SENIOR HIGH SCHOOL

English for Academic and

Professional Purposes
QUARTER 2

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 Republic of the Philippines
Department of Education
Division of Bohol

English for Academic and Professional Purposes – Grade 11/12

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represent nor claim ownership over them.

Published by the Department of Education Division of Bohol (for classroom use)

English for Academic

and Professional
Purposes
Quarter 2

This learning material was collaborated by the selected senior

high school teachers of Bohol Division who are teaching the subject and
reviewed by the Technical Working Group (TWG) from the department
and quality assured by the division. We encourage all teachers who are
experts in this field and other education stakeholders to email their
feedback, comments, and recommendations to the …

We value your feedback and recommendations.

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 Republic of the Philippines
Department of Education
Division of Bohol

INTRODUCTORY MESSAGE
Welcome to the English for Academic and Professional Purposes modules for
Quarter 2!

This module was collaboratively designed, developed, and reviewed by

educators in the Division of Bohol to help you meet the standards set by the K to 12
Curriculum while overcoming constraints in schooling. This learning resource hopes
to engage you into guided and independent learning activities at your own pace.

Meanwhile, this learning resource signifies that you as a learner are capable
and empowered to successfully achieve the relevant competencies and skills at your
own pace. Your academic success lies in your hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning. You will be enabled to process the
contents of the learning resource while being an active learner.

GENERAL INSTRUCTIONS

For the learners: For the teacher:

To be guided in achieving the
objectives of this module, do the
following:
1. Read and follow instructions
carefully.
2. Answer the pretest before going
through the lessons.
3. Take note and record points for
clarification.
4. Compare your answers against
the key to answers found at the end
of the module.
5. Do the activities and fully
understand each lesson.
6. Answer the self-check to monitor
what you learned in each lesson.
7. Answer the posttest after you
have gone over all the lessons.
8. If you encounter any difficulty in
answering the activities in this
module, do not hesitate to consult
your teacher or facilitator. Always
bear in mind that you are not
alone.
For the teacher:
To facilitate and ensure the
students’ learning from this module,
you are encouraged to do the
following:
1. Clearly communicate learning
competencies and objectives
2. Motivate through applications and
connections to real life.
3. Give applications of the theory
4. Discuss worked-out examples
5. Give time for hands-on unguided
classroom work and discovery
6. Use formative assessment to give
feedback
7. Introduce extensions or
generalizations of concepts
8. Engage in reflection questions
9. Encourage analysis through higher
order thinking prompts
10. Provide alternative formats for
student work
To facilitate and ensure the
students’ learning from this module,
you are encouraged to do the

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 Lesson Analyzing Arguments
1

Good arguments constitute the heart and soul of a good text. Accordingly, to
effectively communicate the message of a text, a writer must be clear in his/her
intentions and ideas. To achieve this, a good argument must be presented.
As to reader’s perspective, to identify that an argument is good and valid,
evaluating arguments presented in a text must be done. It is only through this critical
analysis that readers can distinguish among competing claims for truth and determine
which arguments and points of views can be trusted and those of which that they
should be skeptical.
To student like you, it is of great importance that you should have knowledge in
analyzing argument in a text. This ability to analyze arguments when you hear or read
one is the most basic skill you will need to acquire in order to become a good, or a
better thinker in diverse academic and professional situations.

WHAT I NEED TO KNOW

Learning Objectives:

As you go through this module, you will be able to:

 identify the claim presented in an argument; and

 state the arguments used by the writer in a manifesto.

WHAT I KNOW
Pretest

To be guided with your journey in this module, let us start by working on this
pre-test.

Directions: Read the paragraph below and answer the questions that follow.
Write the letter of your choice on a separate sheet of paper.

Today’s high school students spend too much time thinking about trivial
and distracting matters such as fashion. Additionally, they often dress
inappropriately on school grounds. Rather than spending time writing another
detailed dress policy, we should make school uniforms mandatory. If students were
required to wear uniforms, it would increase a sense of community and harmony
in our schools and it would instill a sense of discipline in our students. Another
positive effect would be that teachers and administrators would no longer have to
act as clothing police, freeing them up to focus on more important issues.
-- From https://bit.ly/34rU0Zb

1. The paragraph best supports the statement that

a. inappropriate clothing leads to failing grades.
b. students who wear school uniforms get into better colleges.
c. teachers and administrators spend at least 25% of their time enforcing the
dress code.
d. school uniforms should be compulsory for high school students.

2. The above paragraph contains a claim and reasons to support it. The paragraph is
therefore considered a/an ________.
a. argument b. analysis c. evidence d. manifesto

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3. Which of the following is the main claim of the paragraph?
a. Today’s high school students spend too much time thinking about trivial
and distracting matters such as fashion.
b. Rather than spending time writing another detailed dress policy, we should
make school uniforms mandatory.
c. Another positive effect would be that teachers and administrators would no
longer have to act as clothing police, freeing them up to focus on more
important issues.
d. Students often dress inappropriately on school grounds.
4. Among the following sentences, which one supports the main claim of the paragraph?
a. Today’s high school students spend too much time thinking about trivial
and distracting matters such as fashion.
b. Rather than spending time writing another detailed dress policy, we should
make school uniforms mandatory.
c. Another positive effect would be that teachers and administrators would no
longer have to act as clothing police, freeing them up to focus on more
important issues.
d. Students often dress inappropriately on school grounds.

5. What type of support does the paragraph use to back up its claim?
a. Research findings b. Personal experiences c. Opinions d. Facts

WHAT’S IN
Recapitulation

In your previous module, you have learned that a concept paper is a summary
document which discusses the general details and provides an overview of a project.
Furthermore, you have understood that graphic organizers can be used to support it.
Thus, a clear presentation of a concept is needed to have a good concept or project
paper.

WHAT’S NEW

Activity 1.
Directions: An argument has two parts, the claim and the reason/evidence
that supports the claim. Read the argument below and identify whether the
underlined sentence in the paragraph is a claim or a reason/evidence. Write your
answer on your paper.

Reflective writing can help students become

better thinkers. It can help students see that ideas are
(1) meant to be discussed and debated. Bridges and Jost
found that students who did weekly reflective journal
writing about their course content for a semester could
analyze course concepts at a deeper level than those
who didn’t. (2)
--Fromhttps://bit.ly/3dZ8rra

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 WHAT IS IT
Discussion
What is argument?
An argument is a formal way to make a point in academic writing. It is a claim
that is supported by reasons or evidence. This remains distinct from the "real world"
definition where an argument might mean a fight or a conflict.
Parts of an Argument
1. Claim or statement that summarizes the main idea
2. Reasons why that claim is true, and/or evidence to support that claim

How to identify claim in an argument

When reading, it is important to identify arguments in order to understand the
main points. In paragraphs, a topic sentence often identifies the claim or idea of the
paragraph. This is usually the first sentence, but not always.
To find it, follow the following steps:
1. Read the paragraph.
2. Ask “What is this paragraph about?”
3. Summarize the content in your own words.
4. Find the sentence within that paragraph that best matches the summary.
This is likely the stated claim of the paragraph.

Most other sentences in the paragraph provide reason and evidence to support
the claim made in the topic sentence. Reason and evidence explain why and how the
claim is true, and usually consists of quotes and ideas from other scholar, data, or
facts.
Example:
The story of Disney's "The Lion King" draws direct inspiration from
Shakespeare's "Hamlet". Simba represents Hamlet, the successor of the
King/Mufasa, who swears revenge on his evil uncle Scar/Claudius. Likewise,
Simba's best friend Nala represents both Ophelia, a love interest, and Horatio, a
best friend.
--From https://bit.ly/3ou4T51

After reading the paragraph, it seems clear that the author is comparing "The
Lion King" to "Hamlet". More specifically, it is saying that the similarities between the
two are too great to be only coincidences. As a result, it would appear as though the
best 'sentence' match to this summary would be the first sentence. This is likely the
stated claim.
It is important to note that not all paragraphs have topic sentences. If there
isn't one, identify the important ideas in the paragraph, then look at what they have in
common and summarize that to get the main claim.
Example:
According to a paper published in the journal 'Science', people in America
living near coal-fired power stations are exposed to higher radiation doses than
those living near nuclear power plants. In addition, despite popular belief, the
production of nuclear energy results in a lower yearly death rate compared to coal
energy production.
--From https://bit.ly/3ou4T51

This paragraph does not appear to contain a topic sentence. It discusses a

couple comparisons between nuclear energy and coal-fired energy production.
Specifically, it gives two examples where coal-fired energy production is more
dangerous than nuclear energy production. To summarize, you might say that
"Despite popular belief, nuclear energy production is actually quite a bit safer as a
whole than coal-fired energy production." This is the stated claim.
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 How to analyze argument

Steps in Analyzing Argument

1. Identify the Author’s Claim

An author’s claim is what an author tries to persuade the reader that
something is true and correct. (In other words, what the author believes or accepts as
true). Ask yourself, “What does the author believe or accept as true?” If the
author’s claim is illogical or incorrect, the entire argument will be flawed.

2. Identify the Types of Support

Type of support refers to the kind of evidence the author uses to back up the
argument. Ask yourself, “What kind of support does the author present to back up
the argument?” Support can include research findings, case studies, personal
experiences or observation, examples, facts, comparison, expert testimony and
opinions.

3. Determine the Relevance of the Support

Relevance means the support is directly related to the argument. Ask yourself,
“Is the support directly related to the argument?” Unless the author is an expert,
his or her opinion or personal experience may not be particularly relevant.

4. Determine the Author’s Objectivity

The author’s argument has objectivity when the support consists of facts and
other clear evidence. Ask yourself, “Does the author present facts and clear
evidence as support?”

5. Determine the Argument’s Completeness

An argument is complete if the author presents adequate support and
overcomes opposing points. Sometimes authors do not give enough support.
Sometimes they leave out information that would weaken their argument.

6. Determine if the Argument Is Valid

An argument is valid (has validity) if it is logical. Ask yourself, “Is the
argument logical (well-reasoned)?” If the author’s purpose of reasoning is a good
one, if the premises do provide this sort of justification for the conclusion, then the
argument is valid. In effect, an argument is valid if the truth of the premises logically
guarantees the truth of the conclusion. Otherwise, it is invalid.

7. Decide if the Argument Is Credible

Argument has credibility if it is believable (convincing). Ask yourself, “Is the
author’s argument believable?”Validity and credibility are closely related since an
argument that is not valid will not be credible.

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 WHAT’S MORE
Enrichment

WHAT
WHAT YOUYOU WILL
WILL DO DO

Activity 2.
Directions: A person cannot effectively analyze argument in a text unless
he/she can identify the claim within an argument. For each item below, read the
argument and determine its claim. Choices are given. Do not forget to write the letter
of the correct answer.

“Digital piracy is not killing the music industry. History has shown that
formats shift and change depending on consumer preferences. LPs and cassettes
have been phased out to make room for CDs. With the current shift from physical to
digital, consumers have the freedom to purchase individual tracks instead of whole
albums, a move that explains the drop in album sales and as a result, overall
profits.”

1. What is the main claim of the argument?

a. As a result of piracy, overall album sales dropped.
b. Consumers prefer digital media over physical media.
c. Digital piracy is not killing the music industry.
d. LPs and cassettes have been phased out to make room for CDs.

“When a consumer product in some way has a negative impact on society,

governments often move to place high taxes on those products to discourage use,
for example high taxes on cigarettes and alcohol. Obesity should be viewed in the
Lesson
same light. With the high availability of soft drinks and junk food at an affordable
low price, consumers are all but discouraged from eating healthy. A tax on such
1 would discourage mass purchasing and positively impact our society by
products
curbing obesity rates.”

2. What is the main claim of the argument?

a. High taxes on a product discourage is use.
b. Low prices and high availability of junk foods result in an increased obesity rate.
c. Taxes on healthy food items should be reduced.
d. To encourage healthy eating, higher taxes should be imposed on soft drinks and
junk food.

WHAT I HAVE LEARNED

Generalization

Activity 3.
Directions: Complete the sentence stem below. Write your answers on a separate
sheet of paper.

1. Identifying the claim is the first thing to do in analyzing arguments. To identify the
claim in an argument you have to __________________________________________________.
2. It is important to identify the claim in an argument because ______________________.

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3. As a critical reader, you need to analyze arguments. For you to analyze arguments,
it is important to___________________________________________________________________.

WHAT I CAN DO
Application

Activity 4:
Directions: A manifesto is a document publicly declaring the position or
program of its issuer. It advances a set of ideas, opinions, or views. The word itself
originates from the Latin manifestum, which refers to a list of facts. To prove your
understanding about the topic, read the manifesto below and answer the questions
that follow. Write your answer on a separate sheet of paper.

Why I Hate Facebook

The use of social networking sites, in particular Facebook, can not only skew your
understanding of reality, it can cause you actual, physical harm. According to Jean
Conklin, a clinical psychiatrist at University of Maryland Hospital, in Baltimore,
“Facebook is to your mind what sugar is to your body – bad all around.”

The main reason we all ought to stop looking at Facebook is because it makes us
think that the people in our lives (or virtually in our lives, anyway) are happier, more
fulfilled and more successful than they probably are; which makes us feel more
depressed, frustrated and unfulfilled than we probably are. Facebook triggers a stress
response in the body, even if you don’t think or realize that you are stressed out.
Studies have shown that reading new information on Facebook triggers the release of
glucocorticoid (cortisol), your body’s stress hormone. This messes with your immune
system, and prevents the release of growth hormones, and all these things keep your
body in a state of chronic stress. If you have digestive problems; if your hair or nails
grow very slowly and it takes forever for cuts and scrapes to heal; if you feel irritable
and nervous, or are susceptible to every virus and bacteria that cruises through town,
you may not need a trip to the doctor―you may just need to delete your Facebook
page.

People survived for hundreds of years in an industrial society without the necessity of
blasting out every intimate detail of their lives to everyone with whom they’ve ever
crossed paths, or with whom that person has ever crossed paths. . . a real relationship
encompasses the good and the bad, and includes genuine human to human
interaction. So shut down the computer. Go out to lunch with a friend. Call your
mother. Take your kid to the zoo. And for goodness sake, don’t post anything on
Facebook about it when you get back!

Fromwww.EnglishWorksheetsLand.com

1. What is the main claim of the argument used by the author in the manifesto?
_____________________________________________________________________________.

ASSESSMENT
Posttest
Directions: Read “Why I Hate Facebook” once more and analyze the argument used
by the writer by answering the questions below. Write your answer on a separate
sheet of paper.
1. What issue is presented?
_________________________________________________________________________________
2. What is the author’s stand on the issue?
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 _________________________________________________________________________________
3. What type of support does the author present?
_________________________________________________________________________________
4. How relevant is the support?
_________________________________________________________________________________
5. Is the argument objective and complete? Why do you say so?
_________________________________________________________________________________
6. Is the argument valid and credible? Cite some reasons.

ADDITIONAL ACTIVITY

WHAT YOU WILL DO

Activity 5.
Directions: Living amidst Covid-19 pandemic, many have seen several issues
arise as a result of the virus rapidly spreading worldwide. One of the issues is, when
an event like this will happen in the future, will we be ready for that one? Write a
short argument on the issue. Make sure it has a claim and must contain at least 2
reasons/evidences. Write your argument on your paper.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________.

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 ANSWER KEY

What I Know What’s More

1. d 1. c
2. a 2. d
3. b
4. c
5. c

What I have Learned

1. Answer may vary but preferably to identify the claim in an argument one
must read the text or the paragraph, identify the topic of the text/paragraph,
summarize its contents into one’s own word, and find the sentence within
that paragraph or text that best matches the summary.
2. Answer may vary but preferably it is important to identify the claim of the
argument because one cannot analyze an argument without identifying its
claim.
3. Answer may vary but preferably for a person to analyze arguments, it is
important to identify the author’s claim, identify the types of support,
determine the relevance of the support, determine the author’s objectivity,
determine the argument’s completeness, determine if the argument is valid
and decide if the argument is credible.

What I Can Do

1. The use of social networking sites, in particular Facebook, can not only
skew your understanding of reality, it can cause you actual, physical harm.
.

Assessment

1. The use of social networking sites can be harmful.

2.The use of social networking sites, in particular Facebook, can not only
skew your understanding of reality, but it can also cause you actual, physical
harm.
3. Expert’s opinions, case study
4. The support used in the manifesto is very relevant. It directly relates to the
main claim of the argument.
5.Yes, reasons may vary.
6. Yes, reasons may vary.

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 Additional Activity: Answers may vary. Just be guided by the rubrics below.

CRITERIA (5) (4) (3) (2) (1)

Organization 95-100% of 90-94% of 85-89% of 80-84% of the 79% and
and the ideas are the ideas are the ideas are ideas are below of the
Structure of presented in presented in presented in presented in ideas are
the Stand an organized an organized an organized an organized presented in
manner manner with manner with manner with an organized
following a minimal a few details several details manner with
consistent details that that are that are almost all
structure of are inconsistent inconsistent details are
the stand. inconsistent with the with the inconsistent
with the structure of structure of with the
structure of the stand. the stand. structure of
the stand. the stand.
Position of 95-100% of 90-94% of 85-89% of 80-84% of the Only 79%
the Main the the the arguments are and below of
Arguments arguments arguments arguments consistent the
are are are with the arguments
consistent consistent consistent position of the are
with the with the with the writer on the consistent
position of position of position of issue with the
the writer on the writer on the writer on presented. position of
the issue the issue the issue the writer on
presented. presented. presented. the issue
presented.
Persuasive 95-100% of 90-94% of 85-89% of 80-84% of the Only 79%
Content the ideas the ideas the ideas ideas details and below of
details and details and details and and the ideas
arguments arguments arguments arguments details and
present a present a present a present a arguments
strong stand strong stand strong stand strong stand present a
that that that that strong stand
persuades persuades persuades persuades that
readers to be readers to be readers to be readers to be persuades
favorable to favorable to favorable to favorable to it. readers to be
it. it. it. favorable to
it.
Grammar No There are at There are 6- There are 11- Majority of
and Style grammatical least one (1) 10 15 the text are
errors found but not grammatical grammatical erroneous,
in the text more than errors found errors found and the
while the five (5) in the text in the text writer’s style
style is fitted grammatical and the while the is not fitted
with the errors found writer’s style writer’s style to his/her
purpose of in the text somehow generally purpose.
the writer. while the does not confuses the
style fits directly fit readers
with the with his/her regarding
purpose of purpose. his/her
the writer purpose.
though
minor
details
distract
readers.

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