ENGLISH 10 (2nd QUARTER) What Am I? •Identify the product for its famous slogan. “JUST DO IT!” “Langhap sarap. Bida ang sarap!” “Have a break. Have a _!” “We find ways…” RESEARCH • is an imperative area in not just the field of education, but in other fields as well. • it primarily focuses upon improving quality and is a research for knowledge (Kapur, 2018) • It shows how to make provisions of solutions to a problem in a scientific and methodical manner. The Research Process • Research starts with a question or a problem. • Researchers first find out what others have already learned about the subject. • If the question has not been fully answered, they figure out a way to get more information. They may do further observations or perform an experiment to test their idea. The Research Process • Next, they analyze the data (information) they have collected. Then they publish their procedures, data, and conclusions. This allows other scientists to repeat the experiments and double-check the conclusions. The Research Process • Example, the “COVID-19 injectables” (best proof) of clinical research is a double-blind trial. That is an experiment with two (or more) groups of people in which only one group receives the drug or treatment being tested. The other group gets a placebo. (A placebo is a “sugar pill” or other treatment that looks and feels like the experimental treatment but has no active ingredients. Any effect it has are psychological—because the participants expect it to work.) The Research Process • A “double-blind” experiment gets its name because both the researchers and the participants are “blind” during the test. Nobody knows until the experiment has finished which group got the treatment and which group got an inactive placebo. That helps prevent people's expectations from distorting (twisting or changing) the results. The Research Process • The treatment being tested should give significantly better results than the placebo. If not, any apparent difference it makes may be due to people’s hopes and expectations. So, a double-blind trial is a way to check the effectiveness of a treatment. • You will be encountering these words in a research, like design, data, significance, evidence,treatment, experiment, conclusions, observations and statistics. • There are several reasons research results can be misleading. There may be flaws in the research design. Researchers may make mistakes during the experiment or when analyzing the data. They may even be biased: wanting certain results so much that they influence the results. Sometimes groups that might profit from the results pay for the research but only report it if they get the results they want. CAMPAIGN • this can be a single ad or a series of ads. • it has ads that revolve around a single idea. • it provides a framework in which processes of advocacy that can be easily developed and enclosed. • it has varying purposes, they are created using similar structures, as well as through the use of persuasive language in order to convince audiences to perform a certain function. 5 Dimensions of a Campaign 1. Awareness Raising • this is intended to make the problem to be addressed known by the general public. 2. Research • Another dimension that is based on research, since it provides the necessary knowledge to take action. • Many stakeholders are involved here for the complexity of the topics. • Example: Experimenting to come up with a vaccine to cure COVID 19. 3. Social Mobilization • these are used by grassroots-based social movements, but also as a tool for the elite and the state itself. • involves a lot of different groups like, civic organizations, religions, and actions of members of institutions like, mass meetings, processions, and demonstrations. • Example: EDSA revolution, Human Rights rally 4. Training • it is the process focused on a clear and specific target. • it further develops the contents, but also the scope and the vision. • it runs in a mid-term and long-term scenario to get in-depth into the topic. • it completes the information-understanding cycle. 5. Lobbying • it is an act to influence decisions made by officials in the government. • it is very effective since it points directly to the legislator and regulatory agencies. • Example: POLITICS OF COALITION-BUILDING FOR DEMOCRATIC REFORM: A PHILIPPINE EXPERIENCE ADVOCACY • it is an action for a cause or purpose such as a media campaign of an non-government organization or NGO that works for human rights to find shareholders and partners to sustain its activity. ADVOCACY •Advocacy and Campaign are sometimes seen as synonymous terms, both are terms for all forms of influencing or convincing others. Performance Task: BRAND ME • Direction: Make a campaign and advocacy of the topics. Use advertisement, slogan and a short statement to persuade the audience to stand for your cause. A. COVID 19 B. New Normal in Education C. Philippines Rises Amidst the Deadly Illness Performance Task: CAMPAIGN ME •Direction: Create an Ad for COVID 19 prevention in a poster with a slogan. Use clean sheet of bond paper for your poster. Use the rubrics below as your guide for making your poster. Connecting Ideas using Conjunctions in an Argumentative Text CONJUNCTION • A conjunction is the glue that holds words, phrases and clauses (both dependent and independent) together. There are three different kinds of conjunctions -- coordinating, subordinating, and correlative -- each serving its own, distinct purpose, but all working to bring words together. EXAMPLE: •Peter and Paul are best friends. EXAMPLE: •I am going to the market and to the grocery store. EXAMPLE: •My mother asked me if I am going to wash my clothes or wash the dishes. CONJUNCTIONS • serve as a cue within a sentence, signaling the reader that another idea is coming. Coordinating conjunctions link ideas by showing how they relate. For example, a word like "and" indicates two ideas go together. A subordinating conjunction indicates that one idea depends on another. For instance, in this sentence the word "unless" depends on the action that follows it: EXAMPLE: •We will be late unless we leave now. EXAMPLE: •I like neither carrots nor celery. FILL ME UP: • 1. I visit the Grand Canyon _________ I go to Arizona. (once, whenever, wherever) • 2. This is the place _________ we stayed last time we visited. (where, when, how) • 3. _________ you win first place, you will receive a prize. (wherever, if, unless) • 4. You won’t pass the test _________ you study. (when, if, unless) • 5. I could not get a seat, _________ I came early. (as, though, when) FILL ME UP: • 6. We are leaving Wednesday _________ or not it rains. (if, whether, though) • 7. Pay attention to your work _________ you will not make mistakes. (so that, unless, or) • 8. The musicians delivered a rousing performance _________ they had rehearsed often. (though, as, once) • 9. She’s honest _________ everyone trusts her. (if, so, when) • 10. Write this down _________ you forget. (or, when, lest) FILL ME UP: • 11. I plan to take my vacation _________ in June _________ in July. (whether / or, either / or, as / if) • 12. _________ I’m feeling happy _________ sad, I try to keep a positive attitude. • (either / or, whether / or, when / I’m) • 13. _________ had I taken my shoes off _________ I found out we had to leave again. (no sooner / than, rather / than, whether / or) • 14. _________ only is dark chocolate delicious, _________ it can be healthy. (whether / or, not / but, just as / so) • 15. _________ I have salad for dinner, _____________________I can have ice cream for dessert. (if /then, when / than, whether / or) Conjunctions or connectors • have its functions in the sentences. This is especially if the conjunctions or connectors will be used in a format text like argumentative text. • Transitions also serve the same purpose as conjunctions, but on a larger scale. They signal to the reader the relationship between ideas in a paragraph or even between paragraphs. Conjunctions or connectors • By connecting larger ideas, they let readers know what to do with the information presented to them. Indicating these connections help reinforce the argument within a paper. • Phrases like "for example" let the reader know the information that follows is meant to support an idea. Thus, the use of transitions cues readers into the writer's thinking process. Conjunctions or connectors • Conjunctions improve the paper as a whole by giving the writing coherence, or flow. A conjunctive adverb such as "however" or "overall" joins two complete sentences, using either a semicolon or a period. These words and phrases serve different purposes: showing agreement, opposition, causality, support or emphasis, consequence and conclusion. They work like a bridge from one of the writer's points to another. Conjunctions or connectors •Some examples of conjunctive adverbs are however, moreover, namely, nevertheless, meanwhile, subsequently, and furthermore. EXAMPLES •1) The rules formulated were good, however, some statements were of not applicable to the English Club. •2) Students who will be delivering their speech namely; Peter, Paul, •Edgar. Formulating a statement of opinion or assertion Formulating a Statement of Fact or Opinion
• Whenever you browse your newsfeed, will you be able
to tell how much of the posts you read is factual, and how much is opinionated? If you can’t tell between fact and opinion or assertion, then you are likely to fall victim to misinformation or fake news. As a 21st century learner, you should be able to tell the difference between the two. Similarly, you are also expected to know how to properly construct statements of opinion or assertion. Below is a detailed discussion of opinion and commonplace assertion. Formulating a Statement of Fact or Opinion
• Everyday conversation and writing is
characterized not only by factual statements, but also expressions of one’s personal views, judgment, beliefs and convictions. In other words, we often make statements or assertions of fact, opinion, belief and even prejudice. This is because we often process and interpret factual evidence based on our own values, feelings, tastes, and experiences. Formulating a Statement of Fact or Opinion
• Fowler H. Ramsay (1986), as outlined in the Colorado State
University website, described assertion as a term generally used to refer to statements of fact, opinion, belief and prejudice. These types or categories of assertion are quite different from one another. A fact is a verifiable statement. It can be proven objectively by verified observations or the results of research among others. Because statements of fact can be double-checked for accuracy, there is general agreement about the truth they posit. On the other hand, an opinion is a personal judgment based on facts; hence, it is debatable and potentially changeable. Formulating a Statement of Fact or Opinion • The third category is called belief, which is a conviction based on cultural or personal faith, morality or values. A statement of belief may look similar with an opinion, but they are not based on evidence; that is why they cannot be contested or argued in a rational or logical manner. Lastly, there is the rather vague category called commonplace assertion. This is a stereotype, an oversimplification or a prejudice, which is a half-baked opinion based on insufficient or unexamined evidence, but it presented as if it were a fact. It is often accepted from others (families, friends, media etc.), making it too common to be questioned about its truthfulness. Formulating a Statement of Fact or Opinion
• These categories of assertion are so
prevalent in social media today, and the distinction between one another is slowly becoming unclear because of how netizens present everything as facts. This is why every social media needs to be a critical and informed reader to be able to verify the truthfulness of the information he/she comes across. Formulating a Statement of Fact or Opinion
• An opinion is a type of assertion which expresses
a judgment, viewpoint, or statement about matters commonly considered to be subjective. It is a personal view; however, it is still based on facts. In other words, it is an honest attempt to draw a conclusion from factual evidence, and not a mere statement of one’s belief, preference, or prejudice (e.g. The president is the worst leader the country has ever had.) Formulating a Statement of Fact or Opinion • An opinion statement is composed mainly of a debatable topic and a focus (i.e., the specific feeling or belief the writer or speaker has about the topic.) It can sometimes be distinguished from other constructions because it often uses qualifying words such as almost, usually, maybe, probably, often, some, most and in most cases. It does not have to be explicitly stated using the words “I think...” or “In my opinion...” Take, for instance, the sentence: Most public schools are ready for distance education. The word “most” makes the sentence an opinion that is easier to support. Opinions result from ambiguities; the more ambiguous a statement, the more difficult it is to verify, and so they are open to disputes. Formulating a Statement of Fact or Opinion
•There are three
categories of opinion statements, namely: STATEMENT OF TRUTH • It is an opinion that something is or is not the case. For example: With the minimal number of Covid-19 cases in the city, Baguio City clearly has more effective contact tracing methods than most cities in the country. STATEMENT OF VALUE • It is an opinion statement which claims that something does or does not have worth. For example: Hard lockdowns of barangays has not been effective in controlling the spread of the coronavirus. STATEMENT OF POLICY • It claims that something should or should not be done. For example: Amidst the ongoing pandemic, what teachers and students need is not academic freeze but material, moral and instructional support from the leaders in the education department. TAKE NOTE • The given examples are claims or statements that are based on existing facts or on the writer’s interpretation of these facts; hence, they can be debated or opposed. In other words, they are personal views. They may be true for the speaker or writer, but they can’t be true for everybody else. It is therefore important to make the readers aware of the evidence and how it led you to arrive at your opinion. Formulating a Statement of Fact or Opinion
• Another statement or expression that is
somewhat similar to an opinion is called commonplace assertion. Readers or listeners sometimes confuse the two with each other; however, a commonplace assertion does not appear to be as subjective as an opinion. Formulating a Statement of Fact or Opinion
• Instead, it claims universality and is presented as
an absolute truth. Further, a commonplace assertion is a statement used to make a declaration or to express strong belief on a particular topic, often without evidence. They are so common (because they are passed on by friends, family members, and the media) that they are believed to be true even without proof, and some statements of commonplace assertion have become stereotypes. For example: Formulating a Statement of Fact or Opinion
•1. Men are stronger
than women. •2. An apple a day keeps the doctor away. Argumentative texts: Modal Verbs and Modal Adverbs MODAL VERBS • Modal Verbs are special verbs which behave irregularly in English. They are different from normal verbs like "work, play, visit..." They give additional information about the function of the main verb that follows it. They have a great variety of communicative functions. MODAL VERBS MODAL VERBS MODAL VERBS • Modal Verbs are special verbs which behave irregularly in English. They are different from normal verbs like "work, play, visit..." They give additional information about the function of the main verb that follows it. They have a great variety of communicative functions.