Lesson 2.3 Language Features of An Argumentative Text

“Humility has such power. Apologies can disarm arguments.
Contrition
can defuse rage. Olive branches do more good than battle axes ever will.”
- Max Lucado
From the previous lesson, you were able to familiarize yourself with an argumentative
essay, its basic elements and the different models that can be used in writing an argumentative
essay. Other than familiarizing yourselves with these things, you should also be aware of other
features that make an argumentative essay more effective.
In this world where people are raised in different ways and opinions vary, one must
master the skill of getting his/her opinion across without offending anyone. Students like you
must understand the art of raising an argument. One must learn to effectively develop his/her
stance, provide supporting evidences, and be able to balance his claims when uncertain.
LEARNING COMPETENCY
 identify key structural elements (e.g. exposition -statement of position, arguments,

restatements of positions) and language features of an argumentative text (e.g. modal
verbs, attitudes expressed through evaluative language; conjunctions or connectives
to link ideas; declarative statements; rhetorical questions; passive voice)
LEARNING OBJECTIVES
At the end of the lesson, you will be able to:

 use modals, hedging, rhetorical questions, and passive voice in writing an
argumentative essay
 use connectors in linking ideas in an argumentative essay
 observe courtesy in writing with the use of hedging
 acknowledge one‟s weakness and recognize strengths with humility by writing an
argumentative essay on an issue
English 10 | Lesson 3: Language Features of An Argumentative Text | S.Y. 2020-2021 1 of 19

Name: _________________________________ Score: _________
Year & Section: _________________________ Day & Date Accomplished: _________
Subject: _______________________________ Signature of Parent/Guardian: _________
Date Monitored: _________
_____________________________________________________________________________________
EXPLORE: Activity #1
Activity Title: Am I High or Low?

Learning Target: Express possibility and certainty using modals to strengthen one‟s claim
Reference Title: Practical English 10
Author: Raymundo, Helen C. and Go, Ronald S.
Main Idea
One of the weaknesses of a student‟s essay is making strong claims that cannot be
supported. In these cases, it is useful to be able to vary the strength of a claim to suit the
circumstances.
Modal verbs and adverbs are used with another verb to express ideas such as possibility,
necessity or permission. They are often used to make the writer‟s claims more or less tentative,
i.e. to suggest that the writer‟s thought is more or less probable.
Directions: Read and study page 80 of your book. Then, provide the modal that expresses
the correct level of certainty and possibility to complete the sentences below.
1. The sky looks cloudy today. It____________ rain later.

2. You ____________ always look both ways before crossing the street.
3. Mary____________ attend the fundraiser later. She has already scheduled it on her planner.
4. The bus ____________ be late as the traffic situation in the city is very unpredictable.
5. Mara got the highest score on today‟s science exam. She ____________ study a lot.
6. I ____________ help my mother clean the house but I feel very tired.
7. It looks like it‟s about to rain. You ____________ bring an umbrella with you when you go
out.
8. Ron ____________ speak fluent Japanese when he worked for the embassy but he forgot most
of it after he retired.
9. If Kate fails this exam, she ____________ have to take this class again next semester.
10. I am not quite sure if this is the right key. It ____________ be the wrong one.

FIRM-UP
It’s Discussion Time!
There may be instances when you may not be absolutely certain of what you are about to
say or write. In these situations, the use of a single verb may not suffice so you can turn to
modals for help. Modals are auxiliary verbs that are used to indicate a speaker or writer‟s
certainty, ability, or obligation and a situation‟s possibility. This lesson will focus on how
modals can modify one‟s intended meaning according to one‟s level of certainty and the
situation‟s level of possibility.
The modal used depends on the level of certainty that a speaker or writer wished to
convey:
Must/Can (very certain)

Undoubtedly, always, never, definitely,
clearly
Will/would (fairly certain)
Should (likely, probable, probably)

Usually, likely, probably, generally
frequently,
May (perhaps, maybe quite possible)
Could/might (possible/might)
Conceivably, occasionally, perhaps,
uncertainly
Adapted from: Jordon, R. R. (1990) Academic Writing Course. Edinburgh: Nelson Study Skills in
English and Learning Assistance Centre, University of Sydney (1992) Writing in
an Academic Style.

Name: _________________________________ Score: _________
_____________________________________________________________________________________
DEEPEN: Activity #2
Activity Title: To Strengthen is to Weaken!

Learning Target: Construct a sentence using a modal verbs/adverb that supports the student‟s
own thesis statement on a given issue
Main Idea
In writing argumentative essays, it must be based on the evidence you have collected.
The level of modality used to express your opinion must match the level of certainty provided by
your evidence. It might be appropriate to make a high modality claim because evidence, from
multiple sources, backs up your opinion. Therefore, adjust the certainty or modality you use to
present your argument according to the quality and amount of evidence supporting it.
An advocacy is defined as any action that speaks in favor of, recommends, argues for a
cause, supports or defends, or pleads on behalf of others.
Directions: Accomplish the following tasks.
1. If you will be a student advocate, what will be your advocacy?

(Note: Your chosen topic or advocacy will be your topic for your project. You are discouraged
to change topic on the next lessons since some activities will be gauged on your advocacy.)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. Read about your chosen topic and write your own thesis statement.
3. Construct five (5) sentences that express certainty or possibility using modals. Your sentence
should be aligned with your thesis statement.

YOUR THESIS STATEMENT:
___________________________________________________________________________________
___________________________________________________________________________________
SUPPORTING SENTENCE WITH MODALS (Expressing certainty and possibility):
1.
___________________________________________________________________________________
___________________________________________________________________________________
2.
___________________________________________________________________________________
___________________________________________________________________________________
3.
___________________________________________________________________________________
___________________________________________________________________________________
4.
___________________________________________________________________________________
___________________________________________________________________________________
5.
___________________________________________________________________________________
___________________________________________________________________________________

Name: _________________________________ Score: _________
_____________________________________________________________________________________
Activity Title: Oops! No Offense!

Learning Target: Use hedging to avoid offending people‟s feelings in stating an opinion
Main Idea
In academic writing, it is prudent to be cautious in one‟s statements so as to distinguish

between facts and claims. This is commonly known as “hedging”. Hedging is the use of
linguistic devices to express hesitation or uncertainty as well as to demonstrate politeness and
indirectness.
People used hedged language for several different purposes:
1. to minimize the possibility of the other opposing the claims that are being made
2. to conform to the currently accepted style of academic writing
3. to enable the author to devise a polite strategy where they are able to acknowledge that there
may be flaws in their claims
Directions: Read the given statements and encicrcle the letter that corresponds to the
sentence which does NOT use words or expressions that express hesitation,
uncertainty, politeness and indirectness.
1. A. Eating fast food is likely bad and perhaps should be avoided.

B. Eating fast food is believed to be bad, so it should be avoided.
C. Eating fast food is bad and should be avoided.
D. Many people say that eating fast food should be avoided.
2. A. He is guilty.
B. Chances are he is guilty.
C. He might be guilty.
D. Some people believe he is guilty.
3. A. Politicians are dishonest.

B. Politicians are said to be honest.
C. Politicians are usually seen as dishonest.
D. The assumption is that politicians are dishonest.

4. A. The internet is said to be taking away our privacy.
B. The internet is taking away our privacy.
C. The internet might be taking away our privacy.
D. The internet is accused of taking away our privacy.
5. A. Listening to music is definitely one of the best ways to relax.

B. Apparently, listening to music is one of the best ways to relax.
C. Listening to music is considered to be one of the best ways to relax.
D. There‟s no doubt that listening to music is one of the best ways to relax.
6. A. Playing with Lego is considered to be a good activity for boys and girls alike.
B. Playing Lego tends to be a good activity for boys and girls alike.
C. Playing with Lego is undoubtedly a good activity for boys and girls alike.
D. Playing with Lego is said to be good activity for boys and girls alike.
7. A. There are many different ways to reach our goal.

B. It has been argued that there are many different ways to reach our goal.
C. There seem to be many different ways to reach our goal.
D. We can reach our goal in many different ways.
1. What are the words and expressions that were used in the given activity to express hesitation,
uncertainty, politeness and indirectness? (3pts)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Give 10 examples of words and phrases that can be used in hedging.
a. f.
b. g.
c. h.
d. i.
e. j.

Using direct and straightforward language may offend some readers. Hence, some writers
deliberately use vague and tentative language to maintain diplomacy and to avoid offending
others. This technique is known as hedging.
An important feature of academic writing is the concept of cautious language, often

called “hedging” or “vague language”. In simpler terms, it is necessary to make decisions
about your stance on a particular subject or the strength of the claims you are making.
Example 1: Playing violent video games causes more aggression, bullying and fighting.
With Hedging: It is assumed that playing violent video games may cause more aggression,
bullying, and fighting.
Example 2: Mars is the focus of much scientific study and foremost planet for human
colonization.
With Hedging: Mars is certainly the focus of much scientific study and often considered the
foremost planet for human colonization.
Examples of words and expressions used in hedging:
seem, tend, look like, appear to be, think , believe, doubt, be sure,
Introductory Verbs
indicate, suggest
Certain Lexical Verbs believe, assume, suggest
Certain Modal Verbs will, must, would, may might, could
Adverbs of Frequency often, sometimes, usually
Adverbs certainly, definitely, clearly, probably, possibly, perhaps, conceivably
Modal Adjectives certain, definite, clear, probable, possible
Modal Nouns assumption, possibility, probability
it could be the case that, it might be suggested that, there is every hope
That - clauses
that
it may be possible to obtain, it is important to develop, it is useful to
Adjective + to-clause
study

Name: _________________________________ Score: _________
_____________________________________________________________________________________
DEEPEN: Activity #4
Activity Title: Hedge Me!

Learning Target: Use the appropriate hedges to make statements more polite and diplomatic
Author: Raymundo, Helen C. & Go, Ronald S.
Main Idea
Hedging is used in academic writing to mark the distinction between facts and
claims/opinions. It is particularly useful when expressing disapproval.
Directions: Accomplish the following tasks below.
A. Answer the activity on pp.227-228 of your book.
B. From your chosen topic in Activity 2, draft 10 opinion statements using hedging. Encircle the
hedgers used in each sentence.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Name: _________________________________ Score: _________
_____________________________________________________________________________________
Activity Title: There Are Others!

Learning Target: Familiarize one‟s self with the other features of an argumentative essay
Main Idea
There are other language features that contribute to an effective argumentative essay:
A. Use conjunctions or connectors. It is not only that conjunctions link one idea to the next, but
also it helps the author achieve coherence.
B. Use of declarative sentences. A declarative sentence is simply a sentence that makes a

statement rather than asking a question or making a command.
C. Use of rhetorical questions. A rhetorical question is a question that does not expect an
answer. Its main purpose is to add creative flair to your essay.
D. Use of passive voice. In a passive sentence, the person or thing acted on comes first, and the
actor is added at the end, introduced with the preposition “by”.
A. Directions: Read and analyze the following items. Encircle the letter of the answer.
1. Which of these transitions would you use in the counterargument paragraph?

A. however C. also
B. similarly D. in conclusion
2. Which of these phrases would be good to use to cite text evidence?

A. in conclusion C. according to the text
B. in my opinion D. in other words
3. The transitions “even, indeed, in fact, and truly” are used to indicate __________.
A. example C. emphasis
B. contrast D. conclusion

4. He did not earn enough money. ______, his wife decided to get a job.
A. Therefore C. On the other hand
B. Besides D. None of the above
5. I really hate the taste of lima beans, broccoli, and tomatoes; _____, I eat them because they are
so nutritious.
A. consequently C. moreover
B. nevertheless d. so
B. Write one thesis statement expressed in a declarative sentence, one rhetorical question
and a passive sentence in each of the issues given below.
Issue: Face to face classes in January
A. Thesis statement
______________________________________________________________________________
B. Rhetorical question
______________________________________________________________________________
C. Passive sentence
______________________________________________________________________________
Issue: Challenges of Distance Learning Modes
A. Thesis statement
______________________________________________________________________________
B. Rhetorical question
______________________________________________________________________________
C. Passive sentence
______________________________________________________________________________

In addition to the previous lesson, there are other feature that can be applied in writing an
argumentative essay.
A. Use Conjunctions or Connectors
Conjunctions or connectors are used in academic writing to achieve coherence.

Coherence gives a smooth flow of ideas within and among the paragraphs in your essay.
again, also, and, and then, besides, equally important, finally, first,
ADDITION further, furthermore, in addition, in the first place, last, moreover, next,
second, still, too
COMPARISON also, in the same way, likewise, similarly
although, and yet, at the same time, but at the same time, despite that,
even so, even though, for all that, however, in contrast, in spite of,
CONTRAST
instead, nevertheless, notwithstanding, on the contrary, on the other
hand, otherwise, regardless, still, though, yet
EMPHASIS certainly, indeed, in fact, of course
after all, as an illustration, even, for example, for instance, in
EXAMPLE/
conclusion, indeed, in fact, in other words, in short, it is true, of course,
ILLUSTRATION
namely, specifically, that is, to illustrate, thus, truly
all in all, altogether, as has been said, finally, in brief, in conclusion, in
SUMMARY other words, in particular, in short, in simpler terms, in summary, on the
whole, that is, therefore, to put it differently, to summarize
after a while, afterward, again, also, and then, as long as, at last, at
length, at that time, before, besides, earlier, eventually, finally, formerly,
further, furthermore, in addition, in the first place, in the past, last,
TIME SEQUENCE
lately, meanwhile, moreover, next, now, presently, second, shortly,
simultaneously, since, so far, soon, still, subsequently, then, thereafter,
too, until, until now, when
2. Use of Declarative Sentences
A declarative sentence is a sentence that makes a statement rather than asking a question
or making a command. A thesis statement is a declarative sentence that states what you want
your reader to know, believe, or understand after having read your essay.

Your argumentative essay is mostly composed of declarative sentences that support your
thesis statement.
3. Use of Rhetorical Questions
These are questions that are asked only for effect and do not require answers. These are
meant to capture the audience‟s attention.
Examples:
 If you prick us, do we not bleed? If you tickle us, do we not laugh?
 If you poison us, do we not die? And if you wrong us, shall we not revenge?
 Between 700 and 800 race horses are injured and die every year, with a national average
of about two breakdowns for every 1,000 starts. How many more horses will be killed in
the name of entertainment?

4. Use of Passive Voice
In academic writing, sometimes it is obvious, irrelevant or repetitive to state who the

“doer” of the sentence is; thus the passive voice is a useful way to construct these types of
sentences.
You may use a passive voice in the following cases:
A. The doer is unknown.
e.g. The cave paintings of Lascaux were made in the Upper Old Stone Age. [We don‟t
know who made them.]
B. The actor is irrelevant.
e.g. An experimental solar power plant will be built in the Australian desert. [We are not
interested in who is building it.]
C. You want to be vague about who is responsible.
e.g. Mistakes were made. [Common in bureaucratic writing!]
D. You are talking about a general truth.
e.g. Rules are made to be broken. [By whomever, whenever.]
E. You want to emphasize the person or thing acted on.
e.g. Insulin was first discovered in 1921 by researchers at the University of Toronto. It is
still the only treatment available for diabetes.

Take note of the following reminders when using the passive voice in your essay:
1. The use of passive voice can be vague about who is responsible for an action.
2. Too many passive sentences can create confusion.
3. Passive sentences often sound wordy and indirect.

Name: _________________________________ Score: _________
_____________________________________________________________________________________
DEEPEN: Activity #6
Activity Title: Apply „em!

Learning Target: Use the features discussed to make an effective advocacy
Main Idea
Other features of an argumentative essay are: 1) use of conjunctions; 2) use declarative

sentence/s; 3) use of rhetorical question/s; and 4) use of passive voice.
Directions: Using the topic of your advocacy, construct two sentences for each of the
features.
A. Conjunctions
1. ____________________________________________________________________________
____________________________________________________________________________
2. ____________________________________________________________________________
____________________________________________________________________________
B. Declarative Sentence
1. ____________________________________________________________________________
____________________________________________________________________________
2. ____________________________________________________________________________
____________________________________________________________________________
C. Rhetorical Questions
1. ____________________________________________________________________________
____________________________________________________________________________
2. ____________________________________________________________________________
____________________________________________________________________________
D. Passive sentence
1. ____________________________________________________________________________
____________________________________________________________________________
2. ____________________________________________________________________________
____________________________________________________________________________

Name: _________________________________ Score: _________
_____________________________________________________________________________________
TRANSFER: Activity #7
Activity Title: Apply „em v2.0!

Learning Target: Use the features discussed to make an effective advocacy
Main Idea
Helpful tips in writing your argumentative essay: 1) Have a clear plan in mind before
writing an argumentative essay; 2) Present factual and logical proof; 3) Use specific words and
give clear examples to justify your main argument; and 4) Revise and proofread your
argumentative essay before submitting it.
Here are the stages of the Writing Process:

1.Pre-writing 4. Edit
2. Drafting 5. Publish
3. Revise
To wrap up Lessons 2 and 3, you will do Stages 1 and 2 of the writing process.
Directions: Review the contents of Lessons 2 and 3. Then do the following:
1. From your chosen topic for your advocacy, choose the pattern that you wish to apply for your
output (Toulmin or Rogerian Model).
2. After deciding on the model that you wish to use, draft an outline for your argumentative
essay.
3. Write the first draft of your essay. Be sure to use the features of an argumentative essay
discussed.
4. Underline your thesis statement.
Criteria for scoring:

Content: 10 points Organization: 10 points Mechanics: 10 points
Supporting Details: 10 points Persuasiveness: 10 points

Write your outline here.

Write your first draft here.

VALUES INTEGRATION
How does your knowledge on writing an argumentative essay help you in your daily life?
People must understand that no one is totally alike. One may have similarities with others; each
is unique and has a significant difference to others. Therefore, one‟s perspective on a particular issue
varies. To better understand one another despite these differences, each one must learn to give his
stance the nicest way possible. It is unnecessary to argue without properly explaining one‟s reasons for
having such claims. Each must learn to listen, discuss, and meet in a common ground.
_____________________________________________________________________________________
References
AEUK. (2020, July 26). Academic English UK. Retrieved October 2, 2020, from academic- englishuk.com:
https://www.academic-englishuk.com/hedging-cautious-language
English Composition.org. (2020). Retrieved October 2020, from englishcomposition.org: https://

englishcomposition.org/advanced-writing/the-toulmin-model-of-argument/
Manila Bulletin . (2020, October 30). Manila Bulletin Opinion-Editorial. Retrieved October 31, 2020, from
mb.com.ph: https://mb.com.ph/2020/10g/30/our-budget-for-recovery-will-be-ready-at-years-start/
Uni Learning Academic Writing. (2000). Uni Learning . Retrieved October 31, 2020, from unilearning.uow.edu.au:
https://unilearning.uow.edu.au/academic/4aiii_2.html
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No copyright infringement is intended. All photos, cliparts, and the likes used in this module belong to their rightful
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“Humility has such power. Apologies can disarm arguments.

 identify key structural elements (e.g. exposition -statement of position, arguments,

At the end of the lesson, you will be able to:

English 10 | Lesson 3: Language Features of An Argumentative Text | S.Y. 2020-2021 1 of 19

Activity Title: Am I High or Low?

1. The sky looks cloudy today. It____________ rain later.

English 10 | Lesson 3: Language Features of An Argumentative Text | S.Y. 2020-2021 2 of 19

It’s Discussion Time!

Must/Can (very certain)

Should (likely, probable, probably)

May (perhaps, maybe quite possible)

English 10 | Lesson 3: Language Features of An Argumentative Text | S.Y. 2020-2021 3 of 19

Activity Title: To Strengthen is to Weaken!

Directions: Accomplish the following tasks.

1. If you will be a student advocate, what will be your advocacy?

English 10 | Lesson 3: Language Features of An Argumentative Text | S.Y. 2020-2021 4 of 19

SUPPORTING SENTENCE WITH MODALS (Expressing certainty and possibility):

English 10 | Lesson 3: Language Features of An Argumentative Text | S.Y. 2020-2021 5 of 19

Activity Title: Oops! No Offense!

In academic writing, it is prudent to be cautious in one‟s statements so as to distinguish

People used hedged language for several different purposes:

1. A. Eating fast food is likely bad and perhaps should be avoided.

3. A. Politicians are dishonest.

English 10 | Lesson 3: Language Features of An Argumentative Text | S.Y. 2020-2021 6 of 19

5. A. Listening to music is definitely one of the best ways to relax.

7. A. There are many different ways to reach our goal.

2. Give 10 examples of words and phrases that can be used in hedging.

English 10 | Lesson 3: Language Features of An Argumentative Text | S.Y. 2020-2021 7 of 19

An important feature of academic writing is the concept of cautious language, often

Examples of words and expressions used in hedging:

English 10 | Lesson 3: Language Features of An Argumentative Text | S.Y. 2020-2021 8 of 19

Activity Title: Hedge Me!

Directions: Accomplish the following tasks below.

A. Answer the activity on pp.227-228 of your book.

English 10 | Lesson 3: Language Features of An Argumentative Text | S.Y. 2020-2021 9 of 19

Activity Title: There Are Others!

B. Use of declarative sentences. A declarative sentence is simply a sentence that makes a

1. Which of these transitions would you use in the counterargument paragraph?

2. Which of these phrases would be good to use to cite text evidence?

English 10 | Lesson 3: Language Features of An Argumentative Text | S.Y. 2020-2021 10 of 19

Issue: Face to face classes in January

Issue: Challenges of Distance Learning Modes

English 10 | Lesson 3: Language Features of An Argumentative Text | S.Y. 2020-2021 11 of 19

A. Use Conjunctions or Connectors

Conjunctions or connectors are used in academic writing to achieve coherence.

2. Use of Declarative Sentences

English 10 | Lesson 3: Language Features of An Argumentative Text | S.Y. 2020-2021 12 of 19

3. Use of Rhetorical Questions

In academic writing, sometimes it is obvious, irrelevant or repetitive to state who the

You may use a passive voice in the following cases:

A. The doer is unknown.

B. The actor is irrelevant.

C. You want to be vague about who is responsible.

e.g. Mistakes were made. [Common in bureaucratic writing!]

D. You are talking about a general truth.

e.g. Rules are made to be broken. [By whomever, whenever.]

E. You want to emphasize the person or thing acted on.

English 10 | Lesson 3: Language Features of An Argumentative Text | S.Y. 2020-2021 13 of 19

English 10 | Lesson 3: Language Features of An Argumentative Text | S.Y. 2020-2021 14 of 19

Activity Title: Apply „em!

Other features of an argumentative essay are: 1) use of conjunctions; 2) use declarative

English 10 | Lesson 3: Language Features of An Argumentative Text | S.Y. 2020-2021 15 of 19

Activity Title: Apply „em v2.0!