10

English
Quarter 2 - Module 2.2
3 Reasons to Convince Me
English – Grade 10
Quarter 2 – Module 2.2 – 3 Reasons to Convince Me
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
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respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Regional Director: Gilbert T. Sadsad
Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writers
1. CHRISTINE V. ADAYO
2. MELISSA B. BARCIA
3. MARIANETH B. BAÑARES
4. MARY JEAN L. BAS
5. APHRODITE A. BECHAYDA
6. JOVITO A. BRIONES, JR.
7. AURA MARIE B. BROBIO
8. CHEENEE H. BUAL
9. MARIA ALPHA B. CAUAN
10. MARIVIC L. DALAGUIT
11. RAISSA P. HERRERA
12. MA. CHRISTINA D. LUCENA
13. IRENE A. MARQUEZ
14. COLEEN GAY O. MORA
15. AMY N. NAPAY
16. JEFFRY VON O. OBSEQUIO
17. JUSTINE N. RICO

Editors
1. SALOME L. ALTAVANO
2. MARIA JOVITA O. MARISCOTES
3. AMALIA M. ROS

Reviewer: MAI ANNE D. RONDOLA

Illustrator: N/A

Layout Artist:
1. JEFFRY VON O. OBSEQUIO
2. JUSTINE N. RICO
 CONTENT GUIDE
These are the different parts of the module and what you need to know about them.
Rationale
It provides you with a brief introduction regarding what you will learn and discover in
the module.
Try- Out
This is a short quiz that will test if you already have an idea about the skills you will
learn in the module.
Look Back
This provides you with an activity that will strengthen the skill you learned from the
previous module.
Building Your Vocabulary
This part unlocks the meaning of difficult words you will encounter in the texts or
discussions that follow.
Study These
It provides you with mini lessons or inputs about a concept or content. These provide
you with questions, activities, and exercises that will help you discover and
understand the lessons presented.
Post Activities
This can be a question, fill in the blank sentence/paragraph to process what you
learned from the lessons.
Real-Life Scenario
An activity that will transfer your skills/knowledge gained or learned into real-life
concerns/situations.
Test Yourself
A ten-item test will evaluate if you were able to master all the skills discussed in the
module.
Enrich Yourself
An activity in any form that can increase/strengthen your response and tends to let
you repeat actions/learning.
Key to Correction
This lists all the correct answers and helps you check your answers. Remember to
only look on this page if the module tells you to do so.
 English 10 Module

3 REASONS TO CONVINCE ME

MELC: Identify key structural elements of an argument

Second Quarter, Module 2.2

 English 10 Module
3 Reasons to Convince Me
Q2. 2. Identify key structural elements of an argument

Second Quarter, Module 2

I. Introduction

Rationale
We often hear different types of essays being read but we could not identify
its type. Wouldn’t it be nice to know the parts and features of a particular essay?
When you know its parts and features then you may be able to write one effectively.
Thus, it will give you a big advantage in the future.

At the end of this module, you will be able to:

⚫ Identify key structural elements of an argument
⚫ Identify characteristics of an argumentative essay

II. Pre-Test

Try-Out
Before you begin your journey in this module, let us first have a Pre-Test. This
will tell us how much you know about the topic. Don’t worry if you get a low score. If
you work diligently in this module, you will definitely do better in the Final Test.
Pre Test
Directions: Write the letter of the most appropriate answer on your answer
sheet.

1. What type of essay presents arguments about both sides of an issue?

a. expository b. argumentative c. narrative d. descriptive
2. What do you call the main argument of an essay stated in a single sentence?
a. hook b. background information c. thesis statement
d. rebuttal
3. Which is not a valid supporting information to convince the reader with your
stance?
a. rumors b. testimonies c. statistics d. verifiable facts
4. What do you call an argument that refutes earlier claims?
a. counterclaim b. thesis statement c. hook d. conclusion
5. What is the main goal of an argumentative essay?
a. To convince the reader that the writer’s point of view is the best option
b. To present information
c. To argue with the reader
d. To convince the reader that the writer knows best

Let us take a look at your answers!

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What was your answer in number 1? Did you answer letter b? If so, then you are
correct! The rest of the questions refer to the parts and features of our topic today.

In number 2, the correct answer is c. While in numbers 3-5, the correct answer is a.
Don’t worry if you did not get all the answers right. This is just a pre-test.

III. Lesson Proper

1. Review

Look Back

Your past lesson was about Exposition. Let’s try to find out how much you still
remember about the topic.

Directions: Read the following statements and decide whether they are true or not.
On your answer sheet, write T if the statement is true and X if it is not.

1. An exposition can be presented as a letter to the editor.

2. When you introduce the topic in an exposition, you will need an overview of your
thesis on the topic.
3. Modal verbs do not express the writers’ attitude to the topic
4. There is no need to provide a brief outline of the key points to be covered by your
argument.
5. When you reinforce your statement of position, you need to sum up your
argument.

Let’s take a look at your answers!

1. T 2. T 3. X 4. X 5. T

Did you get all 5? Good job!

2. Activity 1 GET TO KNOW ME

Building Your Vocabulary

Directions: Complete the missing letters to form the word being defined. Write the words on
your answer sheet.

1. E X _ R _ C A _ E - freed someone or something from a constraint or difficulty

2. T _ R S _ - the trunk of the human body
3. G R _ E S _ M E- causing repulsion or horror; extremely unpleasant
4. F _ U I T _ O N- the point at which a plan or project is realized
5. H _ M P _ R _ D- hindered or impeded the movement or progress of
6. E _G _ N _ E R- be the cause of, give rise to, bring about, lead to a feeling or condition
7. D _ T _ R _ E N T- a thing that discourages or is intended to discourage someone from
doing something

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8. R _ C _ I _ I C A T _ O N- the act of making something right

Have you answered all 8 items? Now, write all bold letters in every number. What is the
word? What does it mean?

____ ____ ____ ____ ____ ____ ____ ____

3. Discussion of Activity 1- READ ME

Study These

Now, that you have a good grasp of the vocabulary words in the text that you are
about to read, let me ask you a few questions.

Motivation
What would you do if your loved one or somebody close to you is a victim of a
heinous crime? Would you also seek vengeance? Why? Why not?

You will be reading an editorial entitled A Life for a Life that was taken from the
Philippine Daily Inquirer.

A life for a life?

Philippine Daily Inquirer / 05:24 AM March 16, 2019

Gruesome indeed were the details that emerged following the discovery of the body of
Christine Lee Silawan, 16, in Lapu-Lapu City, Cebu.

Half of the skin on her face had been peeled away, down to the bone. Internal organs
from her neck were extricated, with, as a news item put it: “precise incisions and cuts.”
She had been stabbed 30 times in her torso and arms, and her body dumped in a field
with her underwear missing.

Criminologists say that stabbing is such an “in your face” way of killing that often there is
anger and a personal grudge fueling the assailant. But what could a teenage girl—who
was, according to her mother, on her way home after helping out in their parish church—
have done to engender such hate?

Alarmed and outraged by Christine’s fate in the hands of her killer, netizens and other
concerned citizens have aired calls for the restoration of the death penalty, something that
President Duterte and his allies have repeatedly called for especially in relation to crimes
supposedly committed by drug addicts.

This is expected in the immediate wake of any horrific crime. Good citizens who would
otherwise hesitate before calling for others’ blood jump on the capital punishment
bandwagon and start baying for the life of the perpetrators, even before any such
suspects have been identified, tried and convicted. This is in the belief that bringing the
killer to justice, preferably by taking his or her life,

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 would even things up.

There is a sense of relief among ordinary folks who feel that the mere threat of capital punishment
would literally put the fear of God in the hearts and minds of the criminally inclined. Then, too,
there is the sense of justice felt by many, who think the taking of a life (especially in such a
bloodcurdling manner as Christine underwent) is only fairly compensated by the taking of another.
But will executing killers—every time the State is able to track them down, try them and then kill
them—truly a guarantee of the safety and security of the rest of us?

Unfortunately, no. Decades of research have proven that the death penalty does not deter crime, with
88 percent of criminologists interviewed for a study disagreeing that “death penalty can act as a
deterrent or can lower the murder rate.” The same study showed that there is little or no difference
between the deterrent effect of life imprisonment and of the death penalty. Other studies show that it
is not the fear of being put to death that makes a criminal hesitate, but rather the certainty that he or
she will be caught, prosecuted and punished.

In a 2004 decision, the Philippine Supreme Court acknowledged a staggering 71.77 percent rate of
judicial error in death penalty cases in local courts—meaning, three out of four Filipinos on death
row shouldn’t even be there. And we can’t discount the impact of power and social status on a
person’s stint in prison or in court. Thousands of poor suspects spend years behind bars without
even so much as a hearing, hampered in large part by incompetent or nonexistent legal assistance.
No mystery why the majority of prisoners, including those on death row, belong to the poor.

Another problem with the death penalty is that it is beyond correction or rectification. Once a person
is put to death, he is dead, with no room left for second thoughts, for further tests, or reconsidering
the arguments used by the judge who ordered that execution.

Certainly, Christine, whose life was taken in a particularly gruesome manner, deserves justice. Her
family and friends, too, are deserving of some form of consolation, or the comfort of knowing that
whoever was responsible for her death will pay the price.

But even the horrors of her death will not and cannot justify the taking of another life. And indeed,
using the violence used on Christine to whip up sentiment for the restoration of the death penalty is
itself a violation of Christine’s memory.

We honor best her short life by ensuring that the society we build after her demise is safe, secure and
just. This means working on the institutions that can best bring this to fruition, not least of them a
clean and competent police force and an efficient, equitable court system.

https://opinion.inquirer.net/120159/a-life-for-a-life-2

Activity 1: ANSWER ME
Comprehension Check

Answer the following questions. Write your answers on your answer sheet.

1. What is a heinous crime?

2. What specific example of a heinous crime was mentioned in the selection?
3. Is the writer in favor of, or against the restoration of death penalty? Why do you
say so?
4. What reasons or arguments did the writer mention regarding his stand on the
issue?
5. How did the writer defend his stand on the issue?
6. What can you say about how the editorial was written? Is it free from grammatical
errors?

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 A. SKILL DEVELOPMENT - UNDERSTAND ME

What is an argument?

An argument is a claim or proposition put forward along with reasons or evidence

supporting it.
http://faculty.uncfsu.edu/jyoung/argument.htm

What kind of essay was the editorial “A Life for a Life”?

Yes, it is an argumentative essay.

An argumentative essay is a type of essay that presents arguments about both

sides of an issue. It could be that both sides are presented equally balanced, or it could be
that one side is presented more forcefully than the other. It all depends on the writer, and
what side he or she supports the most.
https://literarydevices.net/argumentative-essay/
What are the characteristics of an argumentative essay?

Characteristics of an Argumentative Essay

1. It is highly persuasive and logical.
2. It usually assumes that the reader disagrees with the writer, but it should be noted that the
reader is no less intelligent than the writer.
3. It includes the following:
⚫ Presents and explains a debatable issue or claim
⚫ Gives reasons and supports these reasons to prove important points
⚫ Refutes (proves wrong) opposing arguments
Celebrating Diversity through World Literature Learner’s Module

What are the key elements of an argument?

Elements of an Argument:
1. Claim- What do you want the reader to believe?
The thesis in an argument paper is often called a claim. This is usually found in the last
sentence of your first paragraph. This is a statement of position, a thesis in which you take a
stand on a controversial issue. A strong claim is one that has a valid counter-claim — an
opposite or alternative that is as sensible as the position that you take in your claim.
2. Background: What background information about the topic does the reader need?
Before you get into defending your claim, you may need to offer some context to your
argument. When you offer the background of the problem, you start with an introduction
which is your first paragraph. It starts with an attention getter sentence that is called a
hook. Some of this context may be offered in your intro paragraph, but often there are other
definitions, history about your topic or the controversy that surrounds it, or other
elements of the argument’s contextual that need additional space in your paper. This
background can go after you state your claim.
3. Reasons: Why should a reader accept your claim?
To support your claim, you need a series of “sub-claims” or reasons. Like your claim, this is
your thinking – your mini-argumentative points that support the core argumentative claim.
This is NOT evidence. This is not data or statistics or quotes. A reason should be your idea

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that you use to support claim. We often say that three reasons – each distinct points – make
for a well rounded argument structure.
4. Evidence: What makes your reasoning valid?
To validate the thinking that you use in your reasons, you need to demonstrate that your
reasons are not only based on your personal opinion. Evidence can come from research
studies or scholarship, expert opinions, personal examples, observations made by yourself or
others, or specific instances that make your reason seem sound and believable. Evidence only
“works” if it directly supports your reason — and sometimes you must explain how the
evidence supports your reason (do not assume that a reader can see the connection between
evidence and reason that you see).
5. Counterargument: But what about other perspectives?
In a strong argument, you will not be afraid to consider perspectives that either challenge or
completely oppose your own claim. In a counterargument, you may do any of the following
(or some combination of them):
⚫ summarize opposing views
⚫ explain how and where you actually agree with some opposing views
⚫ acknowledge weaknesses or holes in your own argument
You have to be careful and clear that you are not conveying to a reader that you are rejecting
your own claim; it is important to indicate that you are merely open to considering alternative
viewpoints. Being open in this way shows that you are an ethical arguer – you are
considering many viewpoints.
6. Response to Counterargument: I see that, but…
Just as it is important to include counterargument to show that you are fair-minded and
balanced, you must respond to the counterargument that you include so that a reader clearly
sees that you are not agreeing with the counterargument. Failure to include the response to
counterargument can confuse the reader.
https://pressbooks.ulib.csuohio.edu/eng-102/chapter/basic-argument-components/

A. DISCUSSION- EXPLAIN IT TO ME

Let us take a look at the editorial that you have just read!

What was the hook? Is it easy to spot? This was the hook sentence from the
editorial.
Gruesome indeed were the details that emerged following the discovery of the body of
Christine Lee Silawan, 16, in Lapu-Lapu City, Cebu.
What was the topic all about?
The topic of the argumentative essay was about the restoration of the death penalty.
What was the claim of the argument?

The writer was against the restoration of the death penalty.

What three reasons were provided by the writer?
Reasons:
1. Death penalty does not deter crime.

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2. Judicial error in death penalty cases are rampant.
3.Death penalty is beyond correction.
What pieces of evidence supported his reasons?
Evidences:
1. Death penalty does not deter crime, with 88 percent of criminologists interviewed for
a study disagreeing that “death penalty can act as a deterrent or can lower the murder
rate.”
2. Seventy-one point seventy-seven percent (71.77%) rate of judicial error in death
penalty cases in local courts—meaning, three out of four Filipinos on death row
shouldn’t even be there.
3. Death penalty is beyond correction or rectification. Once a person is put to death, he is
dead.
What was the writers’ counterclaim/ counterargument?
People believe that bringing the killer to justice, preferably by taking his or her life,
would even things up.
What was his response to counterarguments?
He refuted the counterclaim as invalid as shown in the following statement. “But even
the horrors of her death will not and cannot justify the taking of another life. And
indeed, using the violence used on Christine to whip up sentiment for the restoration of
the death penalty is itself a violation of Christine’s memory.”

Activity 3 - SORRY, IT’S NOT MINE!

To show the reader that the opposing views are not yours, you can introduce these
ideas with the following phrases:

It is believed that …
It is commonly thought that …
It is often said that …
Some people say that …
Some people think that …
Another argument against this is…
It is/has been argued that …

Now, go back to the editorial and look for opposing views.

Directions: Rewrite at least 3 sentences to make them start with any of these phrases.
Write your sentences on your answer sheet. You are given 5 minutes to do this activity.

1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________

4. Enrichment Activities

Post Activities

Activity 4- THE SIX ELEMENTS

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Directions: Read the following statements and identify how you can appropriately
use them in the argumentative essay outline that is provided.

⚫ While vaping might be less risky than traditional smoking, continued efforts to
understand the long-term health effects need to be made before establishing the
safety of using e-cigarettes.
⚫ Government should regulate the use of vape and other e-cigarette devices.
⚫ Studies show a negative health impact of e-cigarettes and other vaping devices.
⚫ Approximately 40 million people use e-cigarettes worldwide.
⚫ Vaping or using e-cigarettes helps people quit smoking and there is no concrete
evidence that it can cause cancer.
⚫ Clinical tests have shown that e-cigarettes can have damaging effects on the
respiratory tract and the heart.
https://www.uicc.org/news/e-cigarettes-effective-cessation-tool-or-new-gateway-smoking-
tobacco?gclid=EAIaIQobChMIuOXbopiB6gIVQWoqCh1XxgLkEAAYASAAEgISEvD_BwE

Topic: Vaping or Using of E-cigarettes

Claim: ______________________________________________________________
Background:
___________________________________________________________________

Reason:
___________________________________________________________________

Evidence:
___________________________________________________________________

Counterclaim:
___________________________________________________________________

Response to Counterargument:
___________________________________________________________________

Activity 5 - CONVINCE ME

Directions: Read and understand the argumentative essay below. Identify the parts
of the essay.

Aggressive Driving Should be Avoided

(1)Aggressive driving is a phenomenon, which has only recently got the public worried.
(2)The National Highway Traffic Safety Council (NHTSC) defines aggressive driving
as “the operation of a motor vehicle in a manner that endangers or is likely to endanger
persons or property”. (3)Actions such as running red lights, improper passing,
overtaking on the left, improper lane change, failing to yield, improper turns, running
stop signs, tailgating, careless driving and speeding are examples of aggressive

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driving.. (4)Such actions are dangerous to other road users. (5)Aggressive driving
should be avoided because it causes crashes, injuries and fatalities.

(6)The first reason why aggressive driving should be avoided is it causes

crashes. (7)According to NHTSC between 78 percent (excessive speed) and 100
percent (improper passing) of the cases of aggressive driving resulted in traffic
crashes and 96 percent of the drivers cited for “following too closely” or tailgaitng
caused crashes as a result of their aggressive driving. (8)Moreover, “running red light”,
“improper passing”, and “overtaking on the left” topped other categories of aggressive
driving in contributing to traffic crashes.

(9)Another reason why aggressive driving should be avoided is it causes

injuries.(10) NHTSC states that the percentages of the injuries caused by aggressive
driving are, in almost all categories of aggressive driving, above 100 percent.
(11)Furthermore, the Department of Highway Safety (DHS) reports that this is due to
the fact that each motor vehicle crash accounts for one or more injuries. (12) It was
found that of the ten categories of aggressive driving, “running red light”, “failing to
yield”, and “running stop signs” are the most serious factors contributing to injuries.

(13)Yet another reason why aggressive driving should be avoided is it causes

fatalities. (14)”Overtaking on the left” appears to be the most important contributing
factor in traffic fatalities as it relates to aggressive driving. (15) “Improper lane change”,
“running stop sign” and “running red light” rank second through four in terms of their
contribution to traffic fatalities (DHS, 2008).

(16)The above evidence shows that aggressive driving causes crashes,

injuries and fatalities. (17) Hence, aggressive driving should be avoided. (18)Since the
opening of the North-South Highway, the number of kilometers of roads in the country
has increased by one percent while the number of vehicle miles driven has increased
by 35 percent. (19) More cars and more drivers are also on the road, leading to more
aggressive drivers.

http://learnenglishessay.blogspot.com/2011/12/argumentative-essay.html

Directions: Answer the following questions. Write your answers on your answer sheet.

1. What do you call line #1?

2. What was stated in line #5?
3. Give 3 reasons mentioned by the writer on his stand about the topic.
4. What concluding statement did he give?
5. Do you agree with the writer? Why or why not?

5. Generalization- REMEMBER ME

Important Points

What is an argumentative essay?

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 An argumentative essay is a type of essay that presents arguments about
both sides of an issue. It could be that both sides are presented equally balanced, or
it could be that one side is presented more forcefully than the other. It all depends on
the writer, and what side he or she supports the most.

What are the characteristics of an argumentative essay?

1. It is highly persuasive and logical.

2. It usually assumes that the reader disagrees with the writer, but it should be
noted that the reader is no less intelligent than the writer.
3. It includes the following:
⚫ presents and explains a debatable issue or claim
⚫ gives reasons and supports these reasons to prove important points
⚫ refutes (proves wrong) opposing arguments

What are the elements of an argument?

1. Claim
2. Background
3. Reason
4. Evidence
5. Counterclaim/ Counterargument
6. Response to argument
https://literarydevices.net/argumentative-essay/
Celebrating Diversity through World Literature Learner’s Module
https://pressbooks.ulib.csuohio.edu/eng-102/chapter/basic-argument-components/

6. Application- YOUR OPINION MATTERS

Real-life Scenario

Directions: Answer the given questions in paragraph form. Write your answer on
your answer sheet.
What is your opinion/ stand regarding the restoration of the death penalty in the
Philippines? Are you in favor or against it? Why or why not?

IV. Assessment

Test Yourself- CONVINCE ME MORE

Identify the elements of the argumentative essay below. Be guided by the

questions that follow.

Mobile Phones Should Be Banned While Driving

The risk of getting into a car accident while talking on a mobile phone while driving
is growing as the number of mobile phone subscribers increases. Engaging in a phone
conversation on a mobile phone while driving distracts the brain and delays reaction
times which are more likely to cause drivers to swerve between lanes, slow down and

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miss important signs. Mobile phones should be banned while driving because they are
risky.

An Australian study conducted in 2005, estimated that the risk of a collision when
using a mobile phone was four times higher than the risk when a mobile phone was
not being used. 456 drivers who owned phones, were involved in crashes. By
collecting these drivers’ mobile phone records, scientists determined those who made
telephone calls just before the time of the crash. Case crossover analysis of mobile
phone habits enabled the scientists to calculate the increase in risk. Even hands-free
devices were not that safer.

An earlier study in 2003, integrated data from questionnaires, mobile phone

companies and crash records kept by the police. It found that the overall relative risk
(RR) of having an accident for mobile phone users when compared to non-mobile
phone users averaged 1.38 across all groups. The RR was then adjusted for
kilometers driven per year and other crash exposures. When this was done RR was
1.11 for men and 1.21 for women. The study also revealed that increased mobile
phone use correlated with an increase in RR.

However, there are some objections to the call for the ban of mobile phone use
while driving. According to the Associated Press, CTIA – The Wireless Association, a
mobile phone trade group in America, objected to a complete ban. Its vice-president,
John Walls, is reported as saying, “We think that you can sensibly and safely use a
mobile phone to make a brief call.”

Although there are objections, there is sufficient evidence to prove that using a
mobile phone while driving is risky. Using a mobile phone while driving, taxes the
cognitive skills of the brain at the expense of driving. The vast majority of drivers have
no idea that using the mobile phone while driving is risky.

http://learnenglishessay.blogspot.com/2011/12/argumentative-essay.html

Directions: Write the letter of the correct answer on your answer sheet.

1. Is the writer in favor of banning the use of mobile phones while driving?
a. Yes b. No c. undecided
2. What do you call the first sentence of the essay?
a. Introduction b. hook c. thesis statement d. concluding statement
3. What do you call this statement, “Mobile phones should be banned while driving
because they are risky”?
a. Introduction b. hook c. thesis statement d. concluding statement
4. What background information was presented in order to support the claim?
a. Engaging in a phone conversation on a mobile phone while driving distracts
the brain and delays reaction times which are more likely to cause drivers to swerve
between lanes, slow down and miss important signs.
b. Case crossover analysis of mobile phone habits enabled the scientists to
calculate the increase in risk. Even hands-free devices were not that safer.
c. Four hundred fifty-six (456) drivers who owned phones, were involved in
crashes.
d. The RR was then adjusted for kilometers driven per year and other crash
exposures.
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5-7. Choose 3 letters that provide the pieces of evidence that were given by the
writer to support his stand.
a. Case crossover analysis of mobile phone habits enabled the scientists to
calculate the increase in risk.
b. An Australian study conducted in 2005, estimated that the risk of a collision
when using a mobile phone was four times higher than the risk when a mobile phone
was not being used.
c. The study also revealed that increased mobile phone use correlated with an
increase in RR.
d. The RR was then adjusted for kilometers driven per year and other crash
exposures.
e. Engaging in a phone conversation on a mobile phone while driving distracts
the brain and delays reaction times which are more likely to cause drivers to swerve
between lanes, slow down and miss important signs.
8. What counterclaim was presented by the writer?
a. There are some objections to the call for the ban of mobile phone use while
driving.
b. When this was done RR was 1.11 for men and 1.21 for women.
c. Vice-president of the Associated Press, CTIA – The Wireless Association,
John Walls, is reported as saying, “We think that you can sensibly and safely use a
mobile phone to make a brief call.”
d. It found that the overall relative risk (RR) of having an accident for mobile phone
users when compared to non-mobile phone users averaged 1.38 across all groups.
9. What was the writer’s response to the counterclaim?
a. John Walls, is reported as saying, “ We think that you can sensibly and safely
use a mobile phone to make a brief call.”
b. Using a mobile phone while driving, taxes the cognitive skills of the brain at the
expense of driving.
c. There are some objections to the call for the ban of mobile phone use while
driving.
d. According to the Associated Press, CTIA – The Wireless Association, a mobile
phone trade group in America, objected to a complete ban.
10. What kind of supporting information did the writer use in order to convince the
reader that mobile phones should be banned while driving?
a. quotation b. anecdotes c. statistics d. headlines

V. Enrichment/ Additional Tasks

Enrich Yourself- PERSUADE ME

Directions: On your answer sheet, write a possible claim and counterclaim for
the following issues:

1. ABS-CBN shutdown -
__________________________________________________________________
__________________________________________________________________
2. Philippines Response to COVID-19 pandemic-
__________________________________________________________________
___________________________________________________________________

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Building Your Vocabulary:
1. E x t r i c a t e
2. T o r s o
3. G r u e s o m e
4. F r u i t i o n
5. H a m p e r e d
6. E n g e n d e r
7. D e t e r r e n t
8. R e c t i f i c a t i o n
The mystery word is argument.
Comprehension Check:
1. What is a heinous crime?
A heinous crime is a horrific crime that shows evidently a wicked method.
2. What specific example of a heinous crime was mentioned in the selection?
It was a rape-slay.
3. Is the writer in favor of, or against the restoration of death penalty? Why do you
say so? No, the writer was against death penalty. (Answers vary in the
explanation.)
4. What reasons or arguments did the writer mention regarding his stand on the
issue?
a. Death penalty does not deter crime, with 88 percent of criminologists
interviewed for a study disagreeing that “death penalty can act as a deterrent or
can lower the murder rate.
b. Seventy-one point seventy-seven percent rate of judicial error in death
penalty cases in local courts—meaning, three out of four Filipinos on death row
shouldn’t even be there.
c. Death penalty is beyond correction or rectification.
5. How did the writer defend his stand on the issue?
He presented statistics and other supporting claims.
5. What can you say about how the editorial was written? Is it free from
grammatical errors?
Yes. It was well-written.
Key to Correction
Key VI.
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Activity 3 SORRY, IT’S NOT MINE!
Answers vary but here are some possible answers.
1. Some people think that there is a sense of relief among ordinary folks who
feel that the mere threat of capital punishment would literally put the fear of God
in the hearts and minds of the criminally inclined.
2. It is commonly thought that there is the sense of justice felt by many, who think
the taking of a life (especially in such a bloodcurdling manner as Christine
underwent) is only fairly compensated by the taking of another.
3. It is believed that good citizens who would otherwise hesitate before calling for
others’ blood jump on the capital punishment bandwagon and start baying for the
life of the perpetrators, even before any such suspects have been identified, tried
and convicted.
Activity 4- THE SIX ELEMENTS
Topic: Vaping or Using of E-cigarettes
Claim: Government should regulate the use of vape and other e-cigarette
devices.
Background: Approximately 40 million people use e-cigarettes worldwide.
Reason: Studies show a negative health impact of e-cigarettes and other
vaping devices.
Evidence: Clinical tests have shown that e-cigarettes can have damaging
effects on the respiratory tracks and the heart.
Counterclaim: Vaping or using e-cigarettes helps people quit smoking and
there is no concrete evidence that it can cause cancer.
Response to Counterargument: While vaping might be less risky than
traditional smoking, continued efforts to understand the long-term health effects
need to be made before establishing the safety of using e-cigarettes.
Activity 5 - CONVINCE ME
1. What do you call line #1? Hook
2. What was stated in line #5? Thesis statement
3. Give 3 reasons mentioned by the writer on his stand about the topic.
Aggressive driving should be avoided in order to prevent (1) crashes, (2)
injuries and (3) fatalities.
4. What concluding statement did he give? He restated his thesis statement as a
conclusion.
5. Do you agree with the writer? Why or why not?
Answers vary. One possible answer may be- Yes, aggressive driving leads
to accidents that may even cause unexpected and unnecessary deaths.
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Application- YOUR OPINION MATTERS
Real-life Scenario- Answers vary.
Test Yourself- CONVINCE ME MORE
1. a
2. b
3. c
4. c
5-7. b, c, & e.
8. c
9. b
10. c
References:

Editorial "A Life for a Life"- https://opinion.inquirer.net/120159/a-life-for-a-life-2

Comprehension Check for Editorial Maria Jovita Mariscotes Grade 10 DLP for Second Quarter
Argumentative Essay Definition https://literarydevices.net/argumentative-essay/
Characteristics of an Argumentative Essay Grade 10 Learner's Material Celebrating Diversity
through World Literature
Sample Argumentative Essays
http://learnenglishessay.blogspot.com/2011/12/argumentative-essay.html
Argument definition
http://faculty.uncfsu.edu/jyoung/argument.htm
Article on Vape
https://www.uicc.org/news/e-cigarettes-effective-cessation-tool-or-new-gateway-smoking-
tobacco?gclid=EAIaIQobChMIuOXbopiB6gIVQWoqCh1XxgLkEAAYASAAEgISEvD_BwE

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