sentences.
C. Text 1 is coherent as it has logical links between sentences.
D. Text 2 contains several errors in grammar and punctuation.
E. The main idea in Text 2 is supported and expanded with details.
F. Text 1 needs to undergo revision because of its faulty sentences.
G. Text 2 should be improved in terms of the presentation of its main
idea.
H. The main idea in Text 1 is clearly stated compared to the main
idea in text 2.
I. The two texts are equal in terms of their content, coherence, and
correctness.
J. Although both texts talk about illegal mining, Text 1 is better in

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 Module
Evaluating and
6 Making
Judgment
Every day in our lives we come across with different opinions. They
come in a form of a text or speech on newspapers, Facebook, twitter,
television and on radio. With our easy access to these media platforms, it
is very important to examine these and take all the valuable points. In
that case, we have to be objective and careful with our judgment so that
we are guided with our actions.

What’s In

Activity 1 Who’d You Rather?

Directions: Study the dialogue below; then, answer the questions that follow.

Hi, Viru! Yes, I was able to watch it. I

understand that you are really stressed
right now. We all are. However, I hope
you also understand where the president
Hi Covi! Were you able
was coming from. He never meant to just
to watch the televised
shoot and kill innocent people. He was
speech of the president
referring to those who would cause any
last night? He ordered
trouble. That means, if people will attack
the police to shoot
the police or go to the streets and stage
residents causing
a riot, then they must be controlled. If
trouble. Instead of
not, it will be pure chaos. That is the last
giving comforting
thing we want right now. Viru, we are
words, he gave us the
facing a great enemy here, so we just
opposite. He’s so
have to help each other.
disappointing.

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 1. Between Covi and Viru, who is more convincing?

2. Do you consider several things before making your judgment?

3. How do you make your decisions?

4. When you read a short story or watch an informative television

show, how do make your evaluation and judgment? How do you
know if it’s good or not?

Excellent job! Today, you will learn how to properly evaluate and judge arguments.

What’s
New

Activity 2: What’s in a Text?

This time, you will read a column from the Philippine Daily Inquirer featured
last April 9, 2020. Before you begin reading, you will first unlock the difficult
words from the text.

Activity 2.A: Difficulty Unlocked

Directions: Match each unfamiliar word to its meaning by writing the

letter of the best answer. You will encounter these unfamiliar words in
the article that you are about to read.

1. staunch A. likely to cause disagreement

2. contentious B. about to happen

3. absolute C. critical examination

4. imminent D. strongly built

5. scrutiny E. perfect; free from errors

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 Did you get everything right? You may check the key to correction for the
right answers. Now you are ready to read the text.

Our Greatest Freedom

Antonio T. Carpio
Philippine Daily Inquirer, April 09, 2020

It is in times of grave crises like the ongoing COVID-19 pandemic

that our freedom of expression is in danger of being sacrificed on the
altar of public order. It is timely to remind ourselves that we must
defend our freedom of expression as staunchly as we are defending
our lives against COVID-19.

Freedom of expression, which includes freedom of speech and

freedom of the press, is the foundation of our free, open, and
democratic society. Without freedom of expression, all our other
freedoms—civil and political rights — cannot exist. Freedom of
expression is the freedom to engage in full, spirited, and even
contentious discussion of all social, economic, and political issues. It
is the freedom to express the idea that others hate, to the same extent
as the freedom to express the idea that others like. Freedom of
expression is guaranteed under the Constitution, which mandates that
“no law shall be passed abridging the freedom of speech, of
expression, or the press.” A state of martial law does not suspend
freedom of expression. The Supreme Court has ruled that even if the
Constitution is abolished by a revolutionary government, our
fundamental rights, which include freedom of expression, cannot be
taken away because they form part of customary international law
under the Universal Declaration on Human Rights and the
International Covenant on Civil and Political Rights which are binding
on any government, whether constitutional or revolutionary.

Freedom of expression is truly our greatest freedom. However,

freedom of expression is not absolute. The Supreme Court has carved
out four exceptions when the State may impose prior restraint, or
subsequent punishment, on the exercise of freedom of expression,
namely: pornography, false or misleading advertisement, advocacy of
imminent lawless action, and danger to national security. There is a
very high bar to hurdle before the State can successfully invoke these
exceptions. The State must establish that the expression creates a
clear and present danger of an evil that the State has a right and duty
to prevent. The danger from the expression must be extremely
imminent, and the evil must be substantive and extremely serious.

Expression that is libelous may also be subject to subsequent

punishment but not to prior restraint or censorship. If the libeled
person is a private individual, there is a rebuttable presumption of
malice on the part of the offender because a private individual, having
a right to privacy, is not subject to public scrutiny. But if the libeled
person is a public officer, the public officer has the burden of
establishing actual malice by the offender because a public officer is
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subject to public scrutiny for acts related to his public office.

The Bayanihan Act, enacted to address the COVID-19 crisis,

penalizes “individuals or groups xxx spreading false information
regarding the COVID-19 crisis on social media and other platforms
xxx.” Any prosecution under this

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 provision must hurdle the high bar before the State can successfully
invoke advocacy of imminent lawless action as an exception to freedom
of expression.

Besides, this provision is practically impossible to utilize because

the Bayanihan Act has a lifetime of only 90 days, after which this
provision ceases to have any effect. Any pending prosecution upon the
expiration of the 90-day period will have to be dismissed. Any sentence
still being served upon the expiration of the period will also have to be
terminated. An act is not a crime if there is no longer a law prohibiting
the act and prescribing a penalty for its commission. This principle has
been given retroactive effect to release convicts still serving sentence
upon the repeal of the law under which they were convicted.

This is probably the reason why the Philippine National Police

has instead utilized Article 154(1) of the Revised Penal Code to
prosecute those who “publish as news any false news which may
endanger public order.” However, any prosecution under this law must
still hurdle the high bar to successfully invoke the exception of
advocacy of imminent lawless action. Since the enactment of the Code
88 years ago, no case applying Article 154(1) has reached the Supreme
Court. Prosecutors probably know it is extremely difficult to overcome
the high bar that protects our freedom of expression.

What can you say about the article? The text you just have read is an
example of an argumentative text. This time let us get to know more about it by
completing the next activity.

Activity 2.B: Define Me

Directions: Put a check mark on the item/s which best

describes an argumentative text based on the text that you
read.

It elaborates and presents the author's stand on

an issue.

It entertains readers with its plot twists and

cliff hangers.
What is an
argumentati It contains facts that are used to support
the argument.
ve text?
It is made up of opinionated statements
intended to malign an individual.

It convinces readers to consider the writers'

point of view through an extensive presentation
of evidence.

Now that you know the meaning and purpose of an argumentative text, let
us discuss it further.

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Activity 2.C: Word Map

Directions: Complete the word map below by choosing your answers

from the pool of words inside the box. Then, discuss each word by
explaining it or citing examples from the text.

Content Plot

Coheren Correctne

ce ss

Argumentativ
e Text

Excellent job! You have just identified the features of an argumentative text.
Read the discussion below to deepen your knowledge on writing an evaluation
and judgment for an argumentative text.

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 What is It

Evaluating and judging an article or a short story is a critical

process. It carefully examines a reading text by providing a validation of
its quality. One has to be objective and at the same time cautious in
presenting his/her opinion regarding the material read. Thus, if one
evaluates and makes judgement, one has to be fact- based, unbiased and
reasonable with his/her findings. In order to achieve these, a set of
criteria should be followed and used.
In evaluating and making judgment on an argumentative text, a
simple and easy-to-remember set of criteria can be used. This set of
criteria is composed of content, coherence, and correctness or the
“3Cs.”
Criteria
Content  The introductory paragraph presents a clear
definition of the issue and a thesis statement.
 Paragraphs in the text support and expand the
central idea. These are composed of opinions and
facts such as data and quotations which are
properly cited.
 All details and paragraphs are related to the
main idea.
 Conclusion restates the thesis statement, gives a
summary of the points raised in the essay or
provides a suggestion/recommendation on how
to solve the issue.
Coherence  There is a logical development of ideas that
support the thesis statement.
 The text uses transitional devices and other
connecting words to show a smooth flow of ideas
and help readers follow the author’s train of
thoughts.
Correctness  Sentences in the text are varied.
 Words used are appropriate, easy and
simple to understand.
 There are no errors in grammar, spelling ,
or punctuation.

Once you have examined the article HEADS UP!

using the set of criteria above, carefully
assess the relationship of these Jameson (2015) said that
elements and make a judgment. In evaluation is objective. It
making a judgment, you have to done in a scientific is
include your opinion regarding the manner,
carefull examinin differe
article you have read. To do this, use y in th nt
direct quotations from the text and Judgment, on the other
examine it using any of the criterion hand, is opinionated or
subjective in manner. This
suggests a moral or self- 14
righteous approach.
above to substantiate and elaborate your
points. In writing your evaluation and
judgement on a text, follow these
guidelines to help you.

15
1. Write an introductory paragraph that states your opinion on the text.
2. Carefully support your main idea by discussing the set of criteria
you used in examining the text.
3. Cite quotations from the text to support your claims.
4. Conclude your essay with a restatement of your main idea.

The example below evaluates and judges the article “Our Greatest
Freedom.” Note
how it uses the
criteria.
Evaluation and Judgment Essay
The evaluation
The column entitled "Our Greatest Freedom" and judgement are
comprehensively discusses and defends the stated in a simple
freedom of expression in the Philippines. As the and clear manner.
author puts it, it has to be defended like how a This becomes the
Filipino protects himself from COVID-19. thesis statement of
the essay.
Carpio uses a simple and direct style to deliver
his message. Starting with a clear definition of
the issue, he is able to expand his argument in The main idea
a manner that can easily be understood. He is
is developed by
also able to present a mixture of positive and
describing further
negative details carefully woven to show a
comprehensive and balanced article. what makes the
article
Case in point, he said that "freedom of “comprehensive.”
expression is truly our greatest freedom."
However, he also said that it is not “absolute.”
He supported this claim by citing different
The content
situations where freedom of expression is
and coherence of the
challenged. Individuals who publish something
that is libelous or those who spread false text are discussed
information regarding COVID-19 are just using some
among the details he used to magnify his point. quotations from the
Despite this limit, Carpio still asserts and article. The phrase
concludes that anyone who will challenge one's “case in point,”
freedom of expression "must hurdle the high connects this
bar." Thus, this only solidifies his thesis paragraph to the
statement that freedom of expression must be, preceding
at all times, defended. paragraph.

Through his comprehensive inclusion of details

that expand his point, subtle combination of The statement
ideas using transitional words, flawless writing, “flawless
and appropriate choice of words, Carpio is able
to relay a serious message intended for writing” indicates no
everyone in a straightforward way. error in grammar,
punctuation or
spelling. Also, in this
part, the main idea is
restated.
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 What’s
More

Activity 3. Check it Out!

Read the two argumentative essays below and accomplish the essay
checklist that follows the texts.

Text 1

A Voice to Freedom
Anonymous
As our generation evolves and grow, a lot of changes are
happening in our surroundings and society. One of this is our freedom
to speak our thoughts and what we desire to say. About 7 out of 10
Filipino citizens does not enjoy one of their basic rights which is the
freedom of speech. They are afraid of what the government will do if
they will state something that contradicts their plans or ideas that they
crafted. A lot of the Filipino citizens are scared to approach a
government official to voice their opinion.
Expressing our voice is really a need in our community. It helps
them know what to do, what to improve and what to add into our
country. Having the opinion of what they think can be a reflection to
our country’s image whether it is good or bad.
Hearing the voice of the people can often be a discriminative
action towards the government. Lies may be told to innocent
government officials. The freedom of speech, which is a basic right, is
already a tool to damage someone’s reputation.
Helping our community by stating a fact and voicing our
thoughts can be a big help to our country especially in the new
generation today for they don’t need to suffer into believing the lies of
government officials. We need to say our thoughts and the truth to
prove the truth and justice in our country.
Yearning for truth and nothing but the truth may be an enormous
hand to the country as we want peace and justice to our society, so as
we prepare our battle. We should be aware to what might happen to
us. Even if government officials might threaten mostly people who
contradicts their choice to do and their decisions they make, we shall
stand up, heads held up high and be confident to speak up on what’s
on your mind to voice out our freedom.

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Text
2
Freedom of Speech Doesn't Mean Freedom of
Consequences
Editorial, Iowa State Daily Editorial Board

Free speech is essential. It keeps our democracy alive and

ensures that we can have a government of the people.
The First Amendment was not written for popular speech, but
rather it was written for unpopular speech. That includes hate speech.
Some may argue that hate speech should not be protected. But
give the government the ability to limit hate speech where would we
draw the line? The floodgates would be open to limit all kinds of
speech, including that of underrepresented groups most targeted by
hate speech.
But free speech can also come with consequences — not from the
government, but from the people.
The beauty of free speech is that we all have the opportunity to
react, to share our own thoughts and to act in response. If someone
wants to support white nationalism, they legally have the right to do
so. But other citizens and private companies also have the right to
denounce the speech, act against it and make their own statements.
It’s quite evident that in situations where the government has no
authority to restrict speech the people will react. Take for example, the
student who posted a racial slur on Snapchat. The action is in no way
illegal, but it is in poor taste at the least and horribly racist at worst.
Thousands of community members denounced the action, which
we as an editorial board do as well. However, some took it further and
responded with threats or hateful words. This will get us nowhere.
While hate speech and derogatory terms may prompt anger, fear, and
distrust, we must rise above and react in a civil way.
Civil responses and respectful public discourse are more
necessary than ever. We must attack ideas and actions, not people.
This is especially important on a public college campus where we try
to foster free expression while creating a welcoming environment.
That said, we want to make clear that you are responsible for
your words. What you say matters and when you say something
controversial or offensive, you are also responsible for what ensues.
You are free to say many controversial things, but you are not free
from the consequence that comes from that.
This especially seems misunderstood in the age of digital
communication. No matter if your account is private or not, what you
say on social media can be easily captured with a screenshot and
shown to the public. What you say in the classroom, out on campus
and among your friends also matters.
Ultimately, we must always protect free speech while also keeping in
mind respect for one another.

18
Retrieved from: https://www.iowastatedaily.com/opinion/editorials/editorial-freedom-
of- speech-doesn-t-mean-freedom-of-consequences/article_401efbd8-8739-
11e7-b290-
d38edd12a4d7.html

19
 EVALUATION AND JUDGMENT
CHECKLIST
Text 1 Text 2
Criteri Remark
a s
Content
The introductory
paragraph
presents a clear definition of
the issue and a thesis
statement.
Paragraphs in the text
support and expand the
central idea. These are
composed of opinions and
facts such as data and
quotations which are
properly
cited.
All details and paragraphs are
related to the main idea.
Conclusion restates the
thesis statement, gives a
summary of the points raised
in the essay or provides a
suggestion and
recommendation on the issue.
Coherence
There is a logical
development of ideas that
support the thesis statement.
The text uses transitional
devices and other connecting
words to show a smooth flow
of ideas and help readers
follow the author’s
train of thoughts.
Correctnes
s
Sentences in the text are
varied.
Words used are
appropriate, simple

20
and easy to understand.
There are no errors in
grammar, spelling and
punctuation.

21
Activity 4. Compare and Contrast
Directions: Using the result of the evaluation conducted through a
checklist, compare and contrast the two texts using the Venn
Diagram.

Text 1 Text 2

DIFFERENCE DIFFERENCE
S S
SIMILARITIES

Activity 5. Judgment Time

Directions: Write your evaluation and
judgment in paragraph form inside the
box. Use your answers in activities 3 and 4
in completing this task. Also, guide
questions are provided for you. In this
activity, you will be graded based on the
rubrics found in the answer key.

Guide Questions:

1. What is your impression on Text 1, Text 2?

2. What are your evidences to support
your claim?
3. What improvements can be
done to improve the weaker text?

22
 EVALUATION AND JUDGMENT
ESSAY

Please take note of the criteria below:

Criteria 8 6 4 2
Content The main The main The main The main idea of
idea of the idea of the idea of the the evaluation
evaluation evaluation evaluation and judgment is
and and and judgment vague. No
judgment is judgment is is stated. criterion is
clearly clearly Only one (1) discussed. There
stated. Each stated. Only criteria is are no quotations
criterion in two (2) discussed. from the texts
the set of criteria is There are a evaluated are
criteria used discussed. few used to support
is discussed. Quotations quotations the claims.
Quotations from the from the
from the texts texts
texts evaluated are evaluated are
evaluated are used to used to
used to support the support the
support claims. claims.
the claims.
Coherenc The The The No transitional
e evaluation evaluation evaluation devices used.
uses 3 or uses 2 uses 1 Evaluation needs
more transitional transitional to be revised.
transitional devices to device to
devices to show logical show logical
show logical relationship relationship
relationship between between
between ideas, ideas,
ideas, sentences, sentences,
sentences and and
and paragraphs. paragraphs.
paragraphs.
Correctne There are no There is one There are one There are one
ss errors in (1) error in (2) errors in (3) or more
spelling, spelling spelling errors in spelling
punctuation punctuation or punctuation punctuation or
or grammar. grammar. or grammar. grammar.
Answer should
be revised.

23
 What I Have
Learned

Activity 6: 3-2-1 Slip

Directions: Complete the graphic organizer below by writing what you
have learned about using a set of criteria in evaluating and judging a
range of text.

24
 3 things I
learned about
the lesson
today.

2 things I want
to learn more
about the
lesson today.

1 question about
today’s lesson.

What I Can Do

Activity 7: It’s a Thread

A. Directions: Below are statements of two different groups on
the controversial “Anti-Terror Bill.” Carefully examine the
texts using a set of criteria. Then, write an evaluation and
judgment based on the result of your checklist.

Greenpeace International

June 4, 2020

Greenpeace Philippines stands with the country’s civil society

community in rejecting and opposing the proposed anti-terror
bill and its provisions that serve to stifle activism and dissent.

Activism is not a crime—it is a prerequisite to a green,

just and peaceful society. Empowered participation and
collective citizen action in political discourse, including in
opposing harmful government policies and business practices,
are vital in protecting the health and well-being of Filipinos
and the environment on which we depend.
25
 The COVID-19 health crisis must not be used as an
excuse to suppress the rule of law and fundamental rights, or
as a cover to fast track policies that are not in the interest of
the Filipino people. Moving forward and learning lessons from
the pandemic, the government should realize that citizens are
not their enemies but are partners in nation building, and
should encourage active and critical people participation in
governance.
Like Comment Share

Retrieved from: https://www.greenpeace.org/philippines/press/9741/greenpeace-joins-

calls-to-scrap-anti-terror-bill/

A Alliance of the Concerned

June 4, 2020

As a nation that has witnessed and housed terrorism

activities that have impaired the fundamental rights of every
Filipinos, it is but high time to approve the Anti-Terror Bill.
Contrary to what others have used to oppose the legislation,
this bill only seeks to protect and safeguard the welfare of the
Filipinos from domestic and foreign terror groups like ISIS
and Abu Sayyaf.

While many protest that this legislation could be abused

to supress the freedom of speech to those who would go
against the government, nothing in the bill can be interpreted
to restrict basic human rights that are constitutionally
recognized. Moreover, the bill clarifies that advocacy, protest
and other mass activities that promote civil and political
rights do not constitute terrorism.

In other words, Senate Bill 1083 does nothing to the

citizens who only want peace and prosperity in the country.
Instead of using this bill to promote hate against the current
administration, let us be one in fighting the terror groups that
continue to hamper the growth of the Philippines. We cannot
move towards greatness, if we don’t take a step against
terrorism. Let us build a peaceful country for the future
generations.

Like Comment Share

26
 EVALUATION AND JUDGMENT
CHECKLIST
Text 1 Text 2
Criteri Remarks
a

27
 Content
The introductory paragraph
presents a clear definition of
the issue and a thesis
statement.
Paragraphs in the text
support and expand the
central idea. These are
composed of opinions and
facts such as data and
quotations which
are properly cited.
All details and paragraphs are
related to the main idea.
Conclusion restates the thesis
statement, gives a summary
of the points raised in the
essay or provides a
suggestion and
recommendation on the issue.
Coherence
There is a logical development
of
ideas that support the
thesis statement.
The text uses transitional
devices and other connecting
words to show a smooth flow
of ideas and help readers
follow the author’s
train of thoughts.
EVALUATION AND JUDGMENT
CHECKLIST
Text 1 Text 2 Criteri Remarks
a
Correctnes
s
Sentences in the text are
varied.
Words used are
appropriate, simple
and easy to understand.

28
 There are no errors in
grammar, spelling and
punctuation.
Did you finish accomplishing the essay checklist? Good job! This time
complete the activity below.

B. Directions: Post your evaluation and judgment on the

Facebook template below. Use the rubric found in the
answer key as your guide in writing your evaluation.

29
facebook

Congratulations! You did an excellent job. You can send a photo of your answer
to your teacher (optional) or have it checked personally when it is already
allowed. Now that you have finished the activities, I think you are now ready to
answer the assessment part. Do your best!

Assessmen
t

Test I.

Directions: Read the two texts below and answer the questions that follow.
Text 1

‘No Homework’ Policy is No Good

Excerpt from The Manila Times

We do not agree with the position of the Department of Education

(DepEd) that a “no homework” policy, prohibiting teachers from
assigning academic work to be completed by students outside of regular
school hours, is beneficial to Filipino students.
Retrieved from: https://www.manilatimes.net/2019/08/31/opinion/editorial/no-homework-
policy-is-no-good/608789/
Text 2
‘No Homework’ Policy is Good for the
Students

The proposed “No Homework Law” will give students time to have
enjoyable activities that would enable them to grow and develop as a
person. The “No Homework Law” was filed bu House Deputy Speaker
Evaline Escudero. This seeks to remove homework and pushes for all
academic activities to be accomplished within school premises.
1. Which of the following is the most appropriate evaluation of Text 1? The text
.

A. contains grammatical errors

30
B. has main idea is stated in a direct and simple manner
C. does not contain the argument of the author
D. needs to be revised because of some offensive words

2. Which of the following is the most appropriate evaluation of Text 2? The text
.

A. clearly states the main idea of the argument

B. needs to be revised as there are faulty sentences
C. has no errors in grammar, spelling, or punctuation
D. uses transitional devices to show logical relationship of the sentences

3. Looking at the content, coherence, or correctness of the two texts

above, which is true among the following statements?

A. Text 1 has no definite and clear argument.

B. Text 2 gives an in-depth analysis of the issue.
C. Text 2 has to be improved in its presentation of main idea.
D. Text 1 and 2 have errors in grammar, spelling and punctuation.
4. In your judgment, which text is more convincing?

A. Text 1
B. Text 2
C. Text 1 and 2
D. None of the above

Test II.

Directions: Read the articles below. Then give your evaluations and
judgments on the texts using the set of criteria.

Text 1
Bullying in School
Editorial (Excerpt), SunStar Philippines

Bullying is a serious case, especially when committed inside

school premises. It can threaten students’ physical and emotional
safety at school and can negatively impact their ability to learn.
The case involving the eight-year-old daughter of Davao City Vice
Mayor Paolo Z. Duterte is not an isolated case. The official made it
public in order to amplify that bullying can lead to worse situations like
physical injury, grave threats, among others.
Imagine an eight-year-old boy student threatening to kill his
female classmate and her whole family? Where did he get all those
strong words?
In fairness to the school authorities, they immediately brought
the bully to the guidance counsellor, educate him, and probably
impose some disciplinary measures.
Bullying is a serious case. The national law itself is not enough to
prevent and stop a bully from harming his/her classmate, schoolmate
or a friend. Schools carry a big responsibility in preventing bullying
inside their premises, but parents play a bigger role in disciplining
their children. Basic training: Respect 31
Text 2

The Never-ending Bullying

Have you ever experienced bullying?

For decades, bullying has affected students in school. This has
lead to numerous cases of depression, poor academic performance,
absenteeism and worst suicide. If we do not stop this problem, this will
continue to hamper the growth of students.
Bullying takes place when a student or pupil intentionally hurts
another student be it physical or verbal. Many students now are
victims of bullying in school. This has been a long problem, but until
now it still exists in academic institutions.
So do not be a bully. It’s hard to be a bully.

EVALUATION AND JUDGMENT

CHECKLIST
Text 1 Text 2
Criteri Remarks
a
Content
The introductory
paragraph
presents a clear definition of
the issue and a thesis
statement.
Paragraphs in the text
support and expand the
central idea. These are
composed of opinions and
facts such as data and
quotations which
are properly cited.
All details and paragraphs are
related to the main idea.
Conclusion restates the thesis
statement, gives a summary
of the points raised in the
essay or provides a
suggestion and
recommendation on the issue.
Coherence
There is a logical
development of ideas that
support the thesis statement.
32
The text uses transitional
devices and other connecting
words to show a smooth flow
of ideas and

33
 help readers follow the
author’s
train of thoughts.
Correctnes
s
Sentences in the text are
varied.
Words used are
appropriate, simple
and easy to understand.
There are no errors in
grammar, spelling and
punctuation.

EVALUATION AND JUDGMENT

ESSAY

Additional
Activities

Directions: Study the two editorial articles below. Then, evaluate and
make judgments on the texts using the set of criteria.
Text 1

‘Children’ Are Not Criminals

Editorial (excerpt), SunStar Philippines

A thirteen-year-old boy shot his mother’s boyfriend in Sitio

Lamak,
Barangay Pung-ol Sibugay last Feb. 3.

According to the police interviewed by SunStar Superbalita

Cebu’s Joy F. Tumulak, the child often saw the boyfriend beat his
mother. After the boyfriend became verbally abusive upon learning
that the boy’s mother was not around, the 13-year-old left the house.

He came back with a gun and shot the boyfriend at the nape. The
child disappeared after the incident.

If House Bill 002 will be passed into law, authorities will

34
imprison the 13- year-old and other children as young as nine years of
age for being criminally liable.
35
degradation while in jail?Or will this child have a better chance with
“restorative justice,” alternatives to divert youthful offenders from
turning into hardened criminals?

This concern for the welfare and future of children at risk (CAR)
and children in conflict with the law (CICL) drives several stakeholders
to oppose the passage of bills, including HB 002, to amend Republic
Act 9344, also known as the Juvenile Justice and Welfare Act of 2006,
and lower the age of criminal liability from 15 to nine years old.

It has been four years since the amendment of RA 9344. Despite

the passage of RA 10630, or the amended Juvenile Justice Law of 2006,
many local government units have yet to create a Comprehensive
Local Juvenile Intervention Program (CLJIP), operationalize the
Barangay Council for the Protection of Children (BCPC), or hire a full-
time licensed social worker.

Yet, stakeholders must also break through the official bias and
public fear against vulnerable children. Politicians and citizens must
be won over to believe that the law must balance two priorities: keep
society safe and secure while protecting the welfare of children.

This is challenging because the current culture of violence and

impunity has made citizens and politicians shift from tacit to overt
approval and support of extrajudicial killings to solve crimes
associated with illegal drugs.

Two days after the suspension of the War on Drugs, Justice

Secretary Vitaliano Agueirre II disputed the Amnesty International
Report exposing the state- sponsored killings of drug suspects. His
declaration that criminals are not part of humanity manifests an
alarming malaise that ignores social justice for shortcuts to peace and
order.

Proposals to amend RA 9344 are also symptomatic of this social

malaise. In his study tracking the “State’s patterns of punitiveness
against youth offenders,” University of the Philippines Diliman
professor Jose Carlo Garcia de Pano cited several studies showing that
“the most effective way to deal with juvenile delinquents is through
diversion programs rooted in the idea of discipline and transformation,
negating the propositions of certain stakeholders believing that youth
delinquents must be punished.”

Yet, in his paper published in the January-December 2014 issue

of the Philippine Sociological Review, de Pano pointed out that the
most important step in the current debate will be taken by the state
and other institutions implementing the law: discipline or punish?

Clinical psychologist Russel Barkley wrote that “kids who need love the
most
will ask for it in the most unloving ways.”

Will our society love vulnerable

36
children? Or will we put them

behind bars?

Retrieved from:https://www.sunstar.com.ph/article/124462

37
Text 2

Age of Criminal Responsibility

Editorial (excerpt), Philippine Star

The street children are all over Metro Manila, with video footage
showing them jumping on vehicles as they beg for alms, snatching the
cash boxes of jeepney drivers. Even around Manila’s Rizal Park, the
traffic islands of Roxas Boulevard now teem with the street children
scratching the cars of motorists who refuse to have their windshields
wiped with the kids’ dirty rags and filthy water.

Vandalism and petty thievery are the least of the offenses

committed by children, who are immune from criminal prosecution as
long as they are no older than 15. Republic Act 9344, the Juvenile
Justice and Welfare Act of 2006, saw to this. Older children up to age
18 may be prosecuted for criminal offenses, but only if they are
deemed to have acted with discernment.

The law was quickly exploited by crime gangs, which employed

minors as drug couriers, jueteng bet collectors, lookouts and
messengers. Terrorist and rebel groups use children in their supply
networks. Some children are even turned into armed fighters.

Now Senate President Vicente Sotto III has filed a bill seeking to
amend RA 9344 and lower the age of criminal responsibility to 13. The
bill is sure to get the support of President Duterte, who has been
calling for such an amendment amid his crackdown on the illegal drug
trade. With presidential backing, Sotto’s bill will likely be passed.

Alongside the amendment, the government must intensify social

interventions to keep children off the streets and save them from a life
of crime. The country’s juvenile rehabilitation and detention facilities
are even more inadequate than the local jails that are now overflowing
with inmates apprehended under Oplan Tokhang or for violating city
ordinances.

Modern penology has the twin aims of punishment and rehabilitation.

Recidivists and so-called hardened criminals are subjected to
rehabilitation or correction efforts. Criminal behavior even among
children cannot be tolerated. But after appropriate punishment,
everyone deserves a second chance, and child offenders deserve it
even more. Any amendment of the law on juvenile justice must take
this into account.

Retrieved from: https://www.philstar.com/opinion/2018/10/03/1856736/editorial-age-

criminal-responsibility

EVALUATION AND JUDGMENT

CHECKLIST
38
Text 1 Text 2
Criteri Remarks
a
Content

39
 The introductory paragraph
presents a clear definition of
the issue and a thesis
statement.
Paragraphs in the text
support and expand the
central idea. These are
composed of opinions and
facts such as data and
quotations which
are properly cited.
All details and paragraphs are
related to the main idea.
Conclusion restates the thesis
statement, gives a summary
of the points raised in the
essay or provides a
suggestion and
recommendation on the issue.
EVALUATION AND JUDGMENT
CHECKLIST
Text 1 Text 2 Criteri Remarks
a
Coherence
There is a logical development
of
ideas that support the
thesis statement.
The text uses transitional
devices and other connecting
words to show a smooth flow
of ideas and help readers
follow the author’s
train of thoughts.
Correctnes
s
Sentences in the text are
varied.
Words used are
appropriate, simple
and easy to understand.
There are no errors in
grammar, spelling and
punctuation.
40
 Did you finish accomplishing the essay checklist? Use the rubric found in
the answer key as your guide in writing your evaluation.

EVALUATION AND JUDGMENT

ESSAY

41
 Answer
Key

Pre-Test

1. D
2. C
3. B
4. C
5. A
6. A
7. D
8. D
9. D
10-15: A, C, D, G, H, J
Activity1: Who’d You Rather?
Answers may vary.

1. Covi is more convincing as she has explained the context of the

speech of the President.
2. Yes, I do.
3. I try to examine the situation first. I make a research and I ask
people.
4. I check the elements of the story or I examine the content of the

Activity 2: What’s in a Text?

A. Difficulty Unlocked
1. D
2. A
3. E
4. B
5. C

B. Define Me

It elaborates and presents the author's stand on an issue.

It entertains readers with its plot twists and cliff hangers.

It contains facts that are used to support the argument.

It is made up of opinionated statements intended to malign an

individual
3
It convinces readers to consider the writers' point of view through an
extensive presentation of evidences.
C. Word Map

CONTENT

The introductory paragraph that

presents a clear definition of the main
idea, there are supporting paragraphs
that expand the main idea, conclusion
restates the main idea and gives a
summary of the points raised

ARGUMENTATIVE TEXT

COHERENCE CORRECTNESS

Transitional There are no

words are present in errors in grammar,
the text to showlogic spelling, or
relationshi of al punctuation. Words
p ideas are simple and easy
sentences , to understand.
paragraph

31
 Activity 3: Check It Out!

EVALUATION AND JUDGMENT

CHECKLIST
Text 1 Text 2
Criteri Remark
a s
Content
X / The introductory paragraph Text 1 needs to be
presents a clear definition of the improved on the
issue and a presentation of main
thesis statement. idea.
/ / Paragraphs in the text support Although both contain
and expand the central idea. supporting details, Text
These are composed of opinions 1 needs to have more
and facts such as data and concrete examples.
quotations which are
properly cited.
All details and paragraphs are
/ / Text 1 needs to be
related to the main idea.
presented in an
organized manner.
/ / Conclusion restates the thesis Both discuss
statement, gives a summary of suggested
the points raised in the essay or solutions to the issue.
provides a suggestion and
recommendation on
the issue.
Coherence
X / There is a logical development of No transitional
ideas that support the thesis devises/cohesive
statement.
markers used in Text 1.
X / The text uses transitional No transitional
devices and other connecting devises/cohesive
words to show a smooth flow of
ideas and help readers markers used in Text 1.
follow the author’s train of
thoughts.
Correctnes
s
/ / Sentences in the text are varied. Sentences are all varied.
/ / Words used are appropriate, Words used are simple
simple and easy to understand. and appropriate.
X / There are no errors in grammar, There are some
spelling and punctuation. faulty sentences
in Text 1.
32
 Activity 4: Compare and Contrast

Answers may vary. Text 1 Text 2

DIFFERENCES DIFFERENCES
1. Main idea SIMILARITIES 1. Clear main idea
needs to be 2. Details support
improved. 1. There are
details to the thesis statement
2. It lacks
support the and presented in an
concrete
examples. points. organized manner
3. Transitional 2. Solutions 4. Transitional
devices need to are devices are used.
be used to provided. 5. No errors in
present ideas 3. Words used are grammar,
in a logical simple and easy spelling and
manner. to understand. punctuation.
4. There are
faulty
sentences.

Activity 5: Judgment Time!

Answers may vary. You may have this checked by sending a photo
of your answers to your teacher or hand it over to him/her personally
when it is already allowed.

Sample Answer

The issue on freedom of speech rings in every corner of the world, but
Text 2 provides a fresh argument that is worth noting. Although Text 1 also
fights for every person’s basic civil right with its simple presentation of
ideas, Text 2 proves to be a grittier one as it carefully combines the value
and limit of freedom of speech.

Text 2 provides an easy framework for its readers to understand and at the
same time value one of the most important basic rights which is the freedom of
speech. Starting with a clear presentation of its point, the author then gives
readers supporting details that expand the main idea. The statement, “but free
speech can also come with consequences — not from the government, but from
the people,” does not only magnify that freedom of speech is “essential” but also
creates an understanding that people have a great responsibility for this right.
Further, through the logical arrangement of ideas using transitional words and the
use of simple words, the text is able to deliver its purpose – to remind people that
“we must always protect free speech while also keeping in mind respect for one
another.”

Text 1, on the other hand, fails to capture the very essence of the issue.
Since it does not have a clear thesis statement and it lacks concrete examples to
magnify the problem, the content seems inadequate. Moreover, because there
are only a few transitional devices used, the ideas are hard to follow and
comprehend. Finally, there are several errors in grammar that make the text
harder to understand.
33
 Although both texts use simple words and provide valuable solutions,
Text 2 is more well-written compared to Text 1. On this note, Text 1 needs to
beef up its content, include transitional words and polish the sentences to be
able to meet the standards reached by the second text.

34
 Activity 6: 3-2-1 Slip

Answers may vary. However, these are the possible answers:

3 Things I learned about the lesson today: (1) When evaluating and
making judgment on a range of text, one has to use a set of criteria so that
the write-up will be objective, comprehensive and free from any bias or
prejudice. (2) The criteria that can be used to evaluate and judge a text
are composed of content, coherence and correctness. (3) Content covers
the presentation and expansion of the main idea, coherence focuses on the
use of transitional devices to show logical relationship of ideas and
correctness refers to the writing mechanics of the text.

2 Things I want to know more: (1) I want to know more about the criteria
that can be used to evaluate and judge a literary text. (2) I want to know
more about the transitional devices that can be used to show logical
relationship of ideas in a text.
1 question about today’s lesson: (1) How long should an evaluation
and judgment essay be?

35
 Activity 7: It’s a Thread

EVALUATION AND JUDGMENT

CHECKLIST
Text 1 Text 2
Criteri Remark
a s
Content
/ X The introductory paragraph Both have a clear main
presents a clear definition of the idea; however, Text 2
issue and a thesis statement. fails to include a clear
definition of
the issue.
/ / Paragraphs in the text support Both texts need to add
and expand the central idea. more supporting details.
These are composed of opinions
and facts such as data and
quotations which are
properly cited.
/ / All details and paragraphs are All details in the two
related to the main idea. texts relate to the main
idea.
/ / Conclusion restates the thesis Both include
statement, gives a summary of suggested
the points raised in the essay or solution to the issue.
provides a suggestion and
recommendation on
the issue.
Coherence
/ / There is a logical development of Both texts show logical
ideas that support the thesis development of ideas.
statement. However, Text 2 shows
a clearer development
of
ideas.
/ / The text uses transitional devices Text 2 uses more
and other connecting words to transitional devices and
show a smooth flow of ideas and connecting words than
help readers Text
follow the author’s train of 1.
thoughts.
Correctnes
s
/ / Sentences in the text are varied. Sentences are all varied.
/ / Words used are appropriate, Words used are simple
simple and easy to understand. and appropriate.

/ / There are no errors in grammar, No errors found.

spelling and punctuation.

36
 For the writing part, answers may vary. Also, please take note of
the rubric used in the Judgment Time activity.

Sample Answer

The Facebooks posts directed to the issue on the Anti-Terror

legislation, now signed as a law by President Rodrigo Duterte, equally
have presented their views on the topic. However, Text 2 is better by
inches than Text 1.

In just a few words, Text 1 and Text 2 have both captured the
readers’ attention through their simplistic explanation on why the
legislation matters. While Text 1 is able to present a clear definition
of the issue, as in the statement “Activism is not a crime—it is a
prerequisite to a green, just and peaceful society,” Text 2 fails to give
readers a concrete view of the problem. Even if the two texts differ in
opinion regarding the topic, both still give a convincing tone in their
messages as the two texts include suggested solutions or
recommendations. Since all the details in the texts are presented
using transitional words, both are easy to understand. It’s just that,
Text 2 uses more cohesive devices making it easier to follow than
Text 1. Regardless of which, both are still able to use varied
sentences and simple words without errors on grammar, punctuation
or spelling.
For those who appreciate brevity in writing, both texts are a fit to
your taste. However, if they will only include more details pertaining to
some sections in the legislation that are highly debated, it would satisfy
the readers’ curiosity. In doing so, they may be able to convince readers
better.

Post-Assessment

Test I.

1. B
2. B
3. C
4. A

37
Test II.

Text 1 Text 2
Criteri Remark
a s
Content
/ X The introductory paragraph Text 2 doesn’t have clear
presents a definition of the issue
clear definition of the issue and a and main idea.
thesis statement.
/ X Paragraphs in the text support The details in Text 2 all
and expand the central idea. relate to bullying.
These are composed of opinions However, it needs more
and facts such as data and examples to
quotations which are substantiate the point.
properly cited.
/ / All details and paragraphs are All details in the two
related to the main idea. texts relate to the main
idea.
/ / Conclusion restates the thesis Although both discuss
statement, gives a summary of suggested solution to
the points raised in the essay or the issue, Text 1
provides a suggestion and presents it in a clear
recommendation on and direct manner.
the issue.
Coherence
/ X There is a logical development of There is no
ideas that support the thesis logical
statement. development of ideas in
text
2.
/ X The text uses transitional No transitional devices
devices and other connecting in text 2.
words to show a smooth flow of
ideas and help readers
follow the author’s train of
thoughts.
Correctnes
s
/ / Sentences in the text are varied. Sentences are all varied.
/ / Words used are appropriate, Words used are simple
simple and easy to understand. and appropriate.
X X There are no errors in grammar, Both texts contain error
spelling and punctuation. in grammar.

For the writing part, answers may vary. Also, please take note of
the rubric used in the Judgment Time activity.

38
 Sample Answer

Both texts delve on bullying, and yet they offer different

discussions on the issue. Text 1 adheres more to the standards of an
argumentative text; thus, it provides a deeper view of the problem.
Text 2, on the other hand, seems to falter in relaying what the real
issue is.

Bullying has been with us since time immemorial, but through the
discussion of the first text, we are poignantly reminded of what it’s like to
be bullied and be a bully in a simple and direct way. By clearly presenting
the main idea, we are given a real picture of the issue. This is magnified
through the inclusion of an incident involving a prominent family in the
city. In doing so, the writer is able to provide a sensible and note-worthy
recommendation on how to tackle the issue. Although, the text contains
faulty parallelism, it still does not fail to deliver its purpose- to remind us
of the biggest problem in school. This is made easier through the logical
arrangement of ideas, use of simple words and varied sentences.

Text 2, however, fails to capture the bigger picture in its

presentation of bullying. Instead of hitting the target straight in the eye,
the text beats around the bush and includes unnecessary details. For
example, the rhetorical question, “Have you ever experienced bullying?”
does not capture the author’s stand on the issue. In this case, the author
can instead provide a clear thesis statement. Furthermore, the
arrangement of ideas in the text takes readers to a roller-coaster ride in
understanding the issue. The problem, though, is that the text fails to put
a stop to the ride. That is why readers are left hanging. To engage the
readers in a worthwhile read, the author should arrange his ideas using
transitional words. Another problem of the text is the error in grammar. In
the second paragraph, the phrase “has lead” should be changed to “has
led”. If the author, would simplify the text by going straight to the point,
his presentation of the issue would have been better.

In general, text 1 does a better job in convincing readers to take

a stand on bullying. Although the second text contains valuable
insights on the issue, it needs to undergo total revision so it could
achieve its purpose.

39
 Additional Activities

EVALUATION AND JUDGMENT

CHECKLIST
Text 1 Text 2
Criteri Remark
a s
Content
/ / The introductory paragraph Although the articles
presents a clear definition of the provide a clear
issue and a thesis statement. definition of the issue,
they lack a clear stand
on the problem.
/ / Paragraphs in the text support Texts contain sufficient
and expand the central idea. amount of details. Text
These are composed of opinions 1, however, contains
and facts such as data and more details.
quotations which are
properly cited.
/ / All details and paragraphs are All details in the two
related to the main idea. texts relate to the main
idea.
/ / Conclusion restates the thesis Both discuss suggested
statement, gives a summary of solution to the issue.
the points raised in the essay or However, the second
provides a suggestion and text provides a
recommendation on the issue. clearer
recommendation to the
issue.
Coherence
/ / There is a logical development of Both texts show logical
ideas that support the thesis development of ideas.
statement. However, text 2
shows a
clearer development of
ideas.
/ / The text uses transitional Both uses transition
devices and other connecting device and al
words to show a smooth flow of s connecti
ideas and help readers words. ng
follow the author’s train of
thoughts.
Correctnes
s
/ / Sentences in the text are varied. Sentences are all varied.
/ / Words used are appropriate, Words used are simple
simple and easy to understand. and appropriate.
/ / There are no error in grammar No errors found.
40
s ,

41
 For the writing part, answers may vary. Also, please take note of
the rubric used in the Judgment Time activity.

Sample Answer

Juvenile delinquency has been around the corner for centuries now,
but the two editorial texts provide a fresh look to the problem. Using
concrete examples presented in a logical manner, both articles discuss the
issue poignantly and realistically. Although the texts differ in style, they
are both worth reading.

The anecdotes in the beginning of each text give a grim look to the
problem, creating a serious mood throughout the article. These, however,
do not clearly encapsulate the editors’ position on the topic. Good thing,
the texts contain sufficient amount of details that thoroughly discuss the
issue. For example, in Text 1, the statements regarding “Republic Act
9344, also known as the Juvenile Justice and Welfare Act of 2006” gives a
convincing and well-researched tone to the article. In Text 2, although it
lacks concrete examples, it still manages to end its argument with a
remarkable suggestion to the problem by saying, “everyone deserves a
second chance, and child offenders deserve it even more.”

Another excellent quality the two texts have is its excellent

arrangement of ideas. Both start with anecdotes that are carefully
expanded with details and ended with notable recommendations.
Through the transitional words used throughout the two articles,
readers are given an easy job in following the writers’ train of
thoughts. Text 2, however, shows a clearer development of ideas than
Text 1 by inches.

Since the words used are simple, and there are no errors in grammar,
spelling and punctuation, both texts appeal not only to the reading adults but
also to the young ones who are the subjects of the texts. On this note, the
simple choice of words may be attributed to one of the purposes of the texts
– for the children to protect and defend their fundamental right.

With a great presentation of details partnered with significant

opinions, both texts are on equal quality that promote for the protection of
children.

42
References
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44