English for

SHS Academic and

Professional Purposes

Quarter 1 – Module 11:

Analyzing Arguments

LEARNER’S MATERIAL
 Module
English for Academic and Professional Purposes— Senior High School 11
PIVOT IV-A Learner’s Material
Quarter 1 – Module 11
Analyzing Arguments
First Edition, 2020

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
CLMD Chief: Job S. Zape, Jr.

English for Academic

and Professional
Quarter 1 Module 11

Development Team of the Module

Authors: Jay Anne F. Salles
Editor:
Reviewers:
Illustrator:
Layout Artist:
Management Team: Elpidia Bergado
SDO Cavite Province
Romyr L. Lazo, EPS In-charge of LR
Ferdinand V. Marquez, EPS In-charge

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta Rizal
Landline: 02-868-257-73, Local 420/421
Email Address: lrmd.calabarzon@deped.gov.ph

1
Guide in Using PIVOT Learners Material Module

For the Parents/Guardian

Text text text text text

Image of a Parent/
guardian

For the Learner

Welcome to the English for Academic Professional Purposes -SHS Alternative Deliv-
ery Mode (ADM) Module on Analyzing Arguments!

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 ac-
complish. Hence, the hand in this learning resource
signifies that you as a learner is capable and em-
Image of a learner powered to successfully achieve the relevant compe-
tencies 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.

2
 I What I need to know?

I am your Teacher Jay Anne. It is nice to meet you.

I will be the one to help you in this journey. Let us
begin by knowing what you will learn upon completing
this module.

This module was designed and written with you in mind. It is here
to help you master analyzing arguments in manifestoes. The scope of
this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students.

Lesson – Arguments and How to Analyze them

After going through this module, you are expected to:

identify arguments provided in manifesto
determine characteristics of arguments
determine steps to analyze arguments
analyze arguments in its relation to the position adhered by the
manifesto

3
I What is new?

In this lesson, you will read samples of papers expressing be-

liefs and opinions. One example of such paper is manifesto. Analyze
the arguments of the author in the manifesto that you will read. Let us
begin!

Read the text on the next page and answer the questions below:
Guide Questions
1. What is the text about?
2. What is the stand of the author in the text?
3. What are the reasons provided by the author to support his/her
stand?
4. What are the pieces of evidence provided to support the stand?
5. Do you agree with the author? Why or why not?

4
 “No homework” policy is no good
The Manila Times (2019, August 31)

WE do not agree with the position of the Department of Education (DepEd) that a
“no homework” policy, prohibiting teachers from assigning academic work to be completed
by students outside of regular school hours, is beneficial to Filipino students.
Education Secretary Leonor Briones recently engaged in a public pitch for the poli-
cy, which is now the subject of a couple of pending bills in Congress. We have a great deal
of respect for Secretary Briones’ knowledge and experience as an educator, and her argu-
ments in favor of the policy should be given careful consideration. Doing just that, howev-
er, leads to the conclusion that a solution other than what she and supportive legislators
are proposing is in order.
The arguments for a “no homework” policy ostensibly take into account the welfare
of students, their families and teachers. Excessive homework — or to state the argument
more accurately, any homework at all — is physically taxing on students, many of them
very young, after they have already spent a full strenuous day in the classroom. Projects
that students are expected to complete at home often pose a burdensome expense on par-
ents, who may not have a ready budget for the last-minute purchase of needed materials.
Assigning homework also adds to the workload of teachers, who must grade these assign-
ments in addition to their everyday work of preparing lessons.
By banning homework, all these problems are avoided. Students are afforded
proper time for rest and relaxation, and families are spared the burden of unforeseen ex-
penses, or time spent shopping for required materials that may be difficult to find on
short notice. Teachers are also spared the extra time and effort to check homework as-
signments and can devote more time to classroom preparation and work. Secretary Brio-
nes has also suggested the policy would be beneficial in allowing more time for children
and parents to bond socially.
Those are all very reasonable considerations. Unfortunately, they completely over-
look the trade-offs that may be more harmful in the long run by eroding the quality of ed-
ucation, and as a consequence, the future competitiveness of young Filipinos.
Homework is a vital part of education, because it gives students the opportunity to
apply knowledge gained in the classroom. This occurs in two ways — not only by creative-
ly applying the educational content, but also in giving students practice in developing
good work habits and methods. From a practical point of view, homework allows “more
education” than can be fit into a few hours of a school day. And far from preventing fami-
lies from bonding, homework encourages parents to become more involved in their chil-
dren’s educational activities.
Although the concern for the welfare of students and their families is appropriate,
that welfare will be hurt in the long run if the students fall short of the volume of educa-
tional content they can access, developing problem-solving and creative thinking skills,
and parental awareness and involvement in their educational activities. As a result of a
“no homework” policy, Filipino students will be less prepared for higher education or the
workforce, and ultimately the entire country will suffer the consequences.
We suggest that, rather than a “no homework” policy, DepEd should review and
modify existing policies regarding homework to ensure that they meet productive goals.
Homework should have clear educational objectives, and certainly should not pose undue
physical and financial burdens on students and their families. Those standards can be
achieved, however, without resorting to banning homework entirely, and still ensure that
our youth are adequately prepared to take on the challenges of a competitive world.
5
D What I know?
Let us see what you already know about
our topic. Read each item carefully, and
write the letter of the most appropriate
answer on a separate sheet of paper.
Consequently, take note of the item/s
that you missed, and learn about them as

1. It means the idea that the author wants the reader to believe or to
prove.
A. claim
B. B. argument
C. C. evidence
D. Counterclaim
2. It contains both the idea that the author wants the reader to
believe and the reason to support the idea.
A. claim
B. Argument
C. Evidence
D. D. counterclaim
3. When an author needs to prove a point, he/ she needs to provide
reasons, and those reasons should be backed up by ______________.
A. claim
B. Argument
C. Evidence
D. counterclaim
4. Until the pandemic is over, classes should not start. This statement
is an example of _________.
A. claim
B. Argument
C. Evidence
D. counterclaim
6
5. During this time of pandemic, education should continue. DepEd
already devised alternative delivery modes to address students in
different contexts.
Is this statement an acceptable argument?
A. Yes, the claim is clearly stated.
B. Yes, reason is provided.
C. No, it lacks evidence to support reason.
D. No, it is biased.
6. A complete argument is composed of ________________.
A. claim, reason, and evidence
B. claim, reason, and counterclaim
C. reason, counterclaim, and evidence
D. counterclaim, reason and claim
7. The new normal in education at this time of pandemic poses greater
challenges for underprivileged students. Food for the table is already
a problem for them. How do you expect them to have the means to
access internet and technology?
The underlined sentence is the _________ of the statement.
A. claim
B. Reason
C. Evidence
D. counterclaim
8. The new normal in education at this time of pandemic poses greater
challenges for underprivileged students. Food for the table is already
a problem for them. How do you expect them to have the means to
access internet and technology?
The underlined sentence is the _________ of the statement.
A. claim
B. reason
C. Evidence
D. counterclaim

7
 9. Until the pandemic is over, classes should not start.
How will you make this statement an acceptable argument?
A. Give reasons and back up evidence.
B. Make a stronger point; give reasons, and back up evidence.
C. Explain pandemic; give reasons, and back up evidence.
D. Provide counterclaim; give reasons, and back up evidence
10. To analyze an argument, the following steps are recommended:
I. Clarify what the author is saying
II. Analyze all parts of the arguments, and where each is strongest/
weakest
III. Notice which parts of the argument are supported and to what
effect?
IV. See what is said implicitly and explicitly
V. Understand how the writing style affects the argument
VI. Judge whether or not the argument is valid.
VII. Prepare possible counterclaims
I-VI only c. II-VI only
I,III-VII only d. I-VII

8
D What is in?

Now that you are done presenting a novel concept, your next
task is to write a position paper. But before we move to your writing
task, it is a must that you develop first the needed skills to write one.
In your reading and writing class, you were introduced to posi-
tion paper. It is a kind of academic writing which mainly aims to per-
suade readers to believe in the writer’s opinion. In this case, the writer
uses several strategies to present his point/s and convince the read-
ers, such as the art of argumentation. These skills are essential for
you to successfully write your position paper. However, there is no
other way to learn it best than analyzing other author’s ways in writ-
ing their arguments to support their opinions.

9
D What is it?
The text you have read on page 5 is an example of a manifesto. A manifesto
is defined by Britannica Encyclopedia as a document publicly declaring position or
program of its issuer. A manifesto advances a set of ideas, opinions, or views, but it
can also lay out a plan of action. While it can address any topic, it most often con-
cerns arts, literature, or politics. Manifestos are generally written in the name of a
group sharing a common perspective, ideology, or purpose rather than in the name
of a single individual. When someone wants to prove a point, it is a must to provide
logical arguments.

What is an argument?
An argument is a formal way to make a point either in spoken or written text.
It is a line of reasoning meant to demonstrate the truth or falsehood of something. It
also means a claim or a set claims with reasons and evidence offered as support.
An argument consists of parts:
a claim that summarizes the main idea
reasons why that claim is true and/or pieces of evidence that support the claim
*claim – idea that the author wants you to believe or is trying to prove

Let us look at the example below, which is related to the text you have read earlier.

Homework is a very important part of learning process and in shaping one’s personality. It
does not only help a student practice the skill he/she learned, but also develop the
sense of responsibility and discipline towards completing tasks. Thus, helping stu-
dents develop better personality or traits needed for work. Study author Richard
Göllner wrote: “Our results show that homework is not only relevant for school perfor-
mance, but also for personality development—provided that students put a lot of effort
into their assignments.” The study found that students who said they took their home-
work seriously were more conscientious, and vice versa.
In this case, the sentence, “Homework is a very important part of learning process and in
shaping one’s personality is the claim.”
The claim is expanded upon in the next sentence, “It does not only help a student prac-
tice the skill he/she learned, but also develop the sense of responsibility and discipline towards
completing tasks. Thus, helping students develop better personality or traits needed for work”.
Finally, evidence is presented, often in the form of a citation. Here, we read that,
“Study author Richard Göllner wrote: “Our results show that homework is not only relevant for
school performance, but also for personality development—provided that students put a lot of
effort into their assignments.” The study found that students who said they took their home-
work seriously were more conscientious, and vice versa.”
This evidence above supports the originally presented claim and its expansion.
The example shows the recommended argument structure, which should be utilized
in academic essays.
1. A main argument, or thesis, is presented first.
2. Then, different sections are formed to support the main argument.
3. Within those sections, we find paragraphs which hold the purpose of supporting
the sections that support the thesis.

10
How to identify arguments?
As you read, you should identify arguments to fully understand the main points.
In paragraphs, a topic sentence often identifies the main claim or idea of the paragraph.
This is usually the first sentence, but not always. To find it, follow the following steps:
1. Read the paragraph.
2. Ask: "What is this paragraph about?"
3. Summarize the content in your own words.
4. Find the sentence within that paragraph that best matches that summary- this is
likely the stated claim of the paragraph.

Let us look at the example below.

Homework reinforces classroom teaching and allows for better retention of the subject
matter, says another study. Further, the self-teaching that comes from homework, forces
students to learn how to organize and manage time to improve study habits. Homework
allows for greater parent-child interaction when the parent takes an active role in the
homework process.
This paragraph does not seem to contain a topic sentence.
Follow the four-step process to determine what the stated claim might be.
This paragraph discusses the benefits of having homework. Specifically, it tells
that homework helps in learning retention, reinforcing study habits, and improving par-
ent-child interaction. To summarize, you might say that “Homework brings several ben-
efits in various aspects such as learning, discipline and relationship.” This is the stated
claim.
How to analyze arguments
“To analyze” means to break down into parts. Therefore, to analyze an argument,
you have to break down its parts and examine their relationship to the other parts of
the argument. Furthermore, when you "analyze an argument", you evaluate someone
else's work. This means you need to be a critical reader.
The following are questions that you need to bear in mind while analyzing argu-
ments:
What is the issue of the text?
What is the argumentative thesis of the text?
What are the claims given in the text?
What are the reasons provided to support the claims?
What pieces of evidence are given to support the claim?
Are the given pieces of evidence valid? Why or why not?
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 us look at the exam-
ple below.
.

11
 Paragraph 1

Any homework at all is physically taxing on students, many of them

very young, after they have already spent a full strenuous day in the
classroom. Projects that students are expected to complete at home often
pose a burdensome expense on parents, who may not have a ready
budget for the last-minute purchase of needed materials. Assigning
homework also adds to the workload of teachers, who must grade these
assignments in addition to their everyday work of preparing lessons. By
banning homework, all these problems are avoided.

Paragraph 2
Homework is a vital part of education, because it gives students the opportunity
to apply knowledge gained in the classroom. This occurs in two ways — not only
by creatively applying the educational content, but also in giving students prac-
tice in developing good work habits and methods. From a practical point of view,
homework allows “more education” than can be fit into a few hours of a school
day. And far from preventing families from bonding, homework encourages par-
ents to become more involved in their children’s educational activities.

These two passages reflect opinions about the effects of home-

work. Although these paragraphs discuss the same topic, they make dif-
ferent claims. Paragraph 1 argues that homework brings excessive
stress to both students and teachers. On the other hand, paragraph 2
argues that homework poses several benefits to students and parents in
terms of learning, discipline, and relationship. Ultimately, each author
supports the claim with effective reasoning.

Six Steps to Analyze an Argument by Terry Heick (2018)

1. Clarify- Making sense, in full, of what the author is “trying to

say” (thesis/theme)
2. Analyze- Seeing all of the “parts” of the argument, and where each is
strongest/weakest
3. Evidence-Noticing which parts of the argument are supported and to
what effect
a. What is the source of the evidence?
b. Is the evidence true?
c. Does the evidence provided strengthen or weaken the claim?
4. Nuance-Seeing what’s said both explicitly and implicitly
5. Style-Understanding how the writing style affects the argument
6. Judgment- Judging whether or not the argument is valid

12
E What is more?
Activity 1
Read the given text below and complete the table that follows. Write your
answer on a separate sheet of paper.

Homework can be pointless

Ronald del Castillo (2019, September 4)

'Homework and learning are not the same thing,' says educator Ronald del Castillo
Homework and learning are not the same thing. When students leave the class-
room without homework, the potential for learning continues. Vocabulary, grammar,
and ideas grow when parents and caregivers have conversations with their children.
Cooking reinforces science, math, and reading skills. Eating or playing together culti-
vates socioemotional resilience. Homework is a poor substitute for these.
The heat around the no-homework policy will probably cool, like most reactive
policies in the country. But it should be seriously considered.
Finland sets a promising example. Students in the Nordic country have little to
no homework, spend shorter hours in the classroom, and have lengthy school breaks.
Young Finns in the Lapland will have watched the sun not set for 6 weeks by the time
their English or Welsh peers get out of school for summer break. Probably driven by
the long and cold winters, Finns celebrate their summers so passionately.
And they still beat the competition. Finn students consistently rank high in sci-
ence, math, and reading, according to the Program for International Student Assess-
ment. PISA looks at student performance among rich member OECD countries and
their not-so rich neighbors willing to be scrutinized. Finn students also report higher
levels of life satisfaction and lower levels of school-related stress.
Those students who spend 60 or more hours on schoolwork score lower in sci-
ence, math, and reading compared to those who do the same work in 40 hours, ac-
cording to PISA. These include hours in and out of school.
Of course, we are no Finns. Time spent on schoolwork is a poor benchmark of
overall quality of education. But a no-homework, or an alternative “less-homework”
policy, could be part of a comprehensive overhaul of how we cultivate the growth and
development of our kids.
Finn students do well because their environment enables doing more with less.
For one, forward-looking governance means education policies are tested with time.
Evidenced-based plans are stable and have a shelf life beyond electoral cycles. Finn
students are doing well not only because their educational system values their future
but also because it nurtures everyone else’s future.

13
Having the article as reference, fill out the table below.

Topic/Issue Stand Reason/s Sources of

Evidences/ Support-
ing Facts

14
E What I can do?
Now that you have already realized what you have learned in this
lesson, it is time for you to apply it in a real-life situation. Here is your
next challenge:

In this activity, you need to follow the succeeding steps:

1. Choose one topic that you want to work on below.

A. Mass testing in the Philippines to determine possible COVID-19

carriers.

B. Online learning as the new normal in education.

C. ABS-CBN shutdown

2. Search for two articles (online or printed) expressing contradict-

ing opinions about the topic you have chosen.

3. Analyze the texts focusing on the arguments provided using the

organizer below.

4. Based on your analysis, decide which side you will take, and
justify your decision. Write three points of improvement from

Claim
Argument 1

Reason/
Evidence
Main argument/
Thesis
Claim
Argument 2

Reason/
Evidence

15
E What else can I do?
Let us see what you have got! Choose the let-
ter of the best answer. Write your choice on
a separate sheet of paper.

1. In order to prove a point in a text, a writer must provide

_______________.
A. enough evidence
B. logical reason
C. strong argument
D. updated source
2. To analyze an argument ultimately means ______________________
A. to read the text critically
B. to determine the point in the text
C. to critically read and evaluate the line of reasoning in the text
D. to judge the validity of evidence provided in the text
3. The point that the writer wants to prove in the text is called ________
A. claim
B. reason
C. argument
D. evidence
4. In writing a text, a writer wants readers to accept an idea and there-
fore provides support. This is called ________________________.
A. claim
B. reason
C. argument
D. evidence
5. Example of this can be statistical data, research findings, state-
ments of authorities, etc.
A. claim
B. reason
C. argument
D. evidence

6. To analyze an argument, the first thing that one must do is to

______________________.
A. clarify what the author is trying to say
B. judge how the author presented his idea
C. identify both implicit and explicit message of the text
D. look for the evidence provided to support the claims

16
 7. In the viral “Bawal Lumabas” statement of an actress about ABS-
CBN shutdown issue, the actress was trying to
__________________________.
A. prove her point by using analogy
B. support her claim by giving example
C. make her opinion clear
D. give logical reason
8. Regarding question no. 6, what do you think is the reason the ac-
tress failed to transcend her message?
A. There is not enough evidence.
B. There is no logical connection between claim and reason.
C. There is too much emotion involved.
D. The facts given are invalid.
9. __________________________________________________. Teachers
have undergone retooling and capacity building in alternative
learning delivery modes. They have attended various webinars on
utilizing technology for education. They have also prepared
learning materials such as modules for students to study at
home.

Which can be an appropriate claim in this argument?

A. Education must continue in this time of pandemic.
B. DepEd made the necessary steps to ensure that learning
will continue.
C. Teachers are now ready to serve this school year despite
the threat of the pandemic.
D. Teachers are also heroes in this time of pandemic.
10. DOH secretary Duque contradicted the president and said, “It is
safe to open classes on August 24, 2020”. How can he prove his
point?
A. Explain pandemic; give reasons and back up evidence.
B. Make a stronger point; give reasons and back up evidence.
C. Provide counterclaim; give reasons and back up evidence
D. Give reasons and back up evidence.

It’s time to check your work. Turn to page 18 for the

answer key.
Remember, if you got 10/10, you are AWESOME!
If your score is 8-9, then you PASSED the test.
However, if you got 7 and below, you need to go back
and read again. It is just fine! Take your time and
master the lesson.

17
 A What I have learned?

Based on the discussion and activity you accomplished, complete

the following statements.
An argument is
________________________________________________________________________
________________________________________________________________________
_____.
It is composed of
________________________________________________________________________
________________________________________________________________________
_______________________________.
The purpose of argument is
________________________________________________________________________
________________________________________________________________________
To effectively analyze an argument, one must
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________

18
 19
What I Know What's More Assessment
A The text is about No Homework C
B Policy Bill C
C The author is against the pass- A
A ing of the bill. C
C The author provided two sets of D
A reasoning: possible effect of A
B banning homework – the A
A quality of education will be B
A eroded and the competitive- C
A ness of young Filipinos; and D
the other one is enumerat-
ing the benefits of home-
work- application of
knowledge, improvement of
work habits and improve-
ment of parent-child relation-
ship. Further, the author
suggested a plan of action
which is to review and mod-
ify existing policies in
homework.
The author did not provide spe-
cific evidence, instead gave
logical reasoning. mentioned
in no. 3
Answer
 Reference

Analyzing arguments. Brainfuse. Retrieved from: https://

www.brainfuse.com/jsp/alc/resource.jsp?
s=gre&c=37192&cc=108840
Del Castillo, R. (2019, May 4). Homework can be pointless. Rappler. Re-
trieved from: https://www.rappler.com/views/imho/239185-
homework-can-be-point

Heick, T. (2018). Teach thought. Retrieved from:

https://www.teachthought.com/critical-thinking/teaching-
argument-analysis/

Identifying arguments. Retrieved from: https://library.wlu.ca/sites/

default/files/pdfs/tutorials/identifyingarguments.pdf

The Manila Times. (2019, August 31). ‘No homework’ policy is no good. Re-
trieved from: https://www.manilatimes.net/2019/08/31/opinion/
editorial/no-homework-policy-is-no-good/608789/

20
Para sa mga katanungan o puna, sumulat o tumawag sa:

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta Rizal

Landline: 02-8682-5773 local 420/421

Email Address: lrmd.calabarzon@deped.gov.ph

21