LEARNER’S ACTIVITY SHEETS (LAS)

ENGLISH FOR ACADEMIC AND

Learning Area Grade Level 11/12
KS Quarter
PROFESSIONAL PURPOSES
Quarter 2 Week 2
1

MOST ESSENTIAL LEARNING 1. The learner defends a stand on an issue by presenting

COMPETENCY(MELC) reasonable arguments supported by properly cited factual
evidence.

OBJECTIVE At the end of the lesson, the learners are expected to:
1. Identify reasonable arguments.
2. Use appeal to support claims/stands
3. Value the importance of writing a properly cited factual
evidence.

LEARNING PHASE TIME LEARNING ACTIVITIES

FRAME
INTRODUCTION 20 Hello learners!
Panimula minutes
In this lesson, you are expected to equip with the skills in making
and defending a stand which are life essentials in the time of
overfilled information and uncensored access to various sources
of facts and alternative factuality.

LEARNING TASK 1:

LET’S GO BACK
Before we proceed to the lesson, let us try to answer thus activity to
test your prior knowledge on the topic to be taught on this lesson

Directions: Write T if the sentence is correct and F if not.

1. Evidence is the proof from credible sources used to

support the writers claim.
2. Champorado or chocolate rice porridge is Filipino’s most
favorite food for breakfast. The statement is an example
of claim.
3. The opposing claim: the other side is called defense.
4. A reasonable argument is a strong statement.
5. According to the American Health Association, peanut
butter is a great source of protein. This is an example of
defense.
LEARNER’S ACTIVITY SHEETS (LAS)

LEARNING TASK 2:

LET’S SEE
I know you are eager to learn and discover new learning through
different learning tasks. This is time, engage yourselves in an
activity that will lead you to the lesson.

“PICTURE IT OUT”

Directions: Fill out the missing letters to form a word. Use the
pictures as your aide.

_E_EN_
1.

A___M__T
2.

__I_D_C_
3.
 LEARNER’S ACTIVITY SHEETS (LAS)

Processing:

Discuss the word that you were able to form based on your
understading in the past lesson. Limit your answer in 1-3 sentences
only. Use a separate sheet of paper for your answer.

DEVELOPMENT 60 LET’S GET IT ON

Pagpapaunlad minutes
We already have the natural inclination for argumentative skills.
Now, let us learn how to present reasonable arguments supported
by properly cited factual evidences to defend a stand on an issue.
Let us study these concepts:

Defending a Stand on an Issue by Presenting Reasonable

Arguments
In making the defense, you must ensure that you are addressing all
sides of the issue and presenting them in a manner that is easy for
your audience to understand. Your job is to take one side of the
argument and persuade your audience that you have well-
founded knowledge of the topic being presented. The following
are the steps in presenting arguments to defend or support a stand
on an issue.

1. Make Issue Criteria

Keep in mind that you must persuade others and make them
believe in your claim. When shaping it, consider and ask yourself the
following questions to ensure that you will be able to present strong
arguments on the issues
➢ Is it a real issue with genuine controversy and uncertainty?
➢ Can I identify at least two distinctive positions?
➢ Am I personally interested in advocating one of these
positions?
➢ Is the scope of the issue narrow enough to be
manageable?
2. Collect Evidence from Properly - Cited Sources
Before deciding on a stand to defend, you should do some
research on the subject matter. While you may already have an
opinion on your topic and an idea about which side of the
argument you want to take, you need to ensure that your
position is well supported. Listing the pro and con sides of the topic
will help you examine your ability to support your counterclaims,
along with a list of supporting evidence for both sides. You will find
many different kinds of evidentiary sources.
LEARNER’S ACTIVITY SHEETS (LAS)
Here is a list of the most common: surveys, descriptive studies,
case studies, academic journals, popular magazines, biographical
information, quotes or summaries of work from established
authorities, statistics, interview of an authority or ordinary citizen,
laboratory research, and textual analysis.
3. Make an Appeal to Your Audience
To convince a particular person that your own views are sound, you
have to consider the audience way of thinking.
Appealing to the audience is another important part of defending
a stand on an issue. This can help you strengthen your position or
claim. In an academic argument, logical appeals are the most
common, however, depending on your topic, ethical and
emotional appeals may be used as well. Your claim or position may
be supported through three major types of appeals.
A. Logical Appeals
This is the use of facts in order to support and defend a position.
This means reasoning with your audience, providing them with
facts and statistics, or making historical and literal analogies. It
persuades the audience by targeting their thinking.
Example:
More than one hundred peer-reviewed studies have been
conducted over the past decade, and none of them suggests
that coconut milk is an effective treatment for hair loss.

In this argument, the peer – reviewed studies are used as factual

supports.

B. Emotional Appeals
This is the use of the audience’s feelings for the subject of the
paper such as anger, pity, and aversion to persuade. It may also
refer to values that the reader may identify with such as the
importance of family ties, hospitality and the bayanihan spirit.
Example:
How can you say that the government should not censor the
internet? Think of the poor children who might be exposed
to inappropriate content.

This type of argument attempts to elicit a strong emotional

response, since people will generally want to protect children, and
since no one wants to adopt a stance that will purportedly harm
them
C. Ethical Appeals
This is the use of convincing an audience through the credibility
of the persuader, be it a notable or experienced figure in the field
or even a popular celebrity.
Example:
LEARNER’S ACTIVITY SHEETS (LAS)
As a doctor, I am qualified to tell you that this course of treatment
will likely generate the best results.

Here, people tend to believe the opinions of doctors in the matter

of medical treatments. The audience consider the argument
because of the credibility of the speaker.
4. Organize your Viewpoints or Arguments
In presenting arguments, you are typically asked to take a position
on an issue or topic and explain and support your position with
research from reliable and credible sources. The argument you are
making should be clear within your thesis statement. You should
have several reasons or points of discussion that help you to support
your argument. You will explain and support these reasons. As with
all academic writing, you’ll need to cite any information that you
used from a source.

Sample Outline
I. Introduction
A. Introduce the topic
B. Provide background on the topic to explain why it is
important C. Assert the thesis (your view of the issue).
Your introduction has a dual purpose: to indicate both the topic
and your approach to it (your thesis statement), and to arouse your
reader’s interest in what you have to say. One effective way of
introducing a topic is to place it in context – to supply a kind of
backdrop that will put it in perspective. You should discuss the area
into which your topic fits, and then gradually lead into your specific
field of discussion (re: your thesis statement).

II. Your Arguments

A. Assert point #1 of your claims
1. Give your educated and informed opinion
2. Provide support/proof using more than one source (preferably
three)
B. Assert point #2 of your claims
1. Give your educated and informed opinion
2. Provide support/proof using more than one source (preferably
three)
C. Assert point #3 of your claims
1. Give your educated and informed opinion
2. Provide support/proof using more than one source (preferably
three)
You may have more than 1 overall points to your argument. Each
argument should be supported with properly - cited sources.

III. Counter Argument

A. Summarize the counterclaims
LEARNER’S ACTIVITY SHEETS (LAS)
B. Provide supporting information for counterclaims
C. Refute the counterclaims
D. Give evidence for argument
You can generate counterarguments by asking yourself what
someone who disagrees with you might say about each of the
points you've made or about your position as a whole. Once you
have thought up some counterarguments, consider how you will
respond to them--will you concede that your opponent has a
point but explain why your audience should nonetheless accept
your argument? Will you reject the counterargument and explain
why it is mistaken? Either way, you will want to leave your reader
with a sense that your argument is stronger than opposing
arguments.
Be sure that your reply is consistent with your original argument. If
considering a counterargument changes your position, you will
need to go back and revise your original argument accordingly.

IV. Conclusion
A. Restate your argument
B. Provide a plan of action but do not introduce new information

SAMPLE:
A Position Paper on the Death Penalty in the Philippines
By:Almer S. Cuerda

Introduction
Death penalty is a kind of capital punishment which refers to the
sentence of death over a person who has been decided by the
government as guilty of committing capital crimes or offences.
Death penalty in the Philippines is stated on the Republic Act No.
7659 which is an act to impose the death penalty for certain
heinous crimes, amending for that purpose the revised penal laws,
as amended, other special penal laws, and for other purposes.

The death penalty can be traced back during the Pre-Spanish time
where Filipinos although infrequent, is already practicing it. The
Spanish also imposed it on locals who rebelled against them and it
was retained during the American period. The Martial Law in 1965-
1986, even though it was abolished during Cory Aquino’s term, it
was re-imposed when Ramos stepped into the presidency. It was
also present in Estrada and Arroyo’s term
(This paper present the pro and con of death penalty in the Philippines,
even though the death penalty is important to minimize the persons who
have got a very hard crimes, but death
penalty violates the person to live.)

Counter Arguments
LEARNER’S ACTIVITY SHEETS (LAS)
The overwhelming conclusion from years of deterrence studies is
that the death penalty is, at best, no more of a deterrent than a
sentence of life in prison. In fact, some criminologists
maintain that the death penalty has the opposite effect; that is
society is brutalized by the use of the death penalty, and this
increases the likelihood of more murder.
Society has always used punishment is discourage would be
criminals from unlawful action. Since society has the highest interest
in preventing murder, it should use the strongest punishment
available to deter murder, and that is the death penalty. If
murderers are sentence to death and executed, potential
murderers will think twice before killing for fear of losing their own
life.
Retribution is another word for revenge. Although our first instinct
may be to inflict immediate pain on someone who wrongs us, the
standards of a mature society demand a more measured response.
The emotional impulse for revenge is not a sufficient justification for
invoking a system of capital punishment. Our laws and criminal
justice system should lead us to higher principles that demonstrate a
complete respect for life, even the life of a murderer. Encouraging
our basest motives for revenge, which ends in another killing,
extends the chain of violence. The notion of an eye for an eye, or a
life, is a simplistic one which our society has never endorsed.
When someone takes a life, the balance of justice is disturbed. Unless
that balance is restored, society succumbs to a rule of violence. Only
the taking of the murderer’s life restores the balance and allows society
to show convincingly that murder is an intolerable crime which will be
punishment in kind. Retribution has its basis in religious values, which
have historically maintained that it is proper to take an ‘’eye for an
eye’’ and a life. Offenders deserve the worst punishment under our
system of law, and that is the death penalty.
There is no proof that any innocent person has actually been
executed since increased safeguards and appeals were added to
our death penalty system in the 1970s. Even if such executions have
occurred, they are very rare. Imprisoning innocent people is also
wrong, but we cannot empty the prisons because of that minimal
risk. If improvements are needed in the system of representation, or
in the use of scientific evidence such as DNA testing, then those
reforms should be instituted. However, the need for reform is not a
reason to abolish the death penalty. Besides, many of the claims of
innocence by those who have been released from death row are
actually, based on legal technicalities.
The death penalty alone imposes an irrevocable sentence. Once
an inmate is executed, nothing can be done to make amends if a
mistake has been made. There is considerable evidence
that many mistakes have been made in sentencing people to death.
Since 1973, at least 121 people have been released from death row
LEARNER’S ACTIVITY SHEETS (LAS)
after evidence of their innocence emerged. For every eight people
executed, we have found one person on death row who never
should have been convicted.
These statistics represent an in tolerate risk of executing the
innocent. Our capital punishment system is unreliable: two thirds of
all capital trials contained serious errors.
My Argument

Death penalty shows justice. There will be justice when we punish

the guilty. It shows quality, on T.V I have seen people being
interviewed because one or some of their relatives died. There are
crying for help and wanting justice for the death of their loved ones.
I know for sure that justice can only be the solution for them to be
relieved. A serious crime must have serious penalty and that is
death. Justice can dignify a person.

According to Bedau H (1982), Most people have a natural fear of

death-it is a trait man must think about what will happen before we
act, if we do not think it consciously, we will think about it
unconsciously. Think, if every murdered who killed someone died
instantly, the homicide rate would be very low because no one like
to die. We cannot do this, but if the justice system can make it
more swift and severe, we could change the laws to make capital
punishment faster and make an appeal a shorter process. The
death penalty is important because it could save the lives of
thousands of potential victims who are at stake.

Conclusion

Death penalty is one of the debatable in the criminal justice

system. Today, there are many pros and cons to this death penalty
issues. However, if people weight the argument properly, and have
empathy for the victims, they will be more inclined to favor capital
punishment. As a matter of fact, most people in the Philippines
today are in favor of it. But we need more states to enforce the
death penalty.

LEARNING TASK 3:

LET’S TRY
“IT’S APPEAL, MY DEAR”

Directions: Imagine this scenario. The Department of Education is

considering instituting a longer school day. You are against the idea
because you think that quality rather than quantity is important
when it comes to time spent learning. Everyone seems to be talking
about the issue, so you listen to and participate in many arguments.
LEARNER’S ACTIVITY SHEETS (LAS)
You notice that different people use different kinds of appeals:
ethical, emotional, and logical. Often, all three appeals are present
in one argument. Your task in the exercise that follows is to identify
the main appeal being used in each situation. Write check (/) in the
box that corresponds with your answer.

ETHICAL LOGICAL EMOTIONAL

1.At a
schoolboard
meeting, one
of the
members
argues
against the
change to a
longer school
day. She cites
facts about
the number of
students
involved in
after school
activities and
estimates how
many hours of
work it would
require to
adjust
schedules

2. A friend of
yours tells her
story: She
works hard to
keep up her
grades and
also puts in
long hours at
home taking
care of her
younger
siblings. She
says her
opinion on
the longer
school day is
important
LEARNER’S ACTIVITY SHEETS (LAS)
because she
is a hard-
working
individual
who knows it
would mean
trouble for
many
students like
her.

3.Your social
studies
teacher gets
into the fray.
He cites case
studies about
schools that
have tried a
longer day
without
seeing a rise
in test scores.
He is against
the extension

4.You have
dinner with a
friend whose
parent is a
teacher. The
parent is in
favor of the
longer day
and says you
should agree
with her. Her
experience
teaching,
administering,
and
counseling at
schools all
over the
country
means that
she really
LEARNER’S ACTIVITY SHEETS (LAS)
knows her
stuff on this
issue

5.As a
member of
the
newspaper
staff, you are
charged with
researching
information
that will help
students
decide
whether a
longer school
day will be
helpful to
them. You
give them
examples of
the research
you have
conducted as
you have
reached your
conclusion.

“WHAT’S YOUR STAND?”

Directions: State whether you agree or disagree with the given

statements and find evidence to support your claim. Write your
answer on a separate sheet of paper.

Face to face classes should resume by January 2021.

Stand on the issue:

_________________________________________________________
__________________________________________________________

___________________________________________________________

__________________________________________________________.
 LEARNER’S ACTIVITY SHEETS (LAS)
Evidence/s:

___________________________________________________________

____________________________________________________________

____________________________________________________________

_________________________________________________________.

ENGAGEMENT LEARNING TASK 4:

Pakikipagpalihan
LET’S REMEMBER
Let us sum up the lesson that you have learned by completing the
table below:

WHAT I KNOW WHAT I LEARNED HOW WILL I APPLY

MY LEARNINGS?

ASSIMILATION 40 LEARNING TASK 5:

Paglalapat minutes
LET’S PRACTICE
Now that you know the key concepts in gathering manifestoes and
analyzing the arguments used by the writers, let us practice more
by answering these activities:

“LOCKDOWN DEBATE”
Directions: Organize a mini debate among your family members or
friends at home. Invite at least 2 participants for this activity. Ask the
participants to present and defend their stand on the issue by
providing reasonable arguments. You will serve then as moderator.
As moderator, observe how each participant defends their stand on
the given topic. Take note the appeals used, and the evidence
presented. Use the table below in taking those important information
LEARNER’S ACTIVITY SHEETS (LAS)
Name of Stand on Appeals Statement Evidence
Participants the Issue Used of Presented
(State (Write the Appeal (Write down
whether Appeal (Write the all the
they used by statement evidence
are in favor The of appeal that
or Participant that the the
not with the In participant participant
issue.) Defending used.) mentioned
his stand. Is to support
it logical? and
Emotional? defend his
Or, stand.)
ethical?)

TOPIC: The implementation of General Community Quarantine in

the province of Batangas is effective and helpful in controlling
the transmission of Covid-19 virus to its residents.

Processing Question:
Who among the participants convinces you to take his/her side?
Why?

LEARNING TASK 6:

LET’S DO MORE
“KEY LIST”
Direction: Complete the sentences below by supplying the
correct word from the key list inside the box. Write your answer on
a separate sheet of paper.

1. This appeals to the reader’s head. It uses information that

can be quantified, based on facts and studies to
persuade the reader.
2. In organizing your defense statement, you should start by
presenting both the topic and the thesis statement. What
part of the presentation is this?
3. This means that the writer perceives his reader as being
trustworthy as he presents ideas.
4. This is a statement or set of statements that you use to
convince people that your view about something is correct.
5. This is part which the writer summarizes the main points
made in the paper and explains the importance of the
topic.

logical introduction ethical

Argument conclusion
References

Books

DepEd Learner’s Materials in English for Academic and Professional Purposes

DepEd Teaching Guide in English for Academic and Professional Purposes

DepEd Curriculum Guide in English for Academic and Professional Purposes

Otero, Rowel Ll. (2016), English for Academic and Professional Purposes Worktext Writing Center

Online sources

https://content.bridgepointeducation.com/curriculum/file/ec1a76e3-
4965-4f8d-a845-06501f4317b3/1/Argumentative%20Paper%20Sample.pdf

https://quizizz.com/admin/quiz/5ce43ed0f4e808001a2bc4d7/arguments-and claims

https://texasgateway.org/resource/revising-persuasive-essay-appropriate appeals-eg-descriptions-
anecdotes-case-studies

https://writing.colostate.edu/guides/page.cfm?pageid=1123&guideid=54