LEARNING ACTIVITY SHEETS IN ENGLISH 10
QUARTER 2 – WEEK 1-2
Learning Competency: Observe the language of research, campaigns, and advocacies
What do we know about language? It is
dynamic, rich, and universal. But is the same
language used in all modes of purpose? Apparently,
not. Just like that we use different language
depending on the setting and the people we talk with,
so it is that language used in research, campaigns and
advocacies are different from the language we use in
creative writing.
We will see in the discussion more about this.
”The difference between the almost right word and
the right word is the difference between the lightning
bug and the lightning.”
- Mark Twain
If we relate that quote to our lesson about observing
the language of research, campaign, and advocacies,
what can we say about one of the importance of
learning to use appropriate language for the right
activity or mode? For this activity, it would be that it
would prevent us from being misread and
misunderstood. There is a difference in appeal, and at
times meaning, when something that’s meant to be
written academically is stated in a casual way. Thus,
there is a need for us to learn also the language used
in research, campaigns and advocacies.
Language is essential in our lives, especially
when we want to be heard. It is a very important tool
to get our message across. Language comes in two
forms, verbal and non-verbal. Non-verbal usually are
done with gestures, while verbal is done in various
modes, such as casual, formal, or even in academic
style. Is it possible to use the same language in all
settings? Well, some try but it is not as effective
when the right language is used for a particular
situation.
What you will learn in this module is that there is
language used in research, campaigns and
advocacies. Let us try to observe them. First let us try
to define the three terms.
Research is a careful consideration of study
regarding a concern or problem using scientific
methods. According to the American sociologist Earl
Robert Babbie, “Research is a systematic inquiry to
describe, explain, predict, and control the observed
phenomenon. Research involves inductive and
deductive methods.”
What language and/or characteristics of language do
you think research uses? Is it formal? Is it academic?
Should it be persuasive? The answer to these
questions is “Yes”. Communicating valuable results
of research is vital for the readers to trust and want to
make use of its findings, thus, professional and
reliable language must be used.
Moreover, understanding the language of
research can also mean that we ought to be
acquainted with the terminologies associated with it.
Some of these are theories, concepts, variables,
hypotheses, and samples.
Sample title:
“Social media addiction: Its impact, mediation, and
intervention”
Next are campaigns. Campaigns are
sustained efforts toward a specific outcome, for
instance, getting a company to divest its funds,
stopping a coal power plant, or forcing the
government to create a climate change impact study.
These are a powerful way of strategically building
group capacity and developing experience. At the
same time, campaigns win solid victories for social
justice. The power of a campaign is that after an
action is over and people ask, “How can we help
make change?”, we offer specific actions for them to
take. Campaigns inspire people to take further action,
in addition to helping them understand the depth of
the problem— and this all adds up to real change.
Sample title:
Save the Children of East Africa
And then, there’s advocacy. Advocacy means
taking action to create change. It refers to activities
that argue, plead, support, or favor a certain issue. Its
aim is to influence decision especially with issues
that involve social, political, environmental and
economic perspectives. Advocates organise
themselves to take steps to tackle an issue. They help
to give people ways to speak out about things that
negatively affect them. Advocates will identify the
things that are most likely to lead to success, gather
the persuasive evidence necessary and consider the
best way to find a solution. Advocacy has been
described as "speaking truth to power".
Sample title:
Historic 95% of children in U.S. now have health
insurance – Let’s make it 98%!
I think some of you notice that campaigns
and advocacies are somewhat closely related. At
some point, yes, because they both are aimed at
making a difference, or are both fostering a cause.
However, let us remember that a campaign does not
only promote a cause but is aimed at helping
individuals find solutions about it, while advocacy is
mostly about influencing decisions, and providing
ways on how people may be heard.
In research, campaigns and advocacies, we
notice that all three persuade: research, to persuade
readers to use the findings, campaigns, to persuade
individuals to help, and advocacies, to persuade
individuals to reconsider their thoughts and decisions.
With those observations, we now know that the
language these three uses are mostly persuasive,
aside of course from the technical terms involved. So
now, let us learn about the language features or
language devices usually employed in persuasive
writing.
The following are taken from a YouTube
lecture on Language for Research, Campaigns, and
Advocacies by Vicky Bilardo.
a. Emotive Language - the use of words that
evoke emotions in people and to sound more
convincing.
b. Modal Verbs – such as may, might, will, must,
shall, can, could, would, ought to are modal
verbs that help adjust the level of certainty of
events to suit arguments.
c. Involving the Reader – the use of personal
pronouns like you, your, we, our, and indicative
words like together establishes a connection
between the author and the reader making it
more personal and important to the latter.
d. Rhetorical Questions – questions that do not
necessarily need to be answered but are in
effect to illustrate a point or let the reader think.
e. Using Evidence – the use of facts, figures or
quotes from experts to highlight the writer’s
Prepared
authority and to by: make the arguments
presented more convincing.
DANIEL M. ALON
f. Repetition – Subject
involvesTeacher
repeating keywords,
phrases, or ideas to inculcate them to the reader.
g. Adjective and Adverbs – careful selection of
these parts of speech and using them effectively
will influence how the readers feel.
h. Association – links an object or an idea with
something already liked or desired by the target
audience such as wealth, success, pleasure, and
security.
i. Bandwagon – a persuasion technique that
makes the audience consider that since
“everyone or the majority is doing it”, then
they, too, ought to.
j. Experts – use of expert advices from trusted
people like doctors, scientists, and other
professionals to support claims for things that
the audience do not know. The credibility of
these individuals makes the persuasion more
effective.
Activity 1.A: Read the following statements. Tell
whether the statement is a Research, Campaign, or
an Advocacy statement. Write your answer on your
paper.
1. “Dumagueteños Perception on Police
Brutality Reports All Around the Country”
2. “Honours the right of every child and
adolescent to a standard of physical, mental,
spiritual, moral, and social development
essential to engage purposefully in life’s
function.”
3. “I am dedicated, I work hard, I listen well, I
am assertive, I am organized, I am
creative, I am friendly and accessible, I can
advocate for you, and I am tireless. I
represent a fresh voice with new ideas. I want
to help Paly students succeed with less stress.
I believe that students can help each other.”
Mar 22, 2018
Activity 1.B: Rearrange the following words to form
a sensible thesis statement, campaign, and advocacy
and label them. Write your answer on your paper.
1. matter
lives
Filipino
Noted by:
2. well-being of students PERLA N. PASCUA
whether distance learning Principal II
or in person
the social and emotional
arts education supports
3. such as weight gain, heart disease, and liver
complications
high levels of alcohol consumption
have detrimental effects on your personal
health
Activity 2.A: Identify or answer the following
statements. Write your answer on your paper.
1. It identifies a piece of what we want and
work toward achieving it.
2. It is a careful consideration of study regarding
a particular concern or problem using
scientific methods.
3. It means taking action to create change.
4. What do you call the underlined word in,
“We ought to preserve life.”?
5. What language device is used in, “Freedom!
Freedom! Freedom!”?
6. What do language device is used when a
“pathologist” is mentioned?
 7. What type of speech or text is used in the
language for research, campaign and
advocacy?
8. Where do we use the technical term
hypothesis?
9. What language feature creates connection
between the author and the reader?
10. Does a rhetorical question require an answer?

Activity 2.B: Identify the following as research,

campaign, or advocacy. Write your answer on your
paper.

1. Bring awareness to global poverty through

volunteerism
2. Share a Coke and share happiness with
personalized bottles of Coca- Cola, Diet
Coke, and Coke Zero Sugar!
3. You’re Not You When You’re Hungry
4. Who Will Pay to Reduce Global Warming? A
Multivariate Analysis of Concern, Efficacy,
and Action
5. Junk Food and BMI: A Look at Schools
Banning Candy, Snacks, and Soft Drinks and
the Effect on Fifth Graders' BMI

Activity 3.A: Choose only one task to do. Write your

answer on your paper.

 Create a thesis statement.

 Create a campaign statement
 Create an advocacy statement
(Thesis statement: a short, direct sentence that
summarizes the main point or claim of an essay or
research paper)

Directions 3.B:: Review the lesson on THE

LANGUAGE OF RESEARCH. Then write your
reflection on your paper by finishing up the
unfinished statements below.
I have learned that
__________________________________
I have realized that
______________________________________