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ENGLISH
Second Quarter – Module 2
Week 3

SDO TAGUIG CITY AND PATEROS

Introductory Message
For the facilitator:

This module was collaboratively designed, developed and evaluated by the

Development and Quality Assurance Teams of SDO TAPAT to assist you in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

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

For the learner:

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.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let’s Try before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

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

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 Let’s Learn

This module is prepared and written for you, Grade 10 students. It is here to enhance
your skills in writing. Good writing skills allow you to communicate your message with ease
and clarity to a larger audience than just through face-to –face or telephone conversation
alone. The activities provided in this module are guided with clear directions to help you work
on at your own pace. The lesson is arranged according to the standard format for
Alternative Delivery Mode (ADM). You have to read carefully the discussion part and study
thoroughly the provided examples to serve as your guide to answer the different activities.

After going through this module, you are expected to:

1. Familiarize students with the structures and language features of argumentative

texts;
2. Analyze how the use of the language features creates an impact on the overall
message conveyed by an argumentative text; and
3. Apply the content learned through writing one’s own argument.

Let’s Try

Directions: Encircle the letter of the correct answer.

1. What is the social function of Argumentative text?

A. To amuse the reader

B. To tell the reader about the past events
C. To persuade the reader that something is in the case
D. To persuade the reader that something should or should not be the case

2. What do we call the first paragraph of Argumentative Text?

A. Argument B. Statement of Position
C. Restatement of position D. Evidence

3. The following are questions to be asked when developing a strong statement of position,
EXCEPT_____.
A. Who am I trying to persuade?
B. How am I going to oblige them to think or do?
C. What am I trying to persuade them to think or do?
D. What type of arguments will best catch their attention?

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4. What do we call the last paragraph of Argumentative Text?
A. Complication C. Argument
B. Recommendation D. Restatement of Statement

5. What is the generic structure of the Argumentative text?

A. Identification – Description
B. Orientation - Events - Reorientation
C. Statement of Position - Arguments - Recommendation
D. Statement of Position - Arguments – Restatement of Position

6. The argument in exposition text has to be supported by_____________.

A. relevant information C. data and relevant information
B. facts, reasons, and relevant information D. facts and general information

7. What do you think an argument is about?

A. text evaluates a topic of an argument
B. text evaluates a topic but focuses on an argument
C. text restates a topic but focuses on one side of argument
D. text evaluates a topic but focuses on one side of argument

8. An Argumentative Text mostly uses ____________.

A. simple present tense C. simple past tense
B. present perfect tense D. present continuous tense

9. These are parts of the generic structure of argumentative text, EXCEPT ________.
A. Arguments C. Orientation
B. Statement of Position D. Restatement

10. What do you call words that join one part of the sentence to another and link the flow of
the argument?
A. Modal Verbs C. Thinking Verbs
B. Conjunctions D. Evaluative Language

Let’s Recall

Directions: Read the following essay. Then answer the questions that follow.

The Effective Methods to Feel Happy

We wish each other to be happy, writing the banal phrase “Be happy!” in the
postcards each holiday. But does it actually mean?

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 All people are doing their best to feel happy and some consider this to be impossible
due to certain circumstances that make them depressed. How can one feel happy? Is there
any recipe to get rid of negative thoughts and plunge into the condition of full happiness?
You may be shocked to learn how much of our happiness is genetic. In fact, one
study suggests that between 50-80% of the variation in levels of happiness among different
people can be explained by their genes (Lykken and Tellegen, 1996)! But what about the
things and people around us? And perhaps even more importantly, what about our own
decisions and outlooks on life? Do they matter? The answer is a resounding ‘yes!’
Scientists have already proven that there are effective ways that can help improve
mood. Moreover, they cost nothing as this is not an expensive pill. According to the research
done, happy people are those who help others. Depression will definitely go away if you care
about others. However, this is only one of the many methods to feel happy.
A lot of people don’t appreciate what they have and always complain despite the fact
they have everything to enjoy their life. In times of such unreasonable depression, take a
moment and think about those people with disabilities who still don’t lose heart, regardless of
the fact that they have a right to feel aggrieved.
How many times per day do you smile or do physical activities? All these factors
influence a person's spirits. Those people who are leading an active lifestyle and always
smile sincerely are able to improve both their health and mood.
To stay in high spirits, there is no need to use drugs or drink alcohol as there are
much healthier and more effective ways to feel happier. Happiness is not a goal, it is a
destination. And each person has their own way to reach
it.https://essayclick.net/blog/expository-essay
A. Processing questions:
1. What are the factors that make someone feel happy?
________________________________________________________________
2. What are the things that make people unhappy?
________________________________________________________________
3. What does the writer suggest the readers to do in pursuit of individual happiness?
________________________________________________________________
B. Directions: Complete the table below with language features found in the essay above.

Conjunctions Modals Evaluative Thinking Verbs Connective

(Example: so, (Example: must, Language (Example: know, Words
but) can) (Example: best, feel) (Example: firstly,
most) finally)

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 Let’s Explore

What is the purpose of an Argument?

An argument persuades a reader or listener by presenting one side of an argument. By
taking a point of view and justifying it, we aim to convince others to see only that side of an
issue. Some expositions speculate as to what might be and persuade others as to what
should be. Also, to present one side of an argument and persuade the reader or listener to
agree or take action to solve the problem
Exposition or arguments can be presented as:
• essays
• editorials
• letters to the editor
• speeches

TYPES OF ARGUMENT
Argumentative texts vary according to whether they analyze, interpret or evaluate
the environment surrounding us. They may also inform or persuade and explain how and
why. In an argument text the audience is being persuaded to a particular point of view. This
may be persuading someone to act in a certain way or justifying an action. Argument texts
can be personal and emotive in tone and selectively explain and analyze events, issues and
phenomena. The writer wants the reader to empathize with the emotions and reasons and to
support the action. Students need to develop the ability to recognize that something is one
sided or biased and presents only one point of view, especially if they are being convinced to
behave in a certain way, to buy something or to do something.
It is important that for the text to be persuasive the tenor must be at the appropriate
level for the audience. Generally an impersonal style is used and the passive voice creates
an authoritative tone. Conjunctions give the text coherence, while the vocabulary, which can
be metaphorical, describes feelings and attitudes.

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The modality expresses the writer’s attitude and reflects whether the discussion is open or
authoritative and definite.
Responding to persuasive writing helps develop a student’s critical thinking and
clarity of expression. It encourages students to question, research and respond to an
argument in a clear and logical way.
TWO TYPES OF ARGUMENT TEXTS
1. Argumentative Writing can change the attitude people have or their point of view, by
expressing an argument about a specific issue. This persuasive writing appears as
newspaper editorials, political or campaign speeches, print, visual and oral media,
information texts in books, letters to the editor, legal defenses or sermons. Hopefully as
students develop their skills they will become aware that facts can be interpreted in
different ways and that a variety of opinions on an issue may be valid. Expository writing
can plead a case, for example Don’t pollute our rivers.
2. Persuasive writing can promote and sell goods, services and activities; for example in
advertisements and posters persuasive language convinces people to do or believe
particular things. It has a positive emphasis or bias and is directed at a specific audience.
Media advertisements are generally eye catching with catchy slogans and tunes. This
draws people in and makes them identify with the messages and images portrayed. At
times other texts are adopted, e.g. procedures, explanations and descriptions. An
example is: Ten steps to a beautiful new body.
Persuasive expositions differ from discussions where the writer explores all sides of an
issue and comes to a decision based on available evidence. Persuasive expositions have
a point of view that is supported by logical arguments and evidence. The writer selects
and omits information to support a position. Strong research skills and accurate note
making are needed to write a persuasive exposition if issues relate to areas with which
students have had no experience. Surveys and interviews about issues can be used to
gather information while current materials gathered from newspapers, news and radio
broadcasts form an invaluable resource. Students will need to check the validity of their
sources of information and list a bibliography.

STRUCTURE OF ARGUMENT TEXTS

Argumentative texts generally begin with an introductory statement of position giving

the author’s opinion or point of view. This previews the argument that will follow. The next
section has a series of logical arguments that convince the audience why this position has
been taken. A conclusion ties it all together by reinforcing or summarizing the author’s
point of view.

1. Statement of Position
Encourage students to start with a clear and forceful statement of position. This is
often supported by some background information about the issue in question. The stand
taken by the writer may preview in summary form the arguments to be presented. Students
need to focus on developing a strong statement of position. They can ask themselves the
following questions:
• Who am I trying to persuade?
• What am I trying to persuade them to think or do?
• What type of arguments will best catch their attention?

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• Is the statement hard hitting and does it clearly state the position?

2. Argument Stage
A number of points are generally made in the argument stage. The number of
arguments is flexible and varies in each exposition. Arguments need to be logically
developed and supported, and justified with reasons, examples, expert evidence and
statistical information.

Frequently each argument begins with background information, followed by points

that relate back to the statement of position and justify or elaborate on the statement. For
arguments to be as effective as possible they should include supporting facts, examples,
tables, visual images, quotes or evidence so that they appear convincing. Vague terms such
as the general public, or a large group, should be used carefully, as the accuracy of these
observations needs to be assessed.
The arguments are ordered according to whether the writer believes they are
persuasive or weaker arguments. The writer may wish to start with the strongest argument,
linking the others. An alternative way is to start with the weaker and build with each argument
to the strongest, or they may wish to intersperse the strong arguments with those that are
weaker.
It is important that each elaboration consists of a number of sentences. Each
paragraph should be carefully structured with the topic sentence in each paragraph relating
to the main idea and at times the preceding paragraph. Most paragraphs have one main idea
that is argued and elaborated and forms part of the whole exposition.
An important language feature is the use of connectives and conjunctions as they
show the relationship between parts of the text. These conjunctions can link ideas, contrast
concepts, sequence thoughts, add to ideas and connect cause and effect. Examples of these
words are firstly, finally, in addition, because, as a result of, on the other hand.

3. Reinforcement of the Statement of Position

This is where the argument is emphasized. The summing up of the position in the
light of the argument that has been presented reinforces the statement of position and often
calls for some type of action on the part of the audience.
In order to persuade their audience in oral presentations, students need to focus on
reinforcing their statement of position and emphasizing their main points by varying their
voice, tone, volume, pace, body language and gesture. Students’ arguments should
be logically developed and supported and justified with evidence. They should not be
simply emotive and intuitive. Students can take different stands on the same issue while
listeners listen for key points on which to question the speakers. The audience can focus on
the evidence that has been presented and assess its accuracy. Tables and diagrams may
be used with great impact in spoken expositions.
In written expositions students should be exposed to community issues and
encouraged to write letters expressing their support or concern. Nominalization is a feature
of these texts, as is the use of extended noun phrases. This text is generally not written in
first person, but rather in generic terms describing citizens or Australians or citing authorities
and is certain in tone, e.g. This must stop. Passive voice can be used so that the authority is

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not identified and so that the tone is both formal and strong, e.g. The opinion has been
stated. The vocabulary is often technical and can include abstract terms while synonyms are
often used to avoid repetition and to maintain interest.
When reading expositions students should be able to identify vague and unsupported
claims and misleading or incomplete statistics and evaluate how effectively language is
being used to position the reader. Journalists, politicians and lawyers develop the above
skills when they work objectively with language.

LANGUAGE FEATURES OF ARGUMENTATIVE TEXTS

Feature
Word chains of synonyms and antonyms
and word families of general nouns
Conjunctions to create cohesion and
express cause and effect
Abstract nouns
Example
Land, regenerate, natural resources
So, and so, because, therefore, and, but, if
Happiness, fears, compassion, bravery

Connectives showing reasons for actions
or choices
Emotive words to evoke strong emotional
reactions of the majority of readers or
listeners
However, similarly, mainly, therefore, so,
because, the first reason, firstly, for that
reason, for example, as a consequence,
because of this, in particular, finally
Appalling, wonderful, magic, tragic
• The overuse of our resources will
tragically destroy our land.
• A monster of a man violated an
underage girl.

Evaluative language suggests degree of Important, best, most, truth, largest, more
approval or helps compare ideas popular
• It is most important that people….
Reported speech is used when referring to They said that it would be better to recycle to
what the majority of people have said on the save our planet.
issue to indicate the support of others from
the issue
Generally, text is written in the present tense
but may change to past tense for recounted
events or historical evidence. It may be
written in future tense if predictions are being
made.

Moderate or high degree of modality or Often, nearly, most, generally, might, could
certainty is found in the words depending on
whether the writer wants to be authoritative
and definite or open to discussion.

Nominalization is used when nouns are Regenerate (v)- regeneration (n)

made from verbs or adjectives Interfere (v - interference (n)

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 Argue (v)- argument (n)
Decide (v)- decision (n)
The beginning focus of clauses is changed We must recycle…..Recycling has been…
from active to passive voice I am afraid… Fear has been expressed that

Thinking verbs Know, believe, feel, people think, agreed

Modal verbs express the writer’s attitude to Can, could, should, must, might
the topic

https://assets.readingeggsassets.com/teacher_resources/rex/writing/pdfs/upper/
exposition_text_information_and_overview-fp-222c3d8f.pdf

Let’s Dig In

Directions: Carefully analyze the sample annotated text below. Note how the
contents are organized together with the highlighted words and determine as to what
language features each word or phrase belongs.

TEXT SAMPLE ANNOTATED TEXT LANGUAGE

ORGANIZATIONS FEATURES

The Editor
Greenpeace Australia News Written in Present
Tense e.g. are,
Locked Bag 199 have
ANNANDALE NSW 2038
Author speaks
persuasively, e.g.
human beings, our
Dear Lynette,
Use of word families
and general nouns,
When are human beings going to accept
e.g. environment,
Statement of responsibility for the environment and for the irreplaceable,
Position rainforest, polluted
survival of animal species? land and water

Use of passive voice,

It saddens me to think that in our short time
e.g. It saddens me to
on this planet, we have annihilated thousands think
Background
of animal species, punctured a hole in the Use of emotive
Information
ozone layer, destroyed vast areas of language, e.g.
destroyed,
irreplaceable rainforests and polluted land annihilated, polluted

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Use of
Argument 1 nominalization, e.g.
Background destruction
 and water—to name just a few of our crimes.

The continual destruction of animal habitats to

make way for spreading urban populations or
increased farming lands for growing food
concerns me greatly. People are encroaching
on animal’s territory and soon animals will no
longer have the space they need. People must
work now to protect animal habitats. High degree of
modality, e.g. must,
can
People are polluting the earth to such an
Use of action verbs,
extent that many waterways are not fit for
Argument 2 e.g. polluting
Background swimming. Non-recyclable rubbish is growing at
Use of conjunctions
Point
an incredible rate. People dump toxic waste at to show cause and
Elaboration effect, e.g. that
sea or bury it in the desert. Pumping sewage
into our oceans causes the death of fish as well
Use of technical
as animals further up the food chain such as terms, e.g. toxic
waste, sewage,
whales. Rubbish such as plastic kills innocent food chain
creatures such as seals, birds and turtles.
Use of saying verbs,
I urge all people to take responsibility for this e.g. urge

earth we share with other creatures and which

Reinforcement Use of evaluative
we hold in trust for our children and our
of Statement language, e.g. to
of Position children’s children. We can do it if we work take responsibility

together.
Use of modals in
conclusion, e.g. can
Eric, Manly

https://assets.readingeggsassets.com/teacher_resources/rex/writing/pdfs/upper/
exposition_text_information_and_overview-fp-222c3d8f.pdf

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 Let’s Remember

1. The three most important things that I have learned in this lesson are:

a. ______________________________________________________
______________________________________________________

b. ______________________________________________________
______________________________________________________
c. ______________________________________________________
______________________________________________________
2. In writing an exposition text, I should always remember to
_________________________________________________________

3. This lesson enabled me to

_________________________________________________________

Let’s Apply

Directions: Do what is asked in the following activities. Use the given examples as your
guide to do so.

Language Activities

1. Emotive Language
Words like woman and child are neutral words as no feelings arise about them.
Oher words, for example burglar, hero and baby make us respond by feeling
angry, pleased, frightened or contemptuous.

Using emotive words, describe the following people:

Example: A mother budgeting the money she has during lock down to buy basic
necessities for the family
Answer: a frugal mother, a thrifty mother, an economical mother
a. Policeman describing residents who are not following the ECQ rules
________________________________________________________
b. Parents doing their best to send their children to school even during this time
of pandemic
________________________________________________________

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 c. The President who has to decide carefully as to whether or not the community
quarantine will be lifted
________________________________________________________

Rewrite each neutral sentence into a powerful one.

Example: The family’s summer experience.

Answer: The family’s amazing summer experience.
d. It’s a good day.

______________________________________________________

e. The flowers in the garden.

______________________________________________________

f. It was a bad idea.

______________________________________________________

2. Use of modality
The different levels of modality and the words used for each level are; low
modality- might, may, possible; medium modality- will, probably, nearly; and
high modality- must, certainly, generally, surely.

Rewrite each sentence in a stronger modality.

Example: It makes you afraid.

Answer: It certainly makes you afraid.
a. Stay at home to prevent exposure from coronavirus.
________________________________________________________

b. Covid- 19 pandemic might affect global economy.

________________________________________________________
c. You are probably confuse of what is happening now.
_______________________________________________________

3. Conjunctions/ Connective words

Rewrite each sentence using conjunctions to link short sentences to make them
a more effective argument.

Example: It is understood. The danger will pass. The water has subsided.
Answer: It is understood that the danger will pass because the water has
subsided.

a. A uniform policy will ensure true equality in schools. A uniform policy will save
families money. A uniform policy will help schools identify visitors easily.
______________________________________________________________
__________________________________________________
b. The invention and popularity of smartphones has dramatically changed the
way people communicate and gain information. Smartphones can also be
very useful tools in continuing your education.

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 ______________________________________________________________
______________________________________________________________

4. Nominalization
Students write more effectively and in a more authoritarian way. It is the process
of forming a noun from a verb.
Rewrite each sentence forming the underlined action verb into noun.

Example: A child needs to recreate.

Answer: Recreation is important for a child’s growth and development.

a. I removed the rock from the pathway.

________________________________________________________
b. I am constructing a tower.
________________________________________________________
c. The President decided for the matter.
________________________________________________________
https://assets.readingeggsassets.com/teacher_resources/rex/writing/pdfs/upper/
exposition_text_information_and_overview-fp-222c3d8f.pdf

Let’s Evaluate

A. Directions: Encircle the letter of the correct answer.

1. What is the generic structure of the Argumentative text?

A. Identification – Description
B. Orientation - Events - Reorientation
C. Statement of Position - Arguments - Recommendation
D. Statement of Position - Arguments – Restatement of Position

2. The argument in exposition text has to be supported by_____________.

A. relevant information C. data and relevant information
B. facts, reasons, and relevant information D. facts and general information

3. The following are questions to be asked when developing a strong statement of

position, EXCEPT_____.
A. Who am I trying to persuade?
B. How am I going to oblige them to think or do?
C. What am I trying to persuade them to think or do?
D. What type of arguments will best catch their attention?

4. What is a language feature that suggests degree of approval or helps compare

ideas in an argumentative text?

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 A. Emotive Words C. Reported Speech
B. Thinking Verbs D. Evaluative Language

5. The following are considerations students should do in reading argumentative,

EXCEPT_______________.
A. Develop the skills when they work objectively with language
B. Evaluate how effectively language is being used to position the reader
C. Identify vague and unsupported claims and misleading or incomplete
statistics
D. Expose to community issues and encouraged to write letters expressing their
support or concern

6. The following are language features used in an argumentative text, EXCEPT _______.
A. Word chains of synonyms and antonyms and word families of general nouns
B. Conjunctions to create cohesion and express cause and effect
C. Connectives showing reasons for actions or choices
D. Figurative language showing exaggeration

7. What language feature expresses the writer’s attitude and reflects whether the
discussion is open or authoritative and definite?
A. Modality B. Abstract nouns C. Nominalization D. Complex Sentences

8. Argument can be presented as________________:

A. Essays B. Editorials C. Speeches D. All of the above

9. Which of the following is NOT an example of Expository Text?

A. poem B. biography C. news article D. campaign speeches

10. The twist is a dance inspired by rock and roll music. To do the Twist, first, stand with
your feet approximately shoulder width apart. The torso may be squared to the knees
and hips, or turned at an angle so one foot is farther forward than the other. Then,
hold your arms out from your body, bent at your elbow. Next, rotate your hips, torso,
and legs as a single unit with your arms staying more or less stationary. Every so
often lift one leg off of the floor for styling. Now you're doing the twist! This is an
example of what text feature?
A. Sequence C. Description
B. Cause and Effect D. Compare and Contrast

B. Argument Scaffold
Directions: Write an Argumentative text about the topic “Online learning is the best
possible way to continue the education process in this time of pandemic.” Follow
the given guidelines in developing each part of the exposition. Write this in another sheet
of paper.

Introduction

Present the statement of position in this your argument.

A question or emotional statement can be used to gain audience attention.
_________________________________________________________________

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 Series of arguments to convince the audience
Each paragraph begins with a topic sentence that introduces a new argument.
Details follow supporting the argument.
Emotive words should be used to persuade the audience to believe in your point.
_______________________________________________________________________
___________________________________________________________
Conclusion to reinforce the statement of position in arguments
You restate your point of view.
A summary of the above facts can be included here.
_______________________________________________________________________
___________________________________________________________
https://assets.readingeggsassets.com/teacher_resources/rex/writing/pdfs/upper/
exposition_text_information_and_overview-fp-222c3d8f.pdf

Let’s Extend

Argumentative Writing Interview

Directions: After you have studied the topics and done all the activities for this module,
answer all the indicated questions in each area to find out how well did you learn about the
lesson. Use another sheet of paper to write your answers in this activity.
Self- assessment
What type of content do you like to write in exposition? Do you find them difficult to write? In
the scale of 1-5, how do you rate yourself as a writer? How are your skills in writing a
statement of position in argument?

Range and preference

What type of audience do you find it easiest to address? Do you find it easy to write using
emotive language? What are the strategies you used to make your writing clear and
interesting?

Skills
How do you plan your exposition? Do you research to support your argument? Have you
presented your introduction clearly? Is your argument supported with experts’ opinions? Are
quotes used to add weight to arguments? Are cause and effect to connect ideas? Did you
use facts and figures truthfully? In the reinforcement of position, in the stand clearly
summarized?

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