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ENGLISH
Second Quarter – Module 2
Week 3

SDO TAGUIG CITY AND PATEROS

Introductory Message
For the facilitator:

This module was collaboratively designed, developed and evaluated by the

Development and Quality Assurance Teams of SDO TAPAT to assist you in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

For the learner:

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let’s Try before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 Let’s Learn

This module is prepared and written for you, Grade 10 students. It is here to
enhance your skills in writing. Good writing skills allow you to communicate your
message with ease and clarity to a larger audience than just through face-to –face
or telephone conversation alone. The activities provided in this module are guided
with clear directions to help you work on at your own pace. The lesson is arranged
according to the standard format for Alternative Delivery Mode (ADM). You have
to read carefully the discussion part and study thoroughly the provided examples
to serve as your guide to answer the different activities.

After going through this module, you are expected to:

1. familiarize students with the structures and language features of exposition

texts;
2. analyze how the use of the language features creates an impact on the
overall message conveyed by an exposition text; and
3. apply the content learned through writing one’s own exposition.

Let’s Try

Directions: Read the questions and answer them on a separate sheet of paper.

1. What is the social function of exposition text?

A. to amuse the reader
B. to tell the reader about the past events
C. to persuade the reader that something is in the case
D. to persuade the reader that something should or should not be the case

2. What do we call the first paragraph of exposition text?

A. argument B. statement of position
C. restatement of position D. evidence

3. The following are questions to be asked when developing a strong statement of

position, EXCEPT_____.
A. Who am I trying to persuade?
B. How am I going to oblige them to think or do?
C. What am I trying to persuade?
D. What type of arguments will best catch their attention?

4. What do we call the last paragraph of exposition text?

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 A. complication C. argument
B. recommendation D. restatement of statement

5. What is the generic structure of the exposition text?

A. Identification – Description
B. Orientation - Events - Reorientation
C. Statement of Position - Arguments - Recommendation
D. Statement of Position - Arguments – Restatement of Position

6. The argument in exposition text has to be supported by_____________.

A. relevant information C. data and relevant information
B. facts, reasons, and relevant information D. facts and general information

7. What do you think an exposition is about?

A. evaluates a topic of an argument
B. evaluates a topic but focuses on an argument
C. restates a topic but focuses on one side of argument
D. evaluates a topic but focuses on one side of argument

8. In an exposition text, it mostly uses ____________.

A. simple present tense C. simple past tense
B. present perfect tense D. present continuous tense

9. These are parts of the generic structure of exposition, EXCEPT ________.

A. arguments C. orientation
B. statement of position D. restatement

10. What do you call words that join one part of the sentence to another and link
the flow of the argument?
A. modal verbs C. thinking verbs
B. conjunctions D. evaluative language

Let’s Recall

Directions: Read the following essay. Then, answer the questions that follow.

The Effective Methods to Feel Happy

We wish each other to be happy, writing the banal phrase “Be happy!” in the
postcards each holiday. But does it actually mean?
All people are doing their best to feel happy and some consider this to be
impossible due to certain circumstances that make them depressed. How can one
feel happy? Is there any recipe to get rid of negative thoughts and plunge into the
condition of full happiness?

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 You may be shocked to learn how much of our happiness is genetic. In fact,
one study suggests that between 50-80% of the variation in levels of happiness
among different people can be explained by their genes (Lykken and Tellegen,
1996)! But what about the things and people around us? And perhaps even more
importantly, what about our own decisions and outlooks on life? Do they matter?
The answer is a resounding ‘yes!’
Scientists have already proven that there are effective ways that can help
improve mood. Moreover, they cost nothing as this is not an expensive pill.
According to the research done, happy people are those who help others.
Depression will definitely go away if you care about others. However, this is only
one of the many methods to feel happy.
A lot of people don’t appreciate what they have and always complain despite
the fact they have everything to enjoy their life. In times of such unreasonable
depression, take a moment and think about those people with disabilities who still
don’t lose heart, regardless of the fact that they have a right to feel aggrieved.
How many times per day do you smile or do physical activities? All these
factors influence a person's spirits. Those people who are leading an active lifestyle
and always smile sincerely are able to improve both their health and mood.
To stay in high spirits, there is no need to use drugs or drink alcohol as
there are much healthier and more effective ways to feel happier. Happiness is not
a goal, it is a destination. And each person has their own way to reach it.

For the further understanding of the full article and its related texts, you may visit
this link: https://essayclick.net/blog/expository-essay.

Comprehension Check:
A. Processing questions
1. What are the factors that make someone feel happy?
________________________________________________________________________
________________________________________________________________________
2. What are the things that make people unhappy?
________________________________________________________________________
________________________________________________________________________
3. What does the writer suggest the readers to do in pursuit of individual
happiness?
________________________________________________________________________
________________________________________________________________________

B. Complete the table below with the language features found in the essay above.

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 Conjunctions Modals Evaluative Thinking Verbs Connective
(Example: Language Words
(Example: (Example:
so, but)
must, can) (Example: know, feel) (Example:
best, most) firstly, finally)

Let’s Explore

What is the purpose of an exposition?

An exposition persuades a reader or listener by presenting one side of an
argument. By taking a point of view and justifying it, we aim to convince others to
see only that side of an issue. Some expositions speculate as to what might be and
persuade others as to what should be. Also, to present one side of an argument and
persuade the reader or listener to agree or take action to solve the problem
Exposition or arguments can be presented as:
• essays
• editorials
• letters to the editor
• speeches

What is the nature of an expository text?

Exposition texts vary according to whether they analyze, interpret or
evaluate the environment surrounding us. They may also inform or persuade and
explain how and why. In an expository text the audience is being persuaded to a
particular point of view. This may be persuading someone to act in a certain way or
justifying an action. Exposition texts can be personal and emotive in tone and
selectively explain and analyze events, issues and phenomena. The writer wants
the reader to empathize with the emotions and reasons and to support the action.
Students need to develop the ability to recognize that something is one sided or
biased and presents only one point of view, especially if they are being convinced to
behave in a certain way, to buy something or to do something.

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 It is important that for the text to be persuasive the tenor must be at the
appropriate level for the audience. Generally an impersonal style is used and the
passive voice creates an authoritative tone. Conjunctions give the text coherence,
while the vocabulary, which can be metaphorical, describes feelings and attitudes.
The modality expresses the writer’s attitude and reflects whether the discussion is
open or authoritative and definite.
Responding to persuasive writing helps develop a student’s critical thinking
and clarity of expression. It encourages students to question, research and respond
to an argument in a clear and logical way.
What is the two views of an expository text?

1. Expository writing can change the attitude people have or their point of
view, by expressing an argument about a specific issue. This persuasive writing
appears as newspaper editorials, political or campaign speeches, print, visual and
oral media, information texts in books, letters to the editor, legal defenses or
sermons. Hopefully as students develop their skills they will become aware that
facts can be interpreted in different ways and that a variety of opinions on an issue
may be valid. Expository writing can plead a case, for example Don’t pollute our
rivers.

2. Persuasive writing can promote and sell goods, services and activities; for
example, in advertisements and posters persuasive language convinces people to do
or believe particular things. It has a positive emphasis or bias and is directed at a
specific audience. Media advertisements are generally eye catching with catchy
slogans and tunes. This draws people in and makes them identify with the
messages and images portrayed. At times other texts are adopted, e.g. procedures,
explanations and descriptions. An example is: Ten steps to a beautiful new body.

Persuasive expositions differ from discussions where the writer explores all
sides of an issue and comes to a decision based on available evidence. Persuasive
expositions have a point of view that is supported by logical arguments and
evidence. The writer selects and omits information to support a position. Strong
research skills and accurate note making are needed to write a persuasive
exposition if issues relate to areas with which students have had no experience.
Surveys and interviews about issues can be used to gather information while
current materials gathered from newspapers, news and radio broadcasts form an
invaluable resource. Students will need to check the validity of their sources of
information and list a bibliography.

What is the structure of an expository text?

Exposition texts generally begin with an introductory statement of position

giving the author’s opinion or point of view. This previews the argument that will
follow. The next section has a series of logical arguments that convince the
audience why this position has been taken. A conclusion ties it all together by
reinforcing or summarizing the author’s point of view.

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 1. Statement of Position
Encourage students to start with a clear and forceful statement of position.
This is often supported by some background information about the issue in
question. The stand taken by the writer may preview in summary form the
arguments to be presented. Students need to focus on developing a strong
statement of position. They can ask themselves the following questions:
• Who am I trying to persuade?
• What am I trying to persuade them?
• What type of arguments will best catch their attention?
• Is the statement hard hitting and does it clearly state the position?

2. Argument Stage
A number of points are generally made in the argument stage. The number
of arguments is flexible and varies in each exposition. Arguments need to be
logically developed and supported, and justified with reasons, examples, expert
evidence and statistical information.

Frequently each argument begins with background information, followed by

points that relate back to the statement of position and justify or elaborate on the
statement. For arguments to be as effective as possible they should include
supporting facts, examples, tables, visual images, quotes or evidence so that they
appear convincing. Vague terms such as the general public, or a large group,
should be used carefully, as the accuracy of these observations needs to be
assessed.
The arguments are ordered according to whether the writer believes they are
persuasive or weaker arguments. The writer may wish to start with the strongest
argument, linking the others. An alternative way is to start with the weaker and
build with each argument to the strongest, or they may wish to intersperse the
strong arguments with those that are weaker.
It is important that each elaboration consists of a number of sentences. Each
paragraph should be carefully structured with the topic sentence in each paragraph
relating to the main idea and at times the preceding paragraph. Most paragraphs
have one main idea that is argued and elaborated and forms part of the whole
exposition.
An important language feature is the use of connectives and conjunctions as
they show the relationship between parts of the text. These conjunctions can link
ideas, contrast concepts, sequence thoughts, add to ideas and connect cause and
effect. Examples of these words are firstly, finally, in addition, because, as a result
of, on the other hand.

3. Reinforcement of the Statement of Position

This is where the argument is emphasized. The summing up of the position
in the light of the argument that has been presented reinforces the statement of
position and often calls for some type of action on the part of the audience.

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 In order to persuade their audience in oral presentations, students need to
focus on reinforcing their statement of position and emphasizing their main points
by varying their voice, tone, volume, pace, body language and gesture. Students’
arguments should
be logically developed and supported and justified with evidence. They should not
be simply emotive and intuitive. Students can take different stands on the same
issue while listeners listen for key points on which to question the speakers. The
audience can focus on the evidence that has been presented and assess its
accuracy. Tables and diagrams may be used with great impact in spoken
expositions.
In written expositions students should be exposed to community issues and
encouraged to write letters expressing their support or concern. Nominalization is a
feature of these texts, as is the use of extended noun phrases. This text is generally
not written in first person, but rather in generic terms describing citizens or
Australians or citing authorities and is certain in tone, e.g. This must stop. Passive
voice can be used so that the authority is not identified and so that the tone is both
formal and strong, e.g. The opinion has been stated. The vocabulary is often
technical and can include abstract terms while synonyms are often used to avoid
repetition and to maintain interest.
When reading expositions students should be able to identify vague and
unsupported claims and misleading or incomplete statistics and evaluate how
effectively language is being used to position the reader. Journalists, politicians
and lawyers develop the above skills when they work objectively with language.

Language Features of Exposition Texts

Feature Example

Word chains of synonyms and Land, regenerate, natural resources

antonyms and word families of general
nouns

Conjunctions to create cohesion and So, and so, because, therefore, and, but,
express cause and effect if

Abstract nouns Happiness, fears, compassion, bravery

Connectives showing reasons for However, similarly, mainly, therefore, so,

actions or choices because, the first reason, firstly, for that
reason, for example, as a consequence,
because of this, in particular, finally

Emotive words to evoke strong Appalling, wonderful, magic, tragic

emotional reactions of the majority of
• The overuse of our resources will
readers or listeners
tragically destroy our land.

• A monster of a man violated an

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 underage girl.

Evaluative language suggests degree of Important, best, most, truth, largest,

approval or helps compare ideas more popular

• It is most important that people….

Reported speech is used when referring They said that it would be better to
to what the majority of people have said recycle to save our planet.
on the issue to indicate the support of
others from the issue

Generally, text is written in the present

tense but may change to past tense for
recounted events or historical evidence.
It may be written in future tense if
predictions are being made.

Moderate or high degree of modality Often, nearly, most, generally, might,

or certainty is found in the words could
depending on whether the writer wants
to be authoritative and definite or open
to discussion.

Nominalization is used when nouns are Regenerate (v)- regeneration (n)

made from verbs or adjectives
Interfere (v - interference (n)
Argue (v)- argument (n)
Decide (v)- decision (n)

The beginning focus of clauses is We must recycle…..Recycling has

changed from active to passive voice been…
I am afraid… Fear has been expressed
that

Thinking verbs Know, believe, feel, people think, agreed

Modal verbs express the writer’s attitude Can, could, should, must, might
to the topic

For those who have online access, you may read further discussion of
this lesson by clicking the link below.
https://preview.tinyurl.com/yyuvk4bn (Expositon_Text Type_Scaffold)

Let’s Dig In

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 Directions: For those who have online access, click the link below. Study
the sample annotated text. Take note of the text organization and the highlighted
words with their corresponding language features.

Here is the link: https://tinyurl.com/y4vvftt5.

Let’s Remember

Directions: Complete the sentences below:

1. The three most important things that I have learned in this lesson are:
2. In writing an exposition text, I should always remember to:
3. This lesson enabled me to:

Let’s Apply

Directions: Do what is asked in the following activities. Use the given examples as
your guide to do so.

Language Activities
1. Emotive Language
Words like woman and child are neutral words as no feelings arise about
them. Other words, for example burglar, hero and baby make us
respond by feeling angry, pleased, frightened or contemptuous.

Using emotive words, describe the following people:

Example: A mother budgeting the money she has during lock down to buy
basic necessities for the family
Answer: a frugal mother, a thrifty mother, an economical mother
a. Policeman describing residents who are not following the ECQ rules
________________________________________________________
b. Parents doing their best to send their children to school even during
this time of pandemic
________________________________________________________
c. The President who has to decide carefully as to whether or not the
community quarantine will be lifted
________________________________________________________

Rewrite each neutral sentence into a powerful one.

Example: The family’s summer experience.

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Answer: The family’s amazing summer experience.
d. It’s a good day.

______________________________________________________

e. The flowers in the garden.

______________________________________________________

f. It was a bad idea.

______________________________________________________

2. Use of modality
The different levels of modality and the words used for each level are; low
modality- might, may, possible; medium modality- will, probably,
nearly; and high modality- must, certainly, generally, surely.

Rewrite each sentence in a stronger modality.

Example: It makes you afraid.

Answer: It certainly makes you afraid.
a. Stay at home to prevent exposure from coronavirus.
________________________________________________________

b. Covid- 19 pandemic might affect global economy.

________________________________________________________
c. You are probably confuse of what is happening now.
_______________________________________________________

3. Conjunctions/ Connective words

Rewrite each sentence using conjunctions to link short sentences to
make them a more effective argument.

Example: It is understood. The danger will pass. The water has subsided.
Answer: It is understood that the danger will pass because the water has
subsided.

a. A uniform policy will ensure true equality in schools. A uniform policy

will save families money. A uniform policy will help schools identify
visitors easily.
____________________________________________________________________
____________________________________________
b. The invention and popularity of smartphones has dramatically
changed the way people communicate and gain information.
Smartphones can also be very useful tools in continuing
your education. 
____________________________________________________________________
________________________________________________________

4. Nominalization

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 Students write more effectively and in a more authoritarian way. It is the
process of forming a noun from a verb.
Rewrite each sentence forming the underlined action verb into
noun.

Example: A child needs to recreate.

Answer: Recreation is important for a child’s growth and development.

a. I removed the rock from the pathway.

________________________________________________________
b. I am constructing a tower.
________________________________________________________
c. The President decided for the matter.
_______________________________________________________

Let’s Evaluate

Directions: Read the questions and answer them on a separate sheet of paper.

1. What is the generic structure of the Exposition text?

A. Identification – Description
B. Orientation - Events - Reorientation
C. Statement of Position - Arguments - Recommendation
D. Statement of Position - Arguments – Restatement of Position

2. The argument in exposition text has to be supported by_____________.

A. relevant information C. data and relevant information
B. facts, reasons, and relevant information D. facts and general information

3. The following are questions to be asked when developing a strong statement of

position, EXCEPT_____.
A. Who am I trying to persuade?
B. How am I going to oblige them to think or do?
C. What am I trying to persuade them?
D. What type of arguments will best catch their attention?

4. What is a language feature that suggests degree of approval or helps compare

ideas in an exposition text?
A. emotive words C. reported speech
B. thinking verbs D. evaluative language

5. The following are considerations students should do in reading expositions,

EXCEPT_______________.
A. develop the skills when they work objectively with language
B. Evaluate how effectively language is being used to position the reader

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 C. Identify vague and unsupported claims and misleading or incomplete
statistics
D. Expose to community issues and encouraged to write letters expressing
their support or concern

6. The following are language features used in an exposition text, EXCEPT _______.
A. Word chains of synonyms and antonyms and word families of general
nouns
B. Conjunctions to create cohesion and express cause and effect
C. Connectives showing reasons for actions or choices
D. Figurative language showing exaggeration

7. What language feature expresses the writer’s attitude and reflects whether the
discussion is open or authoritative and definite?
A. modality B. abstract nouns C. nominalization D. complex sentences

8. Exposition or argument can be presented as________________.

A. essays B. editorials C. speeches D. all of the above

9. Which of the following is NOT an example of expository text?

A. poem B. biography C. news article D. campaign speeches

10. The twist is a dance inspired by rock and roll music.  To do the twist, first,
stand with your feet approximately shoulder width apart.  The torso may be
squared to the knees and hips, or turned at an angle so one foot is farther
forward than the other.  Then, hold your arms out from your body, bent at
your elbow.  Next, rotate your hips, torso, and legs as a single unit with your
arms staying more or less stationary.  Every so often lift one leg off of the floor
for styling.  Now you're doing the twist! This is an example of what text
feature?
A. sequence C. description
B. cause and effect D. compare and contrast

B. Exposition Scaffold
Directions: Write an exposition text about the topic, “Online learning is the
best possible way to continue the education process in this time of
pandemic.” Follow the given guidelines in developing each part of the
exposition. Write this in another sheet of paper.

Guidelines n writing:

Introduction

Present the statement of position in this your argument.

A question or emotional statement can be used to gain audience attention.

_________________________________________________________________

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 Series of arguments to convince the audience

Each paragraph begins with a topic sentence that introduces a new argument.

Details follow supporting the argument.

Emotive words should be used to persuade the audience to believe in your point.

_______________________________________________________________________________

Conclusion to reinforce the statement of position in arguments

You restate your point of view.

A summary of the above facts can be included here.

Let’s Extend

Exposition Writing Interview

Directions: After you have studied the topics and done all the activities for this
module, answer all the indicated questions in each area to find out how well did
you learn about the lesson. Use another sheet of paper to write your answers in
this activity.

Self- assessment
What type of content do you like to write in exposition? Do you find them difficult
to write? In the scale of 1-5, how do you rate yourself as a writer? How are your
skills in writing a statement of position in argument?

Range and preference

What type of audience do you find it easiest to address? Do you find it easy to write
using emotive language? What are the strategies you used to make your writing
clear and interesting?

Skills

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How do you plan your exposition? Do you research to support your argument?
Have you presented your introduction clearly? Is your argument supported with
experts’ opinions? Are quotes used to add weight to arguments? Are cause and
effect to connect ideas? Did you use facts and figures truthfully? In the
reinforcement of position, in the stand clearly summarized?

References
The Effective Methods to Feel Happy. Retrieved from
https://essayclick.net/blog/expository-essay
Exposition Text. Retrieved from
https://assets.readingeggsassets.com/teacher_resources/rex/writing/pdfs/
upper/exposition_text_information_and_overview-fp-222c3d8f.pdf
Expositon_Text Type_Scaffold) Retrieved from
https://preview.tinyurl.com/yyuvk4bn

Development Team of the Module

Writer: Joyce V. Cueva and Ma. Kara S. Nono

Editors:
Content Evaluator: Gladeline Lou P. Gonato
Language Evaluator: Arcel I. Pili
Reviewer: Harold K. Taguba
Illustrator: Bernard Marc E. Codillo
Layout Artist: Michael N. Evans
Management Team:
Dr. Margarito B. Materum, SDS
Dr. George P. Tizon, SGOD-Chief
Dr. Ellery G. Quintia, CID Chief
Mr. Noel T. Balubal, EPS-English
Dr.Daisy L. Mataac, EPS – LRMS/ALS

For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-498
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph

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