B - Modules

English
Quarter 2 - Module 1
Defining a Term
Department of Education ● Republic of the Philippines

English- Grade 10
Alternative Delivery Mode
Quarter 2 - Module 1: Defining a Term
First Edition, 2020
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Published by the Department of Education – Division of Bukidnon

Development Team of the Module
Author: Jayson A. Requillo
Editor: Francis Ryan A. Salvador
Reviewer: Sarah M. Mancao, PhD
Illustrator: Hover L. Naag

Lay-Out Artist: Jayson A. Requillo
Management Team
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director
Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V
Asst. Regional Director
Randolph B. Tortola, PhD, CESO IV
Schools Division Superintendent
Shambaeh A. Usman, PhD
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD
Neil A. Improgo, EPS-LRMS
Bienvenido U. Tagolimot, Jr., EPS-ADM
Members Elbert R. Francisco, PhD, Chief ES, CID

Sarah M. Mancao, PhD, EPS in English
Rejynne Mary L. Ruiz, PhD, LRMDS Manager
Jeny B. Timbal, PDO II
Shella O. Bolasco, Division Librarian II
10
English
Defining a Term
This instructional material was collaboratively developed and reviewed

by educators from public schools. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at
bukidnon@deped.gov.ph.
We value your feedback and recommendations.
Department of Education-Division of Bukidnon ● Republic of the Philippines

What I Need to Know
In this module, you are expected to do the following:
1. Observe correct grammar in making definitions (EN10G-IIe-29)
a. Identify parts of a definition
b. Use sentence patterns in writing definitions
c. Shorten full definitions
2. Give technical and operational definitions (EN10V-IIa-13.9)

a. Distinguish technical from operational definitions
b. Write technical definitions
c. Write operational definitions
i
Parts and Patterns
Lesson of Definitions
1
What I Need to Know
In this lesson, you will learn to observe correct grammar in making
definitions. Specifically, you are expected to
a. identify parts of a definition;
b. use sentence patterns in writing definitions; and
c. demonstrate appreciation of certain virtues.
What’s New
Task 1. Find How They’re Defined
Directions: Read the selection in the box and find out how the author
defines anti-life acts.
Anti-life acts are measures that seek to terminate life wilfully and
consciously. Today, there are four generally recognized anti-life acts which bear
scrutiny: abortion, euthanasia, terrorism, and capital punishment. Abortion is
referred to as the termination of pregnancy before the fetus reaches 20 weeks of
gestation. Euthanasia connotes the act of causing death painlessly so as to end
the suffering of patients who have no chance of recovery. Meanwhile, the act of
using force, violence, or threat to demoralize, intimidate, or subjugate others is
known as terrorism. Lastly, capital punishment is defined as the death penalty
imposed on persons found guilty of major crimes against persons and properties.
How does the author define the following terms? On your activity notebook, provide
a one-sentence definition for each term.
 Anti-life acts
 Abortion
 Euthanasia
 Terrorism
 Capital punishment
What Is It
Writing Definitions
When you define a term, you actually answer the question “What is A?”
Definitions are commonly used in expository writing such as researches, scientific
and legal texts. It is also used in essays and other text types in order to make ideas
and concepts clearer.
Full definitions are composed of a term to define, the general class to which
the term belongs and a distinguishing characteristic which separates the term
1
from the other members of the same class. A definition uses one of these two
patterns.
Pattern 1:
Term = class + distinguishing characteristics
is/are which/that…
A is defined as B of v+ing/N… C
refers to by which…
denotes for…
V+en
Examples:
Freedom is the ability to do what is right.
Family is a group of people who are bound together by love.
Biology is a branch of science dealing with the study of life.
Pattern 2:
Class + distinguishing = term
characteristics
which/that is/are called

of V+ing/N is/are
B by which… C is/are known A
for… as
V+en…
Examples:
The ability to do what is right is freedom.
A group of people who are bound together by love is called family.
A branch of science dealing with the study of life is biology.
Note: An article (The, A, An) may or may not be added at the beginning of each
sentence. V on the structure refers to Verb.
What’s More
Task 2. Fill it out
Directions: Go back to the definitions of anti-life acts. Fill out the chart below with
the parts of each definition. Do this on your activity notebook.
Term Class Distinguishing Characteristic Pattern
Used
Anti-life
acts
Euthanasia
Abortion
Terrorism
Capital
punishment
2
Task 3. Definition or Not?
Directions: On your activity notebook, copy each sentence below. Write D if the
sentence is a definition and ND if it is not a definition. If you answer D (definition),
circle the term defined, box the class, and underline the distinguishing characteristic.
1. A square is a polygon that has four equal sides.
2. A microscope is needed to conduct experiments with microorganisms.
3. Scientists work with clearly defined objectives.
4. Photosynthesis is the process by which plants make their own food.
5. Understanding human genetics is important in medical sciences.
6. Her father is a well-known surgeon working in a huge hospital.
7. Abortion is illegal in the Philippines.
8. Mammals that have backbones are called vertebrates.
9. Matter is anything that occupies space and has mass.
10. Compounds are chemical substances formed by combining elements.
Task 4. Define Me
Directions: Write a full definition from each given set of terms to define, general
class, and distinguishing characteristics below. Give two sentences following the
patterns you have learned. Do this on your activity notebook.
Example: triangle – polygon- three sides
Pattern 1: A triangle is a polygon that has three sides.
Pattern 2: A polygon that has three sides is called a triangle.
1. chair – furniture – used for sitting
2. haiku – a poem – composed of seventeen syllables in three line
3. semantics – the science – deals with meaning in language
4. thermometer – an instrument – used to measure temperature
5. playwright – a person – writes plays
What I Have Learned

Task 5. Parts and Patterns
Directions: On your activity notebook, answer the following questions to
encapsulate your learning.
1. What are the three main parts of a definition?
2. What are the two patterns in writing full definitions?
What I Can Do
Task 7. A Virtue that Defines You
Directions: Love, Humility, Wisdom, Faith, or Perseverance? Choose the virtue
which you think is the most important. Using the table, provide the class to where it
belongs and a distinguishing characteristic that separates it from the rest. Then, write
a definition of the word using the two patterns. Do this on your activity notebook.
Term Class Distinguishing characteristic
Full Definition
Pattern 1:
Pattern 2:
3
Assessment
Task 8. High Definition
Directions: Read each item carefully and write of the letter of the correct answer on
your answer activity notebook.
1. Which of the following sentences is a definition?
A. The people are warned against going out despite the relaxed quarantine
measures.
B. Antibodies are primary forms of immune response to diseases caused by
viruses or bacteria.
C. Rapid tests are done to find out if a specific antibody is found in a
suspected or probable COVID-19 case.
D. As of the moment, there is still no available COVID-19 vaccine but many
countries are already working for it.
For 2 & 3
Economics is the social science concerned chiefly with description and
analysis of production, distribution, and consumption of goods and services. It
is the study of how man’s material needs are supplied, or how scarce
resources are utilized.
These needs may include goods ranging from necessities (home, food and
clothing) to luxuries (color TV, electric razor) and services (medical care,
transportation, and dry cleaning).
Economists or specialists in economics divide much of their subject into
how goods and services are produced and how they are distributed.
2. Which paragraph gives the definition of economics?

A. 1 B. 2 C. 3 D. none
3. Based on its definition, to what general class does economics belong?
A. earth science B. natural science
C. political science D. social science
For number 4-6, study this definition.

Matter is anything that occupies space and has mass.
I II III IV
4. Which part is the term defined?
A. I B. II C. III D. IV
5. Which part is the class?
6. Which part is the distinguishing characteristic?
For 7-10, form a definition out of the given phrases inside the box. Choose the best
order.
7.
1. is defined as 4. endangers persons or property
2. in a manner that 5. the operation of motor vehicle
3. aggressive driving
A. 3-1-2-4-5 B. 3-1-5-2-4
C. 5-1-3-2-4 D. 5-1-2-4-3
4
8.
1. a square 2. a polygon 3. is called
4. with 5. four sides
A. 1-2-3-4-5 B. 1-3-2-5-4
C. 2-3-1-5-4 D. 2-4-5-3-1
9.
1. carbohydrate 2. a compound 3. is
4. carbon, hydrogen, and oxygen 5. composed of
A. 1-2-3-5-4 B. 1-3-2-5-4
C. 2-1-3-5-4 D. 2-3-5-1-4
10.
1. metamorphosis 2. a physical transformation
3. undergone by various animals 4.is called
5. during development after the embryonic stage
A. 1-4-3-2-5 B. 2-3-5-4-1
C. 3-5-2-4-1 D. 5-3-2-4-1
Congratulations! You have successfully finished one lesson. Now, brace yourself for
Lesson 2.
5
Lesson The Grammar of Definitions
2
What I Need to Know
In this lesson, you will learn to observe correct grammar in making
definitions (EN10G-IIe-29). Specifically, you are expected to
a. use relative clause and participial and prepositional phrase in
defining a term;
b. shorten full definitions by transforming relative clauses into
phrases; and
c. demonstrate appreciation of certain virtues.
What’s New
Task 1. Two-in-One
Directions: Study the two definitions of one term and answer the questions that
follow. Write the letter of the correct answer on your activity notebook.
I. Anti-life acts are measures that are intended to terminate life wilfully
and consciously.
II. Anti-life acts are measures intended to terminate life wilfully and
consciously.
1. What part of the definition is the underlined words?
A. class B. distinguishing characteristics C. term
2. Which definition uses a relative clause?
A. Sentence I B. Sentence II
3. Which sentence uses a participial phrase?
4. Which one is the shortened form of the definition?
What Is It
Writing Grammatically Correct Definitions

An important skill to develop in order to make grammatically correct definitions is
the use of relation pronouns as well as participial and prepositional phrases in stating
the distinguishing characteristic of the term defined.
Study these examples:
A. Anti-life acts are measures which are intended to terminate life wilfully and
consciously.
B. Anti-life acts are measures intended to terminate life wilfully and consciously.
In the examples above, the distinguishing characteristics are underlined. In
Example A, the distinguishing characteristic is a relative clause beginning with the
word which (a relative pronoun).
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These are the relative pronouns which you can use.
 that
 which
 who
 when
 where
 wherein
 whereby
 by which
On the other hand, the distinguishing characteristic of the term defined in
Example B is a participial phrase beginning with intended (a present participle). Here
are the types of phrases which you can use.
 Present participial phrase (beginning with +ing form of the verb)
 Past participial phrase (beginning with the +ed/d/en form of the verb
 Prepositional phrase (beginning with a preposition such as for, to, etc.)
What’s More
Task 2. Combine to Define
Directions: Combine the two sentences in each item to come up with a full
definition. Change the second sentence into a clause that begins with which, who, or
that. Do this on your activity notebook.
Example:
Chemistry is a science.
Chemistry deals with the study of the composition and properties of
substances.
Combined sentence:
Chemistry is a science that deals with the study of the composition and
properties of substances.
1. A computer is an electronic system
A computer is designed to manipulate and store data.
2. A printer is a computer hardware.
A printer is used to produce printed output.
3. Internet is a global computer network.
Internet connects users with service networks such as the World Wide Web.
4. A modem is a device.
A modem connects computers via a telephone line.
5. A software is a program, routine and symbolic language.
A software is essential to the operation and maintenance of a computer.
Task 3. Just Keep It Short
Directions: Full definitions can be shortened by changing the relative clause into a
participial phrase. Shorten the full definitions below by removing the relative pronoun
(which, that, who) and by changing the verb into its -ing or –ed (-en) form or by
removing which/that/who is. Do this on your activity notebook.
Example: Pragmatics is the branch of linguistics that deals with the study of
language use rather than structure.
Shortened: Pragmatics is the branch of linguistics dealing with the study of
language use rather than structure.
1. Atmosphere is a mixture of gases that surrounds the earth.
2. Dialysis is a medical process that is used to treat patients with kidney disease.
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3. Ultrasound is a technique that uses high-frequency sound waves for medical
diagnosis.
4. An antidote is a substance that counteracts the effects of a toxin.
5. A probiotic is a substance that contains beneficial microorganisms.
What I Have Learned

Task 4. You Complete Me
Directions: To sum up what you have learned in this lesson, complete the
sentences. Do this on your activity notebook.
1. The distinguishing characteristic of a term defined usually begins with _______.
2. Distinguishing characteristics in full definitions begin with __________________.
3. Distinguishing characteristics in shortened definitions begin with
________________________________________________________________.
What I Can Do
Task 5. Either Long or Short
Directions: Go back to the definition you have formulated in Lesson 1 (What I Can
Do). Still using the two patterns in defining a term, write a shortened version if you
have written the full definition or write the full version if you have written the
shortened form.
Pattern 1:
Pattern 2:
Assessment
Directions: Choose the correct expression to complete each definition. Write the
letter of the correct answer on your activity notebook.
1. Self-respect is a quality of character ______ one’s own weaknesses and
strengths with dignity.
A. recognize B. recognized
C. which recognizes D. which is recognized
2. Strength of character is a trait ______ by a person’s will power, self-restraint, and
determination.
A. reveal B. revealed
C. which reveals D. which revealed
3. A leader refers to one _______ competence in management, rapport with his
followers and innate ability to adjust and act to varied situations.
A. exhibit B. exhibited
C. who exhibits D. who exhibited
4. Anger is a negative emotion ________ a person’s ability to think logically.
A. paralyze B. paralyzing C. paralyzes D. paralyzed
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5. Courtesy is a positive trait ________ personal interaction very pleasant.
A. that make B. that makes C. that made D. that is made
6. Success is a goal _______ by service granted.
A. that measure B. that measures C. that measured D. that is measured
7. Dialysis is a medical process ________ to treat patients with kidney disease.
A. used B. using C. that used D. that uses
8. Psychology is a science _________with human mind, mental states, and human
behaviour.
A. deal B. dealing C. deals D. dealt
9. A printer is a computer hardware ________ to produce a hard copy of an output.
A. use B. using C. that is used D. that uses
10. A probiotic is a substance ________ beneficial microorganisms.
A. contain B. contained C. that is contained D. that contains
Good job! You have successfully finished another lesson.
9
Technical vs. Operational
Lesson Definitions
3
What I Need to Know
This lesson will prepare you to give technical and operational definitions
(EN10V-IIa-13.9). Specifically, you are expected to
a. distinguish technical from operational definitions;
b. write technical definitions; and
c. show appreciation of clarity in communication.
What’s New
Task 1. Heavy Weight
Directions: Study these definitions of the term weight. Then, answer by writing on
your activity notebook the letter of the correct answer.
A. Weight refers to a measurement of gravitational force acting on an object.
B. Weight refers to the numbers appearing on a weighing scale when a thing is
placed on it.
1. Which definition provides an abstract definition of the term weight?
2. Which one gives a more concrete definition which can be easily observed and
measured?
3. Which do you think is the technical definition?
4. Which one is the operational definition?
What Is It
What is a technical definition?

A technical definition is a definition that explains what a technical terminology
or concept means to make communication in a specific field clearer. It tends to be
abstract, conceptual or theoretical. It is usually provided by experts in the field; so, if
you need to write a technical definition of a concept, you can always look for what
experts say about it.
Example:
World Bank (2013) defines financial capability as:
[…] an individual’s capability to move in one’s best financial welfare, given
socio-economic and environmental conditions. It includes the financial
literacy, skills, attitudes, and behaviors of individual consumers in relation to
the management of their resources, and selecting, and availing of financial
services that best suit their needs (WB, 2013a).
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What is an operational definition?
An operational definition is a statement describing how a specific term or
concept is measured, or how a condition or object can be recognized. It tells you
either what to observe or what to do. The word “operational” means to describe what
to do in a certain context. Operational definitions must be clear, concrete, and
precise to let a reader know exactly what to measure or observe.
Examples:
The fastest runner is the one who reaches the finish line before all the other
runners.
The financial capability of the respondents refers to their average score on a
12-item Likert-scale.
Directions: Now, try to check your understanding on the two types of definition. On
your activity notebook, write TD if the description refers to Technical Definition and
OD if it refers to Operational Definition.
1. Tells you what to do and what to observe
2. Tells you what the term theoretically means
3. Tends to be abstract, conceptual and theoretical
4. Provides concrete and clear definition
5. Usually provided by experts
6. Based in context
What’s More
Task 2. Technical or Operational?
Directions: Write TD on your activity notebook if the definition is technical and OD if
it is Operational.
1. Substances that cause the litmus paper to turn pink are acids.
2. A compound that can donate a proton or accept a pair of electrons to form a
covalent bond with a base is an acid.
3. Pulse refers to the number of beats on a person’s wrist counted in 1 minute.
4. Pulse is the regular expansion and contraction of an artery, caused by the heart
pumping blood through the body.
5. Weight refers to a measurement of gravitational force acting on an object.
6. Weight refers to the numbers that can be seen when a thing is put on a
weighing scale.
7. Working women are women engaged in full time paid employment, working at
least 40 hours or more per week.
8. Heart is a hollow muscular organ pumping blood around the body, in humans,
situated in the center of the chest with its apex directed to the left.
9. Krondl (1990) states that convenience foods are those having service added to
main ingredients to decrease the amount of time to prepare required when
cooking at home.
10. Extensive reading is program wherein a learner reads at least 10 books every
week for comprehension.
11
What I Have Learned
Task 3. The Difference
Directions: To concretize your understanding on the differences between
technical and operational definitions, complete the sentences below. Do this on your
activity notebook.
1. A technical definition tells you ___________________________. It is usually

___________________________________________. When you write technical
definitions, you can _______________________________________________.
2. An operational definition tells you ____________________________. It is usually

______________________________________________________________.
What I Can Do
Task 4. Technically Speaking
Directions: Give a technical definition of the term child abuse. You may use the
Internet or your books for the definition and be sure to include the source. Do this on
your activity notebook.
Term to define Technical Definition
Child abuse
Source:
Assessment
Directions: Write T on you activity notebook if the statement is TRUE and F if it is
FALSE.
1. A technical definition tells you what to do.
2. A technical definition gives concrete and clear descriptions.
3. A technical definition is usually given by experts in the field which can cited as
a source.
4. An operational definition is usually theoretical and conceptual.
5. An operational definition gives observable and measurable descriptions.
Directions: On your activity notebook, write TD if the definition is technical and OD if
it is operational.
6. Intelligence refers to the respondents’ average score on the Stanford-Binet
Intelligence Test.
7. Hunger denotes a distressful feeling after twenty-four hours or more without
access to food.
8. A virus is a submicroscopic parasitic particle of a nucleic acid surrounded by
protein which can only reproduce within a host cell.
9. Guilt is the participants’ score on a self-reported guilt with a scale of 1-10.
10. Staab (1990) defines a successful whole-language teacher as “an individual
who creates an exciting print environment and allows children to engage in
meaningful literacy experiences”.
12
Lesson Writing Operational Definitions
4
What I Need to Know
Developing your skill in writing operational definitions will help you achieve
clarity in written or oral communication. In this lesson, you will learn to give technical
and operational definitions (EN10V-IIa-13.9). Specifically you are expected to:
a. write operational definitions; and
b. demonstrate the importance of community involvement.
What’s New
Task 1. Clearing Up Confusions
Directions: Suppose you and your group are tasked to distribute food packs to the
needy people in your community. To make the distribution fast, you have decided to
form five smaller groups. How would you make sure all of you will not be confused
as to who will be given or not? Can you suggest an operational definition of the term
needy people?
Write it on your activity notebook.
What Is It
How to Write an Operational Definition

The main goal of an operational definition is to provide clear and easily
communicated meaning to a concept by identifying how it is measured and applied in
a particular context (Deming, 2001).
This definition emphasizes two significant points about an operational
definition:
 It provides a precise meaning to the term or concept, forming a
"common language" among people.
 It defines how a term or concept is used when applied in a specific
situation. This is based on the fact that words can differ in meanings to
different people and in different situations.
Remember that when you write an operational definition, it is very important to

consider the context or the situation involved where the term is used. For example,
different people can operationally define ‘a clean table’ depending on their
occupation.
For an office worker: A clean table refers to one that is not cluttered.
For a waiter: A clean table refers to one that has been wiped
with damp cloth and a detergent.
13
For a medical practitioner: A clean table refers to one that has been
disinfected with an antibacterial agent to avoid the
spread of contagion.
So, when you define a term operationally, you can ask yourself, “Does this
definition give concrete description of what to observe or how to do things?”
What’s More
Task 2. Define Operationally
Directions: On your activity notebook, write an operational definition for each
underlined idea. Questions are given after each situation to guide you.
1. Only the poorest of the poor received the cash assistance from the government.
Who are the poorest of the poor?
The term poorest of the poor refers to families ___________________________
2. Students who are good readers are assigned to tutor their peers.
What observable characteristics do good readers have?
Good readers are learners ___________________________________________
3. You can be protected from infectious diseases by washing your hands
thoroughly.
What does washing your hands thoroughly mean? What materials are used and
how long is the washing done?
Washing your hands thoroughly means _________________________________
4. Chronically absent learners usually have low performance in math.

When do we call a student a chronically absent learner? How many days in a
month are they absent?
The term chronically absent learners refer to those who ___________________
What is a performance in math? How is it measured?
Performance in math refers to ________________________________________
5. Students who show outstanding academic performance will be given a
scholarship.
What does an outstanding performance mean? What is the basis?
Outstanding scholastic performance means having _______________________
What I Have Learned

Task 3. Complete Me
Directions: On your activity notebook, complete the sentence:
A well-written operational definition ____________________________

____________________________________________________________
14
What I Can Do
Task 4. Defining Community Quarantines
Directions: In the light of the COVID-19 pandemic, do you think your community
should be under total lockdown, Enhanced Community Quarantine (ECQ), Modified
ECQ, General Community Quarantine (GCQ), or Modified GCQ? Justify your answer
and be sure to provide an operational definition for the classification that suits your
community. Write your answer on your activity notebook.
Assessment
Task 5. Operational or Not?
Directions: On your activity notebook, write O if the definition is operational and NO
if it is not operational.
1. A suspected COVID-19 case refers to a patient with symptoms of the disease

and has travel history or exposure to a COVID-19 positive patient.
2. Intelligence is the ability to learn or understand from experience.
3. Being friendly means voluntarily helping at least five people a day.
4. A frustration reader is one whose score in the reading comprehension test is
below 75%.
5. Punishment is a harsh or injurious treatment for an offense.
Congratulations! You have successfully finished the last lesson in this module.
15
Assessment
Directions: Read each item carefully and write the letter of the correct
answer on your activity notebook.
1. Which sentence is an operational definition of the term extensive reading?
A. According to Williams (1984), extensive reading is a rapid reading of a
relatively longer printed text.
B. Extensive reading refers to the reading program wherein a learner reads at
least ten books every week for comprehension.
C. Extensive reading denotes reading huge quantities of easily comprehensible
texts without doing any required language tasks after reading.
D. The practice of reading voluminous sets of materials for general
comprehension, to gain enjoyment from reading the text is called extensive
reading.
2. Which of the following is a technical definition?
A. The most recent survey on financial capability among the Filipinos was
conducted by the World Bank in 2015.
B. According to World Bank (2013), financial capability is the internal capacity of
an individual to act for his best financial interest, given the socio-economic
and environmental situations.
C. Respondents’ financial capability refers to their average score on a 10-item
Likert-scale survey questions involving overall satisfaction with their financial
welfare.
D. In 2009, Colmar Brunton comprehensively surveyed the financial knowledge,
financial planning, debt management, saving, and investing skills among the
participants.
3. Which word or group of words is the general class in the definition below?
Chemistry is a science that deals with the properties of matter
A B C D
4. Which of the following sentences is a definition?
A. Man’s needs include goods ranging from basic necessities to luxuries and
services.
B. Economists study how man’s material needs are supplied, or how scarce
resources are utilized.
C. Economists divide much of their subject into how goods and services are
produced and how they are distributed.
D. Economics is the social science concerned with analysis of production,
distribution, and consumption of goods and services.
5. Which of the following sentences provides a definition?
A. According to Swan (2005) grammar is a set of devices necessary to express
specific kinds of intended meaning.
B. Brown (2000) reported that studies of error feedback for correction have not
yet reached a consensus as to the most effective way for error correction.
C. Nelson (2014) observed that grammar Nazis received more negative views
compared to those who show other skills like mathematical computations.
D. In the context of language teaching and learning, Cook (2001) reported that a
classic debate remained whether grammar should be explicitly taught to the
students.
16
Choose the correct expression to complete each definition.
6. Abortion _______ the termination of pregnancy
A. defines B. defined C. is defined D. is defined as
7. Mammals _______ backbones are called vertebrates.
A. had B. has C. have D. having
8. Any act _______ painless death to end the suffering of patients who have no
chance of recovery is called euthanasia.
A. cause B. caused C. that causes D. that is caused
9. Success is a goal _______ by service granted.
A. that measure B. that measures C. that measured D. that is measured
10. Dialysis is a medical process ________ to treat patients with kidney disease.
A. used B. using C. that used D. that uses
For 11-12, form a definition out of the given phrases in the box. Just choose the best
arrangement.
11.
1. capital punishment 4. the death penalty
2. imposed on persons 5. is called
3. found guilty of major crimes against persons and property.
A. 1-5-4-3-2 B. 4-1-2-3-5
C. 1-4-5-3-2 D. 4-2-3-5-1
12.
1. any act 2. that 3. can be defined as 4. terrorism
5. uses force, violence, or threat to demoralize or intimidate
A. 1-2-3-4-5 B. 4-3-1-2-5
C. 3-2-1-5-4 D. 5-4-3-1-2
Write A if the definition is Technical and B if it is Operational.
13. Pulse is the regular expansion and contraction of an artery, caused by the heart
pumping blood through the body. _____
14. Weight refers to the numbers appearing when an object is put on a weighing
scale. _____
15. Working women are women engaged in full time paid employment, working at
least 40 hours or more per week. _____
Great job! Congratulations for completing this module!
17
Key to Answers
Lesson 1
What’s New
What’s More, Task 2
Task 3
Sample answers only, Task 4
18
What I Have Learned, Task 5
Assessment
Lesson 2
What’s New
What’s More, Task 2 (Answers may slightly vary.)
Task 3
What I Have Learned
Assessment
Lesson 3
What’s New
What Is It
19
What’s More
What I Have Learned
Assessment
Lesson 4
What’s More (Sample answers only)
Assessment
Assessment (Post-test)
20
References
Almonte, Liza et al. Celebrating Diversity through World Literature: English G10
Learner’s Material. Pasay City: Department of Education, 2016.
Deming, W.E. Out of the Crisis. Massachusetts: MIT Press, 2001.
Ladera, Helen et al. New Horizons in English III. Quezon City: Rex Book Store, Inc.,
1999.
Tayao, Ma. Lourdes, et al. Meeting My Needs for English. Manila: Rex Book Store,
Inc., 2000.
Ugwuja, Chiamaka. “How to Write Operational Definition of Terms?” Editage

Insights, April 2, 2019. https://www.editage.com/insights/how-to-write-
operational-definition-of-terms.
For inquiries and feedback, please write or call:
Department of Education –Learning Resources Management and

Development Center(LRMDC)
DepEd Division of Bukidnon

Sumpong, Malaybalay City, Bukidnon
Telefax: ((08822)855-0048
E-mail Address: bukidnon@deped.gov.ph
21
22
English- Grade 10
Quarter 2 - Module 2: Features and Parts of an Argumentative Essay
First Edition, 2020
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10
English
Features and Parts of an Argumentative Essay
This instructional material was collaboratively developed and reviewed

by educators from public and private schools. We encourage teachers and
other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at
bukidnon@deped.gov.ph.
We value your feedback and recommendations.
Department of Education-Division of Bukidnon ● Republic of the Philippines

What I Need to Know
1. Identify the parts and features of an argumentative essay (EN10WC-IIa-13.1)
a. Identify how introduction, body and conclusion are structured in an
argumentative essay
b. Determine the claim of the argumentative essay
c. Determine the reasons and evidences that support the author’s claim
2. Formulate claims of fact, value, and policy (EN10WC-IIb-13.2)

a. Determine how claim is formulated
b. Write a claim of fact, value and policy from a given set of details
c. Provide reasons and evidences to support a claim
1
Lesson Features of an Argumentative Essay
1
What I Need to Know
In this lesson, you will learn to identify the features an
argumentative essay. Specifically, you are expected to
a. distinguish author’s claim and
b. identify details that support the author’s claim in an argumentative
essay.
What’s New
Read the sample argumentative essay below and find out what it tries
to convince the reader about libraries.
As online learning becomes more common and more resources are converted
to digital forms, some people have suggested that public libraries should be shut
down and, in their place, everyone should be given an iPad with an e-reader
subscription.
Proponents of this idea state that it will save local cities and towns money
because libraries are expensive to maintain. They also believe it will encourage more
people to read because they won’t have to travel to a library to get a book; they can
simply click on what they want to read and access the material wherever they may
be. They could also access more materials because libraries won’t have to buy hard
copies of books; they can simply download as many digital copies as they need.
However, it would be a serious mistake to replace libraries with tablets. First,
digital books and resources are associated with less learning and more problems
than printed resources. A study done on tablet versus book reading found that
people read 20-30% slower on tablets, retain less information, and understand only
10% less of what they read compared to people who read the same information in
print. Additionally, staring too long at a screen has been shown to cause numerous
health problems, including blurred vision, dizziness, dry eyes and headaches among
others at much higher instances than reading print does. People who use tablets and
mobile devices excessively also have a higher incidence of more serious health
issues such as fatigue, shoulder and back pain, carpal tunnel syndrome, and muscle
strain. I know that whenever I read from my e-reader for too long, my eyes begin to
feel tired and my neck hurts. We should not add to these problems by giving people,
especially young people, more reasons to look at screens.
Second, it is incredibly narrow-minded to assume that the only service
libraries offer is book lending. Libraries have a multitude of benefits, and quite a
number are only available if the library has a physical location. Some of these
include acting as a quiet study space, giving people a way to converse with their
neighbors, holding classes on a variety of topics, providing jobs and keeping the
community connected. One neighborhood found that, after a local library instituted
events such as play times for toddlers and parents, job fairs for teenagers, and
meeting spaces for senior citizens, over a third of residents reported feeling more
connected to their community. Similarly, a Pew survey conducted in 2015 found that
nearly two-thirds of American adults feel that closing their local library would have a
2
major impact on their community. People see libraries as a way to get in touch with
others and get their questions answered.
While replacing libraries with tablets may seem like a simple solution, it would
encourage people to spend even more time looking at digital screens, despite the
myriad issues surrounding them. It would also end access to many benefits of
libraries that people have come to rely on. In many areas, libraries are such an
important part of the community network that they could never be replaced by a
simple object.
-Excerpt from Sarikas’ 3 Strong Argumentative Essay Examples, Analyzed
On your activity notebook, write the letter of the correct answer.

1. What is the main idea (thesis) of the essay?
A. The use of digital books and resources should not be allowed because they
are harmful.
B. All public physical libraries should be closed because it is not practical to
operate them.
C. It is a serious mistake to replace public physical libraries with electronic
gadgets like tablets.
D. Public libraries offer valuable and irreplaceable services to the local
communities.
2. How does the essay begin?
A. By presenting the thesis statement
B. By presenting the overview of the opposing arguments
C. By elaborating the benefits of public physical libraries
D. By explaining the disadvantages of using online resources
3. In which paragraph is the thesis statement found?
A. Paragraph 1 B. Paragraph 2 C. Paragraph 3 D. Paragraph 4
4. Which two reasons are cited to support the main idea of the essay?
I. Some people have suggested that public libraries should be shut down.
II. The closure of public libraries will save local cities and towns money
because libraries are expensive to maintain.
III. Digital books and resources are associated with less learning and more
problems than print resources.
IV. Libraries have a multitude of benefits, and many are only available if
the library has a physical location.
A. I & II B. I & III C. II & IV D. III & IV
What Is It
What is an Argumentative Essay?

You have just read an argumentative essay. An argumentative essay is a
persuasive form of writing. It aims to change the mind of the reader by convincing
the reader to agree with the writer’s point of view.
Features of an Argumentative Essay
An argumentative essay attempts to be highly persuasive and logical. It
usually assumes that the reader disagrees with the writer. An effective
argumentative essay has the following features:
2
1. It clearly states a claim or position on an issue.
2. It provides reasons including facts and opinions and supports these reasons
with evidences to prove its point.
3. It also presents opposing views (counterarguments) and explains their
weakness.
Take note of the following terms related to argumentative essay.
A claim refers to the author's position on an issue or problem. This is usually the
thesis statement or main idea of an argumentative essay.
Support is any material that is used to prove a claim. This usually consists of
reasons and evidence.
Reasons are statements made to justify an action, decision, or belief.
Evidence is the specific references, quotations, examples, and opinions that
support a claim. It may include statistics, personal experience, or opinions of experts.
Counterargument is an argument made to oppose another argument. A good
argument anticipates opposing claims and provides counterarguments to disprove or
answer them.
What’s More
A. Go back to the essay. Identify the main idea (thesis statement), the
reasons and the supporting details presented in the essay. Do this on
Counterargument/Opposing idea (What do other people think about the
issue?)
Author’s Claim/Thesis statement/Main idea (What does the essay try to

convince you?)
Reason Supporting Details/Evidence

Reason 1:
Reason 2:
B. What types of evidence are presented in explaining the reasons? On your activity
notebook, mark check (/) those that are found in the essay and mark (x) those that
are not.
________ Statistics ________ Direct quotations from experts
________ Scientific studies ________ Examples
________ Personal experience
What I Have Learned

What are the features of an argumentative essay?
Answer this question briefly on your activity notebook.
An argumentative essay ____________________________________

___________________________________________________________________
__________________________________________________________________
3
What I Can Do
You are to convince your friend to stop smoking cigarettes. You need to
clearly present your claim or position and support it with reasons and evidences. On
your activity notebook, write them down using the outline below.
You claim or position:
Reason 1:
Reason 2:
Assessment
1. What is the purpose of an argumentative essay?

A. To convince the reader B. To entertain people
C. To narrate an event D. To teach a lesson
2. Which is NOT a feature of an argumentative essay?
A. It states the claim or position of the author.
B. It narrates an event in a chronological order.
C. It provides reasons and supporting evidence.
D. It presents opposing views and explains its weakness.
3. Statistics, expert opinion, quotation and personal experience can be used in
an argumentative essay as ________.
A. author's claim B. main idea
C. supporting evidences D. topic sentence
4. To be more convincing, the main idea of the essay should be supported by
_______.
A. clear statement of opposing views
B. detailed discussion of current events
C. logical reasons and evidences
D. narration of a personal experience
5. Which is NOT necessary in an argumentative essay?
A. claim
B. evidences
C. narration
D. reasons
6. What is a counterargument?
A. A contradictory opinion
B. A supporting opinion
C. The weakness of the author’s claim
D. Details supporting the author’s claim
Congratulations! You have just successfully finished this lesson.
4
Lesson Parts of an Argumentative Essay
2
What I Need to Know
In this lesson, you will learn to identify the parts and features of an
argumentative essays. Specifically, you are expected to
a. identify how introduction, body, and conclusion are structured and
b. distinguish author’s position and supporting details in an
argumentative essay.
What’s New
Suppose you are taking a jeepney or a bus ride with an aggressive
driver. You are so afraid an accident will happen. What will you do? What will you tell
the driver?
Read the argumentative essay below and find out why “Aggressive Driving
Should Be Avoided”?
Aggressive Driving Should be Avoided

By Louis Mizell
Aggressive driving is a phenomenon, which has only recently got the public
worried. The National Highway Traffic Safety Council (NHTSC) defines aggressive
driving as the “operation of a motor vehicle in a manner that endangers or is likely to
endanger persons or property.” Actions such as running red lights, improper passing,
overtaking on the left, improper lane change, failing to yield, improper turns, running
stop signs, tail gaiting, careless driving, and speeding are examples of aggressive
driving. Such actions are dangerous to other road users. Aggressive driving should
be avoided because it causes crashes, injuries and fatalities.
The first reason why aggressive driving should be avoided is it causes
crashes. According to NHTSC between 78 percent (excessive speed) and 100
percent (improper passing) of the cases of aggressive driving resulted in traffic
crashes and 96 percent of the drivers cited for “following too closely” or tail gaiting
caused crashes as a result of their aggressive driving. Moreover, “running red light,”
“improper passing,” and “overtaking on the left” topped other categories of
aggressive driving in contributing to traffic crashes.
Another reason why aggressive driving should be avoided is it causes injuries.
NHSTC states that the percentages of the injuries caused by aggressive driving are,
in almost all categories of aggressive driving, above 100 percent.
Aggressive driving also causes fatalities. “Overtaking on the left” appears to
be the most important contributing factor in traffic fatalities as it relates to aggressive
driving. “Improper lane change,” “running stop sign,” and running red light” rank
second through four in terms of their contribution to traffic fatalities.
The above evidence shows that aggressive driving causes crash injuries and
fatalities. Hence, aggressive driving should be avoided. Since the opening on the
North-South Highway, the number of kilometers of roads in the country has
increased by one percent while the number of vehicle miles driven has increased by
35 percent. More cars and more drivers are also on the road leading to more
aggressive drivers.
5
From the argumentative essay “Aggressive Driving Should Be Avoided”,
identify its parts by rewriting the essential statements (topic sentence or main idea of
each paragraph) in. Do this on your activity notebook.
Title: _________________________________________________
Introduction (Paragraph 1):
Body (Paragraph 2,3, & 4):
Paragraph 2: ____________________________________________
Paragraph 3: ____________________________________________
Paragraph 4: ____________________________________________
Conclusion (Paragraph 5):
What Is It
Parts of an Argumentative Essay
An argumentative essay, like any other essays, has three parts: body,
introduction, and conclusion.
1. Introduction. The first part is the introductory paragraph. It presents the
problem and gives the background information needed for the argument and
the thesis statement or the main idea of the essay.
2. Body. The body of the argumentative essay contains the reasons. Each
paragraph talks about one reason which includes facts or opinions. The
reason is included in the topic sentence and is supported by details or
materials. These supporting materials can be examples, statistics, personal
experiences, quotations, etc.
3. Conclusion. The conclusion restates the main claim and gives one or two
general statements that exactly summarize the arguments and support the
main premise.
What’s More
A. Reason Out
The essay presented the three reason why aggressive driving should be
avoided. On your activity notebook, complete the table with those reasons
and their explanations.
Reason Explanation/Supporting Evidence

1.
2.
3.
6
What I Have Learned
Complete the table with the necessary details to be written each part of
an argumentative essay. Do this on your activity notebook.
Parts What to write
Introduction
Body
Conclusion
What I Can Do
On your activity notebook, make an outline of an argumentative essay.
You can use the issue on cigarette smoking that you explored in Lesson 1 (What I
Can Do) as your topic. You are also free to choose any other topic.
Topic:
Parts Important Ideas
Introduction
Body
Conclusion
Assessment
Read the essay below and answer the questions that follow.
(1) According to veterinarian and animal-rights advocate Dr. Michael W. Fox, more
than 100 million animals are used each year in laboratory tests. These animals are
used to study such things as the causes and effects of illnesses to test drugs. This
unnecessary and cruel animal testing must be stopped.
(2) The most important reason to stop this testing is that it’s wrong to make living
creatures suffer. Even though they can’t talk or use tools as people do, animals have
feelings. Zoologist Ann Speirs says that animals may suffer even more than people
do, because they can’t understand what’s happening to them.
(3) People who favor animal research argue that the medical advances gained
justify animal experimentation. They also say that the suffering experienced by the
animals is minor. People like that are dumber than any guinea pig or rat.
(4) Another important reason to stop this testing is that everybody knows it isn’t
reliable. Many drugs that help animals are harmful to people. One example is the
drug thalidomide. After it was tested in animals in the 1950s and early 1960s, it was
given to pregnant women. More than 10,000 of these women gave birth to
handicapped babies. The process works the other way, too. Many drugs that help
people kill animals. Two common examples are penicillin and aspirin.
7
(5) Animal testing also affects the environment. The Animal Protection Service says
that a quarter million chimpanzees, monkeys, and baboons are taken from their
natural homes and used in laboratory experiments every year. Those animals will
never be able to reproduce, and whole species may become extinct.
(6) A final reason for not using animals in experiments is that there are other
research methods available. Two examples are using bits of animal tissue and cells
and using computer models.
(7) In conclusion, animal testing has to stop because it just can’t go.
Source: McDougl Littell Literature
Write the letter of the correct answer on your activity notebook.
1. What is the claim or the author's position of the essay?

A. Animals are used in laboratories.
B. Animal testing should be stopped.
C. Veterinarians are against using animals in laboratories.
D. Veterinarians say animals are useful in laboratories.
2. In which paragraphs is the claim or the author’s position in the essay found?
A. Paragraphs 1 & 2 B. Paragraphs 1 & 4
C. Paragraphs 1 & 5 D. Paragraphs 1 & 7
3. What is presented in paragraph 5?

A. An argument that animals should be used in testing
B. Claim that animals should not be used in laboratories
C. Reason and evidence that animals should not be used in testing
D. The author's claim, reason and evidence about animal testing
4. What is the purpose of paragraph 3?

A. present the claim or the author’s position
B. present the counterargument and attack it
C. present evidence of the usefulness of animal testing
D. present the a reason why animals testing is bad
5. How many reasons why animals should not be used in experiments are
presented in the essay?
A. 2 B. 4 C. 6 D. 8
6. What type of evidence is used in this sentence?

Zoologist Ann Speirs says that animals may suffer even more than
people do, because they can’t understand what’s happening to them.
A. example B. expert opinion
C. personal experience D. statistics
Another well-done job! Congratulations! You’re now ready for the next lesson.
8
Lesson Formulating a Claim
3
What I Need to Know
In this lesson, you will learn to formulate claims of fact, value, and policy
(EN10WC-IIb-13.2). Specifically, you are expected to
a. determine how claim is formulated; and
b. write a claim of fact, value and policy from a given set of details.
What’s New
Arguments and opinions are everywhere. It is common to see friends

sharing their views on controversial issues. Politicians convince voters to vote
for them and they explain why they deserve their votes. Advertisements have
certain claims that a certain product can solve your problems. You, too, for
sure have already tried expressing what you think on certain issues.
Try to write your own opinion on the issues or questions below.
1. What should students do to
obtain quality education at this
time of COVID-19 pandemic?
2. Is wearing face mask

necessary for all people? Why
or why not?
3. Is it a crime to post on social

media a threat to the life of the
president?
What Is It
What is a claim?
You make a claim if you answered the three questions above. A claim or the
writer’s or speaker’s position on an issue is an important element of an argument.
A claim is your opinion on a controversial issue. Remember your opinion
cannot be wrong and the only way you can mess up is to poorly support your
opinion.
The topics above are asking three specific types of questions: questions of
fact, value, and policy which require you to make claims of fact, value, and policy.
9
Question of Fact
This type of question asks you to make a claim of fact. It asks you about the
truthfulness or falsehood of something.
Example:
Is it a crime or not to post on social media a threat to the life of the president?
The answer is either “Yes” or “No” and your claim becomes convincing if you
provide a logical reason and evidence.
Question of Value
This question asks you to make a claim of value or to talk about the relative
merit (goodness or badness) of something. Here you are usually asked to choose
between things, ideas, beliefs or actions, and explain why you do so.
Example:
Is wearing face mask necessary for all people? Why or why not?
Questions of Policy
This question asks you to explain what should be done on a certain issue.
Take note of the key word which is usually “should” or any equivalent.
The question asks the writer to make a plan of action or a claim of policy to
solve some sort of problem. The answer is a breakdown of the plan and a
justification that it fixes the problem.
Example:
What should students do to obtain quality education at this time of COVID-19
pandemic? (Plan and justify.)
Now, you are ready to do more activities.
What’s More
A. Tell whether the sentence is a claim of fact, claim of value, or claim of policy.
1. Wearing a face mask is part of the new normal.
2. The government should provide assistance to those who lost their jobs.
3. Face-to-face classroom instruction is more beneficial than distance learning.
4. Internet connectivity is necessary to continue working even when you stay at

home.
5. Frequent hand washing prevents the spread of viruses.
B. Write a claim for the given supporting details below. The first one is done for you.
1. A review of 46 studies of motorcycle helmets and helmet laws reported that
every study comparing helmeted and non-helmeted crash victims found that
helmeted riders had lower fatality rates, ranging from 28 percent to 7 percent
lower.
Claim: Wearing helmet is a must for motorcycle riders.
2. If you do not smoke, or if you quit smoking, you greatly reduce your risk for
diseases and early death. You also protect the health of others by preventing
exposure to second hand smoke.
Claim: ______________________________________________
10
3. “They say that death penalty is inhuman. But what is so human about killing
an 18-year-old child or raping her? Drugs have reduced human killing into
bestial state.” (President Duterte)
Claim: ______________________________________________
4. Eating iron-rich rice prevents anemia and protects the body from infections.
The new rice mix seeks to lessen if not totally eliminate malnutrition in the
country, particularly iron-deficiency anemia, through the introduction of iron
fortificant to rice.
Claim: ______________________________________________
5. With access to internet, unlimited information is just right at the tip of one’s
finger to keep abreast with what’s happening in and around the world. This
means better training for our student writers and more chances of winning
competitions.
Claim: ______________________________________________
What I Have Learned

Complete the sentences on your activity notebook.
A claim refers to _____________________________________________________.

The three types of claim are ____________________________________________
___________________________________________________________________
What I Can Do
Go back to the topic you explored and outlined in Lesson 2 (What I Can Do).
Formulate claims of fact, value, or policy. Write your answer on your activity
notebook.
Topic
Claim of Fact
Claim of Value
Claim of Policy
Assessment
Read each item carefully and write the letter of the correct answer on
1. Which is a question of fact?
A. Are Filipinos saddened by the closure of the TV network?
B. Does ABS-CBN help improve the life of the Filipinos?
C. What are the possible effects of the ABS-CBN shutdown?
D. Which is more beneficial – to watch TV or play outside?
11
2. Which is a claim of policy?
A. Covid-19 pandemic has a tremendous negative effect on world economy.
B. Governments need to provide financial assistance to families during a
lockdown.
C. Staying at home is beneficial to prevent the spread of the deadly corona
virus disease.
D. The origin of COVID-19 still remains uncertain but the WHO says it’s most
probably from animals.
3. If you want to convince others with your claim, what should you do?
A. Make your claim longer and more detailed.
B. Support it with reasons and evidences.
C. Tell people you are serious with your claim.
D. Write using effective literary and sound devices.
For Items 4-7, read the paragraph in the box.

Male adolescents should be given extra attention by adults because
during adolescence boys are more likely to suffer from mental health
problems than girls. Most of the deadliest and longest lasting mental
problems experienced by children are experienced by adolescent males.
For example, there are six male adolescent schizophrenics for every one
female. Adolescent autistic males outnumber females two to one.
4. What is the claim in the paragraph above?
A. Male adolescents are better than females in terms of mental health.
B. Male adolescents need help from adults in handling mental health
problems.
C. Both males and females have mental health issues that need attention.
D. Both males and females have good mental dispositions during
adolescence.
5. What type of claim is made in the paragraph?
A. claim of expertise B. claim of fact
C. claim of policy D. claim of value
6. What reason is provided to support the claim?
A. Boys are more prone to mental health problems.
B. Girls are more likely to experience mental health problems.
C. Both boys and girls can suffer from mental health problems.
D. There are ways to help adolescents develop good mental health.
7. What type of evidence is presented to support the claim?
A. expert opinion B. personal experience
C. quotation D. statistics
12
Lesson Supporting Claims with Evidences
4
What I Need to Know
In this lesson, you will learn to formulate claims of fact, value, and policy
(EN10WC-IIb-13.2). Specifically, you are expected to
a. write a claim of fact, value or policy from a given set of details; and
b. provide reasons and evidences to support a claim.
What’s New
Suppose you want to ease quarantine measures in your community. How
would you do it? How would you make it convincing? Write your answer on your
activity notebook.
What Is It
How to formulate a claim of fact, value, or policy
A claim is usually supported by reasons and evidences as illustrated below.
You can write a paragraph by formulating a clear and logical claim

supported by a reason and evidence. Likewise, you can develop an essay by
formulating a single claim which is supported by one or more reasons with
corresponding evidences. The convincing power of your claim depends on the
quality of your reasons and evidences which can be facts or opinions or a
combination of both based on statistics, experience, examples, quotations,
expert opinion etc.
Study this example.
Topic: The danger of COVID-19

Question of Fact: Is COVID-19 dangerous?
Claim of Fact: COVID-19 is dangerous.
Reason: It is highly infectious and fatal.
Evidence: According to the WHO, a carrier of the virus can infect 3
to 4 people; the virus has infected almost 3 million and
killed over 300,000 worldwide.
From the outline above, a three-star paragraph can be written like the one in
the box below.
Claim of Fact Reason
COVID-19 is dangerous because it is highly infectious and

fatal. The World Health Organization reports that a carrier of the
virus can infect at least three to four persons and the infection
increases exponentially. Recently, the number of infected people
around the world has reached more than three million in only five Evidence
months. Statistics also show that more than 10% of the infected
people can die of the disease. It has already killed over 300,000
people with the most number of cases and deaths in the United
States despite the country’s state-of-the-art medical facilities and
health care system.
What’s More
Complete the outline and write a short paragraph. Do this on your activity notebook.
A. Topic: Universal wearing of face mask
Question of Policy: Should all people be required to wear face mask
when they go outside their homes? Why?
Claim of Policy: All people should be required to wear face mask
when they go outside their homes.
Reason: Universal wearing of face mask prevents the
spread of COVID-19.
Evidence:
________________________________________________________
________________________________________________________
Paragraph:
B. Topic: Handwashing
Question of Value: Why is frequent hand washing important?
Claim of Value: Frequent handwashing is important.
Reason:
_____________________________________________________________
_____________________________________________________________
Evidence:
_____________________________________________________________
_____________________________________________________________
Paragraph:
What I Have Learned

Complete the sentence.
For a claim to be convincing, it must ___________________________
__________________________________________________________________.
What I Can Do
Go back to the claims you have formulate in Lesson 3 (What I Can Do).
Choose the claim which you think is the most appropriate for the issue. Then,
provide reasons and evidences to support your claim. Don’t forget that you need to
do research to gather evidence. Do this on your activity notebook.
Topic: _________________________________________________
You claim or position:
Reason:
Evidence:
Assessment
1. What claim can be formulated out of the given supporting details below?
Stress and anxiety caused by bullying can make it more difficult for
young people to learn. It can affect concentration levels and decrease
ability to focus. It has also caused a high number of absenteeism and
dropout in schools.
A. Bullying can become a major barrier to learning.
B. Bullying is rampant in public schools nationwide.
C. Bullying has become almost impossible to solve.
D. Bullying causes damage to learners’ mental health.
The Spanish flu pandemic in 1918 infected 500 million people and
killed around 50-100 million, which at the time was around 5 percent of
the world’s population. More people died from this pandemic than
soldiers from countries involved in World War I.
A. Flu can be very dangerous.
B. Flu comes from different origins.
C. There is no available flu vaccine.
D. There are different types of flu.
On average, a Filipino pays 1,000 for his Internet connection.
Meanwhile, the global average is about 250, with most of these already
being high-speed connections.
A. Internet costs higher in the Philippines than in other countries.
B. Internet is faster in the Philippines than in other countries.
C. Internet should be considered a universal necessity.
D. Internet speed should be improved in this country.
Summary
In summary, an argumentative essay is written to convince or persuade the
reader to agree with what the writer believes. To achieve this purpose, there must be
a clear statement of the author’s position on the issue, also known as claim. The
claim can be a claim of fact, value, or policy. It is usually presented in the
introductory paragraph and restated in the conclusion.
There must be substantial supporting details which include reasons and
evidences derived from researches, statistics, expert opinion, personal experience
an examples to make the claim more convincing. These are thoroughly discussed in
the body of the essay.
You are now ready to take the post-test. Best of luck.

Assessment: (Post-Test)
Read each item carefully and, on your activity notebook, write the letter
of the correct answer.
1. An argumentative essay is written to _____.
A. impress others B. persuade the readers
C. provide useful information D. teach an important lesson
2. Which is NOT needed in an argumentative essay?
A. author's claim or position on an issue
B. narration of a personal experience
C. possible opposing ideas and opinions
D. reasons and evidences as supporting details
3. To be more convincing, the claim of the essay should be supported by
_______.
A. clear statement of opposing views
B. detailed discussion of current events
C. logical reasons and evidences
D. narration of a personal experience
4. What does the introductory paragraph of an argumentative essay usually

present?
A. opposing arguments B. restatement of the main idea
C. supporting evidences D. thesis statement or main claim
5. In which part of an argumentative essay are the reasons supporting the
author's claim discussed?
A. body B. conclusion C. introduction D. title
6. In an argumentative essay, the author's claim or position is usually first stated
in the _______.
A. body B. conclusion C. evidence D. introduction
7. In which part of an essay can this sentence be found?
So, with all these in mind, there is no doubt that we should support
the liquor ban.
A. body B. conclusion C. evidence D. introduction
8. What is the author's claim on the issue of liquor ban in the paragraph below?
The imposition of the liquor ban in this Barangay has
received both thumbs up and thumbs down. But, definitely, it is
commendable and our local officials deserve a standing ovation
for possessing a political will in implementing a not-so-popular
ordinance.
A. The liquor ban is not a popular ordinance.
B. The liquor ban is almost impossible to implement.
C. Its imposition has received both criticism and praises.
D. It is good and the officials deserve praises for its implementation.
For items 9-11, read the paragraph below.

Drunkenness gives nothing but headache (both literally and
figuratively). Up to 80% of police reports involving domestic
violence and vehicular accidents are attributed to drinking
alcoholic beverages. Likewise health experts provide very
long list of deadly diseases like cancer of the lung, liver,
intestine, and stomach which are caused by excessive
drinking.
9. What does the paragraph above present?

A. An argument opposing liquor ban imposition
B. Common reasons of drunkenness among Filipinos
C. Legal sanctions against those who are caught drinking.
D. Reasons and evidences against drunkenness
10. In which part of the essay is the paragraph most probably found?
A. body B. conclusion C. introduction D. topic sentence
11. What claim can be formulated from the given supporting details in the box?
A. Drinking is not a problem as long as it is done in moderation.
B. Drunkenness causes many health and socioeconomic problems.
C. Drinking alcoholic beverages helps increase government revenues.
D. Drunkenness is a common trait among Filipinos from all walks of life.
12. Which is a claim of policy?

A. Schools should improve their hand washing and sanitation facilities.
B. You can protect yourself from disease through frequent hand washing.
C. Washing your hands with water and soap kills viruses that causes
diseases.
D. Hand washing activities can be costly but it’s one way to ensure public
safety.
13. If you want to convince others with your claim, what should you do?
A. Make your claim longer and more detailed.
B. Support it with reasons and evidences.
C. Tell people you are serious with your claim.
D. Write using effective literary and sound devices.
14. Given the supporting details below, what claim can be formulated?
If a full breakfast is taken in the morning, you will not eat more at
lunch and supper. In a recent study, people who eat more at
breakfast lose 17.8 pounds more than people who eat more at
dinner in just three months
A. A good breakfast makes you energetic the whole day.
B. Taking a good breakfast in the morning prevents obesity.
C. Many people are obese because they don’t take breakfast.
D. More amount of food is usually consumed during breakfast.
15. What type of evidence does the writer use in the paragraph below?
A review of 46 studies of motorcycle helmets and helmet laws
reported that every study comparing helmeted and non-helmeted
crash victims found that helmeted riders had lower fatality rates,
ranging from 28 percent to 7 percent lower.
A. emotion B. example C. opinion D. research
Yahoo! You have successfully finished this module.

Key to Answers
Lesson 1
What’s New
What’s More
A.
B.
What I Have Learned
Assessment
Lesson 2
What’s New
Introduction (Paragraph 1):
Body (Paragraph 2,3, & 4):
Conclusion (Paragraph 5):
What’s More
What I Have Learned
Assessment
Lesson 3
What’s New (Sample answers only)

What’s More A.
B. page 14 (Sample answers only; answers vary)
What I Have Learned
Assessment
Lesson 4
What’s More (Sample answers only; answers vary)
Assessment
1. A 2. A 3. A 4. A
Assessment (Post-test)
References
Allen, Janet et al. Literature. Illinois: McDougal, 2008.
Applebee, Arthur. The Language of Literature: Teacher's Edition. Illinois: McDougal

Littel, 2006.
Mizell, Louis. “Aggressive Driving Should Be Avoided.” (2007)

http://www.aaafoundation.org.
Sarikas, Christine. 3 Strong Argumentative Essay Examples, Analyzed.

SAT/ACT Prep Online Guides and Tips. (2018)
https://blog.prepscholar.com/argumentative-essay-examples
For inquiries and feedback, please write or call:
Department of Education –Learning Resources Management and

Development Center(LRMDC)
DepEd Division of Bukidnon

Sumpong, Malaybalay City, Bukidnon
Telefax: ((08822)855-0048
E-mail Address: bukidnon@deped.gov.ph
English
Argumentative Essay: Writing It Right

English- Grade 10
Quarter 2 - Module 3: Argumentative Essay: Writing It Right
First Edition, 2020
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1
10
English
Argumentative Essay:
Writing It Right
2
What I Need to Know
1. Use words and expressions to affirm or negate (EN10G-IIe-28)
a. Use adverbs of negation and affirmation; and
b. Affirm or negate a given statement or situation.
2. Use patterns and techniques in developing an argument (EN10WC-IIc-13.3)
a. Identify different patterns and techniques of developing an argument
b. Outline the flow of an argument using appropriate pattern and
techniques
3. Compose an argumentative essay (EN10WC-IIh-13)
a. Write a thought provoking introduction
b. Present reasons and evidence in a logical manner
c. Write a strong conclusion
d. Finalize a copy of the argumentative essay
Lesson
Taking Sides:
1 Affirming and Negating
What I Need to Know

In this lesson, you will learn to use words and expressions to affirm or
negate. Specifically, you are expected to
a. use adverbs of negation and affirmation; and
b. affirm or negate a given statement or situation.
What’s New
Task 1. Read to Learn
Directions: Read the portion of John’s interview with Dave

presented in the box and answer the questions that follow. Do this in your activity
notebook.
John: Do you think cyberbullying will become more rampant as online classes
become part of the new normal?
Dave: Cases of cyberbullying will definitely increase as more and more students
will be using the social media for information and communication.
John: Does that mean online learning should be discouraged?
Dave: No. That is not the solution. Online learning has to continue but students,
parents and teachers should be taught how to prevent and manage
cyberbullying cases.
1. What word did Dave use to express affirmation to John’s questions?
2. What words did Dave use to express negation to John’s second question?
3
3. Try to answer John’s two questions.
What Is It
Task 2: Agree or Disagree
Adverb of Affirmation
When you say that something is true like agreeing with someone’s idea, you
express affirmation. To express affirmation, you can use an adverb of affirmation.
Example: definitely
Cases of cyberbullying will definitely increase as more and more students will
be using the social media for information and communication.
The word definitely affirms the listener that the speaker believes that
cyberbullying cases will increase. Definitely is therefore an adverb of affirmation.
Adverb of Negation
Negation is simply the opposite of affirmation. When you say that something is
not true like disagreeing with someone’s idea, you are negating and you can use an
adverb of negation.
Example: no, not
No. That is not the solution.
Words no and not are used to negate to an idea. They are examples of adverbs
of negation.
Directions: Write AFFIRM if the word/statement is used to affirm an idea, and

NEGATE if it is used to negate an idea. Write your answers in your activity notebook.
A.
1. ______ absolutely 10. ______ scarcely 19. ______ clearly
2. ______ truly 11. ______ definitely 20. ______ doubtlessly
3. ______ no 12. ______ exactly 21. ______ never
4. ______ hardly 13. ______ obviously 22. ______ positively
5. ______ really 14. ______ sure 23. ______ rarely
6. ______ surely 15. ______ verily 24. ______ nothing
7. ______ contradictorily 16. ______ undoubtedly 25. ______ not at all
8. ______ yes 17. ______ certainly 26. ______ by all means
9. ______ nowhere 18. ______ not or words ending n’t such as haven't
B.
27. _______ That’s right. 30. _______ Pardon me, but…
28. _______ That is indeed great. 31. _______ I respect you for that, but…
29. _______ No doubt about it. 32. _______That is absolutely right.
33. _______ Maybe you’re right, but… 37. ________ I have nothing against it.
34. ______ Definitely. 38. ________ I’m sorry, but…
35. ______ Certainly. 39. ________ Yes, you’re right.
36. ______I understand that. However…40. ________ That is absolutely correct.
What’s More
Task 3: Yes or No
4
Directions: Choose the appropriate answer to complete each sentence. Write the
letter of your answer in your activity notebook.
Adverbs of Affirmation
1. It is ________ a heroic act to serve as a medical frontliner.
A. definitely B. never C. not D. not at all
2. Nelson Mandela is _______ the most prominent personality for equality rights in
African nations.
A. almost B. certainly C. never D. rarely
3. After the presentation, the teachers are ______ going to their classes.
A. also B. never C. not D. surely
4. China will _______ emerge as the world’s largest economy in few years.
A. may B. never C. not D. undoubtedly
5. ______, I will give you points for this as promised.
A. Never ever B. No C. Yes D. Today
Adverbs of Negation
6. Rico _______ have a car, so we go together.
A. also B. certainly C. definitely D. doesn’t
7. Approaching cars were _______ visible because of the storm.
A. clearly B. exactly C. rarely D. surely
8. The old man has ________ eaten anything at all so his health is deteriorating.
A. absolutely B. evidently C. never D. truly
9. During the lockdown, _______ a single person was seen on that street.
A. many B. not C. nothing D. nowhere
10. Wild mushrooms are _______ available at this time of the year.
A. always B. rarely C. surely D. verily
Directions: Read and comment on each situation below. Use expressions that affirm
or negate. The first one is done for you. Do this in your activity notebook.
a. John believes that he is helping his classmates when he lets them copy his
answers.
Your comment: I respect John’s belief but I think it is not correct to just let a classmate copy his answers during a test.
His classmate will never learn.
b. Marco steals from his mother’s Sari-Sari Store so that he can help his classmate
who is in financial need.
Your comment: ___________________________________________________
c. Joana has decided not to have a boyfriend yet while studying. She thinks she can
focus more if she is single.
Your comment: ___________________________________________________
What I Have Learned

Task 4. Both Sides
Directions: Write down words or phrases that express affirmation or negation. Do this
in your activity notebook.
For affirmation For negation
5
What I Can Do
Task 5. Drop Your Comment
Directions: Choose a current controversial issue, a trending Twitter or Facebook post
may do. Write a one-paragraph summary on other people’s opinion about it and
another paragraph for your comment. Be sure to use words or expressions that affirm
or negate. Do this in your activity notebook.
Assessment
Task 6: Now I Know
Directions: Read each item carefully. Write the letter of the correct answer in your
activity notebook.
1. Which word is used to express negation?
A. absolutely B. affirmatively C. clearly D. scarcely
2. Which word is used to express affirmation?
A. nothing B. never C. rarely D. undoubtedly
3. Which sentence expresses affirmation?
A. That idea is absolutely right.
B. Anything wrong can never be right.
C. Maybe you’re right but that’s not practical.
D. I respect you for that, but I think we can’t do that.
4. Which sentence expresses negation?
A. That is exactly true and wonderful.
B. It can definitely solve the existing problem.
C. He will surely come to attend the assembly.
D. I can hardly find any reason to leave the company.
Directions: For items 5-10, choose the appropriate expression to complete each
sentence. Write the letter only.
5. Netizens should _______ post any irresponsible statement online.
A. always B. doesn’t C. never D. rarely
6. I will _______ attend the batch party because I am excited to see my long lost
friends.
A. not B. nothing C. scarcely D. surely
7. It’s too dark outside. I could __________ see the way.
A. clearly B. exactly C. hardly D. nothing
8. The old man has ________ eaten anything at all so his health is deteriorating.
A. absolutely B. evidently C. never D. truly
9. During the lockdown, _______ a single person was seen on that street.
A. many B. not C. nothing D. nowhere
10. It is ________ a heroic act to serve as a medical frontliner. There are a lot of
sacrifices to make.
A. definitely B. never C. not D. not at al
6
Lesson
Using Patterns of
2 Developing an Argument
What I Need to Know

At the end of this lesson, you are
expected to:
a. identify different patterns and
techniques of developing an
argument; and
b. outline the flow of an argument using
appropriate pattern and techniques.
What’s New
Task 1. Good Influence
Directions: Suppose your friend has been addicted to smoking and thinks smoking
makes him feel better. How will you persuade him to quit smoking? How will you
present your ideas in the most convincing manner? Which ideas should be presented
first? Try to write your ideas using the outline below. Do this in your activity notebook.
Your friend’s opinion:
His reasons:
Your opinion:
Why your opinion is better:
What Is It
Task 2. Learn to Argue
An argument is a presentation of your opinion and reasons on a certain

debatable issue. When you argue, your main purpose is to convince your reader or
listener to agree and support with your idea or opinion.
How to Develop an Argument

To develop an argument, you need to confirm your own position, formulate a
claim, and build your case. You must also use evidence, like facts from statistical data,
to support your claims. You can appeal to your reader’s rational and logical thinking
by using your evidence based from gathered facts or research. The convincing power
of your argument largely depends on your skill in presenting sound reasoning and
evidence.
Basic Components of an Argument
 Claim. This refers to what you believe to be true or good.
 Reason. This refers to your explanation and support to your claim.
 Evidence. This refers to the details, such as researches and expert opinions
that support your reason and makes your claim acceptable.
7
McDougal Littell’s The Language of Literature suggested the following patterns
to organize your argumentative essay.
1. Reasons for Your Option: The main focus of your argument is only to present
your position and reasons. In this pattern, you start by presenting your position or
claim on an issue. Then, you proceed with a discussion of the reasons and
supporting evidence.
Your opinion Reason 1 Reason 2 Reason 3
Example:
Your position: Universal wearing of masks in public places should be imposed.
Reason 1: Wearing face mask prevents the spread of COVID-19.
Reason 2: Wearing face mask protects you from viruses.
Reason 3: Wearing face mask is cheaper than hospitalization.
2. Why Your Opinion Is Stronger: Here, you present your position or claim on an
issue as well as the supporting reasons and evidence. Then, you present the
opinion of other people and make your argument stronger by attacking the reasons
for the other opinion and building the merit of your own opinion.
Your opinion Your reasons Other opinion
Evidence refuting reasons for other opinion and
showing strengths of your opinion
Example:
Your opinion: The congressmen have done a good job in denying ABS-CBN’s
franchise renewal.
Your reason: ABS-CBN has numerous issues relating to taxes, citizenship of its
owner, labor malpractice, and bias reporting.
Other opinion: It should continue its operation for the sake of its 11,000 employees.
Evidence refuting reason for other opinion:
About 40% of the company’s employees are not regular and are not
receiving benefits. The employees can surely find other ways to earn a
living like looking for other jobs or starting a new business.
3. Why Another Opinion Is Weaker: In this pattern, you start by a presentation or a
discussion of a popular opinion that is contrary to your position. Then, you present
your opinion with its reasons and evidences and at the same time point out the
weakness of the other side.
Other opinion Reason Your opinion
Reasons supporting your opinion and pointing out
the weaknesses of the other side
Example:
Other opinion: Sending home locally stranded individuals should be stopped.
Reason: The arrival of locally stranded individuals has caused the increase in
COVID-19 cases in the provinces.
Your opinion: The government should send them home and follow strict quarantine
protocols.
Reasons: They have been away from home for many months without any income.
Sending them home will decongest crowded places in the cities so it can
help prevent the spread of the virus.
8
What’s More
Task 3. Think More
Directions: Read the sentences in the box. Try to sort them out and determine the
writer’s position, the reasons and evidence, and the opposing opinion. Write them
down in your activity notebook.
 The use of animal testing in laboratories must be stopped.
 It is wrong to make living things suffer.
 Animal testing affects the environment.
 The use of animals in laboratory tests should continue for medical advances.
 Animals have feelings and they suffer more because they can’t understand
what’s happening to them.
 Using animals for laboratory testing is not reliable.
 Many drugs that are advantageous to animals cause harm to people.
 Many drugs that are advantageous to people cause harm to animals.
 Drug testing can be done using other available methods.
Pattern: Why Your Opinion Is Stronger

Writer’s opinion:
Writer’s reasons:
Other opinion/Opposing opinion:
Evidence refuting reasons for other opinion and showing strengths of writer’s
opinion:
What I Have Learned

Task 4. My Options
Directions: In developing an argument, you are given suggested

patterns to choose from. Enumerate the three patterns in your activity notebook.
What I Can Do
Task 5. Standing Up For What is Right
Directions: Choose any debatable topic you are familiar with. It must be something
that you strongly feel about. Make a position on the issue and come up with reasons
and evidence to support your claim. Do a research to substantiate your ideas. Then,
decide what pattern you will use in developing your argument. Write your outline in
9
Assessment
Task 6. Now I Know
Directions: Study the sentences in the box and answer the questions
that follow. Do this in your activity notebook.
Author’s Opinion: It is wrong to replace libraries with electronic gadgets.

I. Public physical libraries should be shut down and be replaced with an iPad.
II. Shutting down public libraries will save money because libraries are expensive to
maintain.
III. Digital books and resources are associated with less learning and more problems
than print resources.
IV. Libraries with physical location have many benefits.
V. Replacing public libraries with iPads will also encourage more readers because
electronic gadgets offer easier access to materials.
A. Write the letter only.

1. Which sentences support the author’s opinion?
A. I & II B. II & III C. III & IV D. IV & V
2. Which is the opposing opinion?
3. Which sentences support the opposing opinion?
A. I & II B. I & III C. II & IV D. II & V
4. Which sentence can be supported by this evidence?
A recent study comparing tablet versus book reading reveals that people read
30% slower on tablets. They also have 20% less retention of the information and
10% less comprehension of the reading material than those who read the same
text in print.
It was found out in a certain neighborhood that more than one third of
residents reported a feeling of connectedness in their community after
a local library held events like play times for families, job fairs for the
unemployed, and meetings for senior citizens.
A. II B. III C. IV D. V
B. Present in an outline the opinions and reasons cited in the box above.
Other opinion:
Reasons:
Author’s opinion:
Reasons supporting the author’s opinion and pointing out the weaknesses of the
other side:
Great job! You are now ready to write argumentative essays in the next lesson.
10
Lesson
3 Prewriting
What I Need to Know
At the end of this lesson, you are expected to

a. choose an appropriate topic;
b. formulate a thesis statement; and
c. prepare an outline for an essay.
What’s New
Task 1. Find Me
Directions: From the pool of letters below, find the important words and phrases to
consider in writing an argumentative essay. They may be written diagonally,
backward, or in a straightforward manner. Example is TOPIC. Look for 10 more words
or phrases. List the words or phrases you find in your activity notebook.
Q G S B K L B T I M R T K L
W F T O P I C N G I E Y J M
E D A D J A V M J A W U H N
R S T Y F B C L I L Q I G B
T A I N T R O D U C T I O N
N O S A E R X K H U A O F V
Y P T F C O N C L U S I O N
M A I N I D E A J G S P D C
U E C N E D I V E F D A S X
I O S G H Z O P I N I O N Z
What Is It
Task 2. The Writing Process
Directions: Read the discussion below to prepare yourself for the series of writing
activities. Be sure to take note of the things that you need to do in the writing
process.
Writing an argumentative essay is just like going into battle; you need to arm
yourself with good ideas and appropriate words. A good writer follows the writing
process which involves three key stages: prewriting, drafting, and revising and editing.
11
 Prewriting
In the prewriting stage, you need to find a suitable issue that matters to you and
your readers. You also need to formulate your thesis statement and gather data to
support your claim.
 Drafting
In the drafting stage, you need to decide what pattern or technique of
developing an argument you will use in writing your essay. As you write the three major
parts of the essay – introduction, body, and conclusion, it is important to use
persuasive language and to support your opinion with logical reasons, research
studies, statistics, and expert opinions. Using these writing weapons skillfully will make
your essay truly convincing.
 Revising and Editing
After drafting the introduction, body, and conclusion of your essay, you need to
read, revise and edit it. In this stage, you must be keen at spotting errors in reasoning,
unsupported claims, and vague or overused words. It is also important to look for
errors in sentence structure, spelling, punctuation, and grammatical structures.
What’s More
Task 3: Brace for the Battle
Directions: Do the indicated tasks for each step of the writing process. Write your
outputs in your activity notebook.
Steps Your Output
1. Choose a topic that really matters to Your topic: (You may use any topic you explored
you. It may be an issue in your in the previous lessons.)
school, community, or the country in
general. The issue must be a
suitable topic for an argumentative
essay. It must have two sides.
Your thesis statement / claim / position on the
2. Formulate a working thesis
issue:
statement. This is your claim – a
forceful statement of your position.
3. Gather support material. You need Write the facts and statistics you have gathered
facts and statistics to have strong through research.
reasons and evidence to support
your position.
What I Have Learned

Task 4. Fill It
Directions: Fill the blanks with words to complete the paragraphs. Write your output
in your activity notebook.
Writing an 1______ is may not really be that easy. As a 2______, you need to
arm yourself with 3______ ideas and appropriate 4_____. A good writer follows the
writing process which involves three key stages: 5_____, drafting, and 6_____ and
editing.
12
In the 7_____ stage, you need to find a suitable issue that matters to you and
your 8______. You also need to formulate your thesis statement and gather data to
support your 9______.
In the 10_____ stage, you need to decide what pattern or technique of
developing argument you will use in writing your essay. As you write the three major
parts of the essay – introduction, 11_____, and conclusion, it is important to use
persuasive language and to support your opinion with logical reasons, research
studies, statistics, and expert opinions. Using these writing weapons skillfully will make
your essay truly convincing.
After 12 _____ the introduction, body, and 13_____ of your essay, you need to
read, revise and 14_____ it. In this stage, you must be keen at spotting errors in
reasoning, unsupported 15_____, vague or overused words. It is also important to look
for errors in sentence structure, spelling, punctuation, and grammatical structures.
Assessment
Task 5. Soul Search
Directions: Do a self-check on your preliminary writing tasks using this
checklist. Do this in your activity notebook.
For my argumentative essay… Is it evident in your draft?
Check the appropriate place.
Yes No
a. I have an interesting, relevant, controversial
topic.
b. I have formulated a strong claim.
c. I have logical reasons to support my claim.
d. I have gathered enough evidence.
e. I have decided what pattern of developing an
argument is appropriate.
Congratulations! You have reached halfway to the completion of the first draft of your
essay.
13
Lesson
Drafting, Revising and

4 Publishing
What I Need to Know
At the end of this lesson, you are expected to

a. write a though-provoking introduction;
b. present reasons and evidence in a logical manner;
c. write a strong conclusion; and
d. finalize a copy of the argumentative essay.
What’s New
Task 1. Your Stratagem
Directions: In the previous lesson, you have already chosen a topic and formulated
your stand on it. Write the topic, your claim, the reasons and supporting evidence you
have gathered. Write the outline of your topic in your activity notebook.
What Is It
Task 2. What the Veterans Say
Directions: Read the short discussion below to better prepare yourself for the
exciting writing activity. Take note what to write in every part of the essay.
Writing your argumentative essay
Remember that your essay must have the following parts:
1. Introduction. The first part is the introductory paragraph. This presents the
issue, gives initial information necessary to develop the argument, and the
thesis statement or main idea of the essay.
2. Body. The body of the argumentative essay contains the reasons. Each
paragraph talks about one reason which includes facts or opinions. The reason
is included in the topic sentence and is supported by details or materials. These
supporting materials can be examples, statistics, personal experiences,
quotations, etc.
3. Conclusion. This is the last part of the essay. This can provide a restatement
of the main claim and a concise summary of the argument.
Revising and editing
1. Read your essay.
14
2. Be alert for errors in reasoning. Avoid vague statements that are difficult to
prove. Such statements have words and phrases like no one, none, everyone,
every time, etc.
3. Develop the supporting material. Look for the key idea in each paragraph.
Reread the material supporting each key idea. Add reasons, facts, or statistics
if needed.
4. Use precise vocabulary. Replace vague or overused words and phrases with
language that is precise and reflects your strong feelings about the subject.
5. Evaluate your completed essay based on these criteria.
What’s More
Task 3. Write Now
Directions: Look at your outline and the information you have gathered about your
chosen topic (suggested topic: corporal punishment). For your introduction, remember
that you need to present background information on the controversial topic. Then,
most importantly, present your thesis statement – your claim or position on the issue.
One paragraph is enough for this. Do this in your activity notebook.
Check if you have done these:

________ Provided background information
________ Presented the thesis statement
What I Have Learned

Task 4. Attack and Defend
Directions: Fill the blanks with appropriate words from the box to complete the
sentences you can use for your argumentative essay. Then arrange these sentences
to produce a coherent paragraph. Do this in your activity notebook.
a. ineffective d. tendency to test f. go unpunished

b. means of discipline e. undisciplined g. controlling
c. inflicted
A. Adults believe when children __________ they may grow up __________.

B. Children have ____________ their parents or teachers’ parents.
C. Corporal punishment is a way of __________ children’s problem behavior.
D. But in shocking conclusion to one study, most teachers find corporal punishment
an __________ means of discipline.
E. Most children grew up __________ with corporal punishment at home by parents
and school by teachers.
F. Corporal punishment is done as __________.
15
What I Can Do
Task 7. For the Win
Directions: Based from the activity above, write a one-paragraph conclusion in your
activity notebook. Remember that you need to end with a bang in order to win the
argument.
After drafting your conclusion, rewrite your essay on a clean sheet of paper.
Assessment
Task 8. Check Me
Directions: Read the argumentative essay that you have written and evaluate it using
the criteria below. Do this in your activity notebook.
A strong argumentative essay… Is it evident in your essay?
Check the appropriate
place.
Yes No
a. Has thought-provoking introduction
b. States the issue and the writer’s opinion in
a thesis statement
c. Is sensibly organized
d. Supports opinions with reasons and
evidence
e. Raises and refutes opposing arguments
and objections
f. Addresses the audience directly
g. Uses persuasive language that shows the
writer’s commitment
h. Concludes with a summary or a call to
action
If you have checked “Yes” in all items, you surely have a winning argumentative
essay. If not, you can still find a way to improve it.
16
Assessment
Directions: Read each item carefully. Write the letter of the correct answer in your
activity notebook.
1. Which sentence expresses affirmation?

A. He rarely knows such things.
B. It will never solve the problem.
C. That is surely a good offer.
D. This TV has scarcely been used.
2. Which sentence expresses negation?
A. We can always believe him.
B. That issue was rarely talked about.
C. That’s right.
D. He can certainly answer your question.
Choose the appropriate expression to affirm or negate.
3. The poor man was _______ able to provide the needs of his family so he worked
harder.
A. absolutely B. hardly C. exactly D. really
4. Just continue studying hard. Your diligence will _______ take you to greater
heights.
A. scarcely B. never C. rarely D. definitely
5. The Department of Social Welfare and Development says that the poorest of
the poor will _______ be given cash assistance.
A. exactly B. surely C. not D. mistakenly
6. Suicide is _______ the solution to your problems. As long as there is life, there
is hope.
A. Absolutely B. not C. certainly D. undoubtedly
For items 7-10
Author’s Position: The proposed law on curfew for minors should be
junked because it has two serious flaws.
I. The law is based on feelings instead of facts and it violates the rights of
young people and their parents.
II. There are no reasons for youth to be outside late at night.
III. There is almost no evidence that curfews lowered crime rates.
IV. The law will prevent crimes committed by and against juveniles.
V. Teenagers have many good reasons to be out at night.
7. Which sentences support the author’s position?

A. I & II B. II & III C. I & V D. III & IV
8. Which sentences are contradictory to the author’s position?
A. I & II B. II & IV C. II & V D. III & IV
Authorities reported that most juvenile crimes take place
between 3:00 P.M. and 6:00 P.M. – not at night.
Some teenagers have part-time jobs that don’t end until 9:00 or 10:00
P.M. Some participate in activities sponsored by youth or church groups.
Some may be responding to family emergencies.
A. II B. III C. IV D. V
17
11. Given this pattern of developing an argument, what is the best arrangement of
the sentences?
Writer’s opinion Writer’s reasons Other opinion
Evidence refuting reasons for other opinion and

showing strengths of writer’s opinion
A. Author’s Position, I, II, III, IV, V B. Author’s Position, I, II, IV, III, V
C. Author’s Position II, III, IV, V, I D. Author’s Position, III, IV, V, I, II
For items 12-15

Author’s Position: The motorcycle helmet law should not be relaxed.
I. Motorcycle helmets help save lives and reduce injuries.
II. Helmet laws save taxpayers’ money.
III. Relaxed helmet laws are difficult for authorities to enforce.
IV. Motorcyclists should have the right to decide whether or not they
will wear helmets.
12. Which sentences support the author’s position?
A. I, II, III B. I, II, IV C. I, III,IV D. II, III, V
13. Which sentence contradicts the author’s position?
14. Which evidence can be used to support the claim that helmet laws save
taxpayers’ money?
A. Statistics show that helmeted riders had lower fatality rates, ranging from
28 percent to 73 percent lower.
B. Studies show intensive care costs spent by the government for non-
helmeted riders averaged three times those of helmeted riders.
C. Studies show that public funds pay up to 82% of the costs to
hospitalizations of cancer patients.
D. Statistically, there is negligible difference in death injury rates between
places with no helmet laws and those with relaxed laws.
15. Given this pattern of developing an argument, what is the best arrangement of
the sentences?
Other opinion Reasons Writer’s opinion
Reasons supporting your opinion and pointing out the weaknesses of the other side
A. I, II, III, IV, V B. I, III, IV, II, V

C. V, II, IV, I, III D. V, III, I, II, IV
18
19
Assessment What’s More
1. D 1. A
2. D 2. B
3. A 3. D
4. D 4. D
5. C 5. C
6. D 6. D
7. C 7. C
8. C 8. C
9. B 9. B
10. A 10. B
page 7 pages 5-6
What Is It
1. Affirm 11. Affirm 21. Negate 31. Negate
2. Affirm 12. Affirm 22. Affirm 32. Affirm
3. Negate 13. Affirm 23. Negate 33. Negate
4. Negate 14. Affirm 24. Negate 34. Affirm
5. Affirm 15. Affirm 25. Negate 35. Affirm
6. Affirm 16. Affirm 26. Affirm 36. Negate
7. Negate 17. Affirm 27. Affirm 37. Affirm
8. Affirm 18. Negate 28. Affirm 38. Negate
9. Negate 19. Affirm 29. Affirm 39. Affirm
10. Negate 20. Affirm 30. Negate 40. Affirm
page 5
What’s New
1. Definitely
2. A. no b. not
3. (Answers vary)
page 4
Lesson 1
Answer Key
20
What I Have Learned
1. argumentative essay
2. writer
3. good
4. words
5. prewriting
6. revising
7. prewriting
What’s New
8. reader
9. claim topic fact conclusion
10. drafting reason opinion
11. body main idea statistics
12. writing evidence claim
13. conclusion body introduction
14. edit
15. evidence
pages 13-14 page 12
Lesson 3
Assessment
A. 1. C 2. A 3. D 4. C 5. C
B. Other opinion: Public physical libraries should be shut down and be replaced with
iPads.
Reasons: Shutting down public libraries will save money because libraries are
expensive to maintain.
Replacing public libraries with iPads also encourage more readers because electronic
gadgets offer easier access to materials.
Author’s position: It is wrong to replace libraries with electronic gadgets.
Reasons supporting author’s opinion: Digital resources are associated with less
learning and more problems than print materials.
Libraries with physical location have many benefits.
page 11
What’s More
Writer’s opinion: The use of animal testing in laboratories must be stopped.
Writer’s reasons: It’s wrong to make living things suffer. Animal testing affects the
environment.
Other opinion: The use of animals in laboratory tests should continue for medical
advances.
Evidence refuting reasons for other opinion and showing strengths of writer’s opinion:
Animals have feelings and they suffer more because they can’t understand what’s
happening to them.
Using animals for laboratory testing is not reliable.
Many drugs that help animals are harmful to people.
Many drugs that help people kill animals.
There are other research methods available.
page 10
Lesson 2
21
Post Test
1. C
2. B
3. B
4. D
5. B
6. B
7. B
8. D
9. C
10. D
11. A
12. C
13. C
14. A
15. D
page 18 page 16
Lesson 4
References
Allen, Janet. Literature. Illinois: McDougal, 2008.
Applebee, Arthur. The Language of Literature: Teacher's Edition. Illinois: McDougal

Littel, 2006.
Mishra, Kanak. Adverbs of Affirmation and Negation. 2020.
https://www.teachingbanyan.com/grammar/adverbs-of-affirmation-and-negation
22

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Department of Education ● Republic of the Philippines

Published by the Department of Education – Division of Bukidnon

Illustrator: Hover L. Naag

Members Elbert R. Francisco, PhD, Chief ES, CID

This instructional material was collaboratively developed and reviewed

We value your feedback and recommendations.

Department of Education-Division of Bukidnon ● Republic of the Philippines

2. Give technical and operational definitions (EN10V-IIa-13.9)

which/that is/are called

What I Have Learned

2. Which paragraph gives the definition of economics?

For number 4-6, study this definition.

Writing Grammatically Correct Definitions

What I Have Learned

Good job! You have successfully finished another lesson.

What is a technical definition?

1. A technical definition tells you ___________________________. It is usually

2. An operational definition tells you ____________________________. It is usually

How to Write an Operational Definition

Remember that when you write an operational definition, it is very important to

4. Chronically absent learners usually have low performance in math.

What I Have Learned

A well-written operational definition ____________________________

1. A suspected COVID-19 case refers to a patient with symptoms of the disease

Great job! Congratulations for completing this module!

What’s More, Task 2

Sample answers only, Task 4

What’s More, Task 2 (Answers may slightly vary.)

What I Have Learned

What I Have Learned

What’s More (Sample answers only)

Deming, W.E. Out of the Crisis. Massachusetts: MIT Press, 2001.

Ugwuja, Chiamaka. “How to Write Operational Definition of Terms?” Editage

For inquiries and feedback, please write or call:

Department of Education –Learning Resources Management and

DepEd Division of Bukidnon

Published by the Department of Education – Division of Bukidnon

Development Team of the Module

Illustrator and Layout Artist: Jayson A. Requillo

Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V

Members Elbert R. Francisco, PhD, Chief ES, CID

This instructional material was collaboratively developed and reviewed

We value your feedback and recommendations.

Department of Education-Division of Bukidnon ● Republic of the Philippines

2. Formulate claims of fact, value, and policy (EN10WC-IIb-13.2)

-Excerpt from Sarikas’ 3 Strong Argumentative Essay Examples, Analyzed

On your activity notebook, write the letter of the correct answer.

A. I & II B. I & III C. II & IV D. III & IV

What is an Argumentative Essay?

Author’s Claim/Thesis statement/Main idea (What does the essay try to

Reason Supporting Details/Evidence

What I Have Learned

An argumentative essay ____________________________________

You claim or position:

1. What is the purpose of an argumentative essay?

Congratulations! You have just successfully finished this lesson.

Aggressive Driving Should be Avoided

Body (Paragraph 2,3, & 4):

Conclusion (Paragraph 5):

Reason Explanation/Supporting Evidence

Source: McDougl Littell Literature

Write the letter of the correct answer on your activity notebook.