TXTBK/SLMs + QUALAS

LEARNING ACTIVITY SHEET No: 4

Textbook/Supplementary Materials/Self-Learning Modules In English 9
based instruction paired with MELC- Based Quality Assured
Learning Activity Sheet (LAS) Quarter ___3___ Week __4___

Name: _________________________________________Grade & Section: _______________________________

Teacher: _____________________________________________ Date Submitted: __________________________

MELC 3:
Judge the validity of the evidence listened to (read) EN9LC-IVh-2.15
Lesson/Topic:
Determine whether arguments and conclusions are logical or illogical
Reference/Source: English Expressways III Teacher’s Manual Page No.: 71
English Expressways III Textbook Page Nos.: 197-198

Objectives/Subtasks:
1. Determine whether arguments and conclusions are logical or illogical

Activity No: 1 Title: Logical or Illogical Argument Day: 1

Key Concept:

Arguments or the conclusions drawn after the arguments are logical if they are based from reasoning.
Remember that evaluating an argument or conclusion must be based on fact and not on opinion. The following
pointers may help give a logical evaluation.
1. A fact is a statement known to be true or which can be proven to be true.
2. An opinion is a statement that tells what someone believes to be true. An opinion may or may not be correct.
3. The opinion of an authority or a subject may be believed.
4. Facts are more reliable as basis because they can be defended.

Directions: Read the text below. Determine whether the arguments and conclusions reached are sound and logical.
Put a star ( ) opposite the number if the argument or conclusion is logical. Place an asterisk ( *) if it is illogical.

The saying “Life begins at 40” is a reality that cannot be denied. With advances in age-
defying science and an explosion of health information on the market, that saying can be true. What
makes each year count is the wisdom that you gain, and the endless possibilities of reinventing
yourself with each new decade.
Studies show that the happiest moments in life are way past the childhood and teen years.
According to a study at the University of Georgia, the largest percentage chose their 50s as the
most satisfying period of their lives.
No matter what your age, you can reap a lot of benefits from walking or taking a stroll.
First of all, it’s natural, it’s easy – and it’s free. As we grow older, we become prone to diseases.
Thankfully, many of them can be prevented – or delayed – by walking.
Philippine Star, November 29, 2005.

Example: * The saying “Life begins at 40” is a reality that cannot be denied. (The sentence is illogical
because it is based from one’s belief or opinion. No proof or study is presented.)

________ 1. Studies show that the happiest moments in life are way past the childhood and teen years.
________ 2. A study made at the University of Georgia shows that a large percentage chose their 50s as the most
satisfying period of their lives.
________ 3. You need to believe the study.

1
________ 4. You can reap a lot of benefits from walking when you are past 40.
________ 5. Walking, first of all, is natural, easy, and free.

Lesson/Topic:
Evaluation of Evidence
Reference/Source: Page No.: __________
https://app.shoreline.edu/doldham/SRR.html

Objectives/Subtasks:
2. Evaluate the evidence presented in a claim

Activity No: 2 Title: Evaluation of Evidence Days: 2 & 3

Key Concept:

Evidence is the concrete facts used to support a claim. Ideally, evidence is something everyone agrees on, or
something that anyone could, with sufficient training and equipment, verify for themselves.

How to analyze the evidence

Analyzing the evidence can be broken down into three steps:

1. identify the point the author is trying to prove (the claim),
2. identify the specific facts the author gives to support the claim, and
3. explain how the evidence is supposed to relate to the claim.

How to evaluate the evidence

When we evaluate evidence, we go beyond simply describing what it is and how it relates to the claim. We also
say whether it is good or bad. Obviously this is an essential step in evaluating the overall quality of an argument. If the
evidence fails for any reason, the argument fails and the claim is not proven.

Even if the evidence is completely accurate, it may still be faulty. We will look at three other questions you can
ask about the evidence to help evaluate its overall quality.
1. Is the evidence sufficient? Is there enough of it, or do you need more to feel convinced?
2. Is the evidence relevant? Is it really about the claim the author wants to prove, or did they go off on a tangent,
providing facts that don’t have anything to do with the claim?
3. Is the evidence representative? This is the hardest one to understand, but also the most important.
Representative evidence is evidence that accurately portrays the object of study, not distorted and not just a
select piece. Another word for representative is typical.

Example:

The saying “Life begins at 40” is a reality that cannot be denied. With advances in age-
defying science and an explosion of health information on the market, that saying can be true. What
makes each year count is the wisdom that you gain, and the endless possibilities of reinventing
yourself with each new decade.
Studies show that the happiest moments in life are way past the childhood and teen years.
According to a study at the University of Georgia, the largest percentage chose their 50s as the
most satisfying period of their lives.
No matter what your age, you can reap a lot of benefits from walking or taking a stroll.
First of all, it’s natural, it’s easy – and it’s free. As we grow older, we become prone to diseases.
Thankfully, many of them can be prevented – or delayed – by walking.
Philippine Star, November 29, 2005.

2
Process of Evaluation:

What is the claim of the author in the text?

The author claims that life becomes more meaningful after the age of 40 and around 50s.

What is the reason given?

The author said that the wisdom gain and the endless possibilities of reinventing or discovering the self.

What is the evidence presented?

The author cited the study conducted at the University of Georgia and said that the largest percentage chose their
50s as the most satisfying period of their lives.

Directions: Read carefully the text below. Identify the claim and evaluate the evidence presented. Questions are
provided as your guide.

The spread of the internet has had a world-changing effect, not least on the world of
education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly
debated. For many teachers who did not grow up with this technology, its effects seem alarming and
potentially harmful. This concern, while understandable, is misguided. The negatives of internet use
are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and
accessible information source; a means of exposure to and engagement with different perspectives;
and a highly flexible learning environment.
A common frustration for teachers is students’ use of Wikipedia as a source in their
writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the
students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a
common objection to its use: “a reliance on Wikipedia can discourage students from engaging with
genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia
usage as ubiquitous among their students; but the claim that it discourages engagement with academic
sources requires further investigation. This point is treated as self-evident by many teachers, but
Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide
references to academic publications and include warning notes where citations are missing; the site’s
own guidelines for research make clear that it should be used as a starting point, emphasizing that
users should always “read the references and check whether they really do support what the article
says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their
first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a
positive side that merits deeper consideration than it often receives.
The internet has had a major positive impact on the world of education; occasional pitfalls
aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the
internet opens up for communication, research, and interactivity. As the popularity of distance
learning shows, students value the flexibility and accessibility offered by digital education, and
educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have
been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously
on its potential for good.
Source: https://www.scribbr.com/academic-essay/argumentative-essay/

3
 1. What is the claim of the author in the text?
________________________________________________________________________________________________
__________________________________________________________________________________

2. What are the reasons given?

Reason 1: _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

Reason 2: _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

3. What are the pieces of evidence presented?

Evidence 1: _____________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

Evidence 2: _____________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

Evidence 3: _____________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

Lesson/Topic:
Judging the validity of the evidence
Reference/Source: Page No.: __________
https://app.shoreline.edu/doldham/SRR.html

Objectives/Subtasks:
3. Judge the validity of the evidence read

Activity No: 3 Title: Judging the validity of the evidence Day: 4

Key Concept:
Evidence is relevant when it has a definite relationship to the claim.

Once you have identified the claim, the evidence, and their relationship, you’re on much stronger ground for
judging the evidence.

Directions: From the pieces of evidence you have identified from Activity 2, judge the validity of the evidence by
checking the statements below if they met the criteria of a valid evidence.

Criteria Yes No
1. Is the evidence up-to-date?
2. Is the evidence relevant? (The evidence directly supports the claim of the author.)
3. Is the evidence sufficient? (The evidence presented is enough to convince the reader.)
4. Is the evidence significantly stated?
5. Is the example given supports the claim?
6. Does the example illustrate the point in the claim of the author?
7. Are the sources of the evidence presented trustworthy?
8. Is documentation of the source material present?
9. Do the materials used appropriately support the claim?
10. Do the sources provide proof that the information is valid?

4
Answer Key

English 9 Quarter 3 Week 4

Day 2 & 3
Day 1
Day 4
1. The use of the internet in academic contexts is on the rise, and its role in learning is hotly
1.
1. Yes debated. For many teachers who did not grow up with this technology, its effects seem
2.
2. Yes alarming and potentially harmful.
3. Yes 2. Reason 1: A common frustration for teachers is students’ use of Wikipedia as a source in
3.
4. * Yes their writing.
5. Yes
4.
6. * Yes Reason 2: Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous
7. Yes among their students; but the claim that it discourages engagement with academic sources
5. requires further investigation.
8. Yes
9. Yes 3. Evidence 1: Its prevalence among students is not exaggerated; a survey found that the vast
10. Yes majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010).

Evidence 2: An article in The Guardian stresses a common objection to its use: “a reliance
on Wikipedia can discourage students from engaging with genuine academic writing”
(Coomer, 2013).

Evidence 3: Its articles often provide references to academic publications and include
warning notes where citations are missing; the site’s own guidelines for research make
clear that it should be used as a starting point, emphasizing that users should always “read
the references and check whether they really do support what the article says”
Answers Key: (“Wikipedia:Researching with Wikipedia,” 2020).

Development Team

Writer:

CELESTE M. ALBA

Editors/Evaluators:
5

MA. NELIN L. ACOBA