LEARNING ACTIVITY SHEETS

English 9, Quarter 4, Week 1

Judging the Relevance and Worth of Ideas,

Soundness of Author’s Reasoning,
and the Effectiveness of the Presentation

Objectives

After going through this LAS, you are expected to:

1. determine the effectiveness of argument and how to use support

statements;
2. compare new insights with previous learnings;
3. state the effect of literary piece in one’s value system;
4. write an essay citing the ideas of the author; and
5. employ the techniques in public speaking to convey ideas when
delivering the written essay in Day 4.

Lesson
Effectiveness of the Argument
What is an argument?
A discussion, either written or spoken, that takes a position about an issue then
presents reasons and evidences to convince the audience or the readers that its
position is true.
A coherent series of reasons, statements, or facts intended to support or
establish a point of view.
Source:https://study.com/academy/lesson/how-to-analyze-an-arguments-effectiveness-validity.html https://www.merriam-
webster.com/dictionary/argument

Think back to the last argument you had with someone. It was probably a passionate
exchange of upsetting words. Generally, people in this kind of situation leave the conversation
frustrated, upset, and worse with nothing accomplished; neither of the arguers were able to
resolved the issue. However, if either of the arguers took some time to plan out what they were
going to say--in the same way that a writer would plan how his or her argument paper would
be addressed--the argumentative discussion would be more effective.

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 Parts of an Argument

Claim – a statement of one’s position about an issue

Reasons – the points offered to justify the claim and tell why readers should accept it
Evidence – provides proof that the reasons are true or at least have some merit.
Example: Verifiable facts or statistics, stories or examples or testimony from
expert witnesses.
Counterclaim - an opposing claim brought by a defendant against a plaintiff
https://www.mesacc.edu/~paoih30491/ArgumentDefine.html

A strong argument includes a precise claim on a substantive issue, provides valid reasons
and relevant evidence, and addresses opposing viewpoints. But not all arguments are
effective. Knowing how to evaluate arguments will help you assess the validity of your own
thinking, as well as the reasoning of others; appreciate multiple viewpoints on an issue or
problem; and formulate sound, well-informed opinions.

Strategies to help you judge the effectiveness of the argument

To evaluate an argument, it’s helpful to read through the entire text, so you can fully
understand the writer’s viewpoint.
 Identify and analyze the claim. Often, a writer’s position, or claim, is directly
stated in the first or the last paragraph. Sometimes, however, you have to
infer or guess the claim by examining the reasons and evidence the writer
provides. Whether the claim is directly stated or implied, ask yourself: Is the
writer’s viewpoint clear and obvious?
 Evaluate the reasons. Identify the writer’s reasons, or statements that support
the claim. Words and phrases like one reason, another
reason, or because often signal the introduction of a reason. Are the
reasons valid — do they make sense for the claim? Are there enough of them
to make a convincing case?
 Critique the evidence. In an effective argument, the writer supports each
reason with reliable evidence. Evidence comes in many forms, such as facts,
statistics, quotations, examples, or personal stories. Each piece of evidence
beyond the writer’s own experience should be from a credible source, and
that source should be clearly identified in the argument. Also, be on the
lookout for any unnecessary or irrelevant evidence.
 Weigh counterclaims. A strong argument acknowledges and addresses
opposing viewpoints—what “the other side” might say about the writer’s
position. Make sure the writer not only mentions those opposing viewpoints
but includes counterclaims to refute them. Ask yourself: In describing
opposing viewpoints, does the writer use an objective tone, rather than resort
to emotional, dismissive language? Does counterclaim offer reasons and
evidence to help me understand why the writer’s viewpoint is superior?
Source: https://www.umt.edu/writing-center/docs/resourcesforwriters/waystosupportanargument.pdf

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 Evaluating an Argument

It is important to determine the effectiveness of the argument and how to use support
statement effectively. To help you determine the effectiveness of an argument consider these
following steps in evaluating an argument.

1. Identify the conclusion and the premises.

A premise is a statement in an argument that provides reason or support for the conclusion.
A conclusion is a statement in an argument that indicates of what the arguer is trying to
convince the reader and the listener.

2. Put the argument in standard form.

A standard form of an argument is a way of presenting the argument which makes clear which
propositions are premises and how many premises are there. In the standard form, the
conclusion is usually listed last.

3. Decide if the argument is deductive or inductive.

In deductive argument, if all the premises are true, and the terms are correctly applied, then it
holds that the conclusion will also be true. In inductive argument, if the premises were to be
true then it would be unlikely that the conclusion is false.

4. Determine whether the arguments succeed logically.

5. If the argument succeeds logically, assess whether the premises are true.

For premises that are backed-up sub-arguments, repeat all the steps for the sub-arguments.

6.Make a final judgement.

Is the argument good or bad? Is it valid or not? Is it effective or not?

 An argument is valid if the premises can’t all be true without the conclusion also being
true.
 An argument is valid if the truth of all its premises forces the conclusion to be true.
 An argument is valid if it would be inconsistent for all its premises to be true and its
conclusion to be false.
 An argument is valid if its conclusion follows with certainty from its premises.
 An argument is valid if it has no counterexample, that is, a possible situation that makes
all the premises true and the conclusion false.
Source: futurelearn.com/ http://iep.utm.edu/de.-ind/

Ways to Support Statements

Statistics is most accessible and convincing when it is used sparingly and in

combination with an explanation of why the numbers are significant. Remember that
even though statistics is considered factual, numbers can be presented in different
ways to suggest dramatically different conclusions. Pay attention to any conflicting
information you find and be sure to provide the full context of statistical data. In the
paragraph below, the writer effectively uses data to support his argument. Notice that
the writer identifies and credits the source of the data, summarizes it succinctly, and
states plainly in the final sentence what conclusion he (the writer) draws from the
results.

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 WAYS TO SUPPORT STATEMENTS

Expert Opinion are based on factual evidence but differ from fact in that they are
interpretations of fact. For example, psychiatrists determining a criminal’s mental state
may consider the same data set and observation yet offer differing interpretations of
this information. The fate of the criminal—mental hospital versus prison—may depend
upon which argument is more convincing. The fact that experts can draw different
conclusions from the same information shows that opinions may not be as reliable as
facts or personal experience, but they are a useful and common means of supporting
an argument. In much of the argumentative writing you do, you will rely upon the
opinions of experts in the field you are studying both to determine your own perspective
and to support your claims.

A Note on Visuals support also can be integrated into a paper as charts, figures, tables,
illustrations, etc. Translating important information into a visual can both aid in readability
and provide visual impact. However, the purpose of these visuals usually should be to
report data too numerous or complicated to be described adequately in the text and/or
to reveal trends or patterns in the data. Since visuals should complement your writing by
adding necessary information, you must determine how information can be best
conveyed to your readers—in words, numbers, tables, or figures. Decide how to best
present information based on your purpose and the needs of the reader.

What is an Argumentative Essay?

Argumentative essay is a genre of writing that requires the student to

investigate a topic; collect, generate, and evaluate evidence; and establish a
position on the topic in a concise manner.
Introductory paragraph. The first paragraph of your essay should outline the
topic, provide background information necessary to understand your argument,
outline the evidence you will present and states your thesis.
The thesis statement. This is part of your first paragraph. It is a concise, one-
sentence summary of your main point and claim.

Body paragraphs. A typical argumentative essay comprises three or more

paragraphs that explain the reasons why you support your thesis. Each body
paragraph should cover a different idea or piece of evidence and contain a topic
sentence that clearly and concisely explains why the reader should agree with
your position. Body paragraphs are where you back up your claims
with examples, research, statistics, studies, and text citations. Address
opposing points of view and disprove them or explain why you disagree with
them. Presenting facts and considering a topic from every angle adds credibility
and will help you gain a reader’s trust.

Conclusion. One paragraph that restates your thesis and summarizes all of the
arguments made in your body paragraphs. Rather than introducing new facts or
more arguments, a good conclusion will appeal to a reader’s emotions. In some
cases, writers will use a personal anecdote explaining how the topic personally
affects them.

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 The structure of the argumentative essay is held together by the following:

 A clear, concise, and defined thesis statement that occurs in the first paragraph
of the essay.

In the first paragraph of an argument essay, one should set the context by reviewing the topic
in a general way. Next the one should explain why the topic is important (exigence) or why
readers should care about the issue. Lastly, one should present the thesis statement. It is
essential that this thesis statement be appropriately narrowed to follow the guidelines set forth
in the assignment. If the student does not master this portion of the essay, it will be quite
difficult to compose an effective or persuasive essay.

 Clear and logical transitions between the introduction, body, and conclusion.

Transitions are the mortar that holds the foundation of the essay together. Without logical
progression of thought, the reader is unable to follow the essay’s argument, and the structure
will collapse. Transitions should wrap up the idea from the previous section and introduce the
idea that is to follow in the next section.

 Body paragraphs that include evidential support.

Each paragraph should be limited to the discussion of one general idea. This will allow for
clarity and direction throughout the essay. In addition, such conciseness creates an ease of
readability for one’s audience. It is important to note that each paragraph in the body of the
essay must have some logical connection to the thesis statement in the opening paragraph.
Some paragraphs will directly support the thesis statement with evidence collected during
research. It is also important to explain how and why the evidence supports the thesis
(warrant). However, argumentative essays should also consider and explain differing points
of view regarding the topic. Depending on the length of the assignment, students should
dedicate one or two paragraphs of an argumentative essay to discussing conflicting opinions
on the topic. Rather than explaining how these differing opinions are wrong outright, students
should note how opinions that do not align with their thesis might not be well informed or how
they might be out of date.

 Evidential support (whether factual, logical, statistical, or anecdotal).

The argumentative essay requires well-researched, accurate, detailed, and current

information to support the thesis statement and consider other points of view. Some factual,
logical, statistical, or anecdotal evidence should support the thesis. However, students must
consider multiple points of view when collecting evidence. As noted in the paragraph above,
a successful and well-rounded argumentative essay will also discuss opinions not aligning
with the thesis. It is unethical to exclude evidence that may not support the thesis. It is not the
student’s job to point out how other positions are wrong outright, but rather to explain how
other positions may not be well informed or up to date on the topic.

 A conclusion that does not simply restate the thesis, but readdresses it in light
of the evidence provided.

This is the portion of the essay that will leave the most immediate impression on the mind of
the reader. Therefore, it must be effective and logical. Do not introduce any new information
into the conclusion; rather, synthesize the information presented in the body of the essay.
Restate why the topic is important, review the main points, and review your thesis.
A COMPLETE ARGUMENT

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It is helpful to think of an essay in terms of a conversation or debate with a classmate. There
should be a beginning, middle, and end to the conversation. In fact, if we were to end the
argument in the middle of my second point, questions would arise concerning the current
effects on those who lived through the conflict. Therefore, the argumentative essay must be
complete, and logically so, leaving no doubt as to its intent or argument.
THE FIVE-PARAGRAPH ESSAY
A common method for writing an argumentative essay is the five-paragraph approach. If it
sounds straightforward, that is because it is; in fact, the method consists of (a) an introductory
paragraph (b) three evidentiary body paragraphs that may include discussion of opposing
views and (c) a conclusion.

Learning Activities

General Directions: Work on Activities 1-4 below. Do these in a separate sheet of paper.
Activity 1. Identify My Effectivity!
Directions: Read the statements below and identify whether the statements are effective
arguments or not. Write E if it is an effective argument, write NE if it is not an
effective argument. Write your answers in a separate sheet of paper.

1. Research has shown that people who do at least 30 minutes a day of vigorous exercise
reduce their risk of heart disease and some forms of cancer. It would be wise for you to begin
a daily program of exercise.
2. Two teenagers saw the movie, “Natural Born Killers” and went out on killing spree. A number
of teenagers who have committed violence at schools have spent many hours playing video
games filled with murder and violence. We must have stricter controls on the content of the
entertainment that is viewed by teenagers.
3. Carlos must be sick today. He did not show up for work. And he has never missed work
unless he was sick.
4. Television has disastrous impact on children. It appears to be shortening the attention span
of the young. It also seems to be eroding their linguistic powers and ability to handle
mathematical symbolism. Television also caused them to be increasingly impatient with
deferred gratification. Even more serious, television is opening all of society’s secrets and
taboos, thus erasing the dividing line between childhood and adulthood. - Neil Postman
5. People needs land for its activities, land for its nourishment. No people needs it as much as
the German people which is increasing so rapidly and whose old boundaries have become
dangerously narrow. If we do not soon acquire new territories, we are moving toward a frightful
catastrophe.
Activity 2. Delve and Heed!
Directions: Based on the lesson presented, copy the Venn Diagram on your paper. In the left
corner, write five things that you feel are important learnings that summarizes all
the important concepts and facts learned in this lesson. In the right corner, write
five things you know what argument was all about before learning the lesson.
Write your answers on a separate sheet of paper.

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 VENN DIAGRAM

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

Activity 3. Characterize Me!

Directions: Read Arthur Miller’s play Death of a Salesman’s synopsis. Classify the
characters in terms of the values they represent using the classification of
characters and events in terms of values as a guide. Answer the following
questions below. Do this in a separate sheet of paper.
Here’s the link for the synopsis: https://bit.ly/2S1NzZ9

The story of Death of a Salesman is told partly through the mind and memory of Willy Loman,
the protagonist. The times of the play's action fluctuate between 1942 and 1928, making a
simple narration of plot impossible and probably not very meaningful, thus a summary of the
action, not necessarily in the order of the play, is much more helpful:

Willy Loman has been a traveling salesman for thirty-four years, and he likes to think of himself
as being vital to the New England territory he works. He constantly compares himself to Dave
Singleton, a salesman who would go into a town, pick up a phone, and place many orders
without ever leaving his hotel room. When Dave died, people from all over the country came
to his funeral.

But, as the play opens, Willy has just come back home after having left for New England that
morning. He tells his wife, Linda, that he just can't seem to keep his mind on driving anymore.
He asks about his son, Biff, who has just come home for a visit after being away for a long
time. Willy thinks about Biff when Biff was a senior in high school some fourteen years ago.
Biff was playing in a great football game, and people were coming from all over the country to
offer him scholarships. But then something happened to Biff. He never fulfilled the potential
Willy felt he had. Later, Willy reveals through his disjointed memories that Biff had caught him
with another woman in his motel room in Boston. After this episode, Biff seemed to hold a
grudge against his father and could never again bring himself to trust him.
Now, after some fourteen years of wandering and working odd jobs, Biff returns home. He and
his brother, Happy, decide to ask Bill Oliver, whom Biff used to work for, for a loan of $10,000
to begin a business of their own. The boys tell Willy about their plans, and Willy thinks that
together the two could absolutely conquer the world. He goes on to explain that the important
thing in life is to be well-liked.
The next day, Willy is to meet the boys for dinner in a restaurant. He is so pleased to have his
boys with him that he decides to ask his boss for an office job in New York City, to get him off
the road. But his boss tells him there is no room, and then fires him instead. Thus, suddenly,
Willy's day has reversed, and he has to go to an old friend, Charley, to borrow enough money
to pay his insurance premium. We then find out that Willy has been borrowing fifty dollars a
week from Charley for quite some time, and then pretending that this amount is his salary.

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Trying to explain that he has been living an illusion, Biff meets Happy in the restaurant early,
and claims he wants to make everyone (especially Willy) understand Biff is not the man Willy
thinks he is. But when Willy arrives, he tells the boys that he has been fired and he refuses to
listen to Biff's story. Willy simply pretends that Biff has another appointment the following day.
Willy gets furious and is about to make a scene. Suddenly, when Willy goes to the bathroom,
Biff, out of frustration, leaves the restaurant. Happy, who has picked up two girls, follows him
and leaves Willy alone.

Later that night, Biff comes home and finds Willy out in the backyard, apparently losing his
wits planting seeds and talking to his brother, Ben, who has been dead for nine months. Biff
explains to Willy that it would be best if they break with each other and never see one another
again. He tries once again to explain that he is no leader of men and that he is a common
person. But Willy refuses to believe him and tells Biff once again how great he could be. He
then resolves on suicide, which he has hinted at before, because with $20,000 in insurance
benefits, Biff could be such a magnificent person. Thus, Willy commits suicide. But he dies a
forgotten man, and nobody but his family attends the funeral.

Classification of Characters in terms of Values

Wisdom

Courage
Humanity
Transcendence
Justice
Moderation

Character Classification of characters in terms of the values they

represent

Willy Loman

Biff Loman

Happy Loman

Linda Loman

Ben

The woman

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 1. Based from the values of the characters, decide what values should be pursued or not.
Explain your answer.
2. What values are needed to be encouraged and what are those that are not? Why?
3. From among the characters, who do you like the most? Who do you like least? What
values does he/she possess that have drawn you to him or her?
4. If you were Willy Loman are you also willing to give up your life for the sake of your
family’s welfare? Why?
5. How does Death of a Salesman’s story affect your values as person?

Activity 4. Argue with a Pen!

Directions: Based on Arthur Miller’s literary piece called Death of a Salesman, write an
argumentative essay showing how Arthur Miller’s values can positively and
negatively affect your values in accomplishing your dream. Ask help from your
family members to record yourself as you speak your written essay. Employ the
techniques in public speaking to convey ideas in delivering the written essay.
Write your essay in a separate sheet of paper. (See rubrics below)

RUBRICS IN ARGUMENTATIVE ESSAY

Criteria for
Augmentative
Exemplary Proficient Apprentice Novice
Writing
(8-10) (6-7) (4-5) (1-3)

Presentation of Compelling claim, Credible claim, Weak claim, No claim was

facts, claims, provided ample provided provided presented, no
evidences and evidence and sufficient unclear evidence and
reasoning convincing evidence and evidence and invalid
reasoning well-developed inconsistent reasoning
reasoning reasoning

Coherence and Offered Offered Offered Provided little

Organization purposeful sufficient logical insufficient or no logical
logical organization logical organization
organization organization

Clarity and Illuminating focus Clear focus on Some focus on No discernible

Tone on task, purpose task, purpose task, purpose focus on task,
and audience and audience or audience purpose or
audience

Grammar and Few errors and Some errors Several errors Numerous
sources ample properly and several and some errors and
cited sources properly cited sources were plagiarized
sources improperly sources
cited
Source: https://bit.ly/3e19fNR

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 Reflection
Directions: Complete the 3-2-1 chart about your insights in judging the relevance and
worth of ideas, soundness of author’s reasoning, and the effectiveness of the
presentation. Write your answers on a separate sheet of paper.

Answer Key

& 4: Learners’ answers may vary 3 Activities 2,

1. E 2. E 3. NE 4. E 5. NE Activity 1:

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 References
Books:
Liza R. Almonte, Lerma L. Flandez, Nedia Lagustan, Henone de Paz Langutan, Dream Rose
O. Malayo, Liberty A. MAngaluz, Elenita R. Miranda, Lito A. Palomar, Adelia Chua-Soliaban
and Grace Annette B. Soriano… 2014 A Jouney through Anglo-American Literature – Grade
9 English, Pasig City, Philippines: DepEd.
Websites:
https://www.merriam-webster.com/dictionary/argument
https://www.merriam-webster.com/dictionary/counterclaim
https://www.mesacc.edu/~paoih30491/ArgumentDefine.html
https://www.umt.edu/writing-
center/docs/resourcesforwriters/waystosupportanargument.pdf
https://hmhfyi.com/6-12/reading-tips/integration-of-knowledge-and-ideas/evaluate-an-
argument/
https://bit.ly/3xpKpyR
futurelearn.com
https://www.masterclass.com/articles/how-to-write-a-good-argumentative-essay#how-
to-outline-an-argumentative-essay-in-4-steps
https://bit.ly/3dXlaMi
faculty.uncfsu.edu

Icons credit: Ivin Mae N. Ambos, Division of Surigao del Sur

Published by the Department of Education, Caraga Region
Schools Division Office of Surigao City
Schools Division Superintendent: Karen L. Galanida
Assistant Schools Division Superintendent: Laila F. Danaque

Development Team of the Learning Activity Sheets (LAS)

English 9, Quarter 4, Week 1
Writer : Eden C. Penados
Editors/ Evaluators : Nimpha A. Cañeda, Eliene Q. Alipao, Maritess C. Sucillo,
Christine Mae N, Laygo and Charis N. Pendulas
Management Team : Karen L. Galanida
Laila D. Danaque
Carlo P. Tantoy
Ricky L. Pedralba
Thelma T. Tolentino

Printed in the Philippines by the Schools Division Office of Surigao City

Office Address : M. Ortiz Street, Barangay Washington
: Surigao City, Surigao del Norte, Philippine
Telephone : (086) 826-1268; (086) 826-3075; (086) 826-8931
E-mail Address : surigao.city@deped.gov.ph

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