ENGLISH 10

Quarter 2 – Module 1:
Language of
Research, Campaigns, and Advocacies
Terms Definition
Design – it is to plan (or a plan of) how something will be made or done.
Data – these are collected facts or information.
Significance - these are important data and meaningful findings in a research.
Evidence - observations or information that can help solve a crime or show whether something
is true or false.
Treatment - it is the course of action designed for research
Experiment - it is a test to see what happens when all factors (variables) but one is controlled.

Conclusion - it is a summary of what has been learned or shown at the end of a study.

Observation - it is looking carefully at something

Statistics - it is the organization and study of numerical data.

Double-Blind Experiment
• Example, the “COVID-19 injectables” (best proof) of clinical research is a double-blind trial. That is an experiment with
two (or more) groups of people in which only one group receives the drug or treatment being tested. The other group
gets a placebo. (A placebo is a “sugar pill” or other treatment that looks and feels like the experimental treatment but
has no active ingredients. Any effect it has are psychological—because the participants expect it to work.)
A “double-blind” experiment gets its name because both the researchers and the participants are “blind” during the test.
Nobody knows until the experiment has finished which group got the treatment and which group got an inactive
placebo. That helps prevent people's expectations from distorting (twisting or changing) the results.
CAMPAIGNS
-this can be a single ad or a series of ads.
-it has ads that revolve around a single idea.
-it provides a framework in which processes of advocacy that can be easily developed and enclosed.
-it has varying purposes, they are created using similar structures, as well as through the use of persuasive language in
order to convince audiences to perform a certain function.

5 Dimensions of a Campaign

1. Awareness Raising
• this is intended to make the problem to be addressed known by the general public.

2. Research
• provides the necessary knowledge to take action.

3. Social Mobilization
• involves a lot of different groups like, civic organizations, religions, and actions of members of institutions like, mass
meetings, processions, and demonstrations.

4. Training
• it is the process focused on a clear and specific target.

5. Lobbying
• it is an act to influence decisions made by officials in the government.

ADVOCACY
– it is an action for a cause or purpose such as a media campaign of an non-government organization or NGO that works
for human rights to find shareholders and partners to sustain its activity.

Advocacy and Campaign are sometimes seen as synonymous terms, both are terms for all forms of influencing or
convincing others.
 Quarter 2 – Module 2:
Connecting Ideas using Conjunctions in an Argumentative Text

A conjunction is the glue that holds words, phrases, and clauses (both dependent and independent) together.

A coordinating conjunction is a word that joins two elements of equal grammatical rank and syntactic importance.

A subordinating conjunction is a word or phrase that links a dependent clause to an independent clause.
Some examples of conjunctive adverbs are however, moreover, namely, nevertheless, meanwhile, subsequently, and
furthermore.
Other subordinating conjunctions that can show cause-and-effect relationships and function in the same way are as,
since, though, due to, provided that, because of, and unless.

Correlative conjunctions are conjunctions used to illustrate how two words or phrases within a sentence relate to each
other.
• either/or
• neither/nor
• such/that
• whether/or
• not only/but also
• both/and
• as many/as
• no sooner/than
• rather/than

Either you’re with me or you’re against me.

Such is the intensity of the pollen outside that I can’t leave the house.
My parents went to both Hawaii and Bali last year.
She would no sooner cheat on an exam than falsify her credentials.
They would rather go to the movies than the mall.
 Quarter 2 – Module 3:
Formulating a Statement of Opinion or Assertion
Assertion
a term generally used to refer to statements of fact, opinion, belief and prejudice.

Fact
• a verifiable statement
• It can be proven objectively by verified observations or the results of research among others.

Opinion
• a personal judgment based on facts
• it is debatable and potentially changeable

Opinion Statement
• composed mainly of a debatable topic and a focus (i.e., the specific feeling or belief the writer or speaker has about
the topic.)
• it often uses qualifying words such as almost, usually, maybe, probably, often, some, most and in most cases.
Ex. Most public schools are ready for distance education.

Three Categories of Opinion Statement

Belief
• a conviction based on cultural or personal faith, morality or values.
• A statement of belief may look similar with an opinion, but they are not based on evidence; that is why they cannot be
contested or argued in a rational or logical manner.

Commonplace Assertion
• This is a stereotype, an oversimplification or a prejudice, which is a half-baked opinion based on insufficient or
unexamined evidence, but it presented as if it were a fact.
Ex. An apple a day, keeps the doctor away.
All men are trash.
 Quarter 2 – Module 4:
Lesson 1: Modal Verbs

• Modal Verbs are special verbs which behave irregularly in English. They give additional information about the function
of the main verb that follows it. They have a great variety of communicative functions.
• These are verbs that shows ABILITY, POSSIBILITY, CERTAINTY, ADVICE, OBLIGATION, etc.

• Modal Adverbs are used to modify specific verbs that consist of a linking verb (verb of being) and sometimes another
verb.
• Here are examples of modal adverbs: probably, possibly, evidently, certainly, surely, undoubtedly, seriously, clearly,
obviously
• Here are examples of modal adverbs: probably, possibly, evidently, certainly, surely, undoubtedly, seriously, clearly,
obviously
1. I will surely watch the Avengers movie.
2. It will probably rain this afternoon.
3. Ruben must seriously exert more effort in his studies to pass this final quarter.

MODALITY
• It is used in writing to express how definite you are about something.
Degrees of Modality
1. STRONG – uses the adverbs always and never, evidently, surely, seriously and undoubtedly
Example: People should always wash their hands before eating. You will never graduate if you will not study hard.
2. MODERATE – uses often, rarely, usually, sometimes, frequently, and occasionally
Example: Mary rarely goes out to party. Arnold often takes a bath.

Adverbs of Possibility

Argumentative Essay Using Modals

Argumentative Essay
• 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.
Modal verbs and modal adverbs are used in writing argumentative essays or text to prove and to have a strong stand in
a position you believed in.

MODALS and TONES: Use modals to soften your verbs.

Example: The President must change his policy. (“must” is too strong) The President
should change his policy.

We should control the TONE with MODALS.

Good writers are always aware of how their arguments sound.

Ex.
Vaccines may contain a weaker version of the virus that might have side effects.
We must be vaccinated still to avoid a much larger threat to our health.

The Philippines could possibly appeal to China about our claim in West Philippine Sea and wait for the Chinese
government's notion.
The Philippines should absolutely maintain our claims in the West Philippine Sea whether or not the Chinese
government acknowledges our claim.
 Quarter 2 – Module 5:
FORMULATING CLAIMS OF FACT, POLICY AND VALUE
What is a CLAIM?
For a Speaker: A claim is the main topic of an argument where the speaker tries to assert on his or her beliefs, ideas or
actions.
For a Writer: A claim is the central statement of a text where the writer tries to prove in the text by providing details,
explanations and other types of evidence.

Examples of claims: Characteristics

1. Covid-19 is deadly. It is a single statement.
2. Flu and covid-19 spread in similar way. It is being compared.
3. Baguio City had more than 100 cases of Covid-19. It is in the past, present or future
4. You will have covid-19 if you have low body resistance. It has a cause and effect.
5. You should wear mask and face shield. It has action to be taken.
6. People are sanitizing daily for their safety. It is what’s happening.
7. Tawa-tawa is the cure for covid-19. It could be true or false.

Other characteristics of a good claim:

• A claim should be argumentative and debatable.
• A claim should be specific and focused.
• A claim should be interesting and engaging.
• A claim should be logical.

3 Types of Claims

Claim of FACT
• A claim whether something is true or untrue but there must always be potential for controversy, conflict and change.
• A claim that reports, describes, predicts and shows cause and effect.
• A claim that something has existed (past), exists (present) or will exist (future).
• Question: Can you investigate through research or interviews?
Ex. The new coronavirus was responsible for an outbreak of respiratory disease and pneumonia in Wuhan, China

Claim of Policy
• A claim that urges that an action be taken or discontinued in specific policies.
• A claim that shows that a problem exists and it’s good to solve it in a certain way.
• Question: What should be done?
• Policies are very important anywhere you go, and in everything you do. They provide a roadmap or a guide to follow
for a day-to-day activity; they ensure compliance with laws and regulations, give guidance for decision-making and
streamline or make processes more effective.
• A claim of policy is a straightforward statement—“ should be done”.
• Review the following policies, where do we usually see them? Why do we need these policies?
Ex. Maintain at least 1 meter (3 feet) distance between yourself and others.

Claim of VALUE
• A claim that gives judgment about morality, beauty, merit or wisdom.
• A claim that compares and contrasts a problem with a similar one in another time and/or place
• A claim that is based on preference such as likes or dislikes, good or bad.
• Question: Is it good or bad?
Ex. Safety is more important than freedom.
 Quarter 2 – Module 6:
Rhetorical Questions
Rhetorical Questions
- can be sarcastic, humorous, or reflective. They aren’t used to elicit an actual answer, but rather to create a dramatic
effect or to emphasize a point.
Ex.
- Who cares?
- How should I know?
- Who’s counting?
- How many times do I have to tell you… ?
- Can’t you do anything right?
- What could be better?

Rhetorical questions
- are basically a requirement for any effective speech, which is why you’ll often find them sprinkled throughout political
addresses. They help to make the speaker’s point more clear, and they often resonate with the audience, prompting
them to reflect further on an idea.

Rhetorical Questions in Literature

"If you prick us, do we not bleed?

If you tickle us, do we not laugh?
If you poison us, do we not die?
And if you wrong us, shall we not revenge?"
- The Merchant of Venice by William Shakespeare

"What’s in a name? That which we call a rose

By any other name would smell as sweet.”
- Romeo and Juliet by William Shakespeare

"What happens to a dream deferred?

Does it dry up like a raisin in the sun?
Or fester like a sore-
And then run?
Does it stink like rotten meat?
Or crust and sugar over- like a syrupy sweet?"
- Harlem by Langston Hughes

Benefits of Rhetorical Questions

• Engage the audience
• Increase the variety of your presentation
• Influence and persuade the audience
• Subtly draw attention and emphasize specific points
• Introduce topics/ideas
• Make the listeners think about certain topics

How to Use Rhetorical Questions in a Speech

1. Engage the Audience

• Ask a rhetorical question to engage the audience and pause to allow them to think of an answer. This gets the
audience to actively participate rather than passively listen as they create hypotheses or resolutions.
2. Personalize your Questions
• Make the audience feel as though you are speaking to each member individually by using "you" and "your."

3. Evoke Emotions
• Make the audience feel the same way you do about something by asking questions that trigger emotional
reactions.

4. Emphasize a Statement
• After a statement has been made use a rhetorical question to get the audience to think about that statement.

5. Predict the Audience’s questions

• Think about your topic and audience when planning your speech. Try to predict what the audience may want to
ask. In your speech use the predictions as rhetorical questions and answer them.

6. Answer questions with questions

• Answer a question, either an audience member's or your own, using another rhetorical question. Generally, both
the questions have the same answer.

7. Consecutive Rhetorical Questions

• Ask multiple rhetorical questions consecutively - each one more specific or more powerful than the previous.
This way your content will have a greater impact on the listeners.
 Quarter 2 – Module 7:
Multimodal and its Elements
Many texts are multimodal where meaning is communicated through combinations of two or more modes.
Modes include written language, spoken language, and patterns of meaning that are visual, audio, gestural, tactile and
spatial.

Multimodal texts include picture books, text books, graphic novels, comics, and posters, where meaning is
conveyed to the reader through varying combinations of visual (still image), written language, and spatial modes.

Digital multimodal texts, such as film, animation, slide shows, e-posters, digital stories, and web pages, convey
meaning through combinations of written and spoken language, visual (still and moving image), audio, gestural and
spatial modes.

Live multimodal texts, for example, dance, performance, and oral storytelling, convey meaning through
combinations of modes such as gestural, spatial, spoken language, and audio.
In a visual text, for example, representation of people, objects, and places can be conveyed using choices of visual
semiotic resources such as line, shape, size, line and symbols, while written language would convey this meaning through
sentences using noun groups and adjectives which are written or typed on paper or a screen.

Elements of Multimodal Text

A text may be defined as multimodal when it combines two or more semiotic systems.
• Linguistic: vocabulary, structure, grammar of oral/written language
• Visual: colour, vectors and viewpoint in still and moving images
• Audio or Aural: volume, pitch and rhythm of music and sound effects
• Gestural: movement, facial expression and body language
• Spatial: proximity, direction, position of layout, organization of objects in space.