English for Academic and

Professional Purposes
Quarter 2 – Module 1:
Arguments in Manifestoes
 Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

SENIOR HS MODULE DEVELOPMENT TEAM

Author : Rosalie R. Valencia

Co-Author - Content Editor : Rea A. Pangilinan
Co-Author - Language Reviewer : Rea A. Pangilinan
Co-Author - Illustrator : Rosalie R. Valencia
Co-Author - Layout Artist : Rhenn B. Songco

Team Leaders:
School Head : Angelo R. Basilio, EdD
LRMDS Coordinator : Rhenn B. Songco

DIVISION MANAGEMENT TEAM:

Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
OIC- Asst. Schools Division Superintendent : William Roderick R. Fallorin, CESE
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, English : Ilynne SJ Samonte
Project Development Officer II, LRMDS : Joan T. Briz
Division Librarian II, LRMDS : Rosita P. Serrano
Division Book Designer : Rhenn B. Songco

Printed in the Philippines by Department of Education – Schools Division of

Bataan
Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: bataan@deped.gov.ph
English for Academic and
Professional Purposes
Quarter 2 – Module 1:
Arguments in Manifestoes
Introductory Message
For the facilitator:

Welcome to the English for Academic and Professional Purposes– Grade 11

Alternative Delivery Mode (ADM) Module on Arguments in Manifestoes!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

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

1
 For the learner:

Welcome to the English for Academic and Professional Purposes– Grade 11

Alternative Delivery Mode (ADM) Module on Arguments in Manifestoes!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

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

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.
2
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Do not forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

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

3
 What I Need to Know

In the previous unit, you have learned about the principles and the uses of a concept
paper. The succeeding three modules will serve as your guide to understand the
principles and the uses of a position paper.

After finishing this module, you are expected to:

Analyze the arguments used by the writer/s in manifestoes (CS_EN11/12A-EAPP-
IIa-d-3)

What I Know

Is it a FACT or BLUFF?

Let us find out your background knowledge about this topic.

Write FACT if the statement about argument is accurate, and BLUFF if it is not.

______1. An argument is merely an opinion.

______2. An argument is a claim contended as true.
______3. An argument must be supported with reasoning.
______4. An argument means conflict or fight.
______5. An argument does not have single winner or loser.

4
 Lesson
Arguments in Manifestoes
1
Every now and then, we come to a point wherein we need to take a stand or determine
a position in a particular issue. Pronouncing our side on a matter is not that easy,
considering that we need to scrutinize every aspect of that concern for us to be able
come up with a decision.

A position paper is a document which contains statements about a one-sided

arguable opinion on a certain subject or issue. It is sometimes called a point of view
paper since it presents your claims provided with rationale and valid evidences. It is
a debate in written form with the goal of convincing your audience to your belief or
judgment. Hence, the principle of writing in an argumentative way should be
followed.

An argument is a set of ideas put together to prove a point. It is different from the
“real world’ meaning where an argument denotes “fight” or “conflict”.

Manifesto is defined as a written statement declaring publicly the intentions, motives,

or views of its issuer. (Merriam-Webster Dictionary)

Analyzing an argument means breaking it down into its components in order to

determine whether or not it is strong or weak, effective or not.

5
 What’s In

Put a check on each argumentative statement that corresponds your stand or

position.

Statements Yes No
1. Continuing this School Year is not advisable due to COVID- 19
pandemic.

2. The Anti-Terrorism Law is unjust.

3. Front liners receive the merit of being the modern heroes.

4. Men and women are equal.

5. Abortion should be legalized in the Philippines.

6. Persons with incurable disease could be euthanized if they

wish to.

Notes to the Teacher

This module was designed for the students to learn about
analyzing arguments used by writer/s in manifestoes.

6
 What’s New

Listen to the Argument Song on YouTube:

Source: https://www.youtube.com/watch?v=Fg6_UwQ3Cys

The Argument Song

By Ms. McCann

Because you know I’m all about my claim,

‘bout my claim and reasons
I’m all about my claim, ‘bout my claim and reasons
I’m all about my claim, ‘bout my claim

Yea, it’s pretty clear. I know how to argue

But what steps should I Be taking, taking before I do?
First, read the writing prompt, and make a t-chart
Then skim through the sources, read through the sources

Then find some evidence for both pros and cons.

Go over my-chart, come on now make a claim.
Then choose two reasons, reasons that tell them why.
It’s time to plan and write and tell them why I chose my side.

No, I won’t focus on my opinion and how I feel

But, I will use my sources to cite evidence that’s real
Yea, I’ll use facts and statistics to try and prove my point
And expert opinions and quotes to support my side

Because you know I’m all about my claim,

‘bout my claim and reasons
I’m all about my claim, ‘bout my claim and reasons
I’m all about my claim, ‘bout my claim

I’m writing paragraphs.

Got to make sure I have four paragraphs.
Into comes first and conclusion is last.
Two in the middle. So one for each reason, and your essay is top notch!

No, I won’t focus on my opinion and I how I feel

But, I will use my sources to cite evidence that’s real
Yea, I’ll mention the counterclaim so they see the other side
But, then I’ll show how my claim is more logical and is right

Because you know I’m all about my claim,

‘bout my claim and reasons
I’m all about my claim, ‘bout my claim and reasons
I’m all about my claim, ‘bout my claim

7
Transfer what you have learned from the song about argument through this
concept map:

What is It

A writer’s argument is a group of statements or reasons used to persuade the readers

that what he/she believes is true. It may cause the audience to act differently or
change mind completely.

As for the audience, it is essential that you could develop the skill to evaluate whether
an argument used by the author is good or bad; whether it supports the assertion
sensibly or it is presented in a confusing and illogical way.

An argument consists of these parts:

1. Claim/Conclusion What do you want It summarizes the main
reader to believe? idea. It is not just your
opinion. It is what you think
is true about a topic.
2. Reasons/Premises Why should the It is the importance of your
reader accept your claim.
claim? It includes the evidences
that comes in various forms,
including specific examples
quotes and ideas from other
8
 scholars, statistics, data,
testimonies, narratives and
facts.

There are three major ways that authors present an argument:

• Reasoning – giving logical explanation of the argument.
• Evidence – presenting statistics, facts, and studies
• Appeal – stimulate the reader's emotions

Types of Arguments

✓ Deductive Arguments- proceeds from general ideas/facts to specific

inferences

Example:
Premise 1: All men are mortal (major premise/very general statement)
Premise 2: Railey is a man. (minor premise/more specific)
Conclusion: Railey is a mortal. (very specific statement)

✓ Inductive Arguments-derives from specific observations lead to a general

conclusion

Example:
Premise: The past Marvel movies have been incredibly successful at the box office.
Conclusion: Therefore, the next Marvel movie will probably be successful.

Identifying the Arguments

Source:https://library.wlu.ca/sites/default/files/pdfs/tutorials/identifyingarguments.pdf

When reading, you need to identify the arguments to understand the main points.
In paragraphs, a topic sentence identifies the main claim or main idea.
To find it, follow these steps:
1. Read the paragraph
2. Ask, “What is the paragraph about?
3. Summarize the content in your own words
4. Find the sentence within the paragraph that best matches the summary.
This is the stated claim of the paragraph.

9
Let us look at this example:

The story of Disney's "The Lion King" draws direct inspiration from Shakespeare's
"Hamlet". Simba represents Hamlet, the successor of the King/Mufasa, who swears
revenge on his evil uncle Scar/Claudius. Likewise, Simba's best friend Nala
represents both Ophelia, a love interest, and Horatio, a best friend.

Take a minute and follow the four-step process to determine the stated claim.

After reading the paragraph, it seems clear that the author is comparing "The Lion
King" to "Hamlet". More specifically, it is saying that the similarities between the
two are too great to be only coincidences.
As a result, it would appear as though the best 'sentence' match to this summary
would be the first sentence. This is likely the stated claim.

Analyzing the arguments

In order to begin analyzing an argument, you must first look at the evidence
presented to you, then ask questions based on that evidence.
Ask questions like,
• "Based on the evidence, is there a different explanation or claim possible?"
• "Is the evidence convincing and sound?"
• "How does the argument/evidence compare with others you've read?"

You will likely find two authors who make different claims on the same topic.
How do they each support their claims with reasons and evidence?

Let's look at an example.

Every citizen should have access to a free, universal health care system. This would
allow medical professionals to concentrate on healing their patients rather than
dealing with insurance procedures and liability concerns. Each person has a right to
be cared for and having access to free medical services provides patients with the
opportunity for regular checkups when otherwise they may not be able to afford
them.

10
Universal health care is an impractical system where total costs end up being much
higher compared to privatized care. Doctor flexibility is decreased due to government
policy and those that are healthy are forced to subsidize the health benefits for
smokers and those that are obese. Everyone should be given access to health care,
but not in a publically-controlled system.

These two passages each reflect an opinion about a universal health care system.
Although each paragraph discusses the same topic, they both claim very different
things.

The upper paragraph argues that universal health care gives doctors the
opportunity to focus on care over insurance concerns while the bottom argues that
doctor flexibility is decreased in such a system due to intrusive government policy.

The upper paragraph argues that universal health care gives everyone the
opportunity for regular checkups, no matter the cost while the bottom argues that
such a system forces the healthy to subsidize benefits for those needing care due to
smoking or obesity.

Ultimately, each author supports his claim with effective reasoning. As you read,
make sure you understand the claims that the author is trying to make.

11
 What’s More

Write A if the following is an example of an argument and N if it is not.

________1. Justine is angry with me, so she probably won’t accompany me to

the party.
________2. Are you serious? Stop doing that!
________3. Animal abuse laws in most countries are so lenient that offenders
face almost no punishment, so stronger, stricter law must be imposed to
protect animals.
________4. As generation of students enter college, it is time for higher
education to use gaming to appeal to students and make learning more
engaging.
________5. First, I watched Netflix, and then I ate lunch. At noon, I decided to
go out with my friends. I missed them.
________6. Divorce should be legalized in our country. There are many
women suffering from abusive relationship.
________7. Elena showed me her artwork, and I was very surprised to see
how talented she is.
________8. Obesity has become a problem of many women because obesity
rates have risen over the past years.
________9. If the floor wasn’t slippery, she wouldn’t have fallen into an
accident.
_______10. Here you go again. Please, stop complaining.

12
 What I Have Learned

Based on what you have learned from the lesson, supply the missing word using
picture clues.

An argument is a set of put together to prove a

It consists of a or conclusion and reasons or premises.

Writers can present their argument using these three ways: Reasoning,

and Appeal.

The two major types of Arguments are: Deductive and Argument.

13
 What I Can Do

Read the given manifesto entitled “Is Bad Language Unacceptable on TV?’’. Do the
task that follows.

Is Bad Language Unacceptable on TV?

BBC Online

(1) The use of racially abusive language on television and radio is an area of
increasing concern among viewers and listeners, a new study has revealed. The
report also suggests most adult with children want their homes to be expletive free.
Stephen Whittle, Director of the Broadcasting Standards Commission in England,
says there is an acceptance that swearing and offensive language is used in daily life,
and may be appropriate if a program is aimed at adults.

(2) But he says people “would prefer their homes to remain an expletive deleted zone
for children.” Is swearing still a matter of major concern to you? Or have swear words
and offensive language become an accepted part of TV output? Here are some
responses to this question featured on the BBC Online’s “Talking Point”:

(3) There’s a simple answer to all those complaining. If you don’t like it then don’t
watch it. There is nothing more annoying than listening to outraged people
complaining about what they had to watch the night before. No one makes you watch
them so if you hear bad language/ see sex scene/ view violence then change the
channels instead of watching all three hours and then complaining about afterwards.
YOU DON’T HAVE TO WATCH IT. It’s true that at times in films/programs it seems
the language is used purely to shock rather than as part of the script/plot/characters
but if you sit and watch it all instead of turning over/ switching off then you can’t
then blame your shock and outrage on the program makers.
James, UK

(4) There is no justification to the use of bad language on TV. It is unacceptable. How
can a parent positively correct a child who uses bad language if all they hear on TV
is filthy language every minute?
Ruskin Kwofic, USA

(5) Not only is swearing wrong and extremely offensive, even worse than that is the
constant blasphemy on TV. This is especially hurtful to a Christian like myself when
it is done to make people laugh. We should not be blaspheming or condoning this
when we laugh or otherwise accept it passively or actively. It is too easy to say,” ...use
the off switch...,” this is not the answer. Does any parent want to encourage their
14
child to swear and adopt negativity? Rather it would be more constructive to teach
them the values of right and wrong. To sum up, all who own a television license are
entitled to be informed and entertained by its purchase and that means all.
K.D., Wales

(6) Protecting children is a big chunk of what responsible parenting is about, and
protecting their minds and emotions is just as important as physical protection, if
not more so. Of course they’ll come across it elsewhere, but it’s clear that the extent
will be increased or decreased by the levels of exposure of their peers. As a parent I
find the so-called watershed is no guarantee at all that my kids won’t hear swearing
on the television. Please can we have a consistently regulated watershed?
Tom Richards, UK

(7) I consider the television to be a guest. I would not allow a visitor to my house to
use swearing and foul language in front of me or my children. I consider the television
to be a guest, and when it offends, off it goes!
J.Herbert, UK

(8) It really is stupid to campaign for protecting young people against swearing on
TV. By the time you reach 12 years old you’ve heard every word under the sun a
million times in the playground. Anyone who fails to realize this is just completely
ignorant.
Darren Meale, UK

(9) Bad language is nothing compared to all the violent shows on so many series. I
prefer to hear someone pronounce a four-letter word than to see them beaten to
death or killed in a TV series. Bad language is part of the everyday life of most people.
Violence is not.
Luc Masuy, Belgium

(10) The use of bad language in TV or cinema is not a reflection of society, but rather
an excuse by writers and actors to hide the facts that they can no longer produce
real drama or real emotion. The use of swearing is to emphasize a point is only there
to mask the lack of understanding and talent. Media twenty years ago didn’t need to
use bad language—the skill in presenting drama and emotions was there anyway.
Sorry, no swearing on TV or cinema at all for me.
Steve Gittins, UK

(11) In writing drama one of the first rules is to make your characters believable.
Censorship of bad language could lead to some of the most unbelievable characters
ever portrayed on television. People swear. For instance, a prison drama in which no
one ever swore would be ridiculous. What sort of programs you allow your children
to watch is up to you? But they will hear swearing in the real world—you can’t censor
that. Colin Wright, UK

15
(12) Why is it necessary? Surely we can use descriptive adjectives without resorting
to bad language. It is not enough to say it is a part of life. We have the power to adopt
better social attitudes; instead many people seem content with debasing everything.
Jill Doe, Wales

(13) All drama revolves around conflict and jeopardy so bad language in itself is not
wrong, it all depends on the context it is used in. Imagine if Shakespeare or Chaucer
had been prevented from writing and performing their works without the “bawdy”
language, the swearing of their day. As long as it doesn’t become meaninglessly used
and the watershed is observed to my eyes at least, it is acceptable.
James Newman, UK

(14) Please keep it off our screens. You only have to listen to children going to school
to see how commonplace it has become. Gerry, Scotland

(15) It may be the duty of our media/entertainment outlets to reflect the standards
and behavior of our society and culture, but they surely also have some responsibility
to set the standard. By merely reflecting, because they permeate every level of society,
they take the lead in the general debasement of “generally accepted standards of
behavior.” I am not prudish or offended by bad language/behavior on TV and radio,
per se, but if often makes me wince! Mark M. Newdick, USA

(16) As a relatively liberal minded young person, I am not outraged by occasional bad
language on television, but at the same time, I do not think that it is necessary. Bad
language is neither amusing nor particularly effective in stressing a point. It is just
fashion—and a very cheap fashion at that. It’s best to leave it in the cinemas (if it is
really required there) and edit the stronger language out before it appears on
television. Personally, I have never found that a movie is lacking punch just because
a few profanities have been deleted. Indeed, this should be the test to see whether a
films is worth its weight at all. Robert Kidd, Australia

(17) My personal experience of working in an environment where swearing was the

norm was to swear more. When I changed jobs where swearing was banned I stopped.
The best thing to do is to avoid swearing in the main but keep a little to be realistic,
and hence cut down on the excessive use of profanities in society.
Gavin Pearson, USA

(18) As adults, we can accept bad language on TV programs, as long as it relates to

the program in question (i.e., drama series or films). However, children should not
have to hear that sort of language. I’m not a prude by any means, but I find it really
depressing when I hear children from toddler age and up using foul language. Of
course, they may learn this from their parents and other family members, but let’s
minimize their exposure by keeping it out of children’s programs. Karen, UK

(19) The simple fact of the matter is if you don’t like the swearing then turn over!
Anything that your children may or may not hear on TV they are certainly going to
hear in the real world. People need to wake up and understand that the censorship
16
of television is going beyond a joke. I’m all for restricting bad language before a time
when children are likely to be up but can someone please explain to me the necessity
to cut swear words from a film at 10:30 or 11:00. People can say they are offended
as much as they like but the simple fact is that you control what you watch, if you’re
offended by swearing then turn it off. Welcome to the real world people, people swear!

Richard Tacke, England

Tasks

1. Classify the different positions in the article regarding the acceptability of bad
language on T.V.

Positive Negative Neutral

2. Put together similar arguments and label them as to the kind of argument
(religious, mental, social, literary, etc.)

3. To sum up, what is the message implied in the example manifesto regarding
swearing on T.V.?

17
 Assessment

Read carefully the given manifesto, then try to analyze it using the guide questions
that follow:
The Other Side of E-Mail
Robert Kuttner

(1) A few years ago, when my daughter was a college freshman, I wrote a column
singing the praises of e-mail. We were suddenly corresponding. It was, I decided, the
revenge of print on electronics - whole generation raised on the tube and the phone,
rediscovering the lost art of writing letters. How utterly charming.

(2) Now I’m not so sure. Like all new media, e-mail has a dark side. To be sure, it
saves a great deal of time and paperwork and has facilitated new, unimagined forms
of affinity. However, e-mail is also a thief. It steals our time and our privacy. It
deceives us into thinking we have endless additional hours in the day to engage in
far-flung communications that we may or may not need or want.

(3) All of a sudden, on top of everything else we have to do, e-mail is one more garden
demanding tending.

(4) E-mail brings a kind of pseudo-urgency that demands an instant response. It

creates false intimacies. Recently, I got an e-mail message from a perfect stranger, a
student who had read one of my articles and wanted help on a term paper. I was
touched, but alas, there aren’t enough hours in the day. Yet something about the
message made me feel I needed to apologize for not being able to do her homework.
With e-mail, it’s too easy to hit the reply key, with results you may regret. One
acquaintance, thinking she was just responding to a note from a close friend,
accidentally sent a highly personal message to the friend’s entire mailing list.

(5) I recently had a painful quarrel triggered by e-mail messages. A dear friend and I
were both having a busy week and imposing on each other’s time. Without quite
intending to, we ended up firing salvos of e-mail back and forth of escalating testiness
until we had quite insulted each other. We apologized, in person.

(6) This mishap could not have occurred either by phone or by ordinary mail. When
talking to someone, you pay attention to tonality. And when you write a letter, you
read it over a few times before sending it. But e-mail is tone-deaf and all too instant.
It is ephemeral, yet irrevocable. Once you’ve banged out your message and sent it
into the ether, you can’t take it back.

(7) E-mail is a great convenience-for the sender. The recipient is presumed to have
infinite time and interest. It is the equivalent of endless Christmas letters from boring
18
distant relatives all year long.

(8) Bosses get in the habit of sending down incessant e-mail messages from on high,
as if anyone cared. (Now hear this…) A large corporation with which I am vaguely
affiliated sends me more messages than I could possibly want to have, let alone
answer.

(9) E-mail is also not secure. The magazine that I edit regularly gets highly personal
missives, sent by mistake to the wrong e-mail address thanks to a typo. With the
phone, you know as soon as you have a wrong number. And mis-addressed letters
either get returned or end up in the dead letter office.

(10) At one company, two people carrying on an affair were incautiously sending each
other intimate e-mail, which a supervisor discovered. To make matters worse, they
were making snide comments about the supervisor. Security escorted from the
premises.

(11) E-mail is also easily forwarded and deliberately or mistakenly put into mass
circulation. Don’t e-mail anything private unless you are prepared to see it crop up
all over the World Wide Web. E-mail, like talk radio, reduces inhibitions; it is
democratic to the point of moronic. And I’ve not even gotten to mass junk e-mail,
known in the trade as spam.

(12) I know, I know, the Internet is a marvel. And it is. And sure, e-mail is great for
scheduling meetings, for sending and receiving research materials, for allowing
people in remote locations to collaborate on projects. But novelty and low cost tend
to breed excess.

(13) Like every new tool, from the wheel to nuclear energy, electronic communication
will take a while to find its proper etiquette and niche. In the meantime, it is an
awkward adolescent that has borrowed the family car, hormones raging and radio
blaring, with little regard for the rules of the road.

(14) “Of course, some fans of e-mail may find these words controversial or offensive.
So if you have any comments on this column, my e-mail address is … no, actually,
send me a letter talk,” Wardhaugh explains that trust, shared experience, and
expectations of universal truths play a vital role in the success of social conversation.
Margaret Wheatly discusses how conversation has the power to effect social change
in “Some Friends and I Started Talking.” David Grambs explains why he feels
defeated by “uptalk” and misuse of the word like, which seems to have permeated
the speech of the younger generation. After years of trying to fight this insidious
invader, Grambs reveals his fear that “like” is here to stay in “The Like Virus.” And
Robert Kuttnerr discusses what he feels are the detrimental effects of the instant
nature of e-mail in “The Other Side of EMail.” The section closes with a review of
some common IM and text messaging terms and slang in “r u online?” by Kris
Axtman.

19
Questions to Answer:
1. Look at Paragraph 2, sentence 2 which says: Like all new media, e-
mail has a dark side. “What purpose does this sentence serve?
2. List down both the advantages and disadvantages of the e-mail based
on the arguments presented in the selection.
3. Does the author of this article totally reject the e-mail?
4. Are the arguments strong or weak? Explain.

Additional Activities

You Have a New Message:

1. What is the purpose of your e-mail? (including messenger). Why did you
open an e-mail account?

2. How many messages do you usually receive/send in a day?

3. Do these messages usually need immediate attention or action?

4. What are the good and bad effects of e-mail and Facebook in your life?

20
 21
Additional
Activities:
Answers vary
What I Have
Learned:
1. ideas
Assessment:
What I can Do: 2. point
Answers vary 3. claim
Answers vary
4. evidence
5. deductive
What’s More:
What’s New:
1.A 6.A What I Know:
claim, reasons,
2.N 7.N 1. BLUFF
sources, quotes,
3. A 8.A What’s In:
logical, evidence, 2. FACT
4. A 9.A
point, facts, 3. FACT
5. N 10.N Answers
statistics 4. BLUFF
Vary
5. FACT
Answer Key
References
English for Academic and Professional Purposes Teacher’s Guide

English for Academic and Professional Purposes Learner’s Guide

https://library.wlu.ca/sites/default/files/pdfs/tutorials/identifyingarguments.pdf

https://study.com/academy/lesson/writing-an-analysis-of-an-authors-
argument.html

https://www.youtube.com/watch?v=vKud5YgD8eI

https://viva.pressbooks.pub/letsgetwriting/chapter/chapter-3-argument/

https://www.mscc.edu/documents/writingcenter/Deductive-and-Inductive-
Reasoning.pdf

https://courses.lumenlearning.com/wm-writingskillslab-2/chapter/practice-
argumentative-thesis-statements/

22
For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section
(LRMDS)

Provincial Capitol Compound, Balanga City,

Bataan Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph