Chapter 29. EVALUATION      Introduction   Basics   Advanced   Samples   Activities --- Introduction to Evaluating Note: This chapter has FIVE web pages--be sure to also read "Basics," Advanced," and "Samples" in this chapter. You may go to them by clicking on the links directly above, or in the right column. ---      Definition       Writer's Goal or Assignment       Visual Structure       Focusing Methods --- Welcome! This introductory page of the "Evaluation" chapter offers a simple, brief summary.  For more, go to "Basics" and to "Sample Papers" by students. If you understand this type of paper already or want to explore it in more depth, you might prefer to read "Advanced Methods."  All five web pages of this chapter are listed at the top of this page--and also in the right-hand column.  Simply click on one of the five pages.           Definition of an Evaluation An evaluation is a controlled judgment of something or someone using a set of criteria--a set of standards or guidelines.  An evaluation of effectiveness, which is what this chapter covers, generally--in academic and professional writing--answers questions about how effective a text of a reading, an action, or a person is.  An evaluation is not a disagreement or argument against the content of something; rather, it is a discussion of the quality of a writing--e.g., whether the argument (if there is one) is well or poorly structured, supported, or detailed; whether the writing style is appropriate, efficient, or well toned; whether the audience is appropriately addressed; etc.  Examples of evaluations include legal arguments in courts, instructors' evaluations of student work, business evaluations of proposals, and professional evaluations of potential or current employees.  The Constitution of the United States, while not an evaluation in and of itself, is a set of criteria or guidelines that were developed in order to effectively evaluate the British rule of the American colonies and the type of government that would be more effective. --- Return to top           Writer's Goal or Assignment The goal of writing an evaluation is to choose an argumentative reading or text, preferably one that you think could have been written, organized, or argued better, and then evaluate its quality.  If you need an online text, go to links.  If your instructor requests it, you may have a brief first section, after the introduction, that summarizes the text.  Then you should write the body of your evaluation by judging several of your text's parts, methods, and/or structures: e.g., what is strong and/or weak, what information is missing, biased, untrue, or falsely assumed, and the emotions, affects, and effects created by the text. Do not give your own opinions about the author's subject; rather, offer your opinions--using a calm, logical, and balanced method and tone--about how well or poorly the author presents his or her work. Depending on what your instructor expects, you may organize your paper in three to five topic sections or as several point-by-point evaluations.  In the beginning of each topic section or point, first offer your own evaluative judgment briefly.  Then support your judgment in one or more paragraphs with quotations from your text/source and other details.  Your other details may include one or more of the following: personal-experience examples and stories; the experiences of others you know; comparison/contrast with other texts that handle similar situations alike or differently; and facts, details, and/or experiences from documented sources.  In your introduction and conclusion, clearly indicate the type of paper you are writing--a evaluation of a text's effectiveness--and the author's overall argument, your own overall evaluative opinion, and an interesting quotation, story, and/or set of facts.   If you need an online text, go to the chapter in "Section D" called "Resources & Readings."  If your instructor requests it, you may have a brief first section, after the introduction, that summarizes the text.  Then you should write the body of your evaluation by evaluating several of your text's points or ideas. Depending on what your instructor expects, you may organize your paper in three or four topic sections or as several point-by-point discussions.  In the beginning of each topic section or point, first offer a sentence summarizing the overall subject of the entire section, and explain it briefly, if necessary.  Then support your evaluative statements with quotations from your text/source and other details.  Your other details may include one or more of the following, depending on the assignment, the discipline, and/or the instructor: quotations and paraphrases; personal-experience examples and stories; the experiences of others you know; photos, graphs, or other visuals.  Be sure to document anything and everything from other sources, even if its simply from a friend, instructor, or someone you interviewed.  In your introduction and conclusion, clearly indicate the type of paper you are writing (an evaluation), your overall evaluative methods or types of evaluation you will use, and often, at least once in the intro and once in the conclusion, an interesting quotation, story, and/or fact from the text of your reading itself.    If you are writing a research paper, each body section must include quotations, paraphrases, and/or illustrations and other visual materials from your required and optional sources.  These source materials should support your own points of discussion in your paper, should be  substantial in quality and quantity, and should come from authoritative sources.  Also attach a bibliography appropriate to your field, discipline, or profession. --- Return to top           Summary/Outline of the Visual Structure Here is a typical structure or organization for an evaluation.  More development of this structure is shown in the "Basics" section.      Organization of an Evaluation Paper Unique Title          THE READING, OVERALL  EVALUATIVE OPINION, and introductory details         Body Section 1: first evaluative guideline and supporting details Body Section 2: second evaluative guideline and supporting details Body Section 3: third evaluative guideline and supporting details (Optional Body Sections 4-5: fourth-fifth evaluative guidelines and supporting details)         THE READING, OVERALL  EVALUATIVE CONCLUSION, and concluding details         Bibliography Jones, A.J. Book One, et al. Smith, B.K. Book Two, et al. --- Return to top         Focusing Methods A "focus" in writing helps you at any given moment to concentrate on writing.  Here are several helpful, important focuses people use to develop a disagreement.    [Below, substitute the proper info for the type of paper for the stuff on analyses as given here:] SUBJECT: If helpful, brainstorm a list of texts you would like to use or, once you have one, a list of possible ways you could evaluate it using the list of questions in "Basics."  Then choose carefully.  Will your evaluative questions and the points you wish to make using them work well with what is actually in your text?  Do you have enough details or examples to support what you are saying, or can you find them easily?  Can you write about them objectively?  What are some of the main problems in the way the text presents its materials, and what solutions will your own paper represent?  Will your audience find your evaluative points interesting?    FIRST & SECOND DRAFTS: Start with one or two methods that work best for you, but develop the others in later drafts. Read critically: take your text apart so that you understand its contents and structure thoroughly (see "How to Read Critically").  Free-write: write as much as you can quickly on what you know about your text or your viewpoint(s). Gather details: mark or type the quotations in your text that best summarize the points or parts you wish to evaluate.  Write descriptions or a list of the proofs you have for your evaluative points--facts, quotations, comparisons/contrasts, and/or experiences. Write for your audience: visualize it.  What details does it need to take seriously your thoughts? Organize: make an outline using the structure above or whatever structure your instructor suggests. Research: if required, mix research of your evaluative ideas with the above methods to develop a first draft during your research. STYLE, TONE, and WRITER'S ROLE: Develop (in early or late drafts) an academic style and tone of calm, reasoned, fair, balanced logic.  In your role as a writer, you should appear fair, just, and not at all interested in arguing for or against the author's opinions. AUTHENTICITY: Be as real and meaningful as you can to your audience, your content, and yourself.  First, respect your audience: try as fully as you can to consider its own beliefs about your text.  Second, find the heart of the meaning in both your reading and your examination of it, and write about them clearly using high-quality supporting details.  Third, make your analyses your own:  develop them in a way as meaningful to you as possible.    --- Return to top.

  3. Thinking & Reading