English for Academic

and Professional
Purposes
Quarter 2 – Module 3
Writing Various Kinds of
Position Papers
English for Academic and Professional Purposes – Senior High School
Quarter 2 – Module 3: Writing Various Kinds of Position Papers
First Edition, 2020

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English for Academic
and Professional
Purposes
Quarter 2 – Module 3:
Writing Various Kinds of
Position Papers
Introductory Message
For the facilitator:
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 at home. Furthermore, you are
expected to encourage and assist the learners as they do the tasks included
in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different activities
in the module.
As you go through the different activities of this module be reminded
of the following:
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. Don’t forget to answer Let Us Try before moving on to the other
activities.
3. Read the instructions 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 done.
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!

ii
 Let Us Learn
Our society is feasting the different issues in politics, business,
lifestyle, sports, health, crimes, and religious rituals. These are subject of
debate among individuals who aired out their opinions through various
platforms.

This is where position papers will take part in presenting our

viewpoint on a particular issue. The connection between position paper and
the issues has intertwined with its profound effects on every part of our
society as it provides insight into how things work through systematic
analysis of the issues’ scope and apparently suggests solutions.

This learning module is an essential tool in bringing out societal

change through the course of action, a source of information that will enable
you to acquire the knowledge, enhance skills and attitudes as you work
independently at your own pace or with minimum supervision or help from
your teacher.

In this module, you will learn the following:

1. defining a position paper;

2. identifying situations for position paper;
3. gathering and analyzing arguments;
4. defend a stand on an issue; and
5. writing various kinds of position paper
Read through the learning guide carefully. It is divided into sections
that cover all the skills and knowledge you need to successfully complete
this module. Use the self-check questions at the end of each section to test
your own progress. When you have completed this module (or several
modules) and feel confident that you have had sufficient practice, your
teacher will arrange an appointment with you to assess you. The result of
your assessment will be recorded accordingly based on standards.

Lesson Objectives:

At the end of the module, you should be able to:

1. identify situations for a position paper;
2. justify a stand of an issue; and
3. write various kinds of position papers
(CS_EN11/12A-EAPP-IIa-d-5).

1
 Let Us Try
In our every quest for learning, a test is given to assess our ability to
recall, value the things we learned, facilitate skills for a better
understanding of this module. We try to link what we already knew to the
new learning we’ll undertake.
A. Directions: Read each item carefully and provide the appropriate word
to complete the sentence. Write the letter of your answer into your
yellow paper.

1. Position paper is an argumentative essay that presents __________ and

makes ________.
a. arguments – claims
b. opinion – claim
c. essay – issue

2. An argumentative writing is able to ___________ a position and ________

with it using evidences.
a. write – structures
b. discuss - claim
c. articulate – argue

3. Supportive evidence must be based on facts instead of __________

claim.
a. ambiguous
b. inductive
c. comprehensive

4. Through the proper use of ____________, logical connection of ideas

between sentences and paragraphs convey information clearly.
a. transition markers
b. phrases
c. connect

5. The writer of a position paper will strive to _____________ the readers.

a. educate
b. inform
c. persuade

B. Directions: Read and analyze each item carefully and write the letter of
your answer using your yellow paper.

_____ 6. What is the purpose of making judgment over an issue?

a) to make clarifications
b) to facilitate decisions
c) to influence other’s opinions

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_____ 7. Do you think it is proper to insinuate other’s opinions?
a) Yes b) No c) Not really

_____ 8. What is your opinion about the “Build, Build, Build” Program of our
government?
a) It is where our parents’ taxes go.
b) It is merely the construction of infrastructure projects.
c) It is giving an opportunity for everyone to embrace progress.

_____ 9. In what way can an argument influence our decisions in life?

a) It is like brainstorming of ideas.
b) Through weighing the ideas presented or spoken.
c) It enlightens our doubts about an issue.

_____10.How brave are you in taking a stand over matters of indecisiveness?

a) I would stick to what I believe is right.
b) I would listen to other’s opinions.
c) I am making my own reflections on an issue.

C. Directions: Read each statement and identify its claim from the choices
below.
a. Fact and Definition c. Cause and Effect
b. Value d. Policy

_____ 11. The role of technology in education includes easy access to

resources.
_____ 12. Mobile phones control our life routines.
_____ 13. War becomes part of the society.
_____14. Filipino culture is intertwined with identity.
_____ 15. Election results in the Philippines encountered delays due to
malfunctioning of machines.

In our daily undertakings, we encountered several issues concerning

our society and basically, we continuously take sides and give opinions that
involve the concerned individuals. We even argue in defending our point of
view but it won’t help us make a case. It is rather important to learn the
proper outline of our thoughts to make and evaluate a valid judgment of
anything.

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 Let Us Study
Activity 1: Stand by!
Directions: Read each passage carefully and decide either you agree or
disagree with the issues. Draw a happy smiley if you agree and a sad smiley
if you disagree in your yellow paper. The first one is done for you.

1) Women talk so
much than
men ( )
2) Bad language 3) Mobile Legend
is acceptable enhances your
on TV. critical thinking
skills
4) Transsexual
needs
understanding.
5) Wearing of 7) Online shops
face shield at must secure
home is a business
essential. permit.
6) Synthetic
fertilizers
contribute illness
to human.
8) Sports schools 9) An Anti-
are exclusive smoking ad
for active campaigns are
athletes. really helpful.
10) Gender
equality in
industrial
companies

Guide Questions
1. How did you come up with your decision towards the issues?
2. Do you think these issues will affect you?
3. Would you believe that our critical judgment of issues will transform our
approach to life?

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 Were you able to get in touch with all those issues? What are
its impact to us? Probably, it’s high time to get involved with
these realities through a paper.

What is a Position Paper?

Position paper is an argumentative essay that presents an opinion
and makes a claim (statement) about an issue based on facts that provide a
solid foundation for argument.
Arguments are a mixture of assertion, acknowledgment, confirmation,
refutation, and concession.
A good position paper will not only provide facts but also make
proposals for resolutions of an issue, and overshadow the thought based on
factual evidence with fair analysis.

Sample:
Academic Learning in the Midst of Pandemic
by: Lea N. Mendones

Classes in the Philippines normally open in June. Due to the

COVID19 pandemic, the Philippine government mandated the formal
opening of classes for school year 2020-2021 on October 5, 2020;
however some private schools opened their school year earlier. Our young
individuals should take the opportunities and privileges in academic
learning at home amid community quarantine.

This errand garnered different reactions mostly from the parents,

the students, the teachers, the stakeholders, and even some of our
lawmakers. While many called for an academic freeze for this school year,
there are still many individuals who supported the government’s decision
to resume classes in the wake of Covid-19 pandemic.

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 If academic classes won’t push through, what would the students
be doing in the midst of community quarantine aside from burying their
faces and fingers on their electronic gadgets? Can they be productively
driven at home with valuable endeavors? Can the government leaders
assure that these children won’t loiter outside their houses and might
be infected with the virus? They’re supposedly studying and learning
lessons that will enhance their 21st-century skills in formal classes.

Are teachers in the formal classes prepared for whatever platforms

of learning delivery? Are their lessons and learning materials ready? The
Department of Education (DepEd) has been assuring the public not only
to the parents that the learning modalities such as modular, online,
radio-based, and television-based classes are prepared with trained
teachers to handle the mode of distance learning although this will need
the assistance of the parents in facilitating their children’s learning
activities especially those under modular learning. Are the parents able
to assume the tasks when some of them neither read nor write?

This is where the government leaders and stakeholders will come

together in materializing the academic goals that young individuals
should acquire learning amidst pandemic.#

What argument would you make with this issue presented?

Great answer! We’ll move further to grasp the process.

Activity 2: Claim it!

As we go along with people outside our comfort zone, we encounter

different provoking issues that caught us off guard into a claim regardless of
its background and representations.

Claim defines your paper’s goals, direction, and scope supported by

evidence, quotations, argumentation, expert’s opinion, statistics, and telling
details. It is specifically focused on the argument that persuades, proves, or
suggests something to a reader who may or may not initially agree with the
writer’s stand.
(source: the Odegaard Writing & Research Center as adapted from UW Expository Writing Program
handouts)

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 Directions: Read each item carefully and match the type of claims in
Column A to its issues in Column B. Write the letter of your answer on a
yellow paper. The first one is done for you.

Column A Column A

1) Fact (c) a) Mobile phones control

our relationships.

2) Cause b) Textbooks be replaced

with i-pads

3) Policy c) Pro-life and Pro-choice

can work together

4) Definition d) Synthetic fertilizers

destroy our environment

5) Effect e) Warfare become integral

to society’s growth

6) Value f) Young minds imitated

the Bad language on T.V.

Guide Questions

1. Do you think these issues are familiar to us?

2. In what way can we give justice to these issues?
3. Which of these issues need urgent action?

Types of Claims

Argumentative writing is able to articulate a position and argue with

it using academic evidence. It is wrapped with the following;

1) Fact and Definition, a text that presents a fact or definition along with a
strong argument and put forward a strong argument that the readers
can’t ignore.

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Example:

Net lingo, as the written slang of the young generation, assures

them of “inness” or of belonging to that group, but strangers within could
bring trouble, although the young are wary of them, and protect
themselves by blocking subsequent messages of undesirable online
friends. 

(Adapted from: Kris Axtman, ‘r u online?’: The Evolving Lexicon of Wired Teens, p. 142,
English for Academic and Professional Purposes textbook, Deped-BLR)

2) Cause and Effect used when an effect is being discussed with the
support of the arguments describing the cause of an issue.

Example

Consequently, the bad language on television programs has kept

young children imitated cussing and swearing that totally deviate from the
values taught at home.
(Adapted from: Is Bad Language Unacceptable on TV??’ p. 143 English for Academic
and Professional Purposes, Textbook. Deped-BLR)

3) Value is a statement used to argue over a value of something or how a

certain thing should be valued, this concerns researching an issue that is
being ignored generally. The writer is advocating judgment about
something good or bad, right or wrong, beautiful or ugly, moral or
immoral.

Example

We should find ways of creating not only clean but also cheap
sources of energy that would halt climate change and transform the lives
of the poorest families.
(Adapted from: Bill Gates’ More Energy p. 173 English for Academic and Professional
Purposes, Textbook. Deped- BLR)

4) Policy is a statement where you either support or oppose a solution or a

policy. It provides strong reasons for opposing and should not be biased
or personal.

Example:

Instead of searching for more oil fields, we should increase the use of
renewable energy and reduce the oil consumption.

(Adapted from: Bill Gates’ More Energy p. 175, English for Academic and Professional
Purposes, Textbook. Deped- BLR)

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Goal

 To convince the audience/reader that your opinion is defensible.

Ideas that you are considering need to be carefully examined in
choosing a topic, developing your argument, and organizing your
paper.

 To ensure that you are addressing all sides of the issue and
presenting it in a manner that is easy for your audience to
understand.

 To take one side of the argument and persuade your audience that
you have well-founded knowledge of the topic being presented.

 To show how your stand relates to other positions.

Purpose

To generate support and describe the author’s position on an issue

incorporating supportive evidence based on facts that provide a solid
foundation for the author’s inductive reasoning, which addresses both
strengths and weaknesses of the author’s opinion.

Criteria of an Issue
Choose what you can prove instead of writing ambiguous claims that
you find difficult to prove later. Your thesis statement is the final point so
you should write your claim with strong evidence and arguments in mind.
They should be true and capable enough to support your claim.

Analyzing an Issue and Developing an Argument

Once your topic is selected, you should:
 do some research on the subject matter from printed materials, online
sources, or personal references through a conversation;

 have an opinion on your topic about which side of the argument you
want to take either you agree or disagree;

 ensure that your position is well supported with valid information;

and
 make a list of the pro and con ideas of the topic to support your
counterclaims, along with a list of supporting evidence for both
sides.

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 Supporting evidence includes the following:

a) Factual knowledge is the information that is verifiable and agreed

upon by almost everyone.
Example:
Doublespeak is a language which pretends to communicate but rather
makes the bad seem good, the negative seem positive, the unpleasant seem
attractive or at least tolerable. It is a language which avoids, shifts, or denies
responsibility; a language which is at variance with its real or purported. It
is the language which conceals or prevents thought.
(Adapted from: William Lutz, Doubts About Doublespeak p. 127, English for Academic and
Professional Purposes, Textbook. Deped- BLR)

b) Statistical Inferences denotes the interpretation and examples of an

accumulation of facts.
Example:
Based on the table presented, it shows that the F-value is 1.96 and
the p-value is 0.156 which is higher than 0.05 level of significance, thus the
null hypothesis is accepted. This means that there is no significant
difference in the performance of students under the three different methods
of teaching. This further means that students performed the same in any of
the 3 teaching methods applied by the teachers. (LMN)

c) Informed opinion is the opinion developed through research and/or

expertise of the claim.
Example:
Classroom research suggests that more talk is associated with higher
social status or power. Many studies have shown that teachers (regardless
of gender) tend to talk for about two-thirds of the available time. But the
boys dominate the relatively small share of the talking time that remains for
pupils. In this context, where talk is clearly valued, it appears that the
person with most status has the right to talk most. The boys may therefore
be asserting a claim to higher status than the girls by approaching the
majority of the time for pupil talk.
(Adapted from: Janet Holmes, “Women Talk Too Much, p. 132 English for Academic and
Professional Purposes, Textbook. Deped- BLR)

d) Personal Testimony focuses on the personal experience related to a

knowledgeable party.
Example:
“This is really an extension of what teenagers have always done:
recreate the language in its own image. But this new lingo combines

10
 writing and speaking to a degree that we’ve never seen before,” says Neil
Randall, an English professor at the University of Waterloo and author of
“Lingo Online: A Report on the Language of the Keyboard Generation.”
(Adapted from: Kris Axtman, ‘r u online?’: The Evolving Lexicon of Wired Teens, p. 142,
English for Academic and Professional Purposes textbook, Deped-BLR)

After you have made your pro and con lists, compare the information
side by side. Choose the position you will take based on your audience
and your own viewpoint, ask yourself the following questions;
a) Who is your audience?
b) What do they believe?
c) What is their stand on the issue?
d) How does their interest involve?
e) What evidence is likely to be effective with them?

Language used in writing a Position Paper

Position paper is an academic journal written in formal language of
appropriate vocabulary. It communicates strongly and effectively with
uncomplicated language and sentence structure.

Many position paper writers thought that the content of their paper is
all that matters. Although, the content is important it doesn’t mean much if
the reader cannot understand what you are trying to emphasize despite
great ideas in your paper but you failed to communicate effectively. Keep the
following in your design;

a) Diction

It refers to the choice of words for the expression of ideas; the

construction, disposition, and application of words in your essay with
clearness, accuracy, variety, mode of expression; and language.

b) Paragraphs
Clear paragraphs are essential that comes in so many patterns of two
basic principles to remember:

 A paragraph is a means of developing and framing an idea or

impression. As a general rule, you should address only one
major idea per paragraph.

 Indicate a shift of focus in between paragraphs and clearly

organize its order of information details to logically position
your paper with the use of transitions.

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 a) Transitions

Transitions establish the logical connections of ideas between

sentences, paragraphs, and sections of your position paper to convey
information clearly and concisely.

These words, phrases, sentences signal readers what to do with the

information you present them and how to piece together your ideas into a
coherent argument. They function as signs for readers that tell them how to
think about, organize, and react to old and new ideas as they read through
what you have written. In providing the reader with these important cues,
transitions help readers understand the logic of how your ideas fit together.
See the transition table below;

Transition Table

Logical Relationship Transitional Signals/Expressions

also, in the same way, just as…so too, likewise,

Similarity
similarity
but, however, in spite of, on the one hand…,
Exception/Contrast nevertheless, nonetheless, notwithstanding, in
contrast, on the contrary, still, yet
Sequence/Order first, second, third…next, then, finally
after, afterward, at last, before, currently,
during, earlier, immediately, later, meanwhile,
Time now, recently, simultaneously, subsequently,
then
for example, for instance, namely, specifically,
Example
to illustrate
Emphasis even, indeed, in fact, of course, truly
above, adjacent, below, beyond, here, in front,
Place/Position
in back, nearby, there
accordingly, consequently, hence, so, therefore,
Cause and Effect
thus
additionally, again, also, and, as well, besides,
Additional Support of
equally important, further, furthermore, in
Evidence
addition, moreover, then
finally, in a word, in brief, in conclusion, in the
end, in the final analysis, on the whole, thus, to
Conclusion/Summary
conclude, to summarize, in sum, in summary
(Source: Xavier University Library – Axelrod, Rise B., & Cooper, Charles R. (1993) Position Paper pp.
446 451. In reading critically, writing well: A reader and guide. New York: St. Martin’s Press)

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d) Grammar and Spelling
Mechanical errors are usually the main reason for lack of clarity in
essays, so be sure to thoroughly proofread your position paper which is free
from grammar and spelling mistakes.

Did you have a great time in learning these things about

taking a stand or making claims on an issue? That’s cool!
Have fun in organizing your paper.

Structure of a Position Paper

Below is the outline for a position paper:
1) An introduction, which identifies the issue that will be discussed and
states the author’s position on that issue. This shows your main point
of the issue through a firm stance (position).

 Introduce the topic (topic sentence) that

summarizes the issue
Introduction
(1 paragraph)  Provide background of the topic
explaining its importance
 Assert the thesis (your view of the issue)
 Inform the reader of your point of view
1
Sample
Educational technology is an organized process of applying
modern technology to improve the quality of education. It is a
systematic way of conceptualizing the execution and evaluation of
the educational process. Nowadays with the help of technology,
education for children is no longer boring as educational
technologies have made it much interesting and easy to use and
1 paragraph
due to rapid change in technology, distance is no more a barrier.
(LNM)

2) Body of the text discusses both sides of the issue which addresses
and refutes arguments that contradict the author’s position. This
supports and acknowledges the opposing points and explains the
reason/s by stating the theory, statistical or scientific data, research
study with its author, theorist, or psychologist through examples of
your point.

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  Central argument
a) Give evidence supporting the author’s
position
b) Summarize the counterclaims
c) Refute the counterclaims
Body
 Your Argument
(3- 4
paragraphs)
a) Assert point #1, #2 & # 3 of your claims
- Give your reasons by using two
reliable sources
- Provide supporting details
1  Elaboration that references documents and
source data
 Past experiences and authoritative testimony

Sample

1 paragraph
The integration of technology into the classroom is a great way to
reach diversity in learning styles. Department of Education (DepEd)
launched the cyber expo in education and technology to improve digital
literacy in K to 12 Curriculum with the e-learning resources.
(Source: Deped.gov.ph updates)

Digital technology keeps an easy access to learning materials

recorded on the World Wide Web that offers continuous learning
irrespective of the learners’ location, able to share their ideas and
experiences through varied learning aids available online. Nowadays,
everyone can attend classes and continue their learning through online
classes at your convenience with the safekeeping of the scholastic records.

Although, the digital technology has limitations and harmful effects

in terms of easy accessibility of inappropriate materials, keeping people
attached to their screens almost 24/7, which is causing an entirely new
set of social issues due to the anonymity on the internet and motivates a
culture of cyber criminality making the young minds disconnected to
proper norms of conduct. Data from the PNP Anti-Cybercrime Group (ACG)
showed that online crimes i.e. libel, online scam, photo and video
voyeurism, gambling, robbery, online threat, hacking, ATM and credit card
fraud soared from 31% in 2016 to 58% in 2019. (retrieved from acg.pnp.gov.ph
August 2020 updates)

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3. A conclusion is restating the key points and gives your message through
suggesting resolutions to the issue.

 Restate your argument

Conclusion  Summarize, then conclude your argument
2 paragraphs  Provide a plan of action, a resolution

1 Sample

With technology, education has taken a whole new meaning that

it leaves us with no doubt that our educational system has been
transformed owing to the ever-advancing technology.

It sets students on a path to lifelong learning that enables them to

succeed in ever-changing world. They are tomorrow’s leaders in different
areas of our society and need to know all the tools at their disposal.
1 (LNM)
paragraph

Points to Remember in Writing a Position Paper

A writer’s stand is not only supported with valid evidence rather
should feel strongly about the issues, strive to persuade the readers to
accept their valid and reasonable opinions, and make use of emotional
appeals as well as intellectual appeals to convince an audience. The
following features may help

a) Well-defined controversial issue

The controversial but arguable issue may be complex and should be
carefully defined and easy to understand its importance. The issue includes
matters of opinion-judgments rather than certainties. A matter of fact and
matter of faith should be brought to bear but cannot easily be resolved.

Example
The talkativeness of women has been gauged in comparison with men
but with silence. Women have not been judged on the grounds of whether
they talk more than men, but of whether they talk more than silent women.
(Adapted from Janet Homes’ Women Talk Too Much, English for Academic and Professional Purposes
Reader p.132 – Deped-BLR)

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b) Clear position to an issue
A position paper makes explicit the opinion it advocates by informing
directly into a thesis statement, and can be modified in the course of the
argument qualifying a position to accommodate objections or limiting the
conditions under which strengthens rather weakens an argument. The claim
must be clear, certain, and specific.

Example
The widespread belief that women talk more than men. When women
and men are together, it is the men who talk most. Proverbs and saying in
many languages express the view that women are always talking in
developing their social confidence.
(Source: Janet Homes’ Women Talk Too Much, English for Academic and Professional Purposes Reader
p.133 – Deped-BLR)

c) Convincing argument
A position paper does not merely assert an opinion or claim; it also
persuades readers that an opinion is valid and reasonable. The arguments
are realistic to persuade the readers and thereby accept the legitimacy of the
writer’s position on the issue and accommodate the information.

Example:
Evidence collected by American, British, and New Zealand researchers
show that men generally talk more in formal, public contexts where
informative and persuasive talk is highly valued and where talk is generally
the prerogative of those with some societal status and has the potential for
increasing that status. Women are more likely to contribute in private,
informal interactions where talk more often functions to maintain
relationships and in other situations where for various reasons they feel
socially confident.
(Adapted from Janet Homes’ Women Talk Too Much, English for Academic and Professional Purposes
Reader p.134 – Deped-BLR)

d) Reasonable tone
Typically, the writers adopt a tone that is reasonable and trustworthy,
inspire respect and confidence in presenting challenging arguments that
attempt to demonstrate goodwill and understanding by accommodating
legitimate objections and explain their reasons for rejecting them.

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Example
Do women talk more than men? It all depends on many different
factors including the social context in which the talk is taking place, the
kind of talk involved and the relative social confidence of the speakers which
is affected by such things as their social roles (e.g. teacher, host,
interviewee, wife) and their familiarity with the topic.
(Adapted from Janet Homes’ Women Talk Too Much, English for Academic and Professional Purposes
Reader p.137 – Deped-BLR)

Did you follow the process of organizing your position

paper? That’s great! I guess you’re ready for a practice
activity? Keep going…

Let Us Practice

Around us are different issues of varied concerns and most likely

affect the individuals in this society. Along with these issues are solutions
processed through an argument of its pro (affirmative) and cons (negative)
presentation of evidence.

Activity 3 – Pen It!

A. Directions: Read each issue and write your stand/claim in the
proper column. Use a yellow pad paper for this activity. The first one is done
for you.

Issues Affirmative Negative

1. Are schools and
teachers responsible
for the student’s low
scores?
Statement Statement
The teachers are the Schools and teachers
source of learning in are not responsible for
school and responsible the student’s low
for the student’s low scores.
scores.

2. Computers are
changing the way
humans think.

3. How does social

media change
family relationships?

17
 Issues Affirmative Negative
Statement Statement
4. Is video gaming good
or bad?

5. What is the
relationship between
health and
environment?

Guide questions:

1. Were you aware of these issues?

2. If these issues left unresolved, what do you see as possible outcomes?
3. What action would you take in addressing these issues?

Let Us Practice More

Activity 4. In Total Defense!
A. Directions: Choose one (1) issue from any of your answers in
Activity 3A – Pen It and give your supporting details. A sample answer is
shown to you. Do this activity on your yellow pad paper.

(Issue) (The school and teachers are not responsible for the
student’s low scores.)

teachers responsible
Supporting (Teachers
for the student’s low are the source of learning in academic school,
Details 1 and willing to facilitate this learning to the students.
scores?
He/She tends to deliver the content of learning on time
according to the learner’s level of understanding.)
to the learner’s understanding. )

Supporting (The school, on the other hand, is the driving force to

Details 2 learning, ensuring that both the teacher and the learner
have conducive facilities for teaching and learning
moments.)

Supporting (Although, there are cases that some teachers do not

Details 3 bother to take time and effort in giving the effective
learning that the learners may learn. Others wanted their
learners to be successful and put them on the right track
with due discipline.)

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 Supporting (Teachers are partly responsible for the learner’s low test
Details 4 scores when they force their learners to take the
assessment without proper preparation of the skills.
Though, teachers in general, acknowledge the learner’s
deficiencies and assist them in solving their problems by
giving enhancement activities.)

B. Call It In!

Directions: Based on the details you have provided in Activity 4A- In

Total Defense, write your concluding statements that indicate your claims of
your chosen issue. A sample conclusion is done for you. Do this activity in
your yellow paper.

Conclusion (Schools and teachers are participants in the learners’

1 education but only the learners can control their test
results. School and learners have joint efforts for the
improvement of the learners’ scores.)

Conclusion (Schools and teachers are responsible for low test

2 scores of the learners. Every teacher has his/her own
style
of teaching the skills and the school has its own way of
facilitating these needs. It all depends on the learners’
way of grasping these inputs through their effort and
willingness to understand.)

Guide questions:
1. How did you come up with your detailed answers?
2. Do you think your chosen issue is worth to be resolved?
3. Were you able to collaborate with other personalities in pursuing your
plan of action?

Which part of the activity do you find easy to do?

Great job! You’re almost there! Keep it up…

19
 Let Us Remember
Activity 5: Lit Up!

Directions: Read and answer each item carefully. The first one is done
for you. Use a yellow pad paper for your answer.

1. Define the following in your own words.

a) Issues
It means a concern or a problem.

b) Claim
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

c) Position paper
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

d) Counterclaim
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

e) Argument
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

20
 2. Fill in each diagram with the appropriate information.

Issue Position Paper

Important features
of the issue

Structure of the
issue

That’s fantastic! You’ve remembered those points

well. Keep it up.

Let Us Assess

Activity 6: Craft It!

Directions: Revisit your answers in Activity 3 Pen It! Choose an issue

to be developed into a position paper following the given format below. Write
at least two (2) types of claims. Do this activity on your yellow pad paper.

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 Claim 1

Name: ____________________________ Grade & Section: ______

Time Frame: ________________________ Date: _______________

Goal:
_________________________________________________________
_________________________________________________________
Purpose: ________________________________________________
_________________________________________________________
(Introduction)
__________________________________________________________
__________________________________________________________
___________________________________________________________
(Body –Content argument)___________________________________
__________________________________________________________
__________________________________________________________
(Body - Your opinion)________________________________________
___________________________________________________________
___________________________________________________________
(Conclusion)________________________________________________
___________________________________________________________

22
 Claim 2

Name: ____________________________ Grade & Section: ______

Time Frame: ________________________ Date: _______________

Goal:
_________________________________________________________
_________________________________________________________
Purpose: ________________________________________________
_________________________________________________________
(Introduction)
__________________________________________________________
__________________________________________________________
___________________________________________________________
(Body –Content argument)___________________________________
__________________________________________________________
__________________________________________________________
(Body - Your opinion)________________________________________
___________________________________________________________
___________________________________________________________
(Conclusion)________________________________________________
___________________________________________________________

23
Evaluate the position paper using the rubric below.

Criterion Poor Fair Good Excellent

Content Not clear Partly states Partly states Clearly states

(50%) position of the position the position the position
the writer of the writer of the writer of the writer
with with relevant with relevant with relevant
irrelevant issues issues issues
issues supported supported supported
supported with less with factual with factual
with less factual evidence from evidence from
factual evidence from reliable reliable
evidence reliable sources. sources.
without sources. Counterclaim Counterclaim
reliable Counterclaim s are less s are stated.
sources. s are less presented. Conclusion
Counterclaim presented. Conclusion presents
s are less Conclusion presents less feasible
presented. presents less strong actions with
Conclusion strong actions of the powerful tone
presents not actions of the writer’s of the writer’s
strong writer’s position. position.
actions of the position.
writer’s
position.

Organizatio Paper uses Paper uses Paper uses Paper uses

n and style less less organizational organizational
(25%) organizational organizational structure less structure
structure structure appropriate appropriate
inappropriate inappropriate for the issue for the issue
for the issue for the issue with few using
with very few with few cohesive cohesive
cohesive cohesive markers and markers and
markers and markers and logically logically
unclear ideas. less arranged arranged
developed ideas. ideas.
ideas.

Language Paper did not Paper used a Paper used a Paper used
used and use an less accurate less accurate an accurate
style (15%) accurate language and language and language and
language and fairly presents the presents the
poorly presents the writer’s voice writer’s voice
presents the writer’s voice with limited with variety of
writer’s voice with limited sentence well-

24
Criterion Poor Fair Good Excellent

with limited sentence structures structured

sentence structures and proper sentences
structures and proper words. Few and proper
and proper words. Few errors in words.
words. errors in spelling and Spelling and
Spelling and spelling and punctuations. punctuations
punctuations punctuations. are correctly
are not used.
properly
observed.

Sources Paper did not Paper has Paper uses Paper uses
(10%) indicate limited correct correct
citation and citation and citation and citation and
reference used a weak reference reference
format reference format with format with
without format with less reliable reliable
reliable few reliable sources sources
sources of the sources relevant to relevant to
topic. relevant to the topic. the topic.
the topic.

Great job! How did you do that? You have come up

with a good position paper. You’re almost there.

25
 Let Us Enhance
Every experience is a learning that enhances our skills to
achieve fulfillment. We may face challenges in every experience we had
which is a breakthrough once we achieve our goal. We’ll enhance our reason
for learning far this way.
Activity 7. Chill It!

A. Directions: Read each item carefully and identify its type of claim.
Write the letter of your answer. The first one is done for you.

(a) Cause & Effect (b) Fact (c) Policy (d) Value
A 1. Children learned to cuss due to bad language on TV programs.
_____ 2. Children should have scheduled activities or be left more time for
free play.
_____ 3. Technology in education made the young learners to get connected.
_____ 4. DepEd should continue to spend money on Grade 12 TVL voucher.
_____ 5. Cell phones control our relationships.
_____ 6. Textbooks should be replaced by i-pads and online resources.
_____ 7. Cyberwarfare is becoming more important.
_____ 8. Parents should help raise their children to be appreciative of other
cultures.

_____ 9. Culture is important to Filipino identity.

_____10. We can encourage people to make innovations from recycled

materials.

26
B. Directions: Read each item and give a brief explanation. Use your yellow
pad paper in writing your answer.

11. What is the purpose of making judgment over an issue?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

12. Do you think it is proper to insinuate others’ opinion?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

13. What is your opinion about the “Build, Build, Build” Program of our
government?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

14. In what way can an argument influence our decisions in life?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

15. How brave are you in taking a stand over matters of indecisiveness?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

27
 Let Us Reflect

There are points in our learning that we find difficult to grasp

and we need a moment to reflect on what went well and not. This will help
us review and categorize things we’ll keep in harnessing skills as we go
along with the trends in writing varied position papers.

Directions: Write your reflections in the diagram provided.

What I learned most from this What I find difficult in this lesson?
lesson?

Reflections

What I appreciate most in this What I find interesting in this

lesson? lesson?

28
 29
Activity 6-Scribble It
Let Us Try
Refer to Rubrics in page 19
1. A
2. C
3. A
Let Us Enhance
4. A
1. A 6. B 11. (Answers may vary) 5. C
2. D 7. B 12. (Answers may vary) 6. A and B
3. A 8. C 13. (Answers may vary) 7. No
4. D 9. B 14. (Answers may vary) 8. (accept all
5. B 10.D 15. (Answers may vary) answers)
9. C
10. C
11. B
12. A
Activity 5-Mill Around Activity 3-Pen It 13. D
14. B
1.(a) Issues are topics or (Answers may vary 15. C
problems for arguments accept all answers)
(b) Claim is an assertion of Activity 1-Stand by
the truth, a stand Activity 4A- In
(c) Position paper is an Total Defense Accept all answers
argumentative essay (Agree/Disagree)
(d) Counterclaim is a claim (Answers may vary
made to rebut a previous accept all answers) Activity 2- Claim It
claim
(e) Argument is an 1. D
exchange of opposite Activity 4B- 2. E
view Call It In 3. B
4. A
2. (Answers may (Answers may vary 5. F
vary/accept all answers) accept all answers) 6. C
Answer Key
 References

Abhishek Mitra, A complete Guide to writing a position paper LexiConn

Content services
Axelrod, Rise B., & Cooper, Charles R., In Reading Critically, Writing Well: A
Reader and Guide, New York: St. Martin’s Press, Xavier University
Library – (1993)
Bill Gates, More Energy, English for Academic and Professional Purposes
Textbook, DepEd-BLR, p. 173, 175

DepEd Cyber Expo drives Digital rise of PH education, Open Data Portal,
Official Gazette 2019 @ www.deped.gov.ph

Is bad Language Unacceptable on TV?, English for Academic and

Professional Purposes Textbook, DepEd-BLR p. 143

Janet Homes, Women Talk Too Much, English for Academic and Professional
Purposes Reader Deped-BLR, pp.132-137

Kris Axtman, “R U Online?”: The Evolving Lexicon of Wired Teens, English for
Academic and Professional Purposes Textbook, DepEd-BLR p. 142,

List of Cyber Crimes in the Philippines, August 2020 Updates

www.acg.pnp.gov.ph
The Odegaard Writing & Research Center, UW Expository Writing Program
handouts

William Luiz, Doubts About Doublespeak, English for Academic and

Professional Purposes Reader Deped-BLR, pp.127-128

30
For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax: (082) 291-1665, (082) 221-6147

Email Address: lrms.regionxi@deped.gov.ph