10

SELF-LEARNING RESOURCE
(SLR) IN ENGLISH
Quarter 2 - Booklet 1
 What I Need to Know

Dear Learner:

This Self-Learning Resource (SLR) in English 10 is designed and developed

in consideration of you. It is to provide you with fun and meaningful opportunities
for guided and independent learning.

As a learner, you are capable and empowered to successfully achieve the

Most Essential Learning Competencies (MELCs) in English at your own pace and
time. Your academic success lies in your motivation as well as determination to
work on the tasks given to you and to face all challenges along the way.

This SLR has three lessons:

• Lesson 1 – Observing the Language of Research, Campaigns, and

Advocacies
• Lesson 2 – Identifying Key Structural Elements and Language Features of
an Argumentative Text
• Lesson 3 – Formulating a Statement of Opinion or Assertion

Each leads to the mastery of most essential learning competencies by

interrelated activities and discussions.
After going through these lessons, you are expected to:
1. observe the language of research, campaigns, and advocacies;
2. identify key structural elements, e.g.: exposition-statement of position,
arguments, restatement of positions; and language features of an
argumentative text e.g.: modal verbs: should, must, might, and modal
adverbs: usually, probably, etc.; attitudes expressed through evaluative
language; conjunctions or connectives to link ideas: because, therefore,
on the other hand, etc.; declarative statements; rhetorical questions;
passive voice; and
3. formulate a statement of opinion or assertion.

Reminders:
➢ Use the Self-Learning Resource (SLR) in English 10 with care.
Do not put unnecessary mark/s on any part of it.

➢ Use a separate sheet of paper in answering the exercises

and assessments.

➢ Return this SLR to your teacher/facilitator once you are through

with it.

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 What I Know

Let’s find out how much you know as we begin to discover more about our lesson in
this module.

Read each sentence carefully then choose the letter of your best answer. Write your
answers on your answer sheets.

Lesson 1
1. Which is a process that involves a series of political actions conducted by
organized citizens to transform power relations?
A. campaign C. panel discussion
B. advocacy D. research
2. Which can be defined as purposive attempts to inform or influence behaviors in large
audiences within a specified time period using an organized set of communication
activities and featuring an array of mediated messages in multiple channels
generally to produce noncommercial benefits to individuals and society?
A. campaign C. advocacy
B. research D. speech
3. Campaigns can be used in the following EXCEPT:
A. raise awareness C. promote vices
B. influence attitudes and norms D. reinforce knowledge, attitudes
and/or behavior
4. Which is a piece of academic writing that provides analysis, interpretation, and
argument based on in-depth independent research?
A. campaign C. advocacy
B. speech D. research paper
5. Which is necessary in many areas of academic writing to avoid making
statements that can be contradicted?
A. cohesion C. caution
B. reference D. promotion
Lesson 2
6. Which of the following is NOT included in the introduction of an argumentative
essay?
A. hook or a catchy sentence C. thesis statement
B. background information D. counterargument
7. The claim is where the writer _________________.
A. answers the opposing view C. shows how smart he is
B. shows the purpose of the text D. shows what he is trying to prove
8. Facts and data that support reasons in an argumentative essay are called
________________.
A. evidence B. position C. reason D. counter

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9. What structure of argumentative text is this writer’s statement?
I believe that college students should control all their own finances because they
possess the intellectual capability and emotional maturity to do so.
A. reason B. position C. evidence D. counter
10. What is the purpose of conclusion?
A. restate the argument and the reasons
B. restate the attention getter and background
C. give new information
D. give evidence and details
Lesson 3
11. It is a statement used to make a declaration or to express strong belief on a
certain topic.
A. assertion B. opinion C. fact D. affirmation
12. It is a statement that shows how an individual feels about something and it
cannot be proven because it expresses a belief, feeling, or thought.
A. assertion B. opinion C. fact D. affirmation
13. I-Language Assertion contains the following EXCEPT:
A. It contains information on its effect or feeling of the writer.
B. It contains information on the recommendation of the writer.
C. It contains information from other credible sources.
D. It contains specific information from the literary work.
14. Opinion statements fall into three categories EXCEPT:
A. statements of truth C. statements of value
B. statements of policy D. statements of fact
15. When is the best time to formulate an assertion?
A. after reading a story C. after playing online games
B. before watching a play D. before writing the poem

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 Lesson Observing the Language of
Research, Campaigns,
1 and Advocacies

What’s In

Activity 1: Share Your Thoughts

List at least three words or phrases that you can associate with the following. Copy
the table and write your answers on your answer sheets.

RESEARCH CAMPAIGN ADVOCACY

1. 1. 1.
2. 2. 2.
3. 3. 3.

What’s New
Read the sample campaign below then answer the questions that follow. Write your
answers on your answer sheets. The texts from the actual photo are provided
below.

The Department of Health

(DOH), with support from the
World Health Organization
(WHO) and UNICEF, is restarting
the Sabayang Patak Kontra Polio
campaign to combat the
poliovirus outbreak in the
Philippines.

“We have to remember that the

Source: https://www.facebook.com/who
polio outbreak is not over, so it philippines/posts/3065503110229607

is critical that we continue this

life-saving work of immunizing our children against this debilitating disease, while responding to
COVID-19. But we must also remember to ensure that our dedicated frontline health workers
and our communities are fully protected from COVID-19 during the polio campaign,” said Dr
Rabindra Abeyasinghe, WHO Representative in the Philippines.

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 The polio campaign starts 20 July in the entire Mindanao, provinces of Nueva Ecija and Aurora,
and Angeles City in Pampanga and San Jose del Monte City in Bulacan.

Children under 5 years old in these areas will be given polio drops. The campaign is extended to
under 10 years old in selected areas in Mindanao.

Read the joint DOH-WHO-UNICEF media release here: https://bit.ly/2ZJ7s8Q

Comprehension Check
1. What organization is the proponent of “Sabayang Patak Kontra Polio”?
2. What does the word “combat” mean as used in paragraph 1?
3. When children are immunized, what will happen?
4. Do you think the people from the community will participate fully on that
campaign? Why?

What Is It

I. THE LANGUAGE OF RESEARCH

A research paper is a piece of academic writing that provides analysis,
interpretation, and argument based on in-depth independent research.
Research papers are similar to academic essays, but they are usually longer and
more detailed assignments, designed to assess not only your writing skills but also
your skills in scholarly research. Writing a research paper requires you to demonstrate
a strong knowledge of your topic, engage with a variety of sources, and make an
original contribution to the debate.
Writing research report follows a set of guidelines in terms of its appropriate use
of language or text features and some of these are enumerated below.
1. The language of discussion

When discussing common ideas, avoid personal phrases such as in my opinion or

personally, I think . . . Use impersonal phrases instead, such as:

1. It is generally accepted that working from home saves commuting time . . .

2. It is widely agreed that email and the internet reduce reliance on an office . . .
3. The evidence suggests that certain people are better at self-management . . .

When you are supporting your opinions with sources use phrases such as:
Examples: According to Emerson (2003) few companies have developed clear policies . . .
Poledna (2007) claims that most employees benefit from flexible arrangements

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2. Cohesion

Cohesion means joining a text together with reference words (e.g. he, theirs, the
former) and conjunctions (e.g. but, then) so that the whole text is clear and readable.

2.1. Reference words

These are used to avoid repetition:

Leonardo da Vinci was a fifteenth-century Italian genius who produced only a handful of
finished works. However, they include the Mona Lisa and the Last Supper, the former
perhaps the most famous painting in the world. Although he is remembered mainly as an
artist, he also was an innovative engineer, scientist, and anatomist.

Here the reference words function as follows:

Leonardo da Vinci finished works Mona Lisa

he they the former

Examples of reference words and phrases

Pronouns he/ she/ it/ they

Possessive pronouns his/ her/ hers/ its/ their/ theirs
Objective pronouns her/ him/ them
Demonstrative pronouns this/ that/ these/ those
Other phrases the former/ the latter/ the first/ the second/ such a

3. The language of numbers

In introductions, numbers are often used to give an accurate account of a situation:

Examples: 1. Approximately 1800 children between the ages of five and 12 years were randomly
selected.

2. The earth’s atmosphere appears to be gaining 3.3 billion metric tons of carbon annually.

3. . . . but five winters in the twentieth century were more than 2.4°C colder than average.

3.1. Figures and numbers are both used to talk about statistical data in a general
sense:

The figures/ numbers in the report need to be read critically. But number is
used more widely:
Examples: 1. 13 is an unlucky number.

2. She forgot her phone number.

3.2. Digits are individual numbers.

4,539 – a four digit number.

3.3. Both fractions (1/2) and decimals (0.975) may be used. There is no final ‘s’ on
hundred/ thousand/ million used with whole numbers:
Example: 1. Six million people live there.

3.4. When writing about currencies write PHP`440 m. (440 million pesos).

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 3.5. Rates are normally expressed as percentages (e.g. the literacy rate rose to 75%)
but may also be per thousand (e.g. the Austrian birth rate is 8.7).

It is normal to write whole numbers as words from one to ten and as digits
above ten:
Example: 1. Five people normally work in the café, but at peak times this can rise to 14.

These are commonly used for expressing degrees of change:

Example: 1. Since 2008 the number of prisoners has risen by 22 per cent.

4. Simplification

Although the accurate use of numbers is vital, too many statistics can make texts
difficult to read. If the actual number is not important, words such as various,
dozens or scores may be used instead:

The snowstorm closed 47 schools. The snowstorm closed dozens of schools.

few less than expected

a few approximately 3–6 depending on context
several approximately 3–4
various approximately 4–6
dozens of approximately 30–60
scores of approximately 60–100

5. Further numerical phrases

The expressions listed below can also be used to present and simplify statistical
information.

The course fees rose from PHP 3,200 to The course fees doubled in two years.
PHP 6,500 in two years.
If appropriate, roughly/ approximately can be added: The course fees roughly
doubled in two years.

one in three one in three engineering students is from China

twice/ three times as many twice as many women as men study business law
a five/ tenfold increase there was a fivefold increase in the price of oil

6. The use of caution

A cautious style is necessary in many areas of academic writing to avoid making

statements that can be contradicted.
Examples: 1. Demand for healthcare usually exceeds supply.

2. Most students find writing exam essays difficult.

3. Fertility rates tend to fall as societies get richer.

6.1. The language of caution

Caution is also needed to avoid making statements that are too simplistic.
Example: 1. Crime is linked to poor education.

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 Such statements are rarely completely true. There is usually an exception that
needs to be considered. Caution can be shown in several ways:

Examples: 1. Crime may be linked to poor education. (modal verb)

2. Crime is frequently linked to poor education. (adverb)

3. Crime tends to be linked to poor education. (verb)

6.2. Using modifiers

Another way to express caution is to use quite, rather, or fairly before an

adjective.
Examples: 1. a fairly accurate summary
2. a rather inconvenient location
3. quite a significant discovery
Quite is often used before the articles “a”, “an”, and “the”. It is generally used
positively, while rather tends to be used negatively.

6.3. Caution in verbs

When referring to sources, the verb used indicates the degree of caution.

Examples: Tilic (2004) states that the cost of living . . . (positive)

Lee (2007) suggests that more research is needed . . . (cautious)

Other verbs which imply tentative or cautious findings are: think/ consider/
hypothesize/ believe/ claim/ presume.

II. THE LANGUAGE OF CAMPAIGN

Public communication campaigns can be defined as purposive attempts to
inform or influence behaviors in large audiences within a specified time period using an
organized set of communication activities and featuring an array of mediated messages
in multiple channels generally to produce noncommercial benefits to individuals and
society (Rice & Atkin, 2009; Rogers & Storey, 1987).

Communication campaigns utilize a purposeful promotional strategy to change

knowledge, attitudes, behavior, or policy in a specific, intended audience via marketing
and advertising techniques. They can be used to:
A. raise awareness
B. influence attitudes and norms
C. increase knowledge
D. reinforce knowledge, attitudes and/or behavior
E. show benefit of behavior change
F. demonstrate skills
G. suggest/prompt an action
H. refute myths and misconceptions

As stated by Rice & Atkin, 2009, developing communication campaigns requires

the combination of message components wherein the campaign designer seeks to
emphasize one or more of five influential message qualities.
1. Credibility is primarily conveyed by the trustworthiness and competence of the
source and the provision of convincing evidence.

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 2. The style and ideas should be presented in an engaging manner via selection of
interesting or arousing substantive content combined with attractive and
entertaining stylistic execution.
3. Selection of material and stylistic devices should be personally involving and
relevant, so receivers regard the behavioral recommendation as applicable to
their situations and needs.
4. There should be understandability, with simple, explicit, and detailed
presentation of content that is comprehensive and comprehensible to receivers.
5. For persuasive messages, the fifth factor is motivational incentives, designed
to influence attitudes and behaviors by presenting persuasion appeals
emphasizing reasons why the audience should adopt the advocated action or
avoid the proscribed behavior.

III. THE LANGUAGE OF ADVOCACY

According to Fundación Arias (Arias Foundation), advocacy is a process that
involves a series of political actions conducted by organized citizens to transform power
relations. The purpose of advocacy is to achieve specific changes that benefit the
population involved in this process. These changes can take place in the public or
private sector. Effective advocacy is conducted according to a strategic plan and within
a reasonable time frame.”

Advocacy can be in a form of speaking or writing which promotes justice

through changes in policies, systems and structures, practices and attitude, citizen
mobilization and education about human and child rights.

Boyd, et al (1999) states that advocacy is informing, persuading, and moving

to action.

1. There should ideally be only one main point communicated or, if that is not
possible, two or three at the most. It is better to leave people with a clear idea
of one message than to confuse or overwhelm them with too many.

2. A message is a concise and persuasive statement about your advocacy goal

that captures what you want to achieve, why and how. Since the purpose of a
message is to create action, your message should also include the specific
action you would like the audience to take.

3. The message should not only persuade through valid data and sound logic,
but it should also describe the action the audience is being encouraged to
take. The audience needs to know clearly what it is you want it to do, e.g.,
include reproductive health in the national health insurance package,
support an advocacy campaign by attending a rally.

Moreover, when creating a message for advocacy, ensure that the audience will
understand. Use the language of the target group. Avoid technical terms or jargon. If
your message presentation uses charts, keep them clear, simple, and easy to
understand. Use words or phrases that have positive images, rather than terms that
may have negative connotations. For example, it is sometimes better to say child
spacing rather than birth control or family planning.

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 What’s More
Categorize the following words/phrases by placing each one to its appropriate
column. Copy the table and write your answers on your answer sheets.

motivational informing moving to action

formal impersonal phrases language of caution engaging

reference words involving persuading

RESEARCH CAMPAIGN ADVOCACY

What I Can Do
.
Activity 2: Revising a Paragraph from a Research
Observe the language of research by filling in the sentences with the appropriate term
from the choices in the box.

A team of American scientists (1) _________ a way to reverse the ageing process. They fed diet
supplements, found in health food shops, to elderly rats, which were then tested for memory and
stamina. The animals displayed (2) _________ active behavior after taking the supplements, and
their memory (3) _________ improve. In addition, their appearance became more youthful and
their appetite (4) _________ increased. The researchers (5) _________ that this experiment (6)
_________ an indication of how the problems of old age can be overcome. They state that in a few
years’ time everyone (7) _________ look forward to a long and active retirement.

suggest may be tend to hypothesized

fairly quite may rather

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Activity 3: Revising a Paragraph from a Campaign
As discussed from the previous part of this module, a campaign has to emphasize one
or more of these qualities: credible, engaging, involving, relevant, understandable and
has motivational incentives. Revise the last paragraph (in bold face) from the post by the
Commission on Human Rights of the Philippines observing the language of campaign.
The texts from the actual photo are provided.

The 18th World Day Against

Death Penalty is
commemorated tomorrow, 10
October 2020. The annual
observance aims to campaign
for the total and complete
abolition of death penalty
worldwide. Here in the
Philippines, there were recent
moves to reintroduce the
death penalty to address
criminality and drugs. But is Source: https://www.facebook.com/chrgovph/photos/
a.784575471659000/3216372745145915/
capital punishment an effective
deterrent to crimes? How is death penalty incompatible with the principles of human rights?
What are the implications of death penalty to communities and families?

Catch our "Tanggol Karapatan" episode on death penalty to join the discussion together with
CHR Commissioner Karen Gomez Dumpit and Atty. Kim Claudio of the CHR Policy and Advocacy
Office's International Obligations Monitoring Division. The episode is live tomorrow, 10 October
2020, from 9:00 - 10:00 AM, on Veritas846.ph.

Be part of the conversation by sending your questions and insights in the comment
section below.
Activity 4: Revising a Paragraph from an Advocacy
As discussed from the previous part of this module, an advocacy must be informing, moving
to action, and persuading. Revise the first paragraph (in bold face) from the post below by
the Iloilo Children Welfare Foundation, Inc. observing the language of advocacy.

To all our partners,

We are pleased to inform you

that the official 2019 newsletter
of the Iloilo Children Welfare
Foundation Inc. entitled
"INSPIRE" is now out and ready
for distribution. To those who
cannot avail the hardcopies you
can access thru this page.

This newsletter aims to further

promote, educate and inform Source: https://www.facebook.com/iloilocwfi2017/
photos/a.869415229906846/1698215260360168/

the public the advocacy activities

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 and initiatives of the Ilonggo children and youth through ICWF programs in promoting
children's rights and welfare, youth empowerment, public sensibilization of advocacy events,
lobbying advocacy and networking, child friendly school and the contribution and involvement
of our active and supportive Bata Muna Network, NGO ,CSOs, Local Government partners, and
other stakeholders in advocating for the best interest of our children.

What I Have Learned

Activity 5: Matching Type
Identify what is being referred by the following definition about observing the
language of research, advocacy, and campaign. Match Colum A with Column B.

Column A Column B
1. It is necessary in many areas of academic writing to A.research paper
avoid making statements that can be contradicted.
2. It is primarily conveyed by the trustworthiness and B. cohesion
competence of the source and the provision of convincing
evidence.
3. It can be defined as purposive attempts to inform or C. informing
influence behaviors in large audiences within a specified
time using an organized set of communication
activities.
4. It is a piece of academic writing that provides D. cautious style
analysis, interpretation, and argument based on in-depth
independent research.
5. It is described as simple, explicit, and detailed E. campaigns
presentation of content that is comprehensive and
comprehensible to receivers.
6. It is a quality of message that requires only one main F. credibility
point communicated or, if that is not possible, two or three at
the most.
7. It means joining a text together with reference words G. advocacy
and conjunctions so that the whole text is clear and readable.
8. It is a process that involves a series of political H. understandability
actions conducted by organized citizens to transform
power relations.

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 Assessment
Observe the language of research, advocacy, and campaign by choosing only one
out of the three given tasks. Refer to the guidelines on how you will work on your
chosen task.
Research
Revise the research findings based on the following details. Ensure that you
observe the language of research for your explanation. You may add more details
based on your own research.
It is widely believed that the climate is deteriorating. It is claimed that this process has been
continuing for nearly 100 years. This belief appears to be supported by McKinley (1997), who
shows a 55% increase in the frequency of severe winter gales since 1905.

Advocacy
Youth for Peace Advocacy Movement is a coalition of various youth organizations,
alliances, confederations, and individuals sharing common ideals and aspirations
towards peace and unity. This organization envision a society that cares equally for all
members, guided by the fundamental values of Freedom, Equality and Solidarity,
where the youth takes an active role as peace advocates.
In this activity, your role is a member of this union and you are tasked to make an
advocacy in social media. Think of a specific program that invites your fellow youth to
participate on your chosen cause. You may add a photo to make it more interesting.

Campaign
Think of the common problem in your community that you want to resolve through
your social media campaign. Make a specific title for that campaign which includes
the activity’s/program’s objectives and the end users of the activity. You may add a
photo to make it more interesting.

Note to the Teacher: If digital devices and Wi-Fi connection are unavailable, the learners may
resort to creating a printed leaflet.

Additional Activities
Complete the statement explaining your realizations or reflections from the topics
discussed. Cite at least two reflections.

In this activity, I have realized that . . .

_______________________________________________________________________________
_______________________________________________________________________________

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 Lesson Identifying Key Structural Elements and
Language Features of an Argumentative
2 Text

What’s In

Activity 1: Fact or Bluff

Tell whether the statements are Fact which means correct and Bluff if otherwise.
Write your answers on your answer sheets.
1. Argumentative text is writing in which an author investigates a topic by
presenting a claim and supporting that claim with relevant evidence.
2. Argumentative text is a specific type of informational text.
3. Claim is when the writer states what he or she is attempting to prove when
making an argument.
4. Claims need back up or support which presents reasons and evidence.
5. Counterargument is made to approve an opposing viewpoint

What’s New

Read the essay below and answer the questions that follow. Take note of the
“paragraph numbers” at the left side and the “sentence numbers” within the
paragraphs used as labels for these will be tackled on the next part of this lesson.
Write your answers on your answer sheets.

Aggressive Driving Should be Avoided

1 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, tailgating, 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.

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 The first reason why aggressive driving should be avoided is it causes crashes.
2
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 tailgating 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.

3 Another reason why aggressive driving should be avoided is it causes injuries.

NHTSC states that the percentages of the injuries caused by aggressive driving are, in almost
all categories of aggressive driving, above 100 percent. Furthermore, the Department of
Highway Safety (DHS) reports that this is due to the fact that each motor vehicle crash
accounts for one or more injuries. It was found that of the ten categories of aggressive
driving, “running red light”, “failing to yield”, and “running stop signs” are the most serious
factors contributing to injuries.

4 Yet another reason why aggressive driving should be avoided is it 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 (DHS, 2008).

5 The above evidence shows that aggressive driving causes crashes, injuries, and
fatalities. Hence, aggressive driving should be avoided. Since the opening of 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.

Source: http://learnenglishessay.blogspot.com
/2011/12/argumentative-essay.html

Comprehension Check
1. What does “aggressive driving” mean as defined by NHTSC?
2. What does the word “fatalities” mean as used in paragraph 4?
3. Enumerate the author’s reasons why aggressive driving should be avoided.
4. Do you agree with the author’s claim that aggressive driving must be avoided?
Why?

16
 What Is It

PART 1: STRUCTURAL ELEMENTS OF ARGUMENTATIVE TEXTS

What are the Elements of an Argument?

Before proceeding with the discussion on the main topic of this lesson, which is
all about Argumentative Texts, it would be better to first familiarize the word
“argument”. It does not always refer to two people having a disagreement. In formal
speaking and writing, an argument is a claim supported by reasons and evidence.
Sound arguments appeal to logic, not to emotions. A strong argument:
• presents a claim, or the writer’s position on a problem or an issue. The claim
might be stated directly (i.e., Aggressive driving should be avoided.)
• provides support, or the reasons and evidence that back up the claim. Support
can include facts, statistics, examples, and quotations from experts (i.e.,
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 tailgating caused
crashes as a result of their aggressive driving.)
• anticipates what people with the opposing viewpoint might say and counters
their objections by offering further evidence to support the claim.
What is an Argumentative Text?

Argumentative text is writing in which an author investigates a topic by

presenting a claim and supporting that claim with relevant evidence. It is a specific
type of informational text where the writer tries to get the reader to accept his
perspective/side as truth. It can be in a form of a discussion, an interview, a speech,
an essay, an opinion letter, a letter, or a book on literary criticism, etc. An
argumentative text includes:

1. Claim (Thesis Statement): The main argument that the writer is making in the
text.
2. Evidence: The data a writer uses to support his/her claim.
3. Warrant: An explanation of how the evidence supports the claim.
4. Backing: The support for a warrant.

Argumentative essay is one of the main types of argumentative texts that

presents both sides of an issue. However, it presents one side more positively or
meticulously than the other one, so that readers could be swayed to the one the author
intends. The major function of this type of essay is to present a case before the readers
in a convincing manner, showing them the complete picture. Moreover, argumentative
essay: presents and explains the issues or case; gives reasons and supports these
reasons to prove its point; refutes (prove wrong) opposing arguments. It has three main
parts which includes the introduction, body, and conclusion. As you go through the
discussion of the parts of argumentative essay, you may refer to the article entitled
“Aggressive Driving Should be Avoided” which we previously discussed in What’s New.

17
 Introduction presents the problem and gives the background information
needed for the argument and the thesis statement. A Thesis statement declares the
main point or controlling idea of your entire essay. It answers the questions: “What is
the subject of this essay?”, “What is the writer’s opinion on this subject?”, and “What is
the writer’s purpose in this essay? (to explain, to argue, to entertain, or to move people
to action)”. Everything in your essay should support the thesis. Observe the
introductory paragraph which is Paragraph 1. It introduces the thesis statement which
is Sentence : Aggressive driving should be avoided because it causes crashes, injuries,
and fatalities.

The body of the essay is composed of paragraphs that support the thesis
statement. By citing examples, explaining causes, offering reasons, or using other
strategies on these paragraphs, you supply enough specific evidence to persuade the
reader that the opinion expressed in your thesis is sensible one. Each paragraph in the
body usually presents and develops one main point in the discussion of your thesis.
Generally, but not always, a new body paragraph signals another major point in the
discussion.

Most body paragraphs present one main point in your discussion, expressed in
a topic sentence. The topic sentence supports the thesis by clearly stating a main
point in the discussion, announces what the paragraph will be about and controls the
subject matter of the paragraph that contains the reasons. Each paragraph talks about
one reason. The reason is included in the topic sentence and is supported by the
details or materials. These supporting materials can be examples, statistics, personal
experiences, or quotations. Observe the continuation of the essay about “Aggressive
Driving Should Be Avoided. The following is the essay’s body paragraphs which are
Paragraphs 2, 3 and 4. They present the topic sentences (Sentences ,  and )
which support the thesis statement found in the introductory paragraph. These topic
sentences are supported by evidence or support (Sentences ,, , and ).

18
3. Conclusion restates the main claim and gives one or two general statements which
exactly summarize or restate the arguments and support the main premise. Observe
the concluding paragraph below which is Paragraph 5 or the last paragraph of the
essay. It introduces the concluding statements which are Sentences  and .

Although there is no set model of organization for argumentative essays, here

are some common patterns that you might use or that you might combine in some
effective ways.

In Pattern A, you devote the first few body paragraphs to arguing points on your
side and then turn to refuting or answering the opposition’s claim.

Pattern A: Introductory paragraph: Thesis statement

Body paragraph 1: you present your first point and its supporting evidence
Body paragraph 2: you present your second point and its supporting evidence
Body paragraph 3: you refute your opposition’s first point
Body paragraph 4: you refute your opposition’s second point
Concluding paragraph

19
 Sometimes, you may wish to clear away the opposition’s claims before you
present the arguments for your side. To do so, you might select Pattern B.
Pattern B: Introductory paragraph: Thesis statement
Body paragraph 1: you refute your opposition’s first point
Body paragraph 2: you refute your opposition’s second point
Body paragraph 3: you present your first point and its supporting evidence
Body paragraph 4: you present your second point and its supporting evidence
Concluding paragraph

PART 2: LANGUAGE FEATURES OF THE ARGUMENTATIVE TEXTS

You have just finished learning the structural elements of argumentative texts.
To further enhance your ideas about the main topic, making use of the language
features in your writing can be a great advantage. Let us familiarize modal verbs,
conjunctions, rhetorical questions, and passive voice. Get to know them through the
following brief discussion.

Modals are used to give a proposition a degree of probability and to express

one’s attitude and to perform various social functions such as expressing politeness or
indirectness when making requests, giving advice, or granting permission. There are
several examples of modal verbs: can and could, may and might, shall and should, will
and would, must, need to and have to, etc. However, this lesson will focus on the
following:

1. Might is used to express possibility. It is also often used in conditional sentences.

Examples: a. Your purse might be in the living room. (possibility)

b. If I didn't have to work, I might go with you. (conditional)
2. Should is typically used for social functions in the negative-to advise and order
others on what not to do.

Example: a. You shouldn’t do that

It also involves internal authority or a higher authority. It expresses someone’s

internal moral judgment or a higher moral authority.

Example: a. You should return that book to the library.

3. Must is used to express inference (present and past).

Example: a. Juan must have been joking when he said that.

4. Should, Must, Might can also be used to give advice.

Examples: a. You must see a doctor.

b. You should see a doctor
c. You might see a doctor

20
5. The three modals in item no. 4 are also classified to a certain degree of certainty as
shown below.
must: necessarily, very certain(ly)
Examples: should: probable, probably, likely
might: possible, possibly
Take note their function as used in the following sentences.

Examples: William: Someone was asking for you. High certainty

Susan: That must have been George.

That should have been George.
That might have been George.
Low certainty

Argumentative texts also make use of connectors called conjunction. It

establishes links between ideas, words, phrases, and clauses within the text.
Conjunctions are usually classified into three: Coordinating (i.e., for, and, nor, but, or,
yet and so), Correlative (i.e., either… or, neither…nor, not only… but also, whether… or,
etc.) and Subordinating (i.e., although, since, unless, while, before, if, so that, etc.)
There is another classification of conjunction which is called conjunctive adverb.
Conjunctive adverb (i.e., accordingly, furthermore, moreover, similarly, also, hence,
however, therefore, meanwhile, on the other hand, etc.) is used to connect one clause to
another. It is also used to show sequence, contrast, cause and effect, and other
relationships. For this lesson, we will focus on the following conjunctions.

1. Because is an inferential connector that signals warrant for a particular belief.

Example: a. My friend was absent in our online class because he was not feeling
well.

2. Therefore tends to be used when listeners/readers are in a much better position to

conclude on their own.

a. This is the third time that Fina got a passing score in our exam and
Example: she usually submits online activities on time; therefore, it is likely
that she will get a high grade.

3. On the other hand is a connector in which propositional frames are often only
implicitly given. When using it, it is necessary to have a single subject or topic which
is then contrasted with respect to two contrasting qualities.

a. Philippines is scorching hot during summer. On the other hand, it is

Example: one of the most scenic countries in Asia.

After getting to know modals and conjunctions, it will also be nice to learn
rhetorical questions because you might encounter them in argumentative texts in the
future. Rhetorical questions are similar to an exclamatory question in that it is
interrogative in form but not in function. It is used by the speaker to assert something
without anticipating a response from the listener.

Example: a. Just because you’ve failed the first test, is that any reason to give
up?

21
 The speaker’s message here is “Surely, no - that is no reason to give up.”
Sometimes the speaker actually answers the question or sometimes the answer is
merely implicit or suggestive.

Voice of verbs, the one that pertains to who or what serves as the subjects of
the clause, is also crucial to argumentative texts. There are two kinds of voice - the
active voice and the passive voice. The former refers to the subject of a clause which
is most often the doer of some action. The latter puts the receiver or undergoer of an
action in subject position. Observe the following sentences.

Subject/Doer Verb Object/Receiver Subject/Object Verb Doer

Active: Millions of tourists visit the Philippines each Passive: Philippines is visited by millions of tourists each
year. year.
“Tourists” as the doer of the action “visit” is the subject in the “Philippines” as the object or the receiver of the action “is visited” is
sentence. the subject in the sentence.

The passive is used when the doer is not mentioned in the sentence because the
doer in the sentence is redundant (i.e., Pineapples are grown in the Philippines) or the
doer is unknown (i.e., The bank was robbed yesterday).

What’s More
Identify the key structural element and language features of argumentative texts by
matching Colum A with Column B. Write your answers on your answer sheets.
Column A Column B
1. Argument A. It supports the writer’s claim.
2. Thesis statement B. It restates the main claim and gives one or two
general statements.
3. Evidence C. It puts the receiver or undergoer of an action in
subject position.
4. Conclusion D. It is used by the speaker to assert something
without expecting a response from the listener.
5. Conjunction E. It declares the main point or controlling idea of
your entire essay.
6. Rhetorical question F. It establishes links between ideas and thoughts
within the text.
7. Passive Voice G. It is a claim supported by reasons and evidence.
H. It presents a case before the readers in a
convincing manner, showing them the complete
picture.

22
 What I Can Do
.
Part 1: Look closely at the poster by Philippine Animal Welfare Society (PAWS).
Identify the key structural elements of the argumentative text. Write your answers
on your answer sheets.

Claim

Support/Evidence 1

Support/Evidence 2

Source: https://www.facebook.com/pawsphilippines/
photos/3327348300644125

Part 2: The following are the two body paragraphs of the argumentative text
entitled “Aggressive Driving Should be Avoided”. Identify the language features by
telling whether they are modal verbs, conjunctions, rhetorical questions, and passive
voice. Write your answers on your answer sheets.

23
 What I Have Learned
Fill in the Blanks
Complete the paragraph by writing down the things that you have learned about
the structural elements and the language features of argumentative texts. Choose
your answer inside the box. Write your answers on your answer sheets.

Part 1: Key Structural Elements of Argumentative Texts

introduction body conclusion support

argumentative text argumentative essay thesis statement argument

An (1) __________ is a claim supported by reasons and evidence. The one that
backs up the claim is called (2) __________. It can include facts, statistics, examples,
and quotations from experts. Meanwhile, (3) __________ is writing in which an author
investigates a topic by presenting a claim and supporting that claim with relevant
evidence. It is a specific type of informational text where the writer tries to get the
reader to accept his perspective/his side as truth.
One of the main types of argumentative texts which presents both sides of an
issue is called (4) __________. It is composed of (5) __________: introduces the problem
and gives the background information needed for the argument and the thesis
statement, (6) __________: supports the thesis statement and (7) __________: restates the
main claim and gives one or two general statements which exactly summarize or
restate the arguments and support the main premise. Within the essay is a statement
that declares the main point or controlling idea of the entire essay. This is called
(8)__________.

Part 2: Language Features of Argumentative Texts

passive voice active voice rhetorical questions voice of verbs

conjunctions coordinating correlative modals
subordinating conjunctive adverb argument

Making use of the language features in argumentative texts can be a great

advantage. One of which uses to give a proposition a degree of probability and to
express one’s attitude and to perform various social functions which is called (9)
__________. Examples of these include: can and could, may and might, shall and should,
will and would, must, need to and have to, etc. On the other hand, the language feature
which establishes links between ideas, words, phrases, and clauses within the text is
called (10) __________. These are classified into (11) __________ (i.e., for, and, nor, but,
or, yet and so), (12) __________ (i.e., either… or, neither…nor, not only… but also,
whether… or, etc.) (13) __________ (i.e., although, since, unless, while, before, if, so that,
etc.) and (14) __________ (i.e., accordingly, furthermore, moreover, similarly, also,
hence, however, therefore, meanwhile, on the other hand, etc.).

Meanwhile, (15) __________ are similar to an exclamatory question in that it is

interrogative in form but not in function. It is used by the speaker to assert something
without anticipating a response from the listener. The last language feature that can be

24
used for argumentative texts is called the (16) __________: the one that pertains to who
or what serves as the subjects of the clause. It is classified into two: (17) __________
refers to the subject of a clause which is most often the doer of some action while (18)
__________ puts the receiver or undergoer of an action in subject position. Observe the
following sentences.

Assessment
Identify the key structural elements and the language features of the argumentative
text by reading the opinion article and answering the questions that follow. Write your
answers on your answer sheets.

Zoos Connect Us to the Natural World

By Michael Hutchins, 11/2/2003
1 The scene of Little Joe, the curious young gorilla out of his zoo exhibit wandering through Franklin
Park, certainly sold papers last month. But less well covered was the very real success that our nation's
best zoos have had in nurturing the animals who live within their walls.

2 At the turn of the last century, gorillas - these strange, human-like creatures from ``darkest
Africa'' - still flourished in the wild and thoroughly captivated the American public. But once relocated
from their jungle habitat, gorillas languished. Zoos found it impossible to keep the animals alive for more
than a few weeks since little was known about the natural history of gorillas. Even as late as the 1960s and
'70s, most zoo gorillas were kept singly or in pairs in small, sterile concrete and tile cages and fed
inappropriate foods. But things began to change as information from field and zoo biologists brought
more understanding of both the physiological and psychological needs of these remarkable creatures.

3 Gorillas in today's zoos are typically kept in large, naturalistic exhibits, maintained in appropriate
social groupings, fed nutritionally appropriate diets, and provided with excellent veterinary care. The
result is that zoo gorillas exhibit behavior similar to their wild counterparts, reproduce consistently, and
live longer on average than they do in nature.

4 In fact, recent advances in exhibit design, animal nutrition, genetic management, and veterinary
medicine have revolutionized animal welfare and care in our zoos. Today, more than 90 percent of
mammals housed in accredited facilities were born in zoos and not taken from the wild. They are under
the charge of animal curators and caretakers who are trained professionals, with both academic and
practical experience. Furthermore, accredited zoos have become ``learning organizations'' that constantly
strive to improve the lives and health of the animals in their care.

5 So why should we have gorillas or any other wild animals in zoos today? Before speculating about
the role of these institutions in contemporary society, I must first draw a distinction between accredited
zoos and other kinds of facilities that keep wild animals for public display. All of my statements are
focused exclusively on the 213 facilities accredited by the American Zoo and Aquarium Association. AZA
members undergo a detailed peer-review process, which is more comprehensive than existing local, state,
or federal regulations.

6 At a time when children learn more about the world around them from television and computers
than from personal experience, modern zoos - and aquariums, for that matter - offer fun, safe
opportunities to view living wild animals up close and personal. In 2002, over 140 million people visited
AZA zoos and aquariums, more than attended all professional baseball, football, basketball, and ice

25
 hockey games combined. Modern zoological parks provide us a wonderful opportunity to build awareness
and appreciation of wildlife in an increasingly urbanized populace - a group that is becoming progressively
disconnected from the natural world.

7 Only a small percentage of our nation's citizens can afford to travel to exotic locations to view
wild tigers, elephants, or giant pandas or to dive with sharks or moray eels. Zoos provide exhilarating
experiences that can't be replicated on two-dimensional television or computer screens. Seeing, smelling,
and in some cases even touching real, live animals is a powerful experience.

8 The best zoos include conservation, education, and science among their core missions, and the
animals in their collections can be viewed as ambassadors for their counterparts in the wild. Many species
are endangered or threatened and would have little chance of survival without human intervention.
Increasingly, zoos are playing an important role in those efforts. Last year alone, AZA member institutions
supported 1,400-field conservation and associated educational and scientific projects in over 80 countries
worldwide. These ranged from restoring habitat for endangered Karner blue butterflies in Ohio to
attempting to curb the illegal, commercial harvest of wildlife for meat in Africa to rehabilitating injured
marine mammals and sea turtles and returning them to the sea.

9 Some critics have characterized zoos and aquariums as ``exploiting'' animals for personal financial
gain, but that's not true of the professionals I know. As a curatorial intern at New York's Bronx
Zoo/Wildlife Conservation Society in the late 1980s, I went on rounds with the staff veterinarians as they
cared for sick and injured animals. They worked long hours for comparatively little pay, and their
dedication was inspiring. I also witnessed animal keepers weeping over the loss of their favorite animals
and spending their own money to attend training programs to improve their knowledge and skills.

10 In my opinion, a society that values wildlife and nature should support our best zoos and
aquariums. Habitat conservation is the key to saving endangered species, and professionally managed
zoos and aquariums and their expert, dedicated staffs play a vital role by supporting on-the-ground
conservation efforts and by encouraging people to care for and learn about wildlife and nature.

11 Zoos and aquariums are reinventing themselves, but while many are in the process of rebuilding
their aging infrastructures, still others retain vestiges of the past or have been hit hard by recent state or
local budget cuts. Good zoos and aquariums are invaluable community assets, and they deserve our
attention and enthusiastic support.

Questions
1. In Paragraph 1, what is the thesis statement?
2. In Paragraph 3, what is the topic sentence?
3-4. In Paragraph 4, what is the topic sentence and its support/evidence?
5. In Paragraph 11, what is the concluding statement?
6-7. What conjunctive adverb is found in Paragraph 4?
8-9. What two modal verbs are found in Paragraph 5?
10. In Paragraph 8, which sentence is in passive voice?

Additional Activities
Cut out an argumentative text such as an essay or opinion article from newspaper
or magazines. Identify the key structural elements and the language features of an
argumentative text.

26
 Lesson
Formulate a Statement of Opinion
3 or Assertion

What’s In

Activity 1
Read the following statements carefully. Write O before the number if you agree
with the statement and write X if you disagree. Write your answers on your answer
sheets.
____1. Emphatic aassertion is a statement used to express empathy or on how a
person understands the feelings and emotions of the literary author.
____2. An opinion doesn’t vary from person to person.
____3. Statements of truth claim that something is or is not the case.
____4. The purpose of writing an assertion is for the writer to directly convey an
idea or feeling.
____5. An argument is not effective if it starts with a clear opinion statement.

What’s New
Read and understand the paragraph below and answer the questions that follow.
Write your answers on your answer sheets.

Before the arrival of the Spaniards, the culture and values of the Filipinos are still in tacked.
Pre-colonial Philippines has their own form of government and social structure. Every local
community is composed of small kingdom or tribe headed by a chieftain called the ‘rajah’ or ‘datu’.
Social structure also exists and is composed of three classes namely – the ‘maharlika’ or freeman,
‘timawa’ or the middle class and the ‘alipin’ or the slaves. Judicial, legislative, and executive
systems, also known as the branches of the government, are also present during precolonialism.
The ‘datu’ formulates the law, ‘village elders’ help the datu in deciding and promulgating laws and
the ‘umalohokan’ or town crier is the one who disseminates new law or ordinances. Philippines is
also known as sea travellers with the use of their ‘balangay’ or Butuan boat. They also had smooth
foreign relation because of the trading of minerals and goods. Literacy rate is also high because of
the existence of the ‘baybayin’ or the ancient writing method. All of these advances were abolished
as the Spaniards fully colonized the country.
Source: https://www2.slideshare.net/VanessaRamones/
formulating-assertions?from_action=save

27
Comprehension Check

1. What do you call the chieftain of the community?

2. What country colonized the Philippines?
3. List down the branches of the government.
4. What happened after the Philippines was colonized by the Spaniards?
5. Why does the Philippines have a smooth foreign relation?

What Is It

ASSERTION is a statement used to make a declaration or to express a strong

belief on a particular topic, often without evidence. It is where you make a claim and/or
clearly define the side you want to argue. It is stating something or exercising authority
confidently and forcefully.

The purpose of writing/stating an assertion is for the writer to directly convey an

idea or feeling and to convince the reader to accept the writer’s interpretation of a
particular literary work with conviction. An assertion can be best formulated after
reading a story, an article, or a poem, and even after watching a play.

The following are different types of assertion which can be used in formal or
informal writing:

1. Basic Assertion is a statement used to express the writer's feelings, beliefs, and
opinions directly. This type of assertion is usually used in writing formal papers like
thesis and dissertation.

Example: The Philippines has an advanced civilization before the colonization of Spain.
Form and branches of government, social structure and the existence of ancient
writing are some of the evidence that proves the advancement of the
precolonial period.

The first sentence is considered as the basic assertion. The second sentence contains
evidence that supports the assertion.

2.Emphatic Assertion is a statement used to express empathy or on how a person

understands the feelings and emotions of the literary author. This can be used in
writing a formal or informal paper.

It is usually composed of two parts: 1) the first part is the statement that recognizes
the situation or even the feelings of the characters on the text being read; 2) the
second part is the statement where the writer states his stand about the situation.
Example: I know that the Philippines, before pre-Spaniard colonization, has their system
of writing called the ‘baybayin’. This alone proves that the Filipinos are literate
as opposed to the Spaniards’ claim.

Explanation: The first part recognizes the situation based on the text being read. The
second part contains the writer’s stand on the situation presented.

3. I-Language Assertion is a statement used to express the feeling and preference of

the writer. It is called I-Language because it focuses on the writer and is using the

28
 pronoun ‘I’. This type of assertion is recommended if the author wants to express
negative feelings and opinion. This is best used in writing a review or reflection paper.

It is composed of three parts: 1) the first part contains the accurate information
from literary work, especially the topic the writer disagrees with (When you. . .); 2)
the second part includes the effect or feeling of the writer towards the topic (It
affects/I feel...); 3) the last part includes the preference or recommendation of the
writer (Therefore, I prefer/I want...).

Example: Upon reading that the ancient Filipino civilization is divided into three social
classes namely the ‘maharlika’, ‘timawa’ and ‘alipin’, I feel proud because of the
civilization social advancement and at the same time sad because of the
promulgation of social differentiation. With this finding, I want to do further
research on the existence of these social classes’ stigma.

Explanation: The example given is divided into three parts that includes the feelings
and preference of the writer.

OPINION is a statement that varies from person to person. It is how an

individual feel about something. It cannot be proven because it expresses a belief,
feeling, or thought. An opinion may contain or be based on facts, but an opinion should
never be stated as a fact.

The purpose of writing/stating an opinion is to present the author's point of

view on a particular subject supported by reasons and examples. Because reasons are
required, such writing helps prepare writers for drafting the arguments they are
expected to create.

An effective argument starts with a clear opinion statement, also known as a

claim or proposition. If you can state your opinion in a single, clear sentence, your
readers will easily grasp your main argument.

Use this simple formula to craft your opinion statement. Remember that the
statement will serve as the thesis for your writing.

Debatable Topic (Who or what am I writing about?)

+ Focus (What specific feeling or belief do I have about my topic?)
= Opinion Statement

Opinion statements fall into three categories: statements of truth, statements of

value, and statements of policy.

• Statements of truth claim that something is or is not the case.

Example: Despite what you might think, most hunters (topic) are friends of the
environment (focus).
• Statements of value claim that something does or does not have worth.

Example: Podcasts (topic) have become the media of consequence in the 21st century
(focus).
• Statements of policy claim that something should or should not be done.
Example: What we need most of all isn't mourning but action (focus) to lower the toll of
guns in the Philippines (topic).

29
 A qualifier/modifier turns an "all-or-nothing" statement into an opinion that is
easier to support. Note the difference between these two statements:
Examples: Despite what you might think, hunters are friends of the environment.
Despite what you think, most hunters are friends of the environment.
The OREO Process
This is another process in writing an opinion. This acronym will help students
remember some of the main elements of opinion writing.
O - Opinion
R - Reasons
E - Evidence or Examples
O - Opinion (restated)
Sentence Starters
Sentence starters provide students with great ways to kick-start their writing.
Reminding students of simple ways of introducing opinion sentences can be helpful.
Here are a few phrases to use in writing an opinion.
• In my opinion…
• I think that…
• It seems to me that…
• It appears to me…
• I feel that...
Once the writers have effectively expressed their opinion on a matter, they
then will need to provide the reader with the reasons for why they think that way. In
an essay, these reasons will usually be found in the body paragraphs or development
paragraphs. Normally, these paragraphs will provide reasons.

Some helpful sentence starters for introducing these reasons include:

• One reason I feel this way is…
• Evidence to support this can be found in…
• I believe this to evident in…

DIFFERENCES BETWEEN ASSERTION AND OPINION

ASSERTION is a declaration of the truth or existence of something, often with no

support or attempt to prove. An assertion implies forcefulness. If
you assert your claim, it means you either have evidence to support it, or you are
letting your own confidence badger people into agreeing with your viewpoint.

OPINION is a judgment or way of thinking about something. It is a view, a

judgment, or an appraisal about a particular matter. An opinion is potentially
changeable--depending on how the evidence is interpreted. By themselves, opinions
have little power to convince. You must always let your reader know what your
evidence is and how it led you to arrive at your opinion.

30
 What’s More
Activity 2
Formulate/pick out 3 statements of opinion and 3 statements of assertion from the
given text. Write your answers on your answer sheets.

Nutrition and the Philippines: 'Nation at risk' Fritzie Rodriguez MANILA, Philippines —
“Undernutrition is the single greatest threat to a child’s life.” Dr Martin Parreño, National Program
Officer of the World Food Programme-Philippines, always called on Filipinos to pay more attention
to child malnutrition — with or without disasters. Latest statistics from the National Nutrition
Council (NNC) showed that 67% of Filipino families are not eating enough even when there are no
calamities. In the Philippines, malnutrition is seen across all age groups — from infancy to
adulthood, the 2013 National Nutrition Survey revealed. “At the center of malnutrition’s
underlying causes is inadequate childcare and feeding practices,” Parreño added. “And we don’t
have a structure curriculum addressing this,” he said during the 2014 Dr Juan Salcedo Memorial
Lecture organized by the Nutrition Foundation of the Philippines (NFP) on Thursday, October 9.
Children who grew up in homes where parents did not care or invest in proper food and hygiene
will most likely grow up to become the same kind of parents, hence perpetuating the cycle. The
Department of Education has been working on integrating health and nutrition lessons in school
curricula. More recent strategies also try to involve parents in classes and school-based
supplementary feeding programs. Such efforts, however, will remain fruitless unless more parents
realize the value of nutrition and their roles as primary caregivers.
Source: https://www2.slideshare.net/Vanessa
Ramones/formulating-assertions?from
action=save)

What I Can Do
.
Activity 3
Formulate three statements of
opinion and another three
statements of assertion about
the picture. Write your answers
on your answer sheets.

31
 What I Have Learned
Activity 4

Identify what is being referred by each statement. Choose your answers from the
box. Write your answers on your answer sheets.

Assertion Basic Assertion Emphatic Assertion

I-language Assertion Fact Statement of Truth
Opinion Statement of Value Qualifier
Sentence Starter Statement of Policy

1. It turns an “all or nothing” statement into an opinion that is easier to

support.
2. It presents the authors point of view on a particular subject supported by
reasons and examples.
3. It is a statement used to make a declaration or to express a strong belief on
a particular topic.
4. It is a statement that focuses on the writer.
5. It refers to a statement used to express the writer’s feelings, beliefs, and
opinions directly.
6. It is a statement that tells something is or is not the case.
7. It is used to express empathy or on how a person understands the emotions
of the author.
8. It claims that something should or should not be done.
9. It claims that does or does not have worth.
10. It provides students with great ways to kick-start their writing.

Assessment
Activity 5
Formulate statements of opinion and assertion by doing any two tasks from
numbers 1-4 and any two tasks from numbers 5-7. Choose from the topics inside
the box.

1. Fast foods are good for health.

2. Is technology a distraction for students nowadays?
3. The Grading System shouldn’t exist to judge a student’s abilities.
4. Children shouldn’t be given personal mobile phones.

32
1. Select a topic and use it to formulate an opinion statement of fact.
2. Select a topic and use it to formulate an opinion statement of value.
3. Select a topic and use it to formulate an opinion statement of policy.
4. Formulate an opinion statement from the suggested topics, then add a qualifying
word to make it easier to support. You can choose any qualifying word from the
box below:

almost, usually, maybe, often, most, some, probably

5. Formulate a basic assertion statement from your chosen topic.

6. Formulate an empathic assertion statement from your chosen topic.

7. Formulate an I-language assertion statement from your chosen topic.

Additional Activities
Print/cut out any appropriate picture/s from the internet/magazine. Formulate
three statements of assertion and three statements of opinion about the picture/s.

33
 Answer Key
WHAT I KNOW

1. B 5, D 9. B 13. C
2. A 6. D 10. A 14. D
3. C 7. D 11. A 15. A
4. D 8. A 12. B

LESSON 1: Observing the Language of Research, Campaigns, and Advocacies

WHAT'S IN WHAT'S NEW

Activity 1 Comprehension Check
Answers may vary Answers may vary

WHAT’S MORE

RESEARCH CAMPAIGN ADVOCACY

formal motivational Informing
language of caution engaging moving to action
impersonal phrases involving persuading
reference words

WHAT I CAN DO
Activity 2 Activity 3 Activity 5
1. hypothesized 1. B
Answers may vary 2. F
2. quite
3. tend to 3. E
4. fairly 4. A
Activity 4
5. suggest 5. H
6. may be Answers may vary 6. C
7. may 7. B
8. G

LESSON 2: Identifying Key Structural Elements and Language Features of an

Argumentative Text
WHAT’S IN WHAT'S NEW WHAT'S MORE
1. Fact Comprehension Check 1. G
2. Fact Answers may vary 2. H
3. Fact 3. A
4. Fact 4. B
5. Bluff 5. F
6. D
7. C

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WHAT I CAN DO
Part 1
Claim: Senior pets have calmer demeanors
Support 1: Older animals would have already moved past the clawing, teething,
and destructive phase in their lives so they will be better with children
(and better for your furniture)
Support 2: This also makes them perfect cuddle buddies for when you just want
a quiet companion to Netflix and chill with.

WHAT I CAN DO WHAT I HAVE LEARNED WHAT I HAVE LEARNED

Part 1 Part 2
Part 2
1. argument 9. modal verbs
1. passive
2. support 10. conjunction
2. modal verb
3. argumentative text 11. coordinating
3. conjunction
4. argumentative essay 12. correlative
4. modal verb
5. introduction 13. subordinating
5. conjunction
6. body 14. conjunctive adverb
6. passive
7. conclusion 15. rhetorical question
7. conjunction
8. thesis statement 16. voice of verbs
17. active
18. passive
ASSESSMENT

1. But less well covered was the very real success that our nation's best zoos have had in
nurturing the animals who live within their walls

2. Gorillas in today's zoos are typically kept in large, naturalistic exhibits, maintained in
appropriate social groupings, fed nutritionally appropriate diets, and provided with
excellent veterinary care.

3-4. In fact, recent advances in exhibit design, animal nutrition, genetic management, and
veterinary medicine have revolutionized animal welfare and care in our zoos. Today, more
than 90 percent of mammals housed in accredited facilities were born in zoos and not
taken from the wild.

5. Zoos and aquariums are reinventing themselves, but while many are in the process of
rebuilding their aging infrastructures, still others retain vestiges of the past or have been
hit hard by recent state or local budget cuts

6-7. in fact, furthermore

8-9. should, must

11. Many species are endangered or threatened and would have little chance of survival
without human intervention.

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LESSON 3: Formulating a Statement of Opinion or Assertion
WHAT’S IN WHAT’S NEW WHAT'S MORE
1. rajah or datu Answers may vary
1. O
2. Spain
2. X
3. judicial, legislative,
3. O
executive
4. O
5. X 4. All the Philippines’
advances were
abolished.
5. The Philippines has a
good foreign relation
because of trading
minerals and goods

WHAT I HAVE LEARNED WHAT I CAN DO

1. Qualifier Answers may vary
2. Opinion
3. Assertion ASSESSMENT
4. I-Language Assertion Answers may vary
5. Basic Assertion
6. Statement of Truth ADDITIONAL ACTIVITIES
7. Emphatic Assertion Answers may vary
8. Statement of Policy
9. Statement of Value
10. Sentence Starter

References
An Introduction to Advocacy Training Guide by Ritu R. Support for Analysis and
Research in Africa (SARA) Health and Human Resources Analysis for Africa
(HHRAA) U.S. Agency for International Development, Africa Bureau, Office of
Sustainable Development
Bailey, S. (2003). Academic writing: A practical guide for students. RoutledgeFalmer.
New York
Communication Campaigns Information Guide Series Division of Mental Health,
Developmental Disabilities, and Substance Abuse Services (January 2014)
https://www.quipperschool.comwww.slideshare.net
https://www.scribd.com/document/337662336/Critical- Reading-as-Reasoning
https://www2.slideshare.net/VanessaRamones/formulating-
assertions?from_action=save
https://owl.excelsior.edu/argument-and-critical-thinking/argumentative-
thesis/?fbclid=IwAR2ZD2bu2BCxfCtn-LSgY1ACJeUBz-
U2uIJkj9peCycJ3t8HGtIX-heFRoQ
https://eliteessaywriters.com/blog/argumentative-
essay/?fbclid=IwAR2D5a_rSlduRJTPQfpSWP4ZYjwdRjzwO_MpShZxTmfBqALTV
KJhtc5KfLI
https://simplicable.com/new/assertions

36
https://k12.thoughtfullearning.com/minilesson/developing-opinion-
statement?fbclid=IwAR3jy4uVJO_xJLyPr2EEXBkWpoIGA9lpON8SzXoGJXECYQ
2YZhuVqmetPKw
https://writing.colostate.edu/guides/teaching/co300man/pop12d.cfm
https://www.literacyideas.com/how-to-teach-opinion-writing
http://www.illinoisliteracyinaction.org/uploads/4/0/7/1/40712613/completeaboutsv
2.pdf
https://www.facebook.com/iloilocwfi2017/photos/a.869415229906846/16982152603
60168/
https://www.facebook.com/chrgovph/photos/a.784575471659000/32163727451459
15/
https://www.facebook.com/whophilippines/posts/3065503110229607
https://files.nc.gov/ncdhhs/communication_campaign_guide_1-2014.pdf
https://www.sagepub.com/sites/default/files/upm-binaries/46948_CH_1.pdf
http://wikiciv.org.rs/images/8/89/An_Introduction_to_Advocacy.pdf
https://ctb.ku.edu/en/advocating-change/examples/examp

Development Team of SLR in English 10

Writers: Mylene P. Hempiso

Shane Jay S. Bolivar
Editors: Eric G. Buenafe
Melva C. Barranco
Gracelle V. Gapit
Illustrator: Brando P. Banga
Layout Artist: Mylene P. Hempiso
Reviewers: Arnaldo R. Tuga, EPS- English
Leila G. Valencia, EPS- LR
Jezereel Grace G. Tiron
Bernie P. Alcedo
Management Team: Ma. Luz M. De los Reyes, SDS
Ernesto F. Servillon Jr., ASDS
Arlo L. Villalva, CID Chief
Jerry M. Lego, SGOD Chief
Arnaldo R. Tuga, EPS- English
Leila G. Valencia, EPS- LR

37