LEARNING MODULE IN

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

Name: Grade and Section:

MODULE 11

Have you ever experienced expressing your stand over an issue? Have you ever experienced arguing
with your family, friends, and teachers because you were trying to convince them for what you believe in?
How does it feel being in an argument and trying to convince someone to believe in your claim? Was it too
difficult to convince someone and prove or support your stand?
Now that you have been briefly introduced to logical and emotional appeals in your previous module,
in this module, we will take a deeper look at each type of appeal that will help you support your stand or claim
when writing a position paper. Here, you will experience to present reasonable arguments supported with
factual evidences in writing a position paper. This module will basically help you become logical and critical
when writing an academic paper.

LESSON 1: WRITING A POSITION PAPER (PART 2)

LESSON 2: WRITING A POSITION PAPER (PART 3)

Things you should LEARN!

This module was created for you to be able to:
1. analyze the arguments used by the writer/s in manifestoes (DepEd-MELC, CS_EN11/12A-
EAPP-IIa-d-3);
2. defend a stand on an issue by presenting reasonable arguments supported by properly cited
factual evidences (DepEd-MELC, CS_EN11/12A-EAPP-IIa-d-4); and,
3. write various kinds of position papers. (DepEd-MELC, CS_EN11/12A-EAPP-IIa-d-5)

Let’s see how much do you know!

(Pre-assessment)
Directions: Study the word puzzle provided and look for at least five (5) words or terms that you think might
be related to a position paper. Highlight the words from the given puzzle and write these on the space provided
for each number indicated below. Then, define each word or term using your own words.

1.

2.

3.

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4.

5.

F R I E N D S A C H U R C H
M U N I C I P P A L S C E H
O O L S C E N P C E M A V T
I H A R G U M E N T S E I M
S A T I C S E A N G L I D S
S G O V E R N L M E N T E M
U A N I L A Z S O O I N N S
E P I R A T I O N C O N C E
P T C L A I M S A L F R E A
M E L O V E M N E M S U B J
E C T I V I T Y H A T E S X

DAY 1
LESSON 1:
WRITING A POSTION PAPER (PART 2)
Directions: Study the Concept Notes and accomplish the given exercise on your Learning Activity Sheet
.
LEARNING ACTIVITY SHEET
Lesson Title: LOGICAL APPEALS
Learning Target/Competency: The learners will be able to analyze the arguments used by the writer/s
in manifestoes. (DepEd-MELC, CS_EN11/12A-EAPP-IIa-d-3)
Values/Graduate Attributes: The learners will become reflective and critical thinkers, eloquent
communicators, purposeful and decisive, ethical and morally upright, globally competitive and locally
active individuals who manifest respect and fairness towards the opinions and perspectives of other
people.
Reference(s) & Author(s): Miciano, M. Z. & Miciano, R. Z. (2016). ENHANCED ENGLISH
ENGAGEMENT English for Academic and Professional Purposes – Senior High School. Makati City,
Metro Manila, Philippines: Don Bosco Press, Inc. Module No.: ______11______
Concept Notes:
WRITING A POSITION PAPER (Part 2)
Logical Appeals: The Use of Evidence and Logical Reasoning
In order to make our position paper convincing, it is important to be able to back up our claim with
sound reasons or arguments and adequate support.
Arguments explain why a claim is correct and believable. They are usually generalizations that are
made on the basis of supporting evidence, such as facts, comparisons, examples, and the writer’s
experiences, as early mentioned.
There are different types of arguments according to reasoning based on evidence.
Types of Arguments
1. Argument from transitivity
2. Argument from incompatibility
3. Argument from reciprocity
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 4. Argument from comparison
5. Argument from generalization
6. Argument from examples
7. Argument from cause
8. Argument from sign

(For a more in-depth and detailed discussion of this topic, please refer to your textbook in this subject
entitled, ENHANCED ENGLISH ENGAGEMENTS English for Academic and Professional Purposes
– Senior High School and study the lesson from pages 69 to 74.)

Exercise 1
Directions: Refer to your textbook in this subject entitled, ENHANCED ENGLISH ENGAGEMENTS
English for Academic and Professional Purposes – Senior High School and turn to page 78. Accomplish
the activity about the Types of Argument from the Employ section of the indicated page. You may use the
space from the MY NOTES section of this academic module for your answer.

DAY 2
LESSON 2:
WRITING A POSITION PAPER (PART 3)
Directions: Study the Concept Notes and accomplish the given exercise on your Learning Activity Sheet.

LEARNING ACTIVITY SHEET

Lesson Title: EMOTIONAL APEEALS
Learning Target/Competency: The learners will be able to defend a stand on an issue by presenting
reasonable arguments supported by properly cited factual evidences (DepEd-MELC, CS_EN11/12A-
EAPP-IIa-d-4); and, write various kinds of position papers. (DepEd-MELC, CS_EN11/12A-EAPP-
IIa-d-5)
Values/Graduate Attributes: The learners will become reflective and critical thinkers, eloquent
communicators, purposeful and decisive, ethical and morally upright, globally competitive and locally
active individuals who manifest respect and fairness towards the opinions and perspectives of other
people.
Reference(s) & Author(s): Miciano, M. Z. & Miciano, R. Z. (2016). ENHANCED ENGLISH
ENGAGEMENT English for Academic and Professional Purposes – Senior High School. Makati City,
Metro Manila, Philippines: Don Bosco Press, Inc. Module No.: ______11______
Concept Notes:
WRITING A POSITION PAPER (Part 3)
Emotional Appeals: The Use of Emotional Triggers to Move People
We do not only think: we feel as well. That is why targeting the audience’s emotions, when done
right, helps make our position paper more believable.
Emotional appeals come in different forms. McWhorter (2001) identifies the following common
types:
1. Bandwagon or “join-the-crowd” appeal
2. Appeal to common folk
3. False authority
4. Name calling or “ad hominem”
5. Association

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 (For a more in-depth and detailed discussion of this topic, please refer to your textbook in this subject
entitled, ENHANCED ENGLISH ENGAGEMENTS English for Academic and Professional Purposes
– Senior High School and study the lesson from page 74.)

Exercise 2 (Mini Task/Output)

Directions: Think of a current issue that you can possibly work on for a position paper. Then, come up with
a position paper and defend your stand regarding your chosen issue by presenting reasonable arguments
supported by properly cited factual evidences. You may also use the different and common types of
arguments and appeals discussed in this academic module in writing your position paper. Refer to the given
rubric from your textbook on page 79 for the evaluation of your output.

DAY 3
APPLY WHAT YOU HAVE LEARNED!
Activity Number: 11.1 Date: _______________
Time Started: _______________ Time Finished: _______________

A. Logical and Emotional Appeals (20 points)

Directions: Cut out a print ad from any available resources at your home and paste it in the box below. Analyze
the statements used in the ad by classifying them as either logical or emotional appeal. Then, provide a brief
explanation regarding your analysis. Write your explanation on the space provided after the box.

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Explanation:

DAY 4
Let’s see how much you HAVE LEARNED!
(POST-Assessment)
I. PROCESS
A. Writing a Position or Claim (15 points)
Directions: Accomplish the table below by identifying a particular topic or current issue in the country. Then,
state your position or claim on the issue as well as your reasons for your position.

Topic/Issue (2 points):

Position/Claim (3 points):

Reasons for the Position (10 points):

“Believe in your soul. Believe in the fight. Do what you can in order to make things right.”
–Alison Page Cooper

NO PART OF THIS PUBLICATION MAY BE REPRODUCED, DISTRIBUTED, OR TRANSMITTED

IN ANY FORM OR BY ANY MEANS, WITHOUT THE PRIOR WRITTEN PERMISSION OF THE
AUTHOR.
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CHECK your understanding!
ANSWERS FOR PRE-ASSESSMENT
These are the words that may be associated to a position paper:
1. ISSUE
2. ARGUMENTS
3. APPEALS
4. CLAIMS
5. EVIDENCE

F R I E N D S A C H U R C H
M U N I C I P P A L S C E H
O O L S C E N P C E M A V T
I H A R G U M E N T S E I M
S A T I C S E A N G L I D S
S G O V E R N L M E N T E M
U A N I L A Z S O O I N N S
E P I R A T I O N C O N C E
P T C L A I M S A L F R E A
M E L O V E M N E M S U B J
E C T I V I T Y H A T E S X

Definitions may vary.

Checking of definitions may be based on the criteria used by/conclusion of the subject teacher.

REFERENCES
Miciano, M. Z. & Miciano, R. Z. (2016). ENHANCED ENGLISH ENGAGEMENT
English for Academic and Professional Purposes – Senior High School.
Makati City, Metro Manila, Philippines: Don Bosco Press, Inc.\

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 MY NOTES

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 MY NOTES