SHS ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES (EAPP), SEM 2 Q4

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LEARNING ACTIVITY SHEET NO. 1

I. Introduction

An argument is a line of reasoning designed to prove a point. Regardless of length and

complexity, all arguments have the same basic framework: the author states some central idea,
and then presents supporting evidence, laying it out in a logical pattern. The central point of an
argument is called the conclusion.
In academic writing, an argument is usually a main idea, often called a “claim” or “thesis
statement,” backed up with evidence that supports the idea. In other words, gone are the happy
days of being given a “topic” about which you can write anything.

II. Learning Competency

Analyzes the arguments used by the writer/s in manifestoes (CS_EN11/12A-EAPPIIa-d

3)

III. Objectives

At the end of this learning activity sheet, you are expected to:

a. identify the different categories of manifestoes;

b. infer meaning from the arguments; and
c. demonstrate understanding of an argumentative essay.

IV. Discussion

Manifesto is a document publicly declaring the position or program of its issuer. It

advances a set of ideas, opinions, or views but it can also lay out a plan of action. While it can
address any topic, it most often concerns art, literature, or politics. Manifesto are generally
written in the name of a group sharing a common perspective, ideology, or purpose rather
than in the name of a single individual.

Table 1. Major Categories of Manifesto according to FIRSTPOST.com

Major Categories of CHARACTERISTIC
Manifesto

1. Goal A goal can be a manifesto when we share it with

other people. It’s public, it’s a declaration and
it’s about what one intends to have
happened.

2. List and Rules A manifesto containing set of rules for

behaving within a specific context or a list of
items to be achieved or tasks to be
 fulfilled.

3. World This type of manifesto aims to create a new world.

It’s not about simple rules, instead, it presents a
vision for the future. A solemn declaration by the
constituted authorities of a nation which contains the
reason for its public acts towards another. On the
declaration of war, a manifesto is usually issued in
which the nation declaring war states the reasons for
so doing.

If you are going to notice the highlighted words from the characteristics of the different
categories of manifesto, the common thing about them is that, a MANIFESTO or the writer of a
manifesto, aims for a change in state or in other words, the author is trying to convince the
reader to believe the concept that he/she is trying to convey by giving arguments or logical
reasons that will catch the attention of the reader and eventually believing it.

How are these changes carried out with just the use of written words? - It is when the
author provides reasons accompanied with evidences to prove the belief, they wanted the
reader to believe in or the so- called arguments.

As a reader, the challenge however lies on how will you understand the meaning that
the author or writer wanted you to know.

How will you know the arguments presented?

Let’s take a few moments to review your past lesson about arguments.
❖Arguments is defined as a reason or the reasoning given for or against a matter under
discussion — compare evidence, proof

However, change can only be achieved if the reader fully understands the argument
that is accompanied with evidences(reasons) that the author is trying to emphasize. To do
that, take a look at these steps below.

Steps in Analyzing an Argument

Briefly note the main Make a note of the first Write Underline the most
assertion (what does the reason the author makes down every other important
writer want me to believe or to support his/ her reason. reason
do? conclusion.

When you "Analyze an Argument" you evaluate someone else's argument. The task
presents a brief passage in which the author makes a case for a course of action or interprets
events by presenting claims and supporting evidence. Your job will be to examine the claims
made and critically assess the logic of the author's position.
Points for Analysis

You will analyze the logic of the author's case by evaluating both the use of evidence and the
logical connections. In reading the author's argument, consider the following:

∙ what evidence is given?

∙ what conclusions are made?
∙ what assumptions (likely not stated) are made?
∙ what ramifications (perhaps not stated) would necessarily follow from the author's
argument?

Key Concepts

Although you do not need to know special analytical techniques and terminology, you should
be familiar with the directions for the Argument task and with certain key concepts, including
the following:

∙ argument -- a claim or a set of claims with reasons and evidence offered as support; a line
of reasoning meant to demonstrate the truth or falsehood of something

∙ assumption -- a belief, often unstated or unexamined, that someone must hold in order to
maintain a particular position; something that is taken for granted but that must be true
in order for the conclusion to be true

∙ alternative explanation -- a competing version of what might have caused the events in
question that undercuts or qualifies the original explanation because it too can account
for the observed facts

∙ counterexample -- an example, real or hypothetical, that refutes or disproves a statement

in the argument

∙ analysis-- the process of breaking something (e.g., an argument) down into its component
parts in order to understand how they work together to make up the whole

∙ evaluation -- an assessment of the quality of evidence and reasons in an argument and of

the overall merit of an argument

∙ conclusion -- the end point reached by a line of reasoning, valid if the reasoning is sound;
the resulting assertion

V. Learning Activities

A. Correct me!

Directions: Analyze each of the statements below. Write True if it is correct based on the
characteristics of an argument. If the idea is incorrect, write False and encircle the word that
makes the statement wrong.

_________1. An argument is a line of reasoning designed to prove a point. _________2. You

will analyze the logic of the author's case by evaluating both the use of
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 evidence and the logical connections.
_________3. In analyzing an argument, don’t identify the argument's claims, conclusions and
underlying assumptions.
_________4. When you are analyzing an argument, your job will be to examine the claims
made and critically assess the logic of the author's position.
_________5. In an argument, think of what specific additional evidence might weaken or lend
support to the claims.

B. Let’s Practice!
Directions: Read the manifesto below and give your analysis on the following arguments.
Write your answers in a paper or in your notebook.

Video Games Adversely Affect Children’s Brains

By: Rafael Castillo

A lot of children in the Philippines and worldwide are crazy about video game play (VGP).
Some parents even encourage it with the belief that it can increase their children’s dexterity
and could even improve their IQ. We now have robust scientific data indicating this
impression to be erroneous.
Although some scientific studies suggest that VGP may improve certain types of visual agility
skills, negative effects of VGP outweigh them, with unfavorable effects on verbal memory,
attention, sleep, learning and comprehension.
Most children regularly engaging in VGP have demonstrated by sophisticated imaging studies
that the release of the hormone dopamine is increased, which is associated with most types of
addiction.
A high level of dopamine makes one experience pleasure. Repeated exposure to an addictive
substance or behavior such as playing video games conditions the brain cells in key areas like
the prefrontal cortex—the area of the brain involved in planning and executing tasks—to crave
and go after the substance or behavior causing the release of dopamine. The end result is
being “addicted” to the source of pleasure, and in our children’s case—addiction to video
games.
Some scientists describe the effect of video games as “hijacking the pleasure center,” which is
the same reward circuit in the brain involved with motivation and memory. Since an addictive
behavior like VGP stimulates the same circuit, this part becomes “hijacked and overloaded,”
unfavorably affecting the child’s memory, learning and motivation to acquire other knowledge
and skills. Hence, for many children, they may prefer playing their video games than doing
their school assignments or reviewing for their exams. Source: Excerpts from, Rafael Castillo,
“Video Games Adversely Affect Children’s Brains,” 2015, www. Inquirer.net

C. Let’s Trend!
Directions: Written below are some trendy terms on the internet, and current issues in the
mass public. Right a short argument and work on explaining and clarifying it that will reflect on
your own views and opinion. This activity will be graded based on the rubric below. Use a
separate sheet for this activity.
1. Drug War
2. Death Penalty
3. Political Killings, Deaths, Harassment
4. COVID – 19 Pandemic
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 Rubrics for Explanation Writing an Argument

5. Freedom of Media
Rubric in evaluating the argument writing
Activity C will be graded based on this rubric. Consequently, use this rubric as guide in
writing your argument and check it again before submitting your final output.

5
Criteria 5 4 3 2 1

Coherence of Shows a Shows a Shows a Shows a Shows

the argument thorough compreh basic limited little
and en sive understa understa understa
thoughtful understa nd ng of nd ng of n d ding
understan n d ding the the of
d ng of of argument. argument. the
the the argument.
argument. argument.

Textual Includes Includes Includes 2- Includes 1- Does

Evidence at least 3 3 3 general 2 general not
specific specific textual textual include
textual textual details in details in textual
details details each body each body details.
that that paragraph. paragraph
clearly generally Uses 1 or . Uses 1
support support 2 sentence of
each topic each sentences commentar
sentence. topic of y per
Uses at sentence. commentar concrete
least 2 Uses 2 y per detail.
sentences sentence concrete
of s of detail.
commentar commen
y per ts per
concrete concrete
detail. detail.

Organization Argument Argumen Argument Argument Argumen

is well t is is needs to t is one
organized, organize somewhat be better paragrap
including d, and organized. organized. h or
a strong all Intro Thesis does
intro, necessar includes a statement not have
thesis y weak is hard to any
statement elements thesis find. appeara
that are statement. Includes nc e e of
directly present. Body fewer than organiza
 connects to The paragraph three body ti on on.
three body thesis is s do not paragraphs. No
paragraphs present connect thesis
, and a but not well to the stateme
thought well thesis. nt s.
provoking supported
conclusion.

TOTAL SCORE

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VI. Assessment
Directions: Read each statement carefully and identify what is being asked.

__________1. It is a belief, often unstated or unexamined, that someone must hold in order to
maintain a particular position; something that is taken for granted but that must be true in
order for the conclusion to be true.
__________2. It is a claim or a set of claims with reasons and evidence offered as support; a line
of reasoning meant to demonstrate the truth or falsehood of something.
__________3. A competing version of what might have caused the events in question that
undercuts or qualifies the original explanation because it too can account for the observed facts.
__________4. An example, real or hypothetical, that refutes or disproves a statement in the
argument.
___________5. This refers to the process of breaking something (e.g., an argument) down into its
component parts in order to understand how they work together to make up the whole.
___________6. The end point reached by a line of reasoning, valid if the reasoning is sound; the
resulting assertion.
___________7. It is an assessment of the quality of evidence and reasons in an argument and of
the overall merit of an argument.

VII. Reflection

What I Have Learned

Directions: Reflect on what you have learned after taking up this lesson by answering the
question below.

Why is learning how to analyze an argument can simply be a confidence booster to a certain person?

VIII: References
https://www.brainfuse.com/jsp/alc/resource.jsp?s=gre&c=37192&cc=108840
https://library.wlu.ca/sites/default/files/pdfs/tutorials/identifyingarguments.pdf
https://www.scoe.org/files/Argumentation-Activities.pdf
https://www.hrw.org/world-report/2021/country-
chapters/philippines file:///C:/Users/DepEd/Downloads/EAPP
%20Q2%20Module%201.pdf
 Prepared by

EMERLYN GAILL S. ARSULA

Teacher I, JRLMHS-SHS

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IX.Key to Correction

A.1.T
2. F / Don’t

3. T
4. T
5. T
B.
*Students answer may vary
C.
*Students answer may vary
Assessment:
1.Assumption
2. Argument
3. Alternative Explanation
4. Counterexample
5. Analysis
6. Conclusion
7. Evaluation
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