Quarter 2 Eng10-Week 1-7

10
- English
Learning Activity Sheets
Quarter 2: Weeks 1 to 7
DIVISION OF ANGELES CITY

ENGLISH 10
SECOND QUARTER: WEEK 1
OBSERVE THE LANGUAGE OF RESEARCH, CAMPAIGN,
AND ADVOCACIES
Name of Learner: _______________________________________________
Section: ____________________________ Date: ____________________
Background Information:
The word “research” is originated from the old French word “recerchier” which
literally means to look and search for an answer. It simply implies that research
involves a repetition of the process of searching and that the previous search is not
complete nor earlier search was not exhausted. Research in common parlance
means, “to search for knowledge.
Research is a systematic and also a scientific process. This means that it
follows specific steps and logical methods. In context, every research is a voyage of
discovery and an art of gaining knowledge.
An approach becomes systematic if it follows a scientific method and
approach. These activities warrant a systematic approach, which are:
Starts by asking a question
Identifying the important factors

Asking new questions
Formulating hypotheses
Reconsidering the theory
Working with hypotheses Collecting relevant information
Testing the hypotheses
1
As a whole, research is a careful, critical, and discipline- based in which a
method or a technique is applied based on the nature and condition of the problems
directed toward to the clarification or resolution of a problem ( Nieswiadomy & Bailey,
2018; Striger & Ortiz,2020; Vaske, 2019).
In addition, research is divided into three major types: Qualitative,
Quantitative, and Mixed methods. Quantitative research is characterized through
the use of a deductive approach aimed in proving, disproving, or lending credence to
an existing theories. This type of research involves measuring variables, testing
relationships, revealing patterns, correlation, or causal relationship (Leavy, 2017).
Qualitative research, on the other hand, involves inductive method aimed at
generating knowledge and meaning. This type of research is appropriate in
explaining, describing, and exploring. Lastly, a mixed method is a type of research
that integrates the qualitative and quantitative process (Creswell & Creswell, 2017).
In order to perform research undertakings, one must be knowledgeable of the
sources of data. There are two sources of data: Primary and Secondary Sources.
1. PRIMARY SOURCES
- original, “first hand” or “eye witness” account offering an inside view.
- new information that was created at the time of under study.
- created during or very close to the time of the events they report on.
- indirect impressions of events.
Examples:
a. diary
b. interview
c. manuscripts
d. letter
e. raw data
f. official documents
g. legislations
h. court records
i. photographs
j. journal articles
k. autobiography
l. speeches and Recording
m. creative works (novels, plays, music, art)
2. SECONDARY SOURCES
a. provide “second hand” information that has been digested, analyzed,
reworded, or interpreted.
b. often written well after the events they report on and can put past
information into its historical context.
Examples:
a. newspaper reporting on a scientific study
2
b. criticism of literature, artwork or music
c. biography
d. textbooks
e. political commentaries
f. dictionaries/encyclopedias
g. dissertations
Research, campaign, and advocacy share a common language but one must
be aware of its distinct characteristics.
Campaigns are a set of activities, planned thoroughly, which people execute

and carry out over a period of time, in order to attain something such as social or
political change.
Advocacies are planned, deliberate with a sustained effort that raise

awareness on a particular issue. It is the act of pleading or arguing in favor of
something such as a cause, idea or policy; active support.
For a clear perception of research, one should be familiar with different
terminologies or languages used in research.
1. Questionnaire – a tool or a set of questions used in gathering relative information
in a form of a questionnaire. It could be in a form of a checklist. An open-ended
question, Likert scale, or an interview.
2. Thesis Statement – a statement expressing the proposition, argument or view. It
tells the reader the main point or claim of the research paper, or of the study.
3. Hedging - the use of linguistic devices to express hesitation or uncertainty as well
as to demonstrate politeness and indirectness. (Appear to be, Suggest, Believe,
Think, Looks like, Assume, Possibly)
4. Cultural Mapping – the use of research methods and techniques, including tools
to identify, describe, portray, promote, and plan future use of particular regions’ or
cities’ combined cultural assets and resources.
5. Interviewing – a process in which the researcher’s main goal is to gather
maximum information from the respondent through conversational practice where
knowledge is produced through the interaction between an interviewer and an
interviewee.
6. APA (American Psychological Association) Style – a style of writing and
format for academic and scholarly papers. This style is the most common format in
citing sources within the field of behavioral and social sciences.
7. Literature Review – the part of the paper that discusses published information on
a particular subject area. It combines the summary, synthesis, interpretation, insights
that explains, negates, or supports the existing problem.
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8. Plagiarism – the practice of taking someone’s work, ideas and even pictures
without proper acknowledgement of the original source.
9. IMRAD (Introduction, Method, Result, and Discussion) – the organization of

scientific articles that follows a standardized pattern.
10. Hypothesis- an assumption, supposition, or proposed explanation made on the

basis of limited evidence as a starting point for further investigation.
Learning Competency with code:

Observe the language of research, campaign and advocacies. (EN10G-IVa-32)
Directions:
Activities and Exercises:
A. Read and study the sentences carefully and answer what is being asked by
arranging the jumbled letters.
RESEARCH 1. This word follows a systematic and logical process and which
literally means to look for an answer. (C R A E R S E H)
________1. It is a type of research that seeks to explore possible relationship,
orders, patterns, and usually paired with a mathematical operation (statistics)
( EVATUTIANQTI)
________2. It is a type of research that integrates both quantitative and
qualitative processes. ( D I X E M E T H M O D)
________3. These are sets of questions aimed at gathering information or data
based on the subject or topic of the research. (T A S Q U N E I O N E R)
________4. It is the utilization of appropriate and suitable language to
demonstrate or express an idea. ( I D E H G N G)
________5. It is the standardized sequence of chapters in the study.(M R A D I )
________6. It is the part of the study that examines previous researches or
papers and also known as power house of the study.
( W R E U T R A I E L T E E R I V)
________7. It is the tentative solution or educative guess to an existing problem.
( H Y O P H TS I S E)
________8. They refer to the activities that are executed to promote awareness.
( O V C Y D A C A)
________9. These are planned activities for a period of time aimed to attain a
certain goal or objectives. ( G N P A I C A M )
________10. It is an act of copying without proper citation and permission from
the original author. (A I G A L P I R S M)
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B. Analyze the following list of words and encircle the word that does not belong to
the group.
Example
1. Research Campaign Advocacy Mixed-Method
1. Qualitative Quantitative Plagiarism Mixed-Method

2. Primary sources Campaign Secondary Sources Information
3. News paper Textbooks Recordings Diary
4. Manuscript Letter Photographs Biography
5. Encyclopedia Dictionaries Novels Music
6. IMRAD Checklist Interview Likert
7. Plagiarism Chicago APA Harvard
8. Discussion Research Result Methodology
9. Alternative Null Variable Statistical
10.Asking question Campaigning Testing hypothesis Working with
hypothesis
C. Read carefully the examples below. Then, evaluate and identify what language of
research is shown.
1.
Richard, E. L., & Schwartz, R. H. (2002). Practice guidelines for the diagnosis
and management of group a streptococcal pharyngitis. Clinical
Infectious Diseases, 113-125.
Answer:____________________________________
2. As Brophy (2006) put in, a classroom environment which established a well-
managed and task-oriented learning environment will likely improve students’

performance and achievement.
Answer: ____________________________________
5
3. 1. How do seasoned teachers perceive education in today’s context?
2. What are the problems of seasoned teachers in today’s pedagogy?
3. How do seasoned teachers carry out their lessons with the advent of
technology?
Answer: ____________________________________
4.
5 –Always 4- Often 3- Sometimes 2- Rarely 1- Never .
Attention and Participation 5 4 3 2 1
1. I listen attentively to the lecture of my teacher
2. I actively participate in the discussion, answering and
clarifying answers.
3. I exert more effort when I do difficult assignments.
Answer: ____________________________________
100
5.
80
Grade 7
60
Grade 8
40 Grade 9
20
0
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
Table 1 suggests that the Grade 7 level fall behind in terms of performance during
the first quarter.
Answer: ____________________________________
6
D. Picture analysis. Below are pictures that depict the challenges and concerns that
our world is currently facing. Based on your analysis, create a short campaign in
order to address these issues. The first one is done for you.
Description: The picture depicts a

tree being cut by someone, it must be
a tree in a forest. Looking closer, we
can see that there are dead wild
animals under the tree. This then
suggests that the world is dealing with
an unprecedented hazard to wildlife.
The loss of habitat such as illegal
logging, mining, and new development
have dramatically shrunk and
destroyed the natural space available
to wildlife.
Solution (Proposed Campaign or advocacy):

Protect, restore and promote sustainable use of terrestrial ecosystems Make an
urgent action to end poaching, illegal logging, illegal farming, and trafficking of
protected species of flora and fauna (wildlife) and address both demand and supply
of illegal wildlife
Description:__________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Description:___________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Description:________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________
__________________________________________
__________________________________________
__________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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RUBRIC FOR SCORING ACTIVITY D
Criteria 1 2 3 4 Score
Focus/ Main The campaign The campaign The campaign The
Point is poorly is focused on is focused on campaign is
Addresses on topic and the topic and focused,
topic includes few includes purposeful,
and includes loosely related relevant ideas and reflects
irrelevant ideas ideas clear insight
and ideas
Provides Supports Supports main Persuasively
Support little or no main point point with supports
support for with some developed main point
the main underdevelo reasons and/or with well-
point ped reasons examples developed
and/or reasons
examples and/or
examples
Organization Little or no Some Organizes Effectively
& Format organization organization ideas to build organizes
(Paragraphs, of ideas to of ideas to an argument ideas to build
Transitions) build an build an a logical,
argument argument coherent
argument
Language Little or no Some use of Appropriate use Effective and
Use, Style & use of elements of of elements of creative use
Conventions elements of style style of elements
style of style to
(Sentence Contains Uses correct enhance
structure, Many errors frequent grammar, meaning
word choice, in grammar, errors in spelling, and Uses correct
grammar, spelling, and grammar, punctuation grammar,
spelling, punctuation, spelling, and with few errors spelling,
punctuation) makes punctuation punctuation
reader’s throughout
comprehensi with very few
on difficult errors
9
Reflection
Reflect on how you process learning the concept/s provided in this learning
activity sheet. Put a checkmark (✓) inside the box which corresponds to your
answer.
Strongly Agree Neither Disagree Strongly
Agree agree Disagree
nor
disagree
1. I can find the structure of the
lesson simple and easy to
understand.
2. I can make useful
tools/recommendations in this
lesson to make learning
interesting.
3. I can evaluate a range of text
and form arguments with ease.
4. I can use knowledge from this
lesson to develop the way I
communicate with other people.
5. I can easily discuss the
concepts in this lesson to other
students who might need more
explanation.
10
References for Learners
Almonte, L. English - Learner’s Material First Edition “Celebrating Diversity through

World Literature.”. Manila: REX Book Store,Inc., 2015. pp. 103-105.
Creswell, John W., and J. David Creswell. Research Design: Qualitative, Quantitative, and
Mixed Methods Approaches. Sage Publication, 2017.
Leavy, Patricia. Research design: Quantitative, qualitative, mixed methods, arts-

based, and community-based participatory research approaches. Guilford
Publications, 2017.
Nieswiadomy, Rose Marie, and Catherine Bailey. "Foundations of nursing research." (2018).
Stringer, Ernest T., and Alfredo Ortiz Aragón. Action research. Sage Publications,
Incorporated, 2020.
Vaske, Jerry J. Survey research and analysis. Sagamore-Venture. 1807 North Federal
Drive, Urbana, IL 61801, 2019.
Pictures and clipart
<https://www.google.com/search?q=people+not+wearing+masks+cartoon&tbm=isch&ved=2
ahUKEwjewrHs1szrAhXrxIsBHXSRAbkQ2-
cCegQIABAA&oq=people+not+wearing+masks+ca&gs_lcp=CgNpbWcQARgAMgIIADoECA
AQQzoGCAAQCBAeUMsXWPZAYNtNaABwAHgAgAHpAYgB7QOSAQUwLjIuMZgBAKAB
AaoBC2d3cy13aXotaW1nwAEB&sclient=img&ei=ILhQX96yGOuJr7wP9KKGyAs&bih=657&
biw=1366#imgrc=fSfiDXSwlop8EM> [Accessed 3 September 2020].
Google.com. 2020. Philhealth Corruption 2020 Carton - Google Search. [online] Available
at:
<https://www.google.com/search?q=philhealth+corruption+2020+carton&tbm=isch&ved=2ah
UKEwiO9K6g2czrAhVNxosBHZejCLsQ2-
cCegQIABAA&oq=philhealth+corruption+2020+carton&gs_lcp=CgNpbWcQAzoECAAQGFC
wPVjjZ2Cua2gAcAB4AIABxgGIAeYHkgEDMC43mAEAoAEBqgELZ3dzLXdpei1pbWfAAQE
&sclient=img&ei=prpQX46JEc2Mr7wPl8ei2As&bih=657&biw=1366#imgrc=LGj4bGCixKtxD
M> [Accessed 3 September 2020].
<https://www.google.com/search?q=animal+cruelty++elephanyt+editorial&tbm=isch&ved=2a
hUKEwjxtO-L28zrAhVMWpQKHU8vA5wQ2-
cCegQIABAA&oq=animal+cruelty++elephanyt+editorial&gs_lcp=CgNpbWcQAzoECCMQJ1
CEhQFYupkBYM6bAWgCcAB4AIABuQGIAckLkgEEMC4xMZgBAKABAaoBC2d3cy13aXota
W1nwAEB&sclient=img&ei=lLxQX_GaCsy00QTP3ozgCQ&bih=657&biw=1366#imgrc=822-
iwsZBXBCjM&imgdii=BFL32UuAnEMlSM> [Accessed 3
11
Prepared:
EDNAR RIVERA CORPUZ

Secondary School Teacher III
12
ENGLISH 10
Structural Elements and Language Features of an
Argumentative Text
Name of Learner: _______________________________________________
Section: ____________________________ Date: ____________________
Are you looking for ways to state your opinion on a given issue? Then, you
need to learn how to structure an argumentative essay that combines persuasive
arguments and facts. A combination of persuasive arguments and facts will definitely
make your argumentative text convincing, effective, and powerful. An
argumentative essay presents arguments about the two sides of an issue. It could
be that both sides are presented equally balanced, or it could be that one side is
presented more forcefully than the other.
An argumentative essay attempts to be highly persuasive and logical. It
usually assumes that the reader disagrees with the writer, but it should be noted that
the reader is no less intelligent than the writer. Hence, an argumentative essay
should be written objectively and logically.
Characteristics of an Argumentative Essay

An argumentative essay has the following characteristics:
1. Presents and explains the issue or case.
2. Gives reasons and supports these reasons to prove its point.
3. Refutes (proves wrong) opposing arguments.
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Parts of an Argumentative Essay
Introduction
The introductory paragraph
introduces the problem and gives the Exposition
background information needed for the
argument and the thesis statement.
Body Arguments
The body of the essay contains the
reasons. Each paragraph talks about one
reason. The reason is included in the topic Evidence Counter-argument Rebuttal
sentence and is supported by details or
materials. These supporting materials may
be in the form of examples, statistics,
personal experiences, or quotations.
Conclusion Restatement of Position

The conclusion restates the main
claim and gives one or two general
statements that exactly summarize the
arguments and support the main premise.
Key Structural Elements of an Argumentative Text

1. Exposition- the type of paragraph that explains about a thing, topic, or event so
that people get information about it. The purpose of an exposition is to persuade 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
exposition might speculate as to what might be and persuade others as to what
should be.
14
2. Arguments – the part of an argumentative essay where a number of points are
generally presented. The number of arguments is flexible and varies in each
exposition. Arguments need to be logically developed and supported. It should be
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 then justified and elaborated. For
arguments to be as effective as possible, they should include supporting facts,
examples, tables, visual images, quotes or evidence so that they will become more
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.
3. Restatement of Positions – the part of an argumentative essay 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. In order to persuade their audience in oral
FEATURE EXAMPLES
Conjunctions (or joining words) join one so, and so, because, therefore, if, and,
part of a sentence to another. They link but
the flow of the argument.
Modal verbs express the writer’s attitude can, could, should, must, might
to the topic.
Evaluative language suggests the important, best, most, truth, largest,
degree of approval or helps compare more popular
ideas.
Thinking verbs tell the reader what the know, believe, feel, people think, agreed
characters are thinking about the events
or what they were thinking at that time.
Connective words link ideas in an firstly, for that reason, for example, as a
argument consequence, because of this, in
particular, therefore, finally
presentations, students need to focus on reinforcing their statement of position.
Some arguments should be developed logically and should be supported and
justified with evidence. They should not be simply emotive and intuitive.
15
Language Features of an Argumentative Text
A. Using Modals
Remember that modals are used as auxiliary or helping verbs with special functions.
Modal verbs commonly used in the argumentative text:
Shall- indicates simple futurity and obligation.
Should - expresses past obligation.
Will - expresses simple futurity and willingness.
Would - expresses invitation or past possibility.
Might - is used in a reported speech for the past time.
May - expresses future possibilities mixed with doubt and uncertainty.
Use modals to soften your tone:
The president must lift the Use modals The president should lift
community quarantine all to soften the community quarantine
over the Philippines. your tone. all over the Philippines.
Good writers are always aware of how their arguments sound.

Certain words can help control the tone of an argument.
Controlling tone with modals:
Must Asserting a Acknowledging May

point an opposing
Had better Might
point
Ought to Could
should Can
Would
16
Learning Competency :
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;
Directions:
Activities/ Exercises:
A. Read the article below, then identify the structural elements and language
features of an argumentative text. On a separate sheet of paper, list down
your answers using the chart provided below after the text.
Online Education
Introduction
The 21st century has witnessed a revolution in various fields and sectors.
Of the various sectors, technology stands out. Online education, one of the areas
where technology has flourished, has gained popularity just as fast as the desire
for higher education has over for the past couple of decades. Usually, online
learning is recognized and opposed in various parts of the world.
Online (virtual) education is a convenient and flexible way of acquiring
higher education. Unlike the traditional approach to education where the learner
has to go to a physical campus, online programs can be pursued by anyone who
has access to an internet device from any part of the world with no need to
physically visit the institution.
Body
How could the mode of communication be limited? In most cases, emails,

chats, and online discussion groups are the main available options. However, by
effectively utilizing the available communication channels, one feels just as lively
and engaged as the traditional classroom chats and conversation. The
emergence of social media platforms further gives one a chance to engage with
classmates more closely.
Conclusion
In conclusion, access to education has become a fundamental aspect of

human life. Online learning should be a feasible, cheaper, and convenient way
through which individuals in need of education can attain their objectives. Can we
be more responsible for making online learning an efficient part of education?
17
Online Education (argumentative Essay Sample) - Blog - Essay basics Writing \
Service Admin- Admin - https://blog.essaybasics.com/online-education-
argumentative-essay-sample/Select
Modal Conjunctions/Connectives Declarative Rhetorical
Verbs/Modal Statement/s Question/s
Adverbs
B. PARTS OF AN ARGUMENT
When you write an argument, you are trying to convince your reader that your
opinion is correct. A strong argument has five key parts: Exposition, Evidence,
Counter-argument, Rebuttal, and Conclusion.
Exposition A statement of opinion. This is the topic

of your argument.
Body Part 1 - Evidence Proof or facts that support your claim.
Body Part 2 - Counter-argument An argument that your reader would
make if they disagreed with your claim.
Body Part 3 - Rebuttal Your response to the counter-argument.
Conclusion A strong restatement of the original
claim.
18
Identify the five key parts of the argumentative text, “Online Learning” and write your
answer on a separate sheet of paper.
1. Exposition ____________________________________________________
2. Body Part 1 -Evidence ___________________________________________
3. Body Part 2 -Counter-argument ____________________________________
4. Body Part 3 -Rebuttal ____________________________________________
5. Conclusion ____________________________________________________
C. SENTENCE FRAMES
When you make an argument, you are making a claim what you believe is true. For
example, you might argue that you should be allowed to have a pet dog. To make an
effective argument and to convince your reader that you are right, you will need to
provide examples or evidence that support your claim. A counter-argument is a
statement that opposes your claim.
For example, your parents or other friends might argue that a traditional
approach to learning is more effective than online learning. Address their counter-
argument and make your points stronger.
Here are some sentence frames to help you get started with your own
argument writing!
Exposition • I strongly believe…

What do you believe? • (topic) is important for many reasons…
• Everyone should...
• In my opinion...
Body Part 1 - Evidence • For example...
Give examples that support your claim. • Another reason why...
• You would agree if you knew...
• Not many people know that...
Body Part 2 - Counter-Argument • Some people say...
What might someone say if they • It may be true that...
disagreed with you?
• It’s easy to think...
19
• You might argue that...
Body Part 3 - Rebuttal • ...but I argue that...
What would you say to the person who • However, the truth is...
disagreed with you to change their mind?
• ...but when you look at the facts...
• But, the evidence shows...
Conclusion • In conclusion...
Restate your claim in a powerful way • Now you can see why...
• It is clear that...
• Therefore...
This time, write your own arguments using the sentence frames provided on
the chart above. You may opt to form your arguments in favor of the traditional
learning approach or online/virtual learning approach.
1. Exposition______________________________________________________
2. Body Part 1 -Evidence ____________________________________________
3. Body Part 2 -Counter-argument _____________________________________
4. Body Part 3 -Rebuttal _____________________________________________
5. Conclusion _____________________________________________________
D. WRITING AN ARGUMENTATIVE ESSAY
STEP 1: Pre-writing: Divide your paper into two parts. Write the pros and cons
of your main topic on the chart. Use the information in forming your arguments.
PROS CONS
- Decide which side of the argument you will defend.

- Remember to support your opinions with facts, statistics, examples, quotes.
STEP 2: Writing: Include an introduction, a body and a conclusion.
STEP 3: Edit your essay.
20
Rubric for Scoring Argumentative Essay
Criteria 5 4 3 2 1 Total
Excellent Very Impressive Convincing Beginning

Impressive
Focus/Content
states clear position at the
beginning until the end of
the work; the topic captures
the reader’s attention.
Arguments
use strong and fact-
based/research-based
arguments; details support
the exposition and the stand
of the writer.
Development/Organization
has logically arranged
statement/s from the most
important to the least
important or vice versa;
develops the topic
thoroughly with examples
and supports.
Clarity of Ideas
present clear and sound
arguments, and pieces of
evidence are authentic).
Emphasis
has an interesting and
attention-grabbing
introduction; has a strong
conclusion that includes a
call to action).
Language Mechanics and
Convention
display minor spelling,
punctuation, and
grammatical errors.)
21
Reflection
Reflect on how you process learning the concept/s provided in this activity. Put a
checkmark (✓) on the box which corresponds to your answer.
Strongly Disagree Neither Agree Strongly

Disagree agree Agree
nor
disagree
1. I can find the structure of
the lesson simple and
easy to understand.
2. I can provide useful
tools/recommendations in
this lesson to make
learning interesting.
3. I can evaluate a range of
text and form arguments
with ease.
4. I can use the knowledge
from this lesson to develop
the way I communicate
with other people.
5. I can discuss the concepts
in this lesson to other
students who might need
more explanation.
22
References for Learners
Almonte, L. et.al., Learner's Materials "Celebrating Diversity through World

Literature." First ed. REX Bookstore, 2015. pp.106-107
Almonte, L. et.al., Learner's Materials "Celebrating Diversity through World

Literature." First ed. REX Bookstore, 2015. pp.132-134
Martin, J. "Argumentative Essay Features". Accessed September 4, 2020.

https://profjackelinemrtn.weebly.com/uploads/1/0/8/4/10843122/argumentativ
e_essays.pdf.
"Writing Lessons - Argumentative Essay." Accessed September 4, 2020.

https://www.myenglishpages.com/site_php_files/writing-argumentative-
essay.php.
Online Education (argumentative Essay Sample) - Blog - Essay basics Writing \

Service Admin- Admin - https://blog.essaybasics.com/online-education-
argumentative-essay-sample/Select
"Writing Lessons - Argumentative Essay." Writing Lessons - Argumentative Essay.

May 16, 2017. Accessed September 4, 2020.
https://blog.essaybasics.com/online-education-argumentative-essay-sample/.
Thinking and Relating Verbs Poster Jill Starter)

https://www.teachstarter.com/au/teaching-resource/thinking-and-relating-
verbs
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F%E2%80%9D%20he%20thought.&text=Relating%20verbs%3A%20am%2C
%20is%2C,%2C%20have%2C%20has%2C%20had Select
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Answer Key
A.
24
B.
Prepared:
RONA ANDREA N. TAMAYO

Secondary School Teacher III
25
ENGLISH 10
FORMULATING AN OPINION OR ASSERTION
Name of Learner: ___________________________________________________

Section: __________________________________ Date:_____________
Wherever we go, we hear people engaging in healthy debate, analysis, and discussion.
It may be about politics, social issues, sports, etc. All of us have different views and
opinions on everything. As they say, no one in this world is the same physically, mentally,
or behaviorally. In this lesson, we will know how to formulate statements of assertion and
opinion proficiently based on a set of criteria.
A. What is an assertion?
An assertion is a stylistic approach or technique involving a strong declaration,

a forceful or confident, and positive statement regarding a belief or a fact.
Types of Assertion:
1. Basic Assertion- is a simple and straightforward statement for expressing feelings,

opinions, and beliefs.
Example: When being interrupted: "Excuse me, I would like to finish what I'm
saying."
2. Emphatic Assertion- conveys sympathy to someone and usually has two parts:
the first encompasses the recognition of the feelings or situations of the other
person, and the second is a statement that shows support for the other person’s
viewpoint, feelings, or rights.
Example: “I know this is making you angry and frustrated because you have not
gotten a response yet. But I can help you by giving you an estimate of how long it
might take.”
3. I-Language Assertion- involves the first person pronoun “I,” and is useful for
expressing negative feelings.
1
Description of behavior: "When you __________,"
How it affects your life: "It affects __________,"
Describe your feelings: "and I feel __________;"
Describe your desire: "Therefore, I would like __________."
Example: "When you shout, it affects my work and I feel angry. Therefore, I
would like you to stop shouting and tell me what you want."
B. What is an opinion?
Opinions are statements that express a writer’s feelings, attitudes, or

beliefs. They are neither true nor false. They are one person’s view about a topic
or issue.
Words to Identify Opinions:
1. Biased Words (bad, worse, worst, good, better, best, worthwhile, worthless, etc.)
2. Qualifiers (all, always, likely, never, might, seem, possibly, probably, should, etc.)
Common Phrases in Formulating an Opinion
Examples:
1. I think people should just follow the protocols of the Department of Health to avoid
contracting the virus.
2. From my point of view, actively engaging in an online class is still worthwhile,
because we can still interact with our teacher and classmates amidst the pandemic.
2
What is the difference between assertion and opinion?
ASSERTION OPINION
It aims to let the readers feel It is a belief or judgment that

that they should not disagree falls short of absolute
or dispute what they have read VS conviction. It is usually based
or heard. Rather, they should on feeling or emotion rather
accept the idea or notion as an than reason where others are
indisputable fact. free to either disagree or
agree.
Formulate a statement of opinion or assertion. (EN10WC-IIb-13.2)
Directions:
Exercises/Activities:
A. Identify whether the statement is an “OPINION” or “ASSERTION.” Write the

answer on the space provided before each number.
___________1. It seems to me that people can easily adapt to sudden changes
implemented because of the pandemic.
___________2. I want to finish my statement before I hear yours.
___________3. I understand that you are busy, but I cannot finish the work alone. So, I
want you to do your part.
___________4. I think students can spend more time with their families, now that we are
conducting online and modular classes.
___________5. When you speak harshly, I cannot focus because I feel quite annoyed.
Therefore, I want you to speak nicely.
___________6. I understand that you are frustrated because your order has not been
delivered yet. But, I can assist you in tracking the order.
3
___________7. I would like to complete the outline for our project in English.
___________8. I would like to point out that we are free to express our opinions, but we
should know our limitations as well.
___________9. I personally think that nurses and doctors are the modern heroes as they
sacrifice their lives to protect and save others.
___________10. When making a speech, it is better to know your objectives and target
audience first.
B. BASIC ASSERTION
Formulate a basic assertion on each situation given below. As much as
possible, make it concise and direct to the point. Write your answer on the space
provided below each scenario.
Example: You are having a debate in school and you were suddenly cut off by an
opposing member while you were still stating your point. What should you say?
I want to finish my statement first.
1. You made advanced research on the topic for today’s class and you wish to
share it with the class. What should you say?
2. The teacher is asking which group is willing to present first and you want to
volunteer your group. What should you say?
3. Your friend is inviting you to play a game, but you still have to finish your project
before you go with him. What should you say?
4. You are confident with your writing skills and you want to join the upcoming
writing competition. What should you say?
5. Your sister is asking you to attend the festival with her but you want to study in
preparation for your entrance examination tomorrow. What should you say?
4
6. As the president, you want to have an urgent meeting to address the foremost
issues in the school. What should you say?
7. You believe that you are qualified to be the next SSG Secretary and you want to
attend the screening and interview. What should you say?
8. As the group leader, you want your members to comply with their designated
tasks. What should you say?
9. You are confident with your shooting skills and you want to attend a try-out for a
basketball team. What should you say?
10. You wish to have the presentation on an earlier schedule. What should you say?
C. EMPHATIC ASSERTION
Empathy means understanding what other people feel and putting yourself
in their shoes. Accomplish the chart below by empathizing and by giving actions
on the different scenarios given below.
SCENARIOS GIVE EMPATHY HOW CAN YOU HELP?

(I understand/I know…) (Therefore, I…/ But, I…)
Example: Your sister is I know that you feel But, I want you to cheer up
disappointed because she disappointed because because I know that you
lost in the competition. you lost in the can do better next time.
competition.
1. An irate customer is
calling because she
received the wrong
order.
2. Your neighbor
complains because
your dog keeps on
barking.
5
3. Your friend is
upset ,because she
failed to submit the
learning activity
sheet on time.
4. Your teammate is
sad because you
lost in the game.
5. A disappointed client
is calling because of
the delayed service.
6. Your brother gets
frustrated because
of the slow internet
connection.
7. Your classmate has
prepared for the
exam but she got
disappointed for
getting a low score.
8. Your classmate is
unmotivated as she
did not qualify for
the scholarship
grant at your
university.
9. A dissatisfied guest
is calling because of
the quality of food
delivered.
10. Your little sister is
distressed as she
failed in an audition
for a play.
D. I-LANGUAGE ASSERTION
As the common adage says, “Life is like a rollercoaster ride.” Indeed, life
itself is not just about happiness but also struggles and conflicts. In this activity,
test yourself on how you will handle some scenarios by accomplishing the chart
below.
6
Describe the How does it Describe State your
SCENARIOS behavior. affect you? your desire.
(When feelings.(Therefore, I
I/you…) (I feel/get…)
want/I would
like…)
Ex: You have your When you I cannot and I feel Therefore, I
test tomorrow, but you bother me, focus annoyed. want you to
cannot focus because stop
your brother keeps on bothering me.
bothering you.
1. You feel upset
because your
groupmate is
not
participating at
all in your
activity.
2. You did not

sleep well last
night, and you
cannot focus
on your work
because you
feel dizzy.
3. Your little sister
keeps on
speaking
impolitely
towards the
elders, and you
feel upset
about it.
4. You are in the
theater and
your friend’s
phone keeps
on ringing, so
you cannot
hear the movie
well.
5. Your group
was assigned
to clean the
corridor. Yet,
your
7
groupmates
are not helping
at all.
6. You want to
focus on your
review but your
classmate
keeps on
making
unnecessary
noise and you
get distracted
by it.
7. You are upset
about your
members
because they
were late on
the forum.
8. You feel
dissatisfied
with the dress
that you
ordered online
and you wish to
get a refund.
9. You are
pissed-off
because your
sister keeps on
using your
things without
asking for
permission.
10. You are
frustrated
because your
classmate did
not give back
the book she
borrowed from
you yet.
8
E. VOICE OUT YOUR OPINION (Online Activity)
Read some of the current news in the Philippines by visiting the websites
through the links provided below and express your own opinion as regards to
these by writing it on the space provided below each item.
1. Four point six (4.6M) million Filipinos are jobless in July as unemployment worsens
in Metro Manila. -PSA
Source:https://www.cnnphilippines.com/business/2020/9/3/PSA-July-unemployment-
figures.html
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Online bullying remains prevalent in the Philippines and other countries worldwide.
Source:https://www.unicef.org/philippines/press-releases/online-bullying-remains-
prevalent-philippines-other-countries
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. Philippines pushes deals with Chinese company blacklisted by United States.
Source:https://asia.nikkei.com/Politics/International-relations/US-China-
tensions/Philippines-pushes-deals-with-Chinese-company-blacklisted-by-US
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. Department of Education sets recommended screen time for online students.
Source:https://businessmirror.com.ph/2020/09/02/deped-sets-recommended-screen-
time-for-online-students/
________________________________________________________________
________________________________________________________________
________________________________________________________________
9
5. Philippines launching COVID-19 contact-tracing app to rescue economy.
Source:https://news.abs-cbn.com/news/09/03/20/philippines-launching-covid-19-contact-
tracing-app-to-rescue-economy
________________________________________________________________
________________________________________________________________
________________________________________________________________
Must Read: For learners who do not have internet connection or means to access the
videos in Activity E, accomplish Activity F instead.
F. FORMULATING STATEMENTS OF ASSERTION AND OPINION (Offline

Activity)
Read an article from a newspaper or watch /listen to different news about

the issue on the transformation of Manila Bay into a “White Beach Manila Bay.”
Then, on the box below, write an essay that should contain your own assertions
and opinions on the timeliness of the said project considering that the Philippines
is experiencing a pandemic. Your essay should consist of an introduction, body
and conclusion.
RUBRIC FOR SCORING AN ESSAY
10
Rubric for Scoring Activities E and F
4 points 3 points 2 points 1 point

Content and has a very has an has somewhat has less
Organization appealing appealing an appealing appealing
introduction and introduction and introduction and introduction
conclusion. The conclusion. The ideas are not and
ideas flow ideas flow well-organized. conclusion.
smoothly and logically.
logically.
contains a sharp contains good contains a good contains

and distinct construction of construction of assertion and
assertion and assertion and assertion and an opinion with no
opinion opinion opinion but lacks apparent point
supported with supported with clarity and focus and evidence.
substantial and sufficient
critical evidence. evidence.
Grammatical has no has minimal has few has few
Accuracy grammatical grammatical grammatical grammatical
lapses. lapses. lapses. lapses.
Spelling and has no spelling has a few has several has many
Punctuation and punctuation spelling and spelling and spelling and
errors. punctuation punctuation punctuation
errors. errors. errors.
REFLECTION Put a checkmark ( ✓ ) on the box which corresponds to your answer.
Always Sometimes Never

1. I can formulate assertions.
2. I can identify the different types
of assertion.
3. I can distinguish each type of
assertion from the rest.
4. I can differentiate assertion from
opinion.
5. I can express my opinion
supported with sufficient
evidence.
11
References:
"Assertion - Examples and Definition of Assertion." Literary Devices. October 01, 2017.
Accessed September 02, 2020. https://literarydevices.net/assertion/.
Types of Assertion. PDF file. September 6, 2020. https://ubwp.buffalo.edu/ccvillage/wp-

content/uploads/sites/74/2017/06/assert-hand02.pdf
Facts vs. Opinion. PDF file. September 6, 2020.

https://www.montgomerycollege.edu/_documents/academics/support/learning-
centers/writing-reading-learning-ctr-rockville/student-resources-tech/fact-vs-opinion.pdf
100 phrases. PDF file. September 6, 2020. http://myenglishonline.ca/wp-

content/uploads/2014/08/100-Phrases.pdf
Lopez, Melissa Luz. "4.6M Filipinos Jobless in July as Unemployment Worsens in Metro Manila
– PSA." Cnn. Accessed September 03, 2020.
https://www.cnnphilippines.com/business/2020/9/3/PSA-July-unemployment-
figures.html.
Online Bullying Remains Prevalent in the Philippines, Other Countries." UNICEF. August 16, 2020
.Accessed September 03, 2020. https://www.unicef.org/philippines/press-
releases/online-bullying-remains-prevalent-philippines-other-countries.
Writer, Staff. "Philippines Pushes Deals with Chinese Company Blacklisted by US." Nikkei Asian
Review. September 01, 2020. Accessed September 03, 2020.
https://asia.nikkei.com/Politics/International-relations/US-China-tensions/Philippines-
pushes-deals-with-Chinese-company-blacklisted-by-US.
Mocon-Ciriaco, Claudeth. "DepEd Sets Recommended Screen Time for Online Students:
Claudeth Mocon-Ciriaco." BusinessMirror. September 01, 2020. Accessed September 03,
2020. https://businessmirror.com.ph/2020/09/02/deped-sets-recommended-screen-time-
for-online-students/.
News, ABS-CBN. "Philippines Launching COVID-19 Contact-tracing App to Rescue Economy."

ABS. September 03, 2020. Accessed September 03, 2020. https://news.abs-
cbn.com/news/09/03/20/philippines-launching-covid-19-contact-tracing-app-to-rescue-
economy.
12
The National. "Rodrigo Duterte Wants to Rename the Philippines 'Maharlika'." The National.
February 13, 2019. Accessed September 03, 2020.
https://www.thenational.ae/world/asia/rodrigo-duterte-wants-to-rename-the-philippines-
maharlika-1.824812
Prepared:
ANGELICA P. TUMBAGA
SST-I
Answer Key
F. Answers may vary.
E. Answers may vary
D. Answers may vary.
C. Answers may vary.
B. Answers may vary.

5. ASSERTION 10. OPINION
4. OPINION 9. OPINION
3. ASSERTION 8. OPINION
2. ASSERTION 7. ASSERTION
1. OPINION 6. ASSERTION
A..
13
ENGLISH 10
FORMULATING CLAIMS OF FACT, POLICY, AND VALUE
Name of Learner: ___________________________________________________

Section: __________________________________ Date:_________________
Effective argument requires effective use of statements and reasons. A
writer must consider this to construct his or her argumentative essay. A claim
plays an important role on the effectiveness of an argument. In fact, this is where
the argument focuses.
Writers use different claims to provide justification of the argument. These

are the claims of fact, value, and policy.
CLAIM
➢ the topic or focus of an argument.
➢ a single statement and not a question.
➢ is against the status quo. (Status quo refers to the situation or state of affairs or general
state of things.)
TYPES OF CLAIM
CLAIM OF FACT
➢ a statement that existed. (past)
➢ a statement that exists. (present)
➢ a statement that will exist. (future)
➢ uses factual evidence that is suitable and reliable
➢ an assertion that can be proved or that can be disapproved by factual evidence
Examples:
1. Following health protocols decreases the risk of contaminating coronavirus.
2. Decreasing carbon dioxide emission from car exhaust, manufacturing process,
fertilizers, and landfills while slowing deforestation, may help slow down the process of
global warming.
3. The Filipino movie, “Four Sisters and a Wedding” is considered as a meme-lord status,
because of the impact of hugot culture.
14
4. Modular distance learning is one of the learning modalities to consider in continuing
the education of students amidst the pandemic.
5. As of September 7, 2020, Angeles City has recorded 402 confirmed Covid-19 cases,
which led Mayor Carmelo Lazatin to urge the public to observe self-discipline and to follow
safety health protocols.
CLAIM OF VALUE
➢ is based on preference. (like and dislike)
➢ asks someone to make a judgement
➢ expresses approval and disapproval of something
➢ establishes standards on the goodness and badness of something
➢ uses to show that one thing is better than the other
Examples:
1. Online learning is far way better than face-to-face learning.
2. Children who were raised by strict parents are more likely to become independent
individuals.
3. Mathematics is more difficult than Science.
4. Death penalty is one of the solutions to lessen the crime rate in the Philippines.
5. Emotional pain is worse than physical pain.
CLAIM OF POLICY
➢ indicates that an action must be taken into specific policies
➢ urges that something SHOULD and SHOULD NOT be done/banned/ believed
➢ urges a course of action or suggests that an action should be taken
➢ refers to Problem-Solution Technique.
Examples:
1.Countries which allow legal abortion must be stopped.
2. Social media applications should be banned to minors to avoid cyber bullying and
child trafficking.
3. The Anti-Terrorism Act of 2020 should be reviewed because it violates freedom of
speech.
4. The country should allot most of the budget to the Department of Health to finance
the medical expenses of the increasing number of Covid-19 patients.
5. Parents must also consider not only the intelligence quotient of their children but also
their emotional quotient.
15
Important reminders:
• Your claim must be debatable to support your argument.
• You may combine the three types of claims at once.
• The key for claim of fact is the factual data stated.
• The key for claim of value is the comparison among things, or liking or disliking
something or someone.
• The key for claim of policy is the problem and solution.

Formulate claims of fact, policy, and value. (EN10WC-IIb-13.2)
Directions:
A. Read the questions that follow and write the letter that corresponds to your
answer on the blank before the number.
_____1. Which is NOT true about a claim?

A. It is a question.
B. It is a statement.
C. It is the topic of an argument.
D. It is the concluding statement of an argument.
_____2. Which are the three types of claims?

A. Claims of Fact, Value, and Problem
B. Claims of Fact, Opinion, and Policy
C. Claims of Fact, Value, and Policy
D. Claims of Argument, Opinion, and Policy
_____3. Which claim shows the goodness and badness of something?

A. Claim of Fact
B. Claim of Value
C. Claim of Policy
D. Claim of Opinion
_____4. Which claim should you formulate if you want to make an action out of
something?
A. Claim of Fact
B. Claim of Value
C. Claim of Policy
D. Claim of Opinion
16
_____5. What claim will you include in your essay or argument if you want to present
reliable information?
A. Claim of Fact
B. Claim of Value
C. Claim of Policy
D. Claim of Opinion
B. Identify each type of claim as CF:Claim of Fact, CV :Claim of Value, and CP:
Claim of Policy. Write your answer on the space provided.
_____1. The Golden State Warrior is the best team in the NBA.
_____2. The basic keys to success are perseverance and discipline.
_____3. Studies have shown that exposure to violent media is a risk factor for violent
behaviors.
_____4. Companies should stop including age requirement as one of their hiring
standards.
_____5. We should respect everyone regardless of their job entitlement.
_____6. Obesity can cause heart disease.
_____7. Death penalty should be abolished in all counties.
_____8. Mac computers are more reliable than Windows.
_____9. Students’ cellphones should be surrendered to school personnel, while they
are inside the school premises.
_____10. According to World Health Organization, suicide is one of the three leading
causes of death among those aged 15-44, which is why mental health is given priority
nowadays.
C. Formulate claims of fact, value, and policy based on the following topics. Use the
provided sample as your guide.
Sample
Topic: Bullying Using Social Media
Claim of Fact: People use different social media platforms like Facebook, Twitter,
and Instagram to bully and mock other people.
Claim of Value: It is unethical to use social media as a defense to mock and bully
others.
Claim of Policy: There should be legal actions to those who bully using social media.
17
1. Topic: Studying and learning at home/ Continuing education at home
Claim of Fact:
Claim of Value:
Claim of Policy:
2. Topic: Freedom of speech in different social media platforms
Claim of Fact:
Claim of Value:
Claim of Policy:
3. Topic: Vlogging/Vloggers in the Philippine context
Claim of Fact:
Claim of Value:
Claim of Policy:
18
Rubrics for Scoring Activity C
4 points 3 points 2 points 1 points
Content and The ideas are The ideas are The ideas are The ideas are
Substance very substantial substantial and somewhat less
and flow flow smoothly substantial and substantial and
smoothly and and logically flow smoothly flow smoothly
logically.. and logically. and logically.
Grammatical has no has minimal has few has few
Accuracy grammatical grammatical grammatical grammatical
lapses. lapses. lapses. lapses.
Spelling and has no spelling has a few has several has many
Punctuation and punctuation spelling and spelling and spelling and
errors. punctuation punctuation punctuation
errors. errors. errors.
Reflection:
Put a check mark (✓) on the box which corresponds to your answer.

1. I can define each of the type of
claim.
2. I can differentiate the types of
claims.
3. I can distinguish each type of
claim.
4. I can formulate examples for
each type of claim.
5. I can use the different types of
claims in supporting my
arguments.
References:
• Official Facebook Page of Angeles City Information Office
• Ramones, Vanessa. “Claims of Fact, Value and Policy.” SlideShare, June 15, 2018.
https://www.slideshare.net/VanessaRamones/claims-of-fact-value-and-policy.
• Lopez, Yeimmi. “Claims 2012.” SlideShare, September 23, 2020.
https://www.slideshare.net/YLopez23/yeimmi-a-lopez-claims-2012
19
20
SST-1
Elvira M. Pineda
Prepared by:
Answer Key
A.
1.A
2.C
3.B
4.C
5.A
B.
1. CV
2. CV
3. CF
4. CP
5. CP
6. CF
7. CP
8. CV
9. CP
10. CF
C.
Answers may vary
2
ENGLISH 10
WRITING AN EXPOSITION
Name of Learner: ___________________________________________________

Section: _________________________________ Date:___________________
Background Information
Writing is a form of communication where we can easily and clearly communicate our
thoughts and feelings. It’s a channel where we can express ourselves so others can
understand who we are and what we stand for. Writing as they always say is a cognitive
activity where we can learn and synthesize new information. It has the power to influence
other people by clearly getting our point across concisely and effectively. Once we have
developed that skill of expressing ourselves through writing, we can be more successful in
persuading and influencing others.
This lesson will tackle the whats and hows of exposition writing. Exposition aims to
enlighten and instruct by simply presenting an idea, relevant evidence and appropriate
discussion. In writing exposition, we give our readers a basis for understanding a particular
story or a piece of literature.
What is exposition?
Exposition is the act of demonstrating the knowledge and expertise of the author or writer
on a certain topic. According to the online Oxford Dictionaries, “exposition is a
comprehensive description and explanation of an idea or theory.” It is derived from the Latin
verb exponere, which means “to put out, exhibit, or explain.”
Purpose of an Exposition
To present one side of an argument and to persuade the reader or listener to agree or to
take action to solve the problem.
Exposition or arguments can be presented as:
• essays
• editorials
• letters to the editor
• speeches
3
Methods for writing an Expository Essay
There are few different methods for writing an expository essay. These include:
1. Compare and contrast - a type of expository writing that points out the similarities
and/or differences between two things, such as historical periods, people, or
phenomena. In some compare and contrast essays, there is a focus on similarities; in
others, the focus is more on the differences. In others, the similarities and differences
are discussed evenly.
2. Cause and effect- a type of expository writing that explains the circumstances
leading to an event or a situation. It may also predict what will happen as a result of a
current situation.
3. Problem and solution- a type of expository writing that presents an issue and
proposes a possible solution. It is a format that is extremely helpful when writing
about a current event or pervasive problem.
4. Extended definition- a type of expository writing that attempts to explain a complex
term. Some terms may be confusing and difficult to understand that an extended
discussion is vital for the success of your report.
Language features
An exposition or argument includes particular language features. Be sure to include some of

these features in your exposition.
Feature Example
Conjunctions (or joining words) join one so, and so, because, therefore, if, and, but
part of a sentence to another. They link the
flow of the argument.
Modal verbs express the writer’s attitude to can, could, should, must, might
the topic.
Evaluative languages suggest the degree important, best, most, truth, largest, more
of approval or help compare ideas. popular
Thinking verbs tell the reader what the know, believe, feel, people think, agreed
person or the characters are thinking about
the events or what they were thinking at the
time,
Connective words link ideas in an firstly, for that reason, for example, as a
argument. consequence, because of this, in particular,
therefore, finally
Structure of an Exposition:
There are three main parts of an exposition.
1. Statement of position
Introduce the topic and make it clear what your position is. You need:
• a strong opening sentence that provokes your reader's interest or captures your reader's
attention.
• an overview of your thesis (or argument) on the topic and the points you will make. Provide
a brief outline of the key points to be covered by your argument. This gives your reader a
4
preview of where you are going to take them. This also enables you to show the reader that
your exposition is structured logically.
2. Argument
In this section you can make a number of points. Begin each paragraph with a key statement
or general statement. Give supporting reasons in the rest of the paragraph. Then, make a
new point in the opening sentence of the next paragraph and give supporting reasons, and
so on.
3. Reinforcement of the statement of position /Sum up your argument.
You could make a statement about what you see as a solution to the problem or what might
happen if the situation is not resolved. You could call for some form of action from the
audience.
TAKE NOTE: Expository writing can be a challenge, especially if you have no idea on how
to start. Graphic organizers are a powerful tool that you can use to help you organize your
ideas and come up with a plan. It is necessary to create an outline before writing the main
text.
Learning Competency
Write an exposition or discussion on a familiar issue to include key structural

elements and language features.
Directions:
Activities/Exercises:
A. Choose the word from the box that best completes the sentence.
EXPOSITION ARGUMENT STATEMENT OF POSITION
EXPONERE TO AGREE OR TAKE MODAL VERBS

ACTION
LANGUAGE FEATURES OPENING SENTENCE ESSAYS
GRAPHIC ORGANIZERS CONJUNCTIONS PERSUADE

5
1. ________________ is the act of demonstrating the knowledge and expertise of the

author on a certain topic.
2. The word “exposition” is derived from the Latin verb ____________, which means “to
put out, exhibit, or explain.”
3. _____________ introduces the topic and make it clear what your position is.
4. The purpose of an exposition is to present one side of an argument and to persuade
the reader or listener _______________ to solve the problem..
5. ________________are a powerful tool that you can use to help you organize your
ideas and come up with a plan.
6. Include an overview of your thesis or ___________ on the topic and the points you
will make.
7. _____________ (or joining words) join one part of a sentence to another. They link
the flow of the argument
8. _____________ express the writer’s attitude to the topic
9. A strong __________ that provokes your reader's interest or captures your
reader's attention.
10. Exposition or arguments can be presented as:__________, editorials, letters to
the editor, and speeches.
B. The following are excerpts from expository texts, analyze and determine what
method was applied for each text. Explain briefly why you came up with that answer.
Write your answer on the blank below.
1. Today, most people recognize cultural diversity and contend it as an intrinsic

good. Cultural diversity can be defined as the difference among individuals as
well as groups involving the place of origin, age, culture, languages and physical
abilities. Moreover, factors such as gender, class, religion, professional
occupation and academic knowledge can also be considered. Notably,
organizations should not only pay attention to the definition of diversity in the
workplace only because of its scope. Therefore, the issue of cultural diversity
should be addressed from various angles to ensure that it is understood by
everyone. (An Analysis of Cultural Diversity and Why Does it Matter)
Method used: ___________________________________________________
Explanation: ____________________________________________________
2. Cultural diversity has displayed extensive the complex consequences.
Concerning the positive effects, it is possible for one to generate arguments
about its valuable contribution to the society. Firstly, about the long-term
perspective, it is evident that all the positive impacts contribute to sustainable
differentiation by developing higher creativity, innovation, as well as productivity.
At the same time, cultural diversity has its shortcomings. The negative effects of
cultural diversity can be classified into various levels in an organization. Adverse
impacts on the cognitive as well as behavioral level can be associated with
individuals. While at team levels, the negative effects may manifest themselves
into the problems of communication. (An Analysis of Cultural Diversity and Why
Does it Matter)
Method used: ___________________________________________________
Explanation: ___________________________________________________
6
3. Another potential reason why the total number of gangs and gang members
keeps increasing is because a great majority of crimes they commit usually goes
unreported. As a result, government officials find it difficult to gather exact data
about this growing issue. Youth gang members primarily focus on their peers,
bully them, and force them to say nothing in order to avoid harsher
consequences. (The Rise of Teenage Gangs and Their Consequences)
Method used: ___________________________________________________
Explanation: ___________________________________________________
4. “Obesity has become a common condition in the United States. According to

CDC (2018), 36.5% of U.S. adults are obese. Since obesity is a serious and
very costly problem, experts seek to understand the reasons for the condition.
Researchers point out to genetics as a major precondition for obesity (Gillman
& Kleinman, 2007). There is ample evidence that offsprings of obese parents
are likely to be obese compared to their peers whose parents are not
overweight (Bouchard et al., 1990). Also, there is an opinion that the lack of
food culture leads to obesity. Unfortunately, many people become addicted to
the junk food that is cheap and “hyperpalatable” (Avena, Rada, & Hoebel,
2008). People eat unhealthy products for various reasons, but mainly because
they are not fully aware that consumption of junk food is a harmful habit, the
long-term consequences of which are hard to predict. In addition to the
mentioned reasons, individuals become obese because recently there has been
a dramatic increase in food availability. People no longer need to visit grocery
stores to replenish their supplies. These days, food is everywhere: on the
street, gas stations, and even on the internet…” (Reasons for Obesity)
Method used: ___________________________________________________
Explanation: __________________________________________________
5. “Scaffolding teaching practices are gaining momentum in academia. Experts

define scaffolding as “a process through which a teacher adds support for
students in order to enhance learning and aid in the mastery of task”(Iris
Center, 2018). Educators have developed a range of approaches to
instructional scaffolding. Obviously, the most commonly used one is the “show
and tell” approach. In it, an instructor demonstrates to students what they are
expected to do. Noteworthy, this approach involves a number of strategies,
including the fishbowl activity and think aloud techniques. Another popular
scaffolding approach is about giving students time to discuss what they have
learned. The logic behind this approach is simple: students need time to
articulate and make sense of what they have understood. In addition to the
mentioned scaffolding practices, teachers make use of the pre-teach
vocabulary, tapping into prior knowledge and utilization of visual aids
techniques. Each of these approaches has distinctive advantages, thereby
requires in-depth examination.” (What is Scaffolding Teaching)
Method used: ___________________________________________________
Explanation: __________________________________________________
7
C. Pre-Writing Activity.
Search on the internet or interview some people to gather relevant

information on the topic “How does online games addiction affects students in
their studies?” . Using the graphic organizer below, write down all the details you
have collected before writing your exposition.
INTRODUCTION- Statement of position:

It is the first
impression your
readers receive,
and explain the
main point of your
paper.
BODY -The Argument/s:

paragraphs in
between your
introduction and
conclusion. The
body of your
Details:
paper that
supports the main
point of your
paper.
CONCLUSION- Reinforcement of the statement of position sum up your
The last argument:
paragraph of your
paper. It closes
the paper and
leaves the reader
satisfied with
what they just
read.
Summarizes your
paper in an
effective way.
8
D. Writing Activity.
Using the gathered information in Activity B, write an essay about the

topic Online game addiction. Consider the structure and the language
features of an expository.
The Effects of Online games Addiction among Students

___________________________________________________________
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___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
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___________________________________________________________
___________________________________________________________
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9
Rubric for Scoring an Essay
STRUCTURE Pts.
• Clearly states a problem in the introduction.
• Supports the opening statement with background information.
• Formulates an argument, selecting facts to support and elaborate a point of
view.
TEXT ORGANIZATION Pts.
• Develops a well-sequenced plan.
• Organizes each point and its elaboration into appropriate paragraphs.
• Can locate and research relevant information.
PURPOSE Pts:
• Understands and focuses on the purpose of an exposition
• Presents strong arguments on the issue given
• Persuades the reader to change mindset
LANGUAGE FEATURES Pts:

• Uses connectives and conjunctions to link ideas, contrast concepts,
sequence thoughts and connect cause and effect.
• Differentiates between fact and opinion.
• Uses degree of certainty or modality in words selected.
3= Consistently evident 2=Evident 1= Sometimes evident
Reflection
Answer the following questions on how well you understood the lesson.
What content do you like writing in expositions?
___________________________________________________________________
Do you find it easy to apply the language features?
___________________________________________________________________
How do you plan your expositions?
___________________________________________________________________
What should the reader do or think after reading your paper?
___________________________________________________________________
What questions still need to be answered?

10
References for learners

Assets.readingeggsassets.com. 2020. [online] Available at:
<https://assets.readingeggsassets.com/teacher_resources/rex/writing/pdfs/upper/exposition_t
ext_information_and_overview-fp-222c3d8f.pdf> [Accessed 2 October 2020].
Static.moneysmart.gov.au. 2020. [online] Available at:

<https://static.moneysmart.gov.au/teaching/resources/smart-consumers-4-a-smart-
future/English_Yr9/documents/lang_feat_expos.pdf> [Accessed 2 October 2020].
Sites.gsu.edu. 2020. Blog Post #10: What Is Exposition? | Expository Writing Fall 2014: Writing About
Material Culture. [online] Available at:
<https://sites.gsu.edu/materialwords2014/2014/11/23/blog-post-10-what-is-exposition-2/>
[Accessed 2 October 2020].
Sophia. 2020. Introduction, Body, And Conclusion. [online] Available at:

<https://www.sophia.org/tutorials/introduction-body-and-conclusion> [Accessed 2 October
2020].
Scribendi.com. 2020. How To Write An Expository Essay | Scribendi. [online] Available at:
<https://www.scribendi.com/academy/articles/expository_writing.en.html> [Accessed 2
October 2020].
Tu-chemnitz.de. 2020. Online Technical Writing--Extended Definition. [online] Available at:

<https://www.tuhemnitz.de/phil/english/sections/linguist/independent/kursmaterialien/TechCo
mm/acchtml/def.html#:~:text=An%20extended%20definition%20is%20a,the%20success%20
of%20your%20report.> [Accessed 2 October 2020].
Sites.google.com. 2020. Problem And Solution - Expository Writing. [online] Available at:
<https://sites.google.com/a/g.coppellisd.com/expository-writing--carrie-erin-katie-aparna-
stephanie/problem-and-solution> [Accessed 2 October 2020].
Poster, T., 2020. Thinking And Relating Verbs Poster. [online] Teach Starter. Available at:
<https://www.teachstarter.com/au/teaching-resource/thinking-and-relating-verbs-
poster/#:~:text=Thinking%20verbs%20tell%20the%20reader,for%20lunch%3F%E2%80%9D
%20he%20thought.&text=Relating%20verbs%3A%20am%2C%20is%2C,%2C%20have%2C
%20has%2C%20had.> [Accessed 2 October 2020].
5staressays.com. 2020. [online] Available at: <https://www.5staressays.com/blog/expository-

essay/an-analysis-of-cultural-diversity-and-why-does-it-matter.pdf> [Accessed 2 October
2020].
5staressays.com. 2020. [online] Available at: <https://www.5staressays.com/blog/expository-

essay/the-rise-of-teenage-gangs-and-their-consequences.pdf> [Accessed 2 October 2020].
Smart Tips for Academic Writing | Homework Lab. 2020. 3 Examples Of A Good Expository Essay |
Homework Lab. [online] Available at: <https://homework-lab.com/study-tips/3-expository-
essayExamples/#:~:text=How%20to%20Write%20a%20Good%20Expository%20Essay%3A
%20A,do%20they%20want%20to%20learn%3F%E2%80%9D%20More%20items...%20>
[Accessed 2 October 2020].
SST-I, FGNMHS
CARLA G. CUNANAN
Prepared by:
Answer Key
A.
1. EXPOSITION
2. EXPONERE
3. STATEMENT OF POSITION
4. TO AGREE OR TAKE ACTION
5. GRAPHIC ORGANIZERS
6. ARGUMENT
7. CONJUNCTIONS
8. MODAL VERBS
9. OPENING SENTENCE
10. ESSAY
B.
1. Extended definition
2. Compare and contrast
3. Cause and effect
4. Cause and effect
5. Extended definition
C. and D. – Answers may vary.
11
12
ENGLISH 10
Techniques in Public Speaking
Name of learner____________________________________________________________
Section: ________________________________________________ Date: ____________
Public speaking is a form of oral communication that involves a speaker who delivers
an informative or persuasive message in front of a big audience (Sipacio and Balgos 2016).
Since it is a form of oral communication, thoughts are transmitted by the speaker to the
receiver through spoken words (Gupit 1986). This definition of public speaking specifies but is
not limited to the following elements:
1. Speaker. It pertains to the person who uses his/her voice and non-verbal cues such
as eye contact, facial expression, body movements, and gestures to convey his/her
message in front of an audience.
2. Message. It refers to the organized thoughts, information, and ideas delivered
verbally and shown non-verbally by the speaker. In public speaking, the message aims
to inform the audience about a particular issue or to convince the listeners to do a
particular action (Sipacio and Balgos 2016 p.31)
3. Audience. The members of the audience are the receivers of the speech in public
speaking.
4. Channel. It refers to the medium used by the speaker to deliver the message to the
audience. Unlike in other forms of interpersonal communication that includes two to 11
members, public speaking involves “more exaggerated” channels (Hybels and Weaver
in Sipacio and Balgos 2016 p.33) because the speaker interacts with a bigger audience.
These channels can be non-verbal, visual, and auditory (Amadebai 2020)
• Non-verbal channels include gestures, facial expressions, body movements,
and physical posture.
• Visual channels refer to diagrams, drawings, graphics, photographs, videos,
or objects.
• Auditory channels include tone of voice, distinctions in voice volume, and
audio materials.
When delivering a prepared speech in public, the speaker may use a variety of
channels to assist him/her in effectively sending his/her message across the listeners.
However, in delivering an impromptu talk before a crowd, the choice of a channel may
be limited to the non-verbal and auditory types since there are no advanced
preparations given to the speaker.
5. Context refers to the physical setting and time in which the event happens.
13
Public speaking is considered as the “cornerstone of communication for generations”

(Gupit 1986 pg. 5) for it allows one person to personally reach a large audience at the
same time and space.
Given its wide scope and reach, speaking in front of a large number of people can
pose emotional discomfort on or can result in physiological reactions from the speaker. The
reality of speaking in front of several people who have varying opinions and expectations can
induce anxieties and fear. However, these feelings of apprehension, which can be shown
through stuttering or trembling, can be moderated or overcome given the proper mental
conditioning, attitude, and preparation. The succeeding paragraphs present some strategies
that will assist you in delivering a speech in public.
Techniques for Effective Public Speaking
1. Consider the speech requirement.
As a student who will be asked to deliver a speech, it is crucial for you to be
knowledgeable about your purpose in speaking and the type of delivery that will be required.
The purpose of the speech, whether to inform or to persuade will determine the message that
you need to prepare and the sources of information you have to seek. Moreover, your aim in
speaking will influence the tone of your speech.
For instance, if you will be asked to speak in front of your batch mates with the intention
of convincing them to register to vote this coming 2022 elections, then you need to have a firm
position about it. If you believe that registering to vote is necessary, then you must gather
statistics and research-supported information (e.g. the importance of elections, the basic rights
that inform the voting policy in the country, and the effects of low voter turnout on the welfare
of the citizens) from credible sources to establish your position and eventually win the
agreement of your audience. Since it is an important topic that requires serious attention, the
tone of your speech can be analytical; at the same time, it can be polite since you are talking
to people your age.
Knowing whether you will be given time to rehearse is another consideration because
this will inform your delivery and pace in terms of your preparation. To illustrate this, if you will
be asked to deliver an impromptu speech, you do not have the luxury of doing extensive
research about your topic and of preparing visual channels that will enhance your speech, so
you need to adjust accordingly to ensure that your message will still be properly articulated
despite the parameters set.
2. Know your audience.
Public speaking is not about verbalizing the written speech, it is about relaying your
message through your connection with the audience. Connection with the audience can be
bridged through an understanding of the profile of the listeners. Thus, as a speaker, you need
to know their demographic information and psychology so that you can customize your content
and delivery based on the needs and interests of your audience.
• Demographic information includes age range, male-female ratio, educational
background and affiliations, nationality, economic status (Sipacio and Balgos 2016 p.
61)
• Psychology consists of their values, beliefs, attitudes, preferences, and ideologies
(Sipacio and Balgos 2016 p. 61).
3. Organize your material.
14
Whether you are delivering a prepared talk or an impromptu speech, your material
should have a structure or an outline—beginning, middle, and closing sections.
As recommended by the Toastmasters International as cited in Purdue Global (2020),
you may begin by posing a query, narrating a story, giving a preview of the material, or
providing a concise yet relevant quotation that will incite the interest of the audience. North
(2020) states that it is important to grab the attention of the audience in the first 30 seconds of
your speech. It is also in this part where you need to state the main point of your speech.
The middle part is reserved for the explanation of your main point through the
enumeration of shreds of evidence or credible information.
You may end your speech by leaving a takeaway, reflective question, or a challenge
to the audience. Make sure that your conclusion relates back to your introduction.
4. Practice.
Knowledge of the content is imperative, but it does not guarantee its successful
delivery. Hence, you should rehearse before the event for optimum outcomes. As you practice,
you may
• work on your pacing, pauses, and pronunciation;
• record your voice using an audio recording device to help you review and assess your
initial performance; and
• rehearse in front of a mirror to help you monitor your eye contact, facial expression,
body movements, and gestures.
5. Use voice and gestures judiciously.
The greatest tool a speaker can have is his/her voice (Toastmaster International 2020).
This implies that the voice is the primary medium through which a speaker can communicate
his/her message to his/her audience. Not only does the voice transmit the knowledge in your
head, but it also reflects the content of your heart and your personality. Hence, you should
train your voice to suit the message you want to impart and the image you want to leave your
audience. You may do this by working on the volume, pitch, pace or speed, pauses, vocal
variety, and pronunciation (Sipacio and Balgos 2016 p. 84).
Aside from the oral component, you should also be mindful of your eye contact, facial
expression, body movements, and gestures as these may emphasize or clarify your message,
or distract the audience from listening. There are some dos and don’ts in the use of these non-
verbal cues, but the basic principles are (Toastmasters International 2020):
• Refrain from doing distracting mannerisms such as swaying, rocking, frowning, biting
the lips, and fixing the hair.
• Respond naturally without overdoing your gestures and facial expressions.
• Believe in your message for it is the key to acting “natural and spontaneous” (p. 7).
6. Employ appropriate language.

Public speaking is not about flaunting the wealth of your vocabulary, although it
involves linguistic skill for accurate expression. It requires a connection with the audience that
can be established through the use of a language that is appropriate to the need of the
15
audience. As a case in point, if your audience is composed of a group of scientists or

representatives from the medical field, the use of technical terms such as mutation,
immunosuppression, cytokine storm syndromes to present the scope, threat, and treatment of
COVID-19 may be warmly appreciated and easily grasped. However, delivering the same
topic using the same technical terms without clear illustration and explanation to a different
set of audience may not yield the same reaction.
Take note that English is not the only language that can be used to speak in public.
Our Filipino, Kapampangan, or Ayta Mag-Antsi languages can be employed depending on the
public speaking situation and demand. But for skills improvement in this English subject, you
will be eventually asked to deliver a speech using the English language.
7. Conduct a survey of the environment.
To help you become confident during your speech delivery, you may find it useful to
know the context. Inspect the venue and know the time and occasion of your presentation
and the size of the audience ahead of time. It may also be beneficial for you to come earlier
than your schedule so that you can practice standing at the podium or can do a microphone
test. An awareness of these details may help you adjust for better performance. If you will be
delivering a speech in a cool, small-sized auditorium with reliable acoustics in place, then you
will not feel the urge to strain your voice or make excessive movements to be seen and heard
by the audience.
8. Watch for/ask for feedback.
Use your eyes to monitor visual feedback during your actual speech delivery. If you
see that there are members of the audience whose heads are bowed or whose eyes are fixed
somewhere else, then these may mean that you have to make necessary modifications with
the way you speak or conduct yourself in front.
After your presentation depending on the formality of the occasion, you may ask for
feedback from your classmates or teacher. You may even learn from the comments in your
rubric so that you may improve in the areas identified.
This is not an exhaustive list of techniques to help you become an effective public
speaker. You may find more specific tips on the reference page found on the last page of this
material.
Public speaking is not just an opportunity for your voice to be heard, it is also a skill
that can be developed over a while with excellent practice, and reflective experience, so do
not fret if you do not get every aspect right the first time.
Learning Competency: Deliver a prepared or impromptu talk on an issue employing the
techniques in public speaking.
16
Directions:
Activities/ Exercises:
A. Having understood the background information, answer the following questions by

encircling the letter of the correct answer.
1. Which of the following is a form of oral communication that pertains to an act of

performing a speech to a group of listeners?
A. interview C. personal discussion
B. public speaking D. telephone communication
2. Which of the following is an important element of public speaking that refers to the
organized information about a certain topic delivered by a speaker to an audience?
A. audience B. channel C. message D. speaker
3. Which element of public speaking refers to the receiver of the message?
A. audience B. channel C. context D.
message
4. Which element of public speaking pertains to the medium used by the speaker to transmit
a message?
A. audience B. channel C. message D. speaker
5. Which of the following channels of public speaking includes facial expressions and
physical posture?
A. auditory B. kinesthetic C. non-verbal D. visual
6. Which of the following situations show evidence of anxiety and fear in delivering a
speech?
A. Maria maintained eye contact and engaged the audience in her valedictory speech
to her fellow graduates.
B. Everyone congratulated Anna because of her well-articulated and inspiring talk
during our class orientation.
C. John used appropriate gestures and avoided the use of fillers such as “uhmm” in
his information campaign speech about COVID-19.
D. Pedro was mumbling during his talk. On the occasion when his voice could be
heard, his voice was shaking as he kept on saying “uhmm”.
For numbers 7-10, identify the technique for effective public speaking applied in the
given situation.
7. You aimed to connect with your audience, so you searched and studied their profile. As a
result, you designed your content and delivery based on their interest and need.
A. Know your audience. C. Watch for/ask for feedback.
B. Organize your material. D. Employ appropriate language.
8. Mr. Santos used technical terms such as monetary value, revenue, and profits in his talk
about entrepreneurial finance because his audience are entrepreneurs.
A. Organize your material. C. Employ appropriate language.
B. Watch for/ask for feedback. D. Conduct a survey of the environment.
9. After you performed your speech in class, you reviewed the comments of your teacher in
the rubric.
A. Survey of the environment. C. Consider the speech requirement.
B. Watch for/ask for feedback. D. Use voice and gestures judiciously.
10. Before your speaking event, you rehearsed delivering your speech in front of a mirror.
A. Practice. C. Watch for/ask for feedback.
B. Organize your material. D. Employ appropriate language.
17
B. Instructions: Analyze a prepared speech delivered in public using the graphic organizer
below.
✓ For those who have an internet connection at home, examine the speech of Angela Lee
Duckworth titled “Grit: The Power of Passion and Perseverance.” To access this, kindly
go to this link https://www.youtube.com/watch?v=H14bBuluwB8.
✓ For those who do not have internet access at home, you may study a public speech
televised through the DepEd TV channels such as CLTV 36, IBC 13, and Solar or other
TV stations, or delivered through radio programs.
Topic: ______________________________Speaker: _________________________

Audience: ___________________________Channel(s): __________________________
Context: ____________________________Purpose: ____________________________
Public Speaking Strategies Used
How were the strategies used?
Main Topic:
Supporting Evidence: Supporting Evidence: Supporting Evidence:
If you have watched a prepared speech on TV or listened over the radio, write the TV or radio program below.
____________________________________________________________________________________
18
You may use this sample accomplished graphic organizer as your guide in examining the
speech
of Dr. Duckworth or of any speaker from a televised or broadcasted speech. The speech
used in
completing this graphic organizer was about Mental Health and Depression by Miss Kylie
Verzosa
for a TEDx Talk event at Miriam College. You may access this video through
https://www.youtube.com/watch?v=1Q95V84cLnI.
Topic: Mental Health and Depression
Speaker: Miss Kylie Verzosa Audience: Youth/Students
Channel(s): Non-verbal, visual, and auditory Context: Auditorium for TED Talk event
Purpose: To inform about Mental Health and Depression
Public Speaking Strategies Used
Consider the speech Organize your material Use voice and gestures
requirement judiciously
How were the strategies used?
Miss Verzosa is knowledgeable Miss Verzosa delivered a well- Miss Verzosa is natural and
and straightforward about her structured speech. She started her spontaneous in her speech.
advocacy. In her speech, she speech by telling stories about her What helped her deliver her
friends who tried to commit suicide message well were the following:
enumerated her purpose:
she maintained a calm voice,
because of depression. Moreover,
used appropriate gestures, and
1. To inform the youth about she shared her personal experiences projected the right facial
depression, its consequences, when she was clinically diagnosed expression.
prevention, and treatment; with depression. In the middle of her
speech, she also discussed the
2. To help people with depression
consequences, prevention, and
be able to seek help; and
treatment of depression. She
3. To educate family and friends concluded her speech by telling her
of depressed people to provide success story on how she was able
support for them. to overcome depression with the
help of her family and friends.
Main Topic: Overcoming Depression
Supporting Evidence: Supporting Evidence: Supporting Evidence:
Miss Verzosa enumerated the Miss Verzosa shared her Miss Verzosa also provided the
following tips:
Western and Eastern practices success story after 6 months of
in addressing depression. For agony. She narrated how she 1. The “Wheel of life” - it is a visual
the Westerners, a psychiatrist became stronger and smarter. representation of knowing what really
will prescribe medicines or anti- matters to you and of balancing your
She shared that she started to
life;
depressants because they have a healthy lifestyle and that
consider depression as she positively changed 2. Have a positive mindset; avoid
hormonal imbalance. On the physically, emotionally, mentally, stress and always be grateful; and
other hand, Eastern medication and spiritually. Moreover, she 3. For families and friends who know
is defined as battling up with stated that she stays active by someone who is depressed, they
emotions or being not your true exercising every day, she follows may consider the following words of
self. In this form of medication, affirmation to show them care and
a proper diet, and she maintains
support.
alternative medicines are a positive outlook in life by being
19
Rubric for scoring Exercise B

EXEMPLARY EFFECTIVE MINIMAL UNSATISFACTORY SCORES
Understanding of Correctly Correctly Correctly Was not able to

the Strategies for identified 3 identified 2 identified 1 correctly identify a
Effective Public strategies for strategies for strategy for strategy for effective
Speaking effective public effective effective public public speaking
(10 points) speaking and public speaking; (1 point)
clearly speaking and however, s/he
explained how explained how has difficulties
these strategies these in explaining
were used and strategies how this
how well they were used strategy was
influenced the and how well used and how
speech delivery they well it
in general influenced the influenced the
speech speech delivery
delivery in in general
general
(8-10 points) (5-7 points) (2-4 points)
Important Correctly Correctly Correctly Was not able to
Element in Public identified the 5 identified 3-4 identified 1-2 correctly identify
Speaking important important important important elements
(5 points) elements for elements for elements for for public speaking
public speaking public public speaking
such as the speaking
speaker,
context,
audience,
channel, and
purpose
(5 points) ( 4 points) (3 points) (1 point)

Main point and Correctly Correctly Correctly Was not able to
Supporting identified the identified the identified the correctly identify
Evidences main point of main point of main point of main point of the
(5 points) the speech and the speech the speech and speech and explain
clearly and clearly clearly supporting pieces of
explained the 3 explained 2 explained 1 evidence
supporting supporting supporting
pieces of pieces of pieces of
evidence evidence evidence (1 point)
(5 points) ( 4 points) (3 points)
TOTAL:
C. I. On the speech requirement.

1. Deliver a 3-minute speech about ONE of the following topics:
1.1. the spread of fake news in social media
1.2. the use of social media platforms (e.g. Facebook or Messenger) as
learning spaces
1.3. reclamation of Manila Bay
1.4. alleged corruption among PhilHealth officials
20
1.5. COVID response of the Philippine government, your city, or your

barangay
1.6. an issue within your community that needs to be addressed
2. Your goal is to inform the youth of this generation about your chosen topic and to
persuade them to respond to your challenge. Since face-to-face learning is not yet
allowed, kindly request the members of your household to pretend as an audience for
this activity.
3. Pretend that you will be speaking in a spacious classroom that is not equipped with
a good sound system and not provided with a lectern.
4. Record your speech delivery using your mobile phone or any video recording
device.
II. On the mode of submission

1. For those who have internet access at home, send the video to your teacher
through his/her email, Messenger account, or chosen learning management system.
2. For those who do not have internet access at home, you may save the video in a
CD or flash drive which you will submit alongside this activity sheet.
3. For those who do not have the first two options, you may call or use video call via
messenger to deliver your speech.
Rubric for Scoring:

Emerging Developing Advanced Score
2-4 pts 5-7 pts 8-10 pts
1. Organization  Ideas may not be  The main idea is  Ideas are clearly
focused or evident, but the organized,
developed. organizational developed, and
structure many supported to
need to be achieve a
strengthened. purpose.
 The introduction  There is an
and conclusion introduction that
may not be well effectively states
developed. the main point and
a conclusion that
properly calls for
overt action.
2. Topic Knowledge  The student does  The student has  The student has a
not have a grasp a partial grasp of clear grasp of the
of the information the information. information.
which is evident  Supporting  Supporting
with the use of material may lack material is original,
few sources. originality. logical, and
relevant.
21
3. Language Use  Language is  Language is  Language is

inappropriate for appropriate, but familiar to the
a particular word choices are audience,
audience, not particularly appropriate for the
occasion, or vivid or precise. setting, and free
setting. from bias; the
presenter may
“code-switch” (use
a different
language form)
when appropriate.
4. Delivery  Eye contact may  The delivery  The delivery is

be very limited; generally seems extemporaneous -
gestures and effective – - natural,
movements may however, confident, and
be jerky or effective use of enhances the
excessive. volume, eye message –
 The delivery may contact, vocal posture, eye
appear control, etc. may contact, smooth
inconsistent with not be gestures, facial
the message. consistent; some expressions,
hesitancy may be volume, and pace
observed. indicate
confidence, a
commitment to the
topic, and a
willingness to
communicate.
Adapted from the Speech and Presentation Rubric of Northwest Regional Educational Laboratory
(2005)
Reflection
Put a checkmark (✓) on the box which corresponds to your answer.

1. I can define the meaning of public speaking.
2. I can identify the elements involved in public speaking.
3. I can distinguish the channels used in public speaking.
4. I can follow the techniques for effective public speaking.
5. I can deliver a prepared or impromptu talk on an issue
employing the techniques in public speaking.
22
References
Amadebai, Emidio. 2020. "The 7 Basic Elements of Public Speaking & 8 Principles for
Effective Speech Delivery". Ace The Presentation. Accessed September 23, 2020.
https://www.acethepresentation.com/basic-elements-of-public-speaking/.
Gallo, Carmine. "Barack Obama: A master class in public speaking." Retrieved May 13
(2012): 2013.
Gupit, Fortunato.1986. Elements of Public Speaking. Rex Bookstore, Inc.
Kehoe, Diane. 2016. "Public Speaking Tips for Students - The Biz". The Biz. Accessed
September 21 2020. https://thebiz.bentley.edu/public-speaking-tips-for-students/.
Lee Duckworth, Angela. “Grit: The Power of Passion and Perseverance.” May 9, 2003. TED.
MPEG-4, 6:12. https://www.youtube.com/watch?v=H14bBuluwB8
North, Marjorie. 2020. "10 Tips for Improving Your Public Speaking Skills".
Blog.Dce.Harvard.Edu. Accessed September 21 2020.
https://blog.dce.harvard.edu/professional-development/10-tips-improving-your-public-
speaking-skills.
Verzosa, Kylie. “Mental Health and Depression.” February 6, 2018. TED X Miriam College.
MPEG-4, 19:20. https://www.youtube.com/watch?v=1Q95V84cLnI
SHS.pdf, Oral. 2020. "Oral Communication in Context LM for SHS.Pdf - Free Download
PDF". Kupdf.Net. Accessed September 21 2020. https://kupdf.net/download/oral-
communication-in-context-lm-for-shspdf_59915b57dc0d603854300d1d_pdf.
"10 Public Speaking Tips". 2020. Purdue Global. Accessed September 21 2020
https://www.purdueglobal.edu/blog/student-life/10-public-speaking-tips/.
2020. Toastmasters.Org. Accessed September 25 2020

https://www.toastmasters.org/~/media/B7D5C3F93FC3439589BCBF5DBF521132.ashx.
2020. Toastmasters.Org. Accessed September 25 2020. https://www.toastmasters.org/-

/media/files/department-documents/education-documents/201-gestures.ashx.
2005. Speech and Presentation Grading Rubric. Accessed September 28 2020.

http://www.marquette.edu/library/services/oral.doc
Exercise B (The answers for the public speaking strategies and how they are used are not
limited to the ones provided below.)
Topic: Grit: The Power of Passion and Perseverance
Speaker: Angela Lee Duckworth Audience: Kids and adults
Channel(s): Non-verbal and auditory Context: auditorium
Purpose: To persuade everyone to be gritty
Exercise A Exercise C
1. B Performance may vary.
2. C
3. A
4. B
5. C
6. D
7. A
8. C
9. B
10. A
Answer Key
23
MT-I
Maria Clara P. Palisuc
SST-I
Anne G. de Guzman
Prepared by
Exercise B (The answers for the public speaking strategies and how they are used are not
limited to the ones provided below.)
ENGLISH 10
Compose Texts which Include Multimodal Elements
Name of Learner: _____________________________________________________

Section: __________________________________________ Date: ____________
Through semiotics (how meaning is created through signs and symbols), one is able
to comprehend simple printed texts. But not all texts are simple, in fact, many texts are
multimodal in nature. Learning about the different modes and the recognition of the
interconnections between and among them reflect the diversity in languages and cultures
within our daily environment.
Multimodal Texts
Multimodal texts are a combination of two or more modes such as written and spoken
language (also known as linguistic modes), and patterns of meaning such as visual (still and
moving image), audio, gestural, and spatial meaning (The New London Group, 2000; Cope
and Kantzis, 2009). Below are further definitions of these modes:
• Linguistic: vocabulary, structure, grammar of oral/written language

• Visual: color, vectors and viewpoint in still and moving images
• Audio: volume, pitch and rhythm of music and sound effects
• Gestural: movement, facial expression and body language
• Spatial: proximity, direction, position of layout, organization of objects in space.
Types of Multimodal Texts
The common platform for multimodal texts is digital, but they may also be in the
traditional form – printed. Listed are the three types of multimodal texts:
1. Printed multimodal texts – include picture books, textbooks, graphic novels, comics,
and posters, where meaning is conveyed to the reader through varying combinations
of visual (still image) written language, and spatial modes.
2. Live multimodal texts – include dances, performances, and oral storytelling, which
convey meaning through combinations of modes such as gestural, spatial, spoken
language, and audio.
3. Digital multimodal texts – include films, animation, slide shows, e-posters, digital
stories, and web pages which convey meaning through combinations of written and
spoken language, visual (still and moving image), audio, gestural and spatial modes.
Printed and live multimodal texts are also known in the form of simple multimodal texts
due to the simplicity of their production, while digital multimodal texts are known in the form of
complex multimodal texts due to the complexity of its reproduction.
Young people need to be able to communicate effectively in an increasingly multimodal

world. This requires learning how to comprehend and compose meaning across diverse, rich,
and potentially complex, forms of multimodal text, and to do so using a range of different
meaning modes.
2
Reading and Viewing Digital and Multimodal Texts
When reading or viewing a text, one needs to have the skills and understandings of
how to read or view. There are conventions involved in viewing and reading multimodal and
digital texts and these often involve viewer or reader choice. In a digital text, you need to
discover how the visuals work with the text to create meaning for the viewer.
Texts, in general, have three main purposes: to inform, entertain, and to persuade.
Visual Text – poster,
Written Text Web site or app book Film
picture book
• Reading is linear in • Meaning is made by • Reader/viewer • Video clip linear in
nature; interpretation of needs to be nature, although it
• Reader has control visuals and written competent in may be cut into
over how much is text; skimming and shorter clips and
read; • Not necessarily scanning. Text often jump between
• Reader has to linear in nature. in pieces or scenes;
follow the linear Different reading snippets; • Viewer needs to
structure to get paths; • Not necessarily understand the
meaning. • Reader/viewer has a linear in nature. conventions and
choice as to where Autonomous techniques that
they focus their navigation; show progression
attention on an • Reader/viewer has a of time and place;
image or written text. choice to navigate to • Viewer has the
the correct page; choice to stop and
• Sound can be an start and replay
option or standard; when appropriate.
• Reader/viewer may
have to process
information from
three modes.
The image on the left is an

example of a standard scholarly book
in a print edition. This text relies
primarily on the linguistic mode. In
other words, it is made up primarily of
letters and words. However, because
most texts are multimodal in some
sense, there are at least three modes
at work in this example.
1. The linguistic mode operates in the
printed written text.
2. The visual mode operates in the
formatting of the text (such as the use
of fully justified margins) and in the
choice of typography (such as the
different fonts used for the chapter
title and the use of brackets around
the chapter title).
3. The spatial mode can be seen in
the text’s arrangement (such as the
placement of the epigraph from
Francis Bacon’s Advancement of
Learning at the top right and wrapping
of the paragraph around it).
3
Creating Multimodal Texts
The creation of multimodal texts enables people to explore the function of language in
connection to the essential information around them. Listed are ways to create meaningful
and relevant multimodal text in school:
• creating posters, newsletters, brochures, or blogs with sections translated into home
languages, or headings, captions, and diagrams labeled in English and home
languages. Students can also add glossaries or translations of key terms;
• creating comics with captions and speech bubbles written in English and home
language, as appropriate for the purpose, and audience. This could include different
scripts in illustrated scenes and ‘sound effects’. Particular characters may also speak
a combination of English and another language or dialect;
• creating translations of popular picture books, their own or their classmates’ stories to
contribute to the classroom library, making sure that meaning is not lost in translation.
This could include using metaphors in their home languages that approximate the
meaning in the English text;
• creating slideshows that include translated vocabulary, explanations or pronunciation
guides;
• creating content for social media. Learners could be typing in different scripts or
transliterating the sounds of their language using English script in social media. Social
media users create and access videos, music, stories, and memes in a range of
languages;
• creating multilingual resources for the school community including signage, welcome
packs, teaching, and learning resources.
PRACTICE PATTERNS OF MEANING: Now it’s time to practice your patterns of

meaning.
1. Which of the five modes is represented by the image below?
Gestural: The crossing

guard communicates with
his hands. Drivers follow
his instructions by
interpreting his gestures.
4
2. Which of the five modes is most apparent when one looks at the Sydney Opera
House?
Spatial: The Sydney

Opera House is famous for
appearing as it were a ship
with many sails floating on
the water of the harbor.
3. Which two of the five modes are represented in the following example?
Spatial: The image shows various positions of lay-outs and text arrangement.
Linguistic: The image shows the use of printed text
5
Learning Competency:
Compose texts which include multimodal elements.
Directions:
A. Fact Check: Go over the given definitions below and jumble the letters to form the word
it defines. Write your answers on the space provided before the number.
_______________ 1. This refers to the written language, spoken language and patterns of
meaning in texts. (D M O E)
_______________ 2. This refer to texts that are a combination of two or more modes.
(L D M O A I L T U M)
_______________ 3. This mode is also referred to as written and spoken language.

(T U I S I N L I G C)
_______________ 4. This pattern of meaning refers to still and moving images. (U A L V S I)
_______________ 5. This pattern of meaning refers to the volume, pitch, and rhythm of music
and sound effects. (I A U O D)
_______________ 6. This is a type of multimodal text that refers to printed texts such as text
books, picture books, and posters. (T E P R N I D)
_______________7. This is a type of multimodal text that includes film, animation, slide
shows, and web pages. (G I T L A D I)
_______________8. This is a type of multimodal text that includes dance, performance and
oral storytelling. (V L E I)
_______________9. This is a form of production for printed and live multimodal texts.
(P L M S I E)
_______________10. This is a form of production for digital multimodal texts.

(X E M L P C O)
6
B. Multimodal Roundup Exercise: Here is an example of an informative multimodal
essay. Read and analyze the article from the New York Times and answer the
questions below.
What China Has Been Building in the South China Sea?
by Derek Watkins
(Updated: October 27, 2015)
China has been rapidly piling sand onto reefs in the South China Sea, creating seven
new islets in the region. It is straining geopolitical tensions that were already taut.
The speed and scale of China’s island-building spree have alarmed other countries
with interests in the region. China announced in June that the creation of islands — moving
sediment from the seafloor to a reef — would soon be completed. Since then, China has
focused its efforts on construction. So far it has constructed port facilities, military buildings
and an airstrip on the islands, with recent imagery showing evidence of two more airstrips
under construction. The installations bolster China’s foothold in the Spratly Islands, a disputed
scattering of reefs and islands in the South China Sea more than 500 miles from the Chinese
mainland.
China’s activity in the Spratlys is a major point of contention between China and the
United States and was a primary topic of discussion between President Obama and President
Xi Jinping of China during the Chinese president’s visit to the White House in September. On
Monday, the United States sent a Navy destroyer near the islands, entering the disputed
waters.
Sources: C.I.A., NASA, China Maritime Safety Administration
The new islands allow China to harness a portion of the sea for its own use that has
been relatively out of reach until now. Although there are significant fisheries and possible
large oil and gas reserves in the South China Sea, China’s efforts serve more to fortify its
territorial claims than to help it extract natural resources, said Mira Rapp-Hooper, formerly the
director of the Asia Maritime Transparency Initiative at the Center for Strategic and
International Studies, a Washington research group.
7
Image by Digital Globe, via CSIS Asia Maritime Transparency Initiative
Though too small to support large military units, the islands will enable sustained
Chinese air and sea patrols of the area. The United States has reported spotting Chinese
mobile artillery vehicles in the region, and the islands could allow China to exercise more
control over fishing in the region.
Several reefs have been destroyed outright to serve as a foundation for new islands,
and the process also causes extensive damage to the surrounding marine ecosystem. Frank
Muller-Karger, professor of biological oceanography at the University of South Florida, said
sediment “can wash back into the sea, forming plumes that can smother marine life and could
be laced with heavy metals, oil and other chemicals from the ships and shore facilities being
built.” Such plumes threaten the biologically diverse reefs throughout the Spratlys, which Dr.
Muller-Karger said may have trouble surviving in sediment-laden water.
Sediment is broken up and sucked from the seabed.

Material is transported through a floating pipe.
Dredged material is deposited on the reef.
Anchor pole Submerged reef Ocean floor.
The Chinese were relative latecomers to island building in the Spratly archipelago, and
“strategically speaking, China is feeling left out,” said Sean O’Connor, principal imagery
analyst for IHS Jane’s. Still, China’s island building has far outpaced similar efforts in the area,
unsettling the United States, which has about $1.2 trillion in bilateral trade go through the
South China Sea every year. Defense Secretary Ashton B. Carter criticized China’s actions in
the region in May, asserting that, “The United States will fly, sail and operate wherever
international law allows, as we do all around the world.” The United States reinforced that
assertion on Monday and angered the Chinese when it sent the Lassen, a guided-missile
destroyer, within 12 nautical miles of the islands, the conventional limit for territorial waters.
According to statements from David Shear, the top Pentagon official in charge of Asia and the
Pacific, the last time the United States sent ships or aircraft that close to the islands was in
2012.
8
What Is on the Islands?
Vietnam, Malaysia, the Philippines and Taiwan have all expanded islands in the
Spratlys as well, but at nowhere near the same scale as China.
For China, the Fiery Cross Reef is the most strategically significant new island, with an
airstrip that is long enough to allow China to land any plane, from fighter jets to large transport
aircraft. But China’s airstrip is not the first in the region — every other country that occupies
the Spratlys already operates one as well.
China’s reefs hosted smaller structures for years before the surge in construction. By
preserving these initially isolated buildings, China can claim that it is merely expanding its
earlier facilities, similar to what other countries have done elsewhere in the region.
In recent months, China has nearly completed two of its largest island building projects,
at Mischief Reef and Subi Reef. Current imagery shows that China has likely started building
airstrips on long, straight sections of each of those islands, which would give the country three
airstrips in the area.
Questions:
1. What is the text all about?
_____________________________________________________________
2. What is special about Spratlys Island?
_____________________________________________________________
_____________________________________________________________
3. How many modes does the article use to create meaning? (e.g. texts, photos,
videos, graphics, interactive features, etc.)
______________________________________________________________
4. Does the article achieve a balance between the different modes, without relying
on one mode? If so, how does the article do this?
______________________________________________________________
______________________________________________________________
5. How does the article use still photos to engage the reader?
______________________________________________________________
______________________________________________________________
______________________________________________________________
C. Create an informative multimodal text about the COVID19 Pandemic. (100-150

words)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
9
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Rubric for Scoring Multimodal Text

Linguistic
Awareness of Takes a Mode and
GRADE Subject content
issues position Patterns of
Meaning
EXCELLENT A comprehensive An awareness A thoughtful A
A (8-10) grasp of the of differing statement of presentation
A Markedly subject matter is viewpoints is position is of linguistic
Exceptional demonstrated, demonstrated presented and modes and
Performance including an in- and rigorous defended various
depth assessments of through logical patterns of
understanding of these arguments meaning are
the relevant undertaken are and carefully found in the
concepts, relevant. selected text created.
theories, and supportive
issues related to detail; the
the topic arguments
addressed presented
build to a
consistent
conclusion.
SUPERIOR A thorough grasp An awareness A position is Ample
B (5-7) of the subject of differing adopted and provision of
Clearly Above matter is viewpoints is logically linguistic
Average demonstrated. demonstrated argued; modes and
Performance and an appropriate patterns of
assessment of supporting meaning are
this attempt are detail is shown.
relevant. supplied.
SATISFACTORY A basic grasp of Asserts A position is A linguistic
C (1-3) the subject matter viewpoint adopted. mode or
A Fully is demonstrated. without pattern of
Competent acknowledging meaning is
Paper alternative adopted.
viewpoints.
10
Reflection
Put a checkmark (✓) on the blank which corresponds to how well you learned the lesson.
1. I can explain what is a multimodal text. ______ _______ ________
2. I can identify the type of multimodal text. ______ _______ ________
3. I can give examples of multimodal texts. ______ _______ ________
4. I can enumerate the five patterns of meaning. ______ _______ ________
5. I can compose a text with multimodal elements. ______ _______ ________
Prepared:
JEROME R. ESGUERRA MARJORIE CELIS

Secondary School Teacher III Secondary School Teacher II
11
References
Department of Education and Training Victoria. “Multimodal literacy”.

Accessed September 20, 2020.
https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/englis
h/literacy/readingviewing/Pages/litfocusmultimodal.aspx
Department of Education and Training Victoria. “Creating multimodal texts”.

Accessed October 03, 2020.
https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/englis
h/literacy/multimodal/Pages/createmultimodal.aspx
Google Sites.” 1. What is Multimodal text? - Creating Multimodal Text”.

Accessed October 03, 2020. https://sites.google.com/site/aismultimodaltext/1-what-
is-multimodal-text
Lumen. “UM RhetLab”, Accessed October 03, 2020.

https://courses.lumenlearning.com/olemisswriting100/chapter/examples-of-
multimodal-texts/
Watkins, Derek. "What China Has Been Building in the South China Sea." The New York
Times. July 31, 2015. Accessed October 07, 2020.
https://www.nytimes.com/interactive/2015/07/30/world/asia/what-china-has-been-
building-in-the-south-china-sea.html?fbclid=IwAR3xRUDJaGco_ce-
c_NxjRI6MpLKVfD3pirqR3-KWIBkwTr1xWRPvOcpAAI.
12
13
A.
1. MODE
2. MULTIMODAL
3. LINGUISTIC
4. VISUAL
5. AUDIO
6. PRINTED
7. DIGITAL
8. LIVE
9. SIMPLE
10. COMPLEX
B.
1. It is about China’s latest activities in the South China Sea
2. It has significant fisheries and possible gas and oil reserve.
3. Two: Text and Photos
4. Yes, by supporting every stated information with visuals/photos that makes
the text more factual and reliable
5. Still photos help the readers to easily visualize and understand the
information shared by the writer.
C.
Answers may vary.
Answer Key

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10

DIVISION OF ANGELES CITY

Starts by asking a question

Identifying the important factors

Working with hypotheses Collecting relevant information

Testing the hypotheses

Campaigns are a set of activities, planned thoroughly, which people execute

Advocacies are planned, deliberate with a sustained effort that raise

9. IMRAD (Introduction, Method, Result, and Discussion) – the organization of

10. Hypothesis- an assumption, supposition, or proposed explanation made on the

Learning Competency with code:

1. Qualitative Quantitative Plagiarism Mixed-Method

and management of group a streptococcal pharyngitis. Clinical

Infectious Diseases, 113-125.

managed and task-oriented learning environment will likely improve students’

2. What are the problems of seasoned teachers in today’s pedagogy?

Description: The picture depicts a

Solution (Proposed Campaign or advocacy):

Solution (Proposed Campaign or advocacy):

Almonte, L. English - Learner’s Material First Edition “Celebrating Diversity through

Leavy, Patricia. Research design: Quantitative, qualitative, mixed methods, arts-

Pictures and clipart

EDNAR RIVERA CORPUZ

Characteristics of an Argumentative Essay

Conclusion Restatement of Position

Key Structural Elements of an Argumentative Text

3. Restatement of Positions – the part of an argumentative essay where the

Use modals to soften your tone:

Good writers are always aware of how their arguments sound.

Controlling tone with modals:

Must Asserting a Acknowledging May

How could the mode of communication be limited? In most cases, emails,

In conclusion, access to education has become a fundamental aspect of

Exposition A statement of opinion. This is the topic

Exposition • I strongly believe…

D. WRITING AN ARGUMENTATIVE ESSAY

- Decide which side of the argument you will defend.

Excellent Very Impressive Convincing Beginning

Strongly Disagree Neither Agree Strongly

Almonte, L. et.al., Learner's Materials "Celebrating Diversity through World

Almonte, L. et.al., Learner's Materials "Celebrating Diversity through World

Martin, J. "Argumentative Essay Features". Accessed September 4, 2020.

"Writing Lessons - Argumentative Essay." Accessed September 4, 2020.

Online Education (argumentative Essay Sample) - Blog - Essay basics Writing \

"Writing Lessons - Argumentative Essay." Writing Lessons - Argumentative Essay.

Thinking and Relating Verbs Poster Jill Starter)

RONA ANDREA N. TAMAYO

Name of Learner: ___________________________________________________

An assertion is a stylistic approach or technique involving a strong declaration,

1. Basic Assertion- is a simple and straightforward statement for expressing feelings,

Opinions are statements that express a writer’s feelings, attitudes, or

Words to Identify Opinions:

Common Phrases in Formulating an Opinion

It aims to let the readers feel It is a belief or judgment that

Learning Competency with code:

Formulate a statement of opinion or assertion. (EN10WC-IIb-13.2)

A. Identify whether the statement is an “OPINION” or “ASSERTION.” Write the

___________1. It seems to me that people can easily adapt to sudden changes

implemented because of the pandemic.

___________2. I want to finish my statement before I hear yours.

want you to do your part.

conducting online and modular classes.

Therefore, I want you to speak nicely.

delivered yet. But, I can assist you in tracking the order.