PASAY-EN8-Q3-W2-D1

Jamie Margarette P. Caraig

Name: _________________________________Section: Pinya
_____________________________
8 Mrs. Guatlo
Grade Level: ___________________________Teacher: _____________________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENGLISH 8
Third Quarter/ Week 2/Day 1

OBJECTIVE: Explain the meaning of a word through structural analysis (prefixes, roots,
suffixes). (EN8F-IIIb-5)
YOUR LESSON FOR TODAY
Structural Analysis

Structural analysis is the process of breaking words down into their basic parts
to determine word meaning. Structural analysis is a powerful vocabulary tool since
knowledge of a few word parts can give you clues to the meanings of a large number of
words. Although the meaning suggested by the word parts may not be exact, this
process can often help you understand the word well enough that you can continue
reading without significant interruption.

When using structural analysis, the reader breaks words down into their basic
parts:
Prefixes – word parts located at the beginning of a word to change meaning
Roots – the basic meaningful part of a word
Suffixes – word parts attached to the end of a word; suffixes often alter the part
of speech of the word

For example, the word bicyclist can be broken down as follows:

bi – prefix meaning two
cycle – root meaning wheel
ist – a noun suffix meaning ‘a person who’
Therefore, structural analysis suggests that a bicyclist is a person on two
wheels – a meaning which is close to the word’s formal definition.

TRY TO DISCOVER
Many words in the English language are composed of a root, a prefix, and/or a
suffix.

A root word is a word that does not have a prefix or a suffix and is the base or
core that can't be reduced into a smaller word form.
A prefix is a letter or group of letters that is placed at the beginning of a word to
change its meaning. For example, let's say you have the root word agree. Then, you
add the prefix 'dis' (which means not or opposite of) to the word agree. That gives you
the word disagree, which means to not agree.
A suffix is a letter or group of letters that come at the end of a word and change
its meaning. Suffixes can indicate how a word is being used grammatically and what
tense is being used. For instance, the word close becomes closed when you add the
suffix 'd' to show that the action already took place and is over. The verb manage can
change to a noun by adding the suffix 'ment' (which means a product or resulting
state) to form the word 'management.' Although both prefixes and suffixes change the
meaning of the word, the key to not getting the two confused is to remember that 'pre'
means before and 'suf' means after.

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 PASAY-EN8-Q3-W2-D1
Name: _________________________________Section: _____________________________
Grade Level: ___________________________Teacher: _____________________________

Parts of words provide the essential meanings. Studying the parts of words can
tell you many things. The base of a word gives you an overall meaning for the
unknown word. Affixes affect the base's meaning. Some affixes provide general
meanings. Others identify the subject area of the unknown word. Affixes also help
determine the part of speech of the unknown word.

There are many prefixes in the English language, but today we’re going to take
a look at 12 of the most common ones.

Root Prefix Meaning Example

social anti- against antisocial

motivate de- opposite demotivated
happy un- not unhappy
agree dis- not, opposite of disagree
polite im- not impolite
day mid- middle midday
understand mis- wrongly misunderstand
dose over- over overdose
history pre- before prehistoric
write re- again rewrite
human super- above, beyond superhuman
estimate under under underestimate

Below are examples of suffixes and their meanings.

Root Suffix Meaning Example

teach, credit able, -ible capable of being teachable,

credible
region -al pertaining to regional
picture -esque reminiscent of picturesque
doubt -ful notable for doubtful
music -ic, -ical pertaining to musical
nutrition -ious, -ous characterized by nutritious
child -ish having the quality of childish
create -ive having the nature of creative
end -less without endless
smell -y characterized by smelly
private -acy state or quality privacy
refuse -al act or process of refusal
maintain -ance, -ence state or quality of maintenance,
eminence
free -dom place or state of being freedom
train -er, -or one who trainer,
protector

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 PASAY-EN8-Q3-W2-D1

Name: _________________________________Section: _____________________________

Grade Level: ___________________________Teacher: _____________________________
ARE YOU READY TO PRACTICE?

Where do words come from? How are words constructed? How can you figure
out what a word means? Analyze the give group of words on the table below. Fill in the
missing information.

Root Word Suffix New Word

1. _____________ -ous adventurous

2. joy -ful ___________
3. fool -ish ___________
4. care ___________ careless
5. teach ___________ teachable
6. comic ___________ comical
7. mess -y ____________
8. ____________ -ible reversible
9. ____________ -ness kindness
10. clear -ly ____________

Root Word Prefix New Word

1. lead mis- ____________

2. _____________ pro- proactive
3. fiction ____________ nonfiction
4. agree ____________ disagree
5. _____________ in- invisible
6. equal un- _____________
7. appear ____________ reappear
8. history pre- _____________
9. _____________ im- impossible
10. _____________ de- decode

PRACTICE EXERCISE 1

The sentences below contain words with prefixes and suffixes. Circle the correct
meaning for each of the underlined words.

1. The chefs preheat the oven while preparing the ingredients.

heat before heat after

2. Sam will have to rewrite his essay before he submits it to the teacher.
type again no typing

3. Mom wants me to untie my shoes before I take it off.

tie again loosen the lace

4. Children got a wonderful surprise from a rich man.

full of wonder has no wonder

5. She’s so fearless when she jumps on the cliff.

without fear full of fear

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Name: _________________________________Section: _____________________________

Grade Level: ___________________________Teacher: _____________________________

6. As a child, I am powerless to make a change.

full of power no power

7. The verb in the sentence is irregular.

has a pattern does not have a pattern

8. Everything that I heard from his speech is nonsense.

is logical is not logical

9. Stay away from breakable items during earthquake.

can be broken cannot be broken

10. Avoid faulty sentences when writing. Clarity is very important.

easy to understand vague

PRACTICE EXERCISE 2

Complete each sentence by adding the appropriate suffix or prefix. Choose from the
given words below. After each number, write the meaning of the word.

less im re able ly ed

1. It is practical to bring a port__________ stove during your trip on the beach.

Meaning: _________________________________________________________________

2. She bad________ needed a phone because she will use it on her online classes.
Meaning: _________________________________________________________________

3. The driver ___________start his car when it shuts down suddenly.

Meaning: _________________________________________________________________

4. The street dweller _________properly sets his home besides the street.
Meaning: _________________________________________________________________

5. People are so care__________ to lower down their masks while talking to others.
Meaning: _________________________________________________________________

GENERALIZATION:
Studying roots, prefixes, and suffixes helps students to learn to break apart
unfamiliar words in order to understand their overall meanings, understand how
prefixes and suffixes can change a word's meaning and how much of our language is
constructed, and increase vocabulary and reading comprehension.

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 PASAY-EN8-Q3-W2-D1

Name: _________________________________Section: _____________________________

Grade Level: ___________________________Teacher: _____________________________
EVALUATION
Choose and write the correct meaning of the underlined words. Write your answers
on the blank provided below each number.

play again able to read not honest

not able below age
capable to paint full of beauty has the knowledge
has unpleasant smell

1. The policemen replay the footage of an incident.

Play again
_________________________________________________________________________

2. Frederick is not admitted on the job he applied for because he is underage.

Below Age
_________________________________________________________________________

3. The government is very incapable to purchase the COVID-19 vaccines.

not able
_________________________________________________________________________

4. She’s so dishonest not to admit her fault despite that she was caught in the
act.
Not Honest
_________________________________________________________________________

5. The book is highly informative and readable.

able to read
_________________________________________________________________________

6. A painter has transformed an old painting into a fantastic one.

Capable to paint
_________________________________________________________________________

7. My teacher is knowledgeable about the topic.

Has the knowledge
_________________________________________________________________________

8. The grand champion has a unique and beautiful voice.

Full of beauty
_________________________________________________________________________

9. After the flood, the drainage is so smelly.

Has unpleasant smell
_________________________________________________________________________

10. She was envious of her friend’s wealth and progress.

Plural of envy
_________________________________________________________________________
______________________________________________________________________________
References:
https://jaimiebleck.com/prefixes-and-suffixes-worksheets/prefixes-worksheets-have-fun-teaching-grade-english-
prefix-and-suffix-worksheet-500x648-grade-4-english-prefix-and-suffix-worksheets-worksheets-fourth-grade-spelling-
words-10th-math-notes-free-eleme/
https://www.havefunteaching.com/resource/english/suffixes/prefixes-and-suffixes-worksheet
https://courses.lumenlearning.com/vccs-enf102-17fa/chapter/text-structural-analysis
https://www.ecenglish.com/en/social/blog/ec-central/2015/08/19/12-common-prefixes-and-what-they-mean
http://www.theteachersguide.com/prefixessuffixes/prefixeswritemeaningsfromchoices.pdf

Prepared by:
JUDY C. SUTARON
Pasay City West High School

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 Module Code: PASAY EN8-Q3-W2-D2

Name: _______________________________________ Section: _______________

Grade Level: _________________________________ Teacher: _______________

DEPARTMENT OF EDUCATION-NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENGLISH
THIRD QUARTER/ WEEK 2/ DAY 2

OBJECTIVE: Determine the target audience of a listening text and the objective/s
of the speaker. EN8LC-IIIa-7.3

YOUR LESSON FOR TODAY:

TARGET AUDIENCE OF A LISTENING TEXT AND THE
OBJECTIVE/S OF THE SPEAKER

Speakers/Writers have a specific group or target audience as they speak.

But that does not mean other groups does not understand or benefit from it.

A target audience is the person or group of people a speech or a piece of

writing is intended to reach. In other words, it is important for a writer/speaker to
know who will be reading his or her writing/listening to him. This audience is the
person or group of people the writer/speaker is aiming for or trying to reach.
When a writer/speaker knows the target audience, he or she will shape both the
purpose and tone of the writing to match the audience's needs and, sometimes,
expectations.
The audience could be the following:
1. children
2. teenagers
3. young adults
4. adults
5. all ages
Understanding who makes up your target audience will allow you to
carefully plan your message and adapt what you say to the level of
understanding and background of the listeners. Two practical benefits of
conducting an audience analysis are (1) to prevent you from saying the wrong
thing such as telling a joke which offends, and (2) to help you speak to your
audience in a language which they understand about things of interest to them.
https://speechtimefun.com/speakers-purpose/
https://study.com/academy/lesson/target-audience-definition-types-examples.html

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Name: _______________________________________ Section: _______________

Grade Level: _________________________________ Teacher: _______________

Speaker’s Purpose
1. to persuade- to convince a reader or a listener to certain point of
view
2. to inform- to teach or give information to a reader or listener
3. to entertain-to hold attention of a reader or listener through
enjoyment

Are You Ready to Practice?

Practice Exercise 1
Read the statements carefully and determine the speaker’s objective
or purpose. Choose the letter of your answer from the bubble speech.

_______1. Be a super star for a day! Sign up for

the school talent show! Virtual try
outs will be held next week after
school. Make sure you submit
permission form to sign up!

_______2. The local government of Pasay City on

Saturday placed 33 barangays and one
establishment under a 14-day lockdown due
to an increasing number of COVID-19 cases.

Pasay City Administrator Dennis Acorda

made the announcement, saying Pasay City
Mayor Emi Calixto-Rubiano wants to place
on lockdown every barangay where there
are 3 or more CoVID 19 cases.

-ABS-CBN News Feb 20, 2021

_______3. If you were granted three wishes what would you wish for?
I would wish that this pandemic would be over, and everyone who are sick will be
completely healed. I would wish that I have a wallet that doesn’t run out of money.
And lastly, I would wish that I have a hundred wishes more!

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Name: _______________________________________ Section: _______________

Grade Level: _________________________________ Teacher: _______________

Practice Exercise 2
Have someone read the following to you. Listen carefully to
determine the target audience of the speaker. Choose your answer from
the options inside the box.

A. Children C. teenagers to young adults

B. adults D. all ages

_______1.
What’s up guys! Do you want to know how to get good grades in
school? Busby the Owl has a few tips for you!

1. Always do your homework.

2. Follow the rules.
3. Listen to your teacher.
4. Eat a good breakfast.
5. Be a good team player.
When you know what to do, you will succeed in school!'

_______2. Song: Next In Line by After Image

• What has life to offer me when I grow old?
What's there to look forward to beyond the biting cold
They say it's difficult, yes, stereotypical.

What's there beyond sleep, eat, work in this cruel life

Ain't there nothin' else 'round here but human strife
'Cause they say it's difficult, yes, stereotypical
Gotta be conventional, you can't be so radical.

Chorus:
So I sing this song to all of my age
For these are the questions we've got to face
For in this cycle that we call life
We are the ones who are next in line
We are next in line.

_______3. “We live in a troubled time. Our dream of prosperity for our country was suddenly
snuffed by a pandemic virulent virus. No nation was spared. Neither rich nor poor
were exempt from the onslaught of this deadly disease.
But let us not despair. The vaccine is around the corner. Sooner and not later, the
virus that gobbled up thousands of lives will itself be laid to rest.”
-Excerpt from President Duterte’s State of the Nation Address
July 27,2020

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 Module Code: PASAY EN8-Q3-W2-D2

Name: _______________________________________ Section: _______________

Grade Level: _________________________________ Teacher: _______________

Generalization

A target audience is the person or group of people a speech or a piece of

writing is intended to reach.
The audience could be the following:
A. children
B. teenagers
C. young adults
D. adults
E. all ages

Speaker’s Purpose
to persuade- to convince a reader or a listener to certain point of view
to inform- to teach or give information to a reader or listener
to entertain-to hold attention of a reader or listener through enjoyment

Evaluation
Read the following sentences then determine the purpose of the
speaker and the target audience. Write your answer in the column
below.

1. A speech about why Boracay is the best place to go on vacation.

2. A book about animal and plant cells
3. An advertisement saying everyone should wear face mask and face shield.
4. A book about Dr. Jose Rizal.
5. A comedian telling knock-knock jokes
6. A movie telling the history of the Philippines.
7. A book containing fables.
8. A news article saying that “True Love Waits”
9. A TV program explaining the benefits of exercising.
10. A commercial about the best dishwashing soap in town.

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Name: _______________________________________ Section: _______________

Grade Level: _________________________________ Teacher: _______________

Here are your options!

Sentence no. Purpose Target Audience

1
C E
2 B B

3 A E

4 B E

5 E
C
6
B C

7 A
B
8 B D
9
B C
10 E
A

Prepared by:
GRACE R. LEGADA
Pasay City West High School

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 Module Code: PASAY EN8-Q3-W2-D3

Name: _______________________________________ Section: _______________

Grade Level: _________________________________ Teacher: _______________

DEPARTMENT OF EDUCATION-NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENGLISH
THIRD QUARTER/ WEEK 2/ DAY 3

OBJECTIVE: Observe the use of correct stress, pitch and juncture when
delivering a persuasive speech. EN8F-IIIb-5

YOUR LESSON FOR TODAY:

CORRECT STRESS, PITCH AND JUNCTURE WHEN DELIVERING
A PERSUASIVE SPEECH

Stress, Juncture, Pitch

The intonation phonemes of English are stress, juncture, and pitch.
These are the melodies of language.

Stress:
Stress is the emphasis on syllable. It is the emphasis placed on a
sound or syllable by pronouncing it in the same word of phrase.
In the following word, the stressed syllable is underlined:
Subject: noun as in "The subject of my talk is…"
Subject: verb as in "He will subject us to another story." (Fromkin
and Rodman, 89)
Learners may put the stress on the wrong syllable.
Correct: This is the export. They will export it.
Incorrect: My country will export more cars. (Herndon, 313)
Juncture:
Juncture refers to breaks or pauses in speech that indicate words
or other grammatical units.
Phonetic boundaries used to demarcate words or other
grammatical units are known as junctures. There are several phrases in
English that are distinguishable in this way: "that stuff"/ "that’s tough"; "an
aim"/ "a name". In the first case, for example, the {s} of

https://sbac.instructure.com/courses
https://lumen.instructure.com/courses/218897/pages/linkedtext54300
https://24slides.com/presentbetter/how-to-deliver-a-persuasive-presentation/

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Name: _______________________________________ Section: _______________

Grade Level: _________________________________ Teacher: _______________

"stuff" is stronger, and the {t} of tough is aspirated. (Crystal, 164)

Juncture is phonemic. That is, it changes the meaning, as in the
following example: "I scream" and "ice cream." (Herndon, 85)

Pitch:
Pitch is a particular degree or level of something. In some languages,
a change in pitch signifies a different word as in the Nupe (a language
spoken in Nigeria). The word "ba," if said with a high pitch it means "to be
sour;" if said with a low pitch, it means "to count." (Fromkin and Rodman,
86)
In English a rising pitch signals a question as in "John is coming?"

Persuasive Speech

A persuasive speech is a specific type of speech in which the speaker has

a goal of convincing the audience to accept his or her point of view. The speech
is arranged in such a way as to hopefully cause the audience to accept all or part
of the expressed view.
An example of a persuasive speech is a sales pitch. During a sales pitch,
the speaker is trying to convince the audience to buy his or her product or
service. If the salesperson is successful, the audience (the person being sold to)
will choose to purchase the product or service.
However, salespeople understand that just because someone does not
make a purchase after the first sales pitch does not mean the pitch failed.
Persuasion is often a process. People may need multiple persuasive pitches and
a lot of outside information before they are ready to accept a new view
Tips On How To Deliver A Persuasive Presentation

▪ Have A Solid Goal In Place

▪ Know Your Audience
▪ Prepare In Advance
▪ Be Clear And Concise
▪ List Down Benefits For Your Audience
▪ Exude Confidence
▪ Make Eye Contact
▪ Appeal To Their Emotions
▪ Use Effective Speech

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 Module Code: PASAY EN8-Q3-W2-D3

Name: _______________________________________ Section: _______________

Grade Level: _________________________________ Teacher: _______________

Are You Ready to Practice?

Practice Exercise 1
Write a persuasive speech about the cause you believe in. Persuade
your listeners to believe in it, too, or to take some specific action to help it.
Choose an issue that you have a strong opinion about. Give specific facts
and examples to support your opinions.

If you still don’t have any topic in mind, you may choose from any of
the following topics:

A. Should we still believe and support our president?

B. Should we forget once we forgive?
C. Mothers know best
D. How can our government really help Filipino citizens?

________________________________________
Title
________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_________________________________________

Practice Exercise 2

Now that you already have a persuasive speech, practice reading it

observing the use of correct stress, pitch and juncture. Record yourself and
allow any member of your family to listen to it. Gather some suggestions from
them and ask for more ideas on how you could be able to improve your
speech. Then record yourself once again and send it to your teacher.

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 Module Code: PASAY EN8-Q3-W2-D3

Name: _______________________________________ Section: _______________

Grade Level: _________________________________ Teacher: _______________

Generalization

The intonation phonemes of English are stress, juncture, and pitch.

These are the melodies of language.

Stress is the emphasis on syllable. It is the emphasis placed on a sound

or syllable by pronouncing it in the same word of phrase

Juncture refers to breaks or pauses in speech that indicate words or

other grammatical units

Pitch is a particular degree or level of something

A persuasive speech is a specific type of speech in which the speaker

has a goal of convincing the audience to accept his or her point of view. The
speech is arranged in such a way as to hopefully cause the audience to accept
all or part of the expressed view.

Evaluation
Deliver the speech below observing the use of correct stress, pitch and
juncture. Rehearse first, record yourself and submit your output to your
teacher.

Faith in Courage
(Excerpts of President Manuel L. Quezon’s speech delivered on a national
radio hookup, December 17, 1941)

… “ I advise all the people of the Philippines to be calm and

confident. There will be much suffering, but I trust that you will bear it with
courage and fortitude. My heart bleeds with the mothers who have lost
their sons and with those who have lost members of their families and
friends. I sympathize with those who have lost their homes and their
properties. I hope to God that we will be given the fortitude to bear
sacrifices which the conflict will entail…

“The Filipino people, in their declaration of principles enunciated

in the Constitution, have consecrated themselves to the high ideals of
peace, justice and liberty, but we have also sworn to defend our

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Name: _______________________________________ Section: _______________

Grade Level: _________________________________ Teacher: _______________

country against external aggression, and we have avowed this to be

the primary duty of our government and people.

“We are now in the actual performance of that duty. Not long
ago, seeing in our horizon these war clouds, I said: Other people may
have the choice to be patriotic in the ordinary sense of the word, but
Filipinos can only save themselves and their country now and forever
by being heroically patriotic.”

Observe the following criteria:

Rubric For Excellent Good Fair Needs

Delivering a Improvement
Persuasive 5 4 3 2
Speech
Prosody
(correct stress,
pitch and juncture)

Interpretation

Physical Delivery

Prepared by:
GRACE R. LEGADA
Pasay City West High School

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Name: _________________________________Section: _____________________________
Grade Level: ___________________________Teacher: _____________________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENGLISH 8
Third Quarter/Week 2/Day 4

OBJECTIVE: Use emphasis markers for persuasive purposes. (EN8F-IIIb-5)

YOUR LESSON FOR TODAY
EMPHASIS MARKERS FOR PERSUASIVE PURPOSES

Persuasive Writing is a writing that aims to convince the reader of an reader of

an idea or an opinion to act. To be persuasive you must make a careful words choices.

Emphasis is a form of exaggeration or amplification making things bigger in

some way than they really are.

Emphasis Markers are words and expressions that emphasize a point according to their
categories and functions. We use emphasis to draw attention to things; however, beware of over
using it as it will lead people to ignore what you say.

The use of emphasis in speech is very common and is an accepted way of

talking that sends subtle (and sometimes not so subtle) signals to tell the listener
where the important parts are and so focus their attention.

Common Emphasis Markers

1. Emotive Words – words design to evoke emotions. It creates strong feelings
such as anger, joy, concern, guilt, empathy. It also involves the reader in the
text.
Example: This pandemic will be much dreadful unless we do our part to
stop the spread of the virus.

2. Use of Personal Pronouns – Pronouns like “we”, “you”, and “us” create a
connection between the writers and the readers.
Example: We certainly know that in togetherness, we can move mountains.

3. Exaggeration – making something seem much better or much worse that it

really is.
Example: She cried so long that she made a lake.

4. Repetition- saying the same word or phrase more than once for emphasis
Example: “Never give in- never, never, never, never.” – Winston Churchill

5. Imperatives- using commands or instructions.

All people please do stay still.

TRY TO DISCOVER
Once you figured out the techniques in persuasive writing or speaking, you
need to find some words and phrases that will help you to be convincing. Using
phrases like "I think" or "It seems that" don’t convey a sense of confidence in your
position. Instead, you need to use words or expressions to show emphasis on how
much you believe in what you are writing.

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Name: _________________________________Section: _____________________________
Grade Level: ___________________________Teacher: _____________________________

Some phrases don’t easily fit into a category and are just good for general use in
persuasive writing. Here are a few to remember:

I am certain. . .
I’m sure that you can see that . . .
What needs to be done/what we need to do. . .
I ask you to think about . . .
I am writing in order to . . .
Nevertheless . . .
On the other hand. . .
It has come to my attention that . . .
If you move forward with . . .
Obviously. . .
Surely . . .
Regardless . . .
If I were to happen, then . . .
This can be fixed by . . .
Although it may seem...
I believe that…
Do you really think…
Is it really worth…
Of course…
Just think about it…
What would happen if…

Below are sentences with words or phrases as emphasis markers for persuasive
writing or speaking.

1. I am certain that in those days, the quality of food was poor that eating was
probably hazardous.
2. Surely, she would understand.
3. I believe that God is looking for all of us.
4. Of course there were people who would love to live in the farm.
5. Is it really worth that you spend all your savings?

Remember to write in a forceful manner because you want people to agree with
you.

8 Tips for Better Persuasive Writing

1. Pick a topic you’re passionate about. You’ll do your best persuading when it’s
something you truly believe in. If you have the option to pick a topic, choose
one that appeals to your own sensibilities.

2. Know your audience. If you want to convince readers to believe and agree with
you, know who you’re talking to first.

3. Hook the reader’s attention. A persuasive writer should present their opinion
with a declarative statement that clearly expresses their point of view.

4. Research both sides. In order to convince the reader to agree with you, you
also have to know what you’re trying to get them to disagree with.

5. Be empathetic. An effective persuasion technique is the use of empathy. A

reader is more inclined to believe you if they feel like you can relate to and
understand their experiences.

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Name: _________________________________Section: _____________________________

Grade Level: ___________________________Teacher: _____________________________
6. Ask rhetorical questions. Presenting questions that the reader will be forced to
answer for themselves later on is another good persuasive strategy, especially
when the information provided to help make that decision is supportive of your
point of view.

7. Emphasize your point. The use of exaggeration in order to express urgency,

exclusivity, or just to make a point is another useful persuasive technique.
Hyperbolic statements aren’t meant to be taken literally, but are used instead to
convey an impactful image.

8. Repeat yourself. Strategic repetition can be an effective way to gradually

remind the reader of your message.

PRACTICE EXERCISE 1

A. Read the following sentences. Identify the type of emphasis marker used
whether is emotive words, personal pronoun, exaggeration, repetition or
commands/ instructions. Write your answer on the blanks provided before
each number.
commands/ instructions.
_________________1. Please do wear mask.
emotive words
_________________2. An innocent bystander suffered facial injuries when the thug
launched his glass across the bar.
Personal Pronoun and Repitition
_________________3. We can do our part. We can heal as one.
Emotive Words
_________________4. He continually pestered the shoppers.

exaggeration
_________________5. I was walking along when suddenly this enormous dog walked

along. It was as big as an elephant.

Repetition
_________________6. “I felt happy because I saw the others were happy and because I
knew I should feel happy, but I wasn’t really happy.”- Roberto
Bolano
Repetition
_________________7. “Hatred was spreading everywhere; blood was being spilled
everywhere, wars were breaking out everywhere.” - Shusaku
Endo, Deep River
Exaggeration
_________________8. I caught a fish as big as my house.
Exaggeration
_________________9. I just ran a thousand miles.
Commands/ Instruction
_________________10. Take a step and don’t move.
Emotive Words
_________________11. The video shows a brutal slaughter of whales.
Commands/ Instruction
_________________12. Don’t rush or you will fall.
emotive
Words
_________________13. The victim was left horrific injuries.
Commands/ Instruction
_________________14. Don't be excited about everything without reason.
Repetition
_________________15. “Almost nothing was more annoying than having our wasted
time wasted on something not worth wasting it on.” - Joshua
Ferris, Then We Came to the End

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 PASAY-EN8-Q3-W2-D4

Name: _________________________________Section: _____________________________

Grade Level: ___________________________Teacher: _____________________________
PRACTICE EXERCISE 2

DIRECTIONS: Using the different emphasis marker, write a persuasive text about “The
Face-to-Face Classes of 2021.” Underline the markers you used in your sentences. Be
sure to follow the steps on how to write an persuasive paragraph. Make use of the
space provided below.

The Face-to-Face Classes of 2021

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 PASAY-EN8-Q3-W2-D4

Name: _________________________________Section: _____________________________

Grade Level: ___________________________Teacher: _____________________________

GENERALIZATION
Persuasive writing is utilized by writers to take a stance on an issue, convincing
readers to agree with a certain opinion or idea. Persuasive writing appears across
media in many different forms, such as op-eds, reviews, and advertisements. A good
persuasive argument uses a combination of thorough research and careful word
choice in order to present the writer’s opinion strongly and get the reader to agree.

EVALUATION

A. Fill in the blank with an appropriate emphasis marker from the following
list: another, with all this in mind, in fact, finally.

Our community pool is due for repairs. One area of concern is the
foundation, which has large cracks and chips.with all this in minda kid this summer sliced
____________,
Another
open his toe on one of the cracks. ____________ troublesome area is the surface around
the pool. Simply put, it's too slippery. Whatever sealer used to be there rubbed off.
Finally the pool doesn't have any of the cool features of pools in other
____________,
communities. There are no slides, lazy rivers, water spouts, or diving boards.
In Fact
____________, our community pool badly needs updating.

B. DIRECTIONS: Complete each sentence with the correct emphasis markers. Choose
the letter of the correct answer.

A. Certainly B. Obviously C. I believe that…

B
______________1. She worked all day long. ________________, she had been under a lot
of stress.
C
______________2. Every student should pay importance of hard work to acquire
education. _______________ this helps people to get better paid-jobs
and to become better citizens.
A
______________3. He just kept on repeating the same mistakes. ______________, he
didn’t realize the consequences of his actions.

______________________________________________________________________________
References:
https://www.kyrene.org/cms/lib/AZ01001083/Centricity/Domain/2351/TRANSITIONS.pdf
https://www.thoughtco.com/words-to-make-a-persuasive-argument-2086735
https://k12.thoughtfullearning.com/minilesson/using-transitions-add-information-and-emphasis
https://www.grammar-monster.com/glossary/emotive_language.htm
https://thejohnfox.com/repetition-examples/
https://www.learngrammar.net/a/examples-of-imperative-sentence
https://www.masterclass.com/articles/persuasive-writing-tips-and-techniques#what-is-
persuasive-writing

Prepared by:
JUDY C. SUTARON
Pasay City West High School

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