Evaluative Writing
SKILLS
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience.
EFL 4.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading to produce well-constructed informational texts.
REAL-LIFE APPLICATION
This topic helps students write formal opinions clearly and respectfully. They learn that a strong opinion essay is not just a personal reaction; it is a structured text that presents a position, explains reasons, gives examples, uses formal language, and ends with a clear conclusion. This is useful for school writing tasks, English exams, student proposals, opinion paragraphs, academic projects, and situations where students need to defend a point of view with logic instead of only emotion.
LEARNING ACTIVITIES
SESSION 1 (80 min) ANTICIPATION
Part 1: Thesis Compass Walk (20 min)
The teacher creates a large imaginary compass with three areas: agree, partly agree, and disagree.
The teacher reads a simple essay question such as: “Should students use mobile phones during lessons?” Students move to the position that matches their opinion.
This activity is not only about choosing a side. The teacher asks students to explain why they chose that position and whether their opinion is strong enough to become an essay thesis. Students often begin with short answers such as “because phones are bad” or “because phones help.” The teacher guides them to improve the idea into a more formal thesis.
Weak idea: “Phones are bad.”
Improved thesis: “Mobile phones should be limited during lessons because they can distract students and reduce participation.”
The teacher explains that a thesis statement is the center of the essay. If the thesis is unclear, the rest of the essay becomes weak. Students should understand that an opinion essay must have a position, but that position should be reasonable, formal, and supported by ideas.
Part 2: Vocabulary Activation: Precision Strategy Lab (15 min)
- opinion essay
- formal tone
- thesis statement
- argument
- reason
- example
- evidence
- paragraph
- introduction
- body paragraph
- conclusion
- topic sentence
- supporting detail
- counterargument
- contrast
- connector
- coherence
- cohesion
- rhetorical precision
- audience
- purpose
- register
- word count
- draft
- revise
- edit
- proofread
- evaluate
- justify
- support
- agree
- disagree
- partly agree
Students use the vocabulary list from the Vocabulary section. They receive vocabulary words and place them on a visual essay trail: before writing, introduction, body paragraph, conclusion, and revision.
This activity helps students see that vocabulary belongs to a process. For example, draft, revise, edit, and proofread belong to the writing process. Topic sentence, supporting detail, and example belong to body paragraphs. Formal tone, register, and rhetorical precision affect the entire essay.
The teacher should ask students to justify placement. If a group places evidence in the conclusion, they must explain why. Another group may challenge them by saying that evidence is usually stronger in the body paragraphs. This creates discussion and helps students understand essay structure more deeply.
Part 3: What Makes a Formal Opinion Essay Effective? (25 min)
The teacher explains that a formal opinion essay is different from a casual opinion.
In casual conversation, students may say, “I like it,” “I don’t agree,” or “That is not fair.”
In a formal essay, they need to explain their point of view with reasons, examples, and organized paragraphs.
A basic opinion essay usually includes four paragraphs:
Paragraph 1: Introduction
This paragraph introduces the topic and gives the writer’s opinion. It should not include too many details. Its purpose is to guide the reader.
Paragraph 2: First main reason
This paragraph explains the first reason supporting the opinion. It should include a topic sentence and at least one example or explanation.
Paragraph 3: Second main reason or counterargument
This paragraph can explain another reason or present an opposing view and respond to it. For EGB, the teacher may keep this simple: “Some people believe…, but…”
Paragraph 4: Conclusion
This paragraph summarizes the position and gives a final clear opinion. It should not introduce a completely new idea.
The teacher explains rhetorical precision.
Rhetorical precision means choosing words that make the opinion clear and convincing. Instead of saying “This is good,” students can say “This would be beneficial because…”. Instead of “This is bad,” they can say “This may create difficulties because…”.
Useful language:
In my opinion,…
I believe that…
One important reason is…
For example,…
However,…
Although some people believe…,
As a result,…
In conclusion,…
The teacher should model a short essay plan before students write. The focus is on structure and logic, not on writing a full essay immediately.
Part 4: Grammar / Language Teaching Idea: Essay Traffic Lights (20 min)
The teacher introduces a traffic light system for essay sentences.
Green sentences move the argument forward.
Example: “Schools should teach digital safety because students use technology every day.”
Yellow sentences need more explanation.
Example: “Technology is important.”
Red sentences are too informal, vague, or disconnected.
Example: “Phones are just annoying.”
Students receive mixed sentences and decide whether each is green, yellow, or red. Then they repair yellow and red sentences. This teaches grammar, register, and precision through decision-making instead of isolated correction.
Mixed sentences:
- School uniforms are useful because they can reduce pressure to wear expensive clothes.
- Technology is good.
- Students should have more breaks during the school day because short pauses can improve concentration.
- Exams are bad and nobody likes them.
- In my opinion, homework should be limited because students also need time to rest and develop personal interests.
- Sports are nice.
- Although online classes are convenient, they may reduce face-to-face interaction.
- I think social media is cool and fun.
- Schools should teach financial education because teenagers need practical skills for adult life.
- The environment is important.
The teacher should emphasize that a sentence can be grammatically correct but still weak for a formal essay.
For example, “Homework is bad” is grammatically correct, but it is not precise enough.
A stronger version is: “Excessive homework can reduce students’ free time and increase stress.”
SESSION 2: CONSTRUCTION – REINFORCEMENT (40 min)
Part 1 – Paragraph Bridge Builder (15 min)
Students receive four “bridge sections”: introduction, first reason, second reason, conclusion. Each group must build a logical essay bridge for one topic. They cannot write full paragraphs yet. They write one strong sentence for each section.
For example, for “Should schools teach financial education?”:
Introduction: “Financial education should be included in schools because it prepares students for real-life decisions.”
Reason 1: “First, students need to understand how to manage money responsibly.”
Reason 2: “In addition, this subject can help teenagers avoid future financial mistakes.”
Conclusion: “In conclusion, financial education would make school learning more practical.”
This activity helps students understand flow before writing the full essay.
Part 2 – Rhetorical Repair Market (15 min)
The teacher creates a “market” where students exchange vague words for formal alternatives. Students bring weak phrases and trade them for stronger ones.
Examples:
“good” → beneficial, useful, effective
“bad” → harmful, problematic, ineffective
“a lot of” → many, several, a significant number of
“kids” → students, teenagers, young people
“stuff” → issues, ideas, materials, information
Students must then use the improved word in a sentence. This helps them understand that vocabulary choices affect register and communicative achievement.
Part 3 – Quick Peer Check: One Strength, One Upgrade (10 min)
Students exchange a short thesis or paragraph plan. Each partner gives one strength and one upgrade. The strength must identify what already works. The upgrade must suggest one specific improvement.
Example:
Strength: “Your opinion is clear.”
Upgrade: “Add a reason after your thesis.”
This closes the section with peer feedback and immediate improvement.
SESSION 3: CONSOLIDATION (80 min)
Part 1- Preparation: Essay Launch Card (15 min)
Students prepare an Essay Launch Card with six keywords only:
- opinion
- reason 1
- example
- reason 2
- connector
- conclusion
The teacher explains that the card is not a script. It is a planning tool. Students should use it to organize ideas before writing their formal essay.
Part 2 – Guided Formal Opinion Essay Draft (50 min)
Students write a formal opinion essay of 140–190 words. The teacher gives one prompt with two required notes and asks students to add one idea of their own.
Example prompt:
“Some people believe schools should teach more practical life skills. Do you agree?”
Notes:
- money management
- health
- your own idea
Students must write four paragraphs. During writing, the teacher reminds them to check:
Does the essay answer the question?
Is the opinion clear?
Are both notes included?
Is there one own idea?
Is the tone formal?
Is the essay between 140 and 190 words?
This consolidation is a controlled writing performance. It is not a full test document for this topic, but it prepares students for formal writing assessment.
Part 3 – Revision Spotlight Gallery (15 min)
Students choose one sentence from their essay that they improved during revision. They place it anonymously on a wall or shared board. The class identifies what improved: formality, clarity, connector use, precision, or grammar.
This ending focuses on revision as visible progress. It helps students see that strong writing is created through improvement, not only first drafts.
RUBRIC: Evaluative Writing
NEE – Agregar el tipo de adaptaciones curriculares
Principio II: Pautas 6.1 – 6.3 – 6.4
Principio III: Pautas 7.1 – 8.1 – 9.1
ALUMNO 1: Constante monitoreo. Dar tiempo adicional para el desarrollo de la actividad y se reduce el número de ejercicios o se modifican los ejercicios con un nivel de dificultad reducido, de acuerdo con sus necesidades académicas.
ALUMNO 2: Constante monitoreo, Dar tiempo adicional para el desarrollo de la actividad y se reduce el número de ejercicios o se modifican los ejercicios con un nivel de dificultad reducido, de acuerdo con sus necesidades académicas.
ALUMNO 3: Constante monitoreo. Corroborar que el contenido entregado en clase haya sido comprendido por la estudiante mediante retroalimentación.