Lesson 13.

Claims of Fact, Policy, and

Value
 Learning Competency

At the end of this lesson, you should be able to formulate

claims of fact, policy, and value (EN10WC-llb-13.2).
 Objective

At the end of this lesson, the learner should be able to

formulate claims of fact, policy, and value.
Essential Question

“How do we choose evidence to support

our opinions in writing?”
 Try it!
Warm-Up

Triad-Activity
1. Form groups of three.
2. Think of a current issue in your school or in society.
3. Follow the given instructions:
A. Create a statement that expresses a proven fact about
the issue.
B. Create a statement that expresses what needs to be
done to solve the issue or problem.
C. Create a statement that expresses your group’s
subjective position about the issue. It could be a
judgment or evaluation of something about the issue.
 Try it!
Warm-Up

Write your answers on the worksheet provided.

Issue:

a.

b.

c.
Review

• What is your criteria for a sound and valid claim?

• How do you decide on the claim(s) that you would like to
present in your writing?
 Learn about It

Claim

• a statement that an author discusses, explains, or proves in

his writing
• serves as an argument in an essay and is developed using
evidence
 Learn about It

Types of Claims

1. Claim of fact
2. Claim of policy
3. Claim of value
 Learn about It

Claims of Fact

• assert whether something is true or untrue

• verifiable and takes an objective position
• require evidence such as statistical data that are current,
accurate, and come from reliable sources
 Learn about It

Examples of Claims of Fact

• Dengue is one of the major epidemics in many tropical

countries around the world.
• Journal writing is a great way of enhancing brain functions.
 Learn about It

Claims of Policy

• present a specific course of action that needs to be

undertaken in order to solve a problem
• may also be used to argue against an already existing policy
or solution.
• key words: should, must, and ought to
 Learn about It

Examples of Claims of Policy

• Vaccines against dengue must be given freely in

government hospitals or sold at a massively affordable price
in private sectors.
• Due to the benefits that it brings mentally and emotionally,
educators should make journal writing a permanent activity
in their lessons.
 Learn about It

Claims of Value

• attempt to establish the merit or importance of something

• take a more subjective position unlike claims of fact
• involve a judgment, evaluation, or appraisal of something.
 Learn about It

Examples of Claims of Value

• The government’s recent move to make dengue vaccines

available to poor citizens is highly appreciated.
• It is only proper that teachers incorporate activities like
journal writing in their lessons for the great advantages it
brings to the learners.
 Drills

Identify the type of claims in each number. Write fact if it

is a claim of fact, policy if claim of policy, and value if
claim if value.
1. Endangered sea creatures might never propagate ever
again.
2. The discussion of Math problems in language classes is a
laudable action from the teachers.
3. Schools must evaluate the reading programs quarterly
instead of annually.
 Drills

4. More professionals should be involved in campaigning for

smoking ban in public areas.
5. Language is part of the strong backbone of a nation’s
identity.
6. HIV cases are increasing day by day in the country.
7. Removing Filipino and Panitikan courses in the tertiary level
conveys a clear misjudgment among its implementers.
 Drills

Write three claims (one of each type) for each of the

following issues.
1. Surgery for cosmetic purposes
2. Dress codes for noncorporate workplaces
3. Proper skincare and grooming for men
4. Student activism
5. Foreign language as a mandatory part of the school
curriculum
 Drills

Table 13.2.1. Output-based Rubric for Evaluation

 Drills

Criteria Does Not Meet Nearly Meets Meets Exceeds Expectations Score
Expectations Expectations Expectations 4
1 2 3

Focus (30%) The claims are not The claims are The claims are The claims are strongly
The relevance of
focused on the somewhat focused focused on the and consistently focused
the claims to the
topics given. on the topics given. topics given. on the topics given.
topics to be
addressed

Accuracy All claims are not Few claims are not Most of the claims All claims are accurately
(45%)
properly structured properly structured are structured structured according to
The accurate
according to type according to type according to type type (i.e. fact, policy and
structure
according to type (i.e. fact, policy and (i.e. fact, policy and (i.e. fact, policy and value).
value). value). value).
 Drills

Criteria Does Not Meet Nearly Meets Meets Exceeds Expectations Score
Expectations Expectations Expectations 4
1 2 3

Language There are four or There are two to There is one There are no language
(25%)
more language three language language error. errors.
Spelling,
errors. errors.
mechanics,
grammar, and
word usage

Total Score =
 Values Integration

How would the application of types of claims help others

see the validity of your arguments?
 Synthesis

Community Discussion
1. Form groups of five.
2. Do research on this issue:
Graduates of state colleges and universities must serve a
minimum of seven years as a government employee
before applying to private companies or abroad.
3. Formulate three claims based on the topic (one for each type
of claim).
 Synthesis

4. After you finish discussing with your group, meet with the
other groups for a class discussion.
5. Compare and contrast the claims you formulated. Take note
of the same or similar claims and the different or opposing
claims. If there are claims that run counter to one another,
have both sides discuss their reasoning.
 Synthesis

6. Answer the following questions after the activity:

A.Based on your observations, what type of claim had the
most similar claims among the groups? Why do you think
this was the case?
B.Which type of claim had the most differing claims among
groups? Why do you think this was the case?
C.Based on the activity, what are the benefits of knowing
the different types of claims?
 Synthesis

Criteria Does Not Meet Nearly Meets Meets Exceeds Score

Expectations Expectations Expectations Expectations
1 2 3 4

Focus (30%) The claims are not The claims are The claims are The claims are
The relevance of the
focused on the topics somewhat focused focused on the strongly and
claims to the topics
given. on the topics given. topics given. consistently focused
to be addressed
on the topics given.

Accuracy All claims are not Few claims are not Most of the claims All claims are
(45%)
properly structured properly structured are structured accurately structured
The accurate
according to type (i.e. according to type according to type according to type (i.e.
structure according
to type fact, policy and value). (i.e. fact, policy and (i.e. fact, policy and fact, policy and value).
value). value).
 Synthesis

Criteria Does Not Meet Nearly Meets Meets Exceeds Score

Expectations Expectations Expectations Expectations
1 2 3 4

Language (25%) There are four or There are two to There is one There are no
Spelling, mechanics,
more language errors. three language language error. language errors.
grammar, and
errors.
word usage

Total Score =
 Assignment/Agreement

1. Recall the claims and counterclaims that were given

during the synthesis activity.
2. Choose which claims and counterclaims stood out the
most to you.
3. Make an audio recording of yourself discussing the
validity of the claims and counterclaims that you
picked.
 Assignment/Agreement

4. Talk about your own opinions and try to include

supporting evidence.
5. Discuss which type of claim is the most impactful to
pursue as the basis of an argument on the issue you
discussed in the activity. Explain your answer.
6. Save your audio file onto a CD or flash drive.
Table 13.2.3. Output-based Rubric for Assignment/Agreement
 Criteria Does Not Meet Nearly Meets Meets Exceeds Score
Expectations Expectations Expectations Expectations
1 2 3 4

Reasoning The reasoning is too The reasoning is The reasoning is The reasoning is
(30%)
unconvincing and partially well- well-thought and deeply and critically
The clear
not well-thought. thought and minor adequately thought and
demonstration
of deep ambiguity is explained. explained.
reasoning skills present.

Textual There is a lack of There is an There is a well- There is a highly

Evidence
development of examination of developed developed
(30%)
examination of evidence but examination of examination of
The relevance
and evidence and are partially developed evidence that evidence that highly
development of irrelevant to the and some are supports that supports the
the textual argument. irrelevant to the argument. argument.
evidence
argument.
 Criteria Does Not Meet Nearly Meets Meets Exceeds Score
Expectations Expectations Expectations Expectations
1 2 3 4

Language There are four or There are two to There is one There are no
(20%)
more language three language language error. language errors.
Spelling,
errors. errors.
mechanics,
grammar, and
word usage

Overall quality The voice recording The voice recording The voice recording The voice recording
of the
seems to be is somewhat is focused, clear and is consistently
recording
unrehearsed and focused and clear delivered smoothly. focused, very clear
(20%)
The smooth and hard to follow all but there are parts and delivered
clear delivery of throughout. that are either smoothly.
the recording distracting or
unclear.

Total Score =
 Photo Credits

Fig 1. Court Lawyer by ArtsyBeeKids is licensed under Simplified Pixabay License via Pixabay.
Fig 2. Laptops and Meeting by StartupStockPhotos is licensed under Simplified Pixabay License via
Pixabay.
 Bibliography

Hillocks, George. Teaching Argument Writing, Grades 6-12: Supporting Claims with Relevant Evidence
and Clear Reasoning. Portsmouth, NH: Heinemann, 2011.

McGaan, Lee. “Types of Claims.” Accessed June 12, 2018.

http://department.monm.edu/cata/mcgaan/classes/cata335/o-claims.335.html

Smith, Michael W., and Jon-Philip Imbrenda. Developing Writers of Argument: Tools and Rules That
Sharpen Student Reasoning. Thousand Oaks, California, United States: Corwin Press, 2017.

The Odegaard Writing and Research Center. 2016. “Claims, Claims, Claims.” Accessed June 12, 2018.
https://depts.washington.edu/owrc/Handouts/Claims%20Claims%20Claims.pdf