ARGUMENTATIVE TEXTS

An argumentative essay is comprised of three or more paragraphs that explains the

reasons why you support your claim or thesis. Each body paragraph should cover a different idea
or piece of evidence and contain a topic sentence that clearly and concisely explains why the
reader should agree with your position.

Example of Argumentative Text

As online learning becomes more common and more and more resources are converted to
digital form, some people have suggested that public libraries should be shut down and, in
their place, everyone should be given an iPad with an e-reader subscription. (par.1)

Proponents of this idea state that it will save local cities and towns money because
libraries are expensive to maintain. They also believe it will encourage more people to read
because they won’t have to travel to a library to get a book; they can simply click on what they
want to read and read it from wherever they are. They could also access more materials because
libraries won’t have to buy physical copies of books; they can simply rent out as many digital
copies as they need. (par.2)

However, it would be a serious mistake to replace libraries with tablets. First, digital
books and resources are associated with less learning and more problems than print resources.
A study done on tablet vs book reading found that people read 20-30% slower on tablets, retain
20% less information, and understand 10% less of what they read compared to people who read
the same information in print. Additionally, staring too long at a screen has been shown to cause
numerous health problems, including blurred vision, dizziness, dry eyes, headaches, and eye
strain, at much higher instances than reading print does. People who use tablets and mobile
devices excessively also have a higher incidence of more serious health issues such as
fibromyalgia, shoulder and back pain, carpal tunnel syndrome, and muscle strain. I know that
whenever I read from my e-reader for too long, my eyes begin to feel tired and my neck hurts.
We should not add to these problems by giving people, especially young people, more reasons to
look at screens. (par. 3)

Second, it is incredibly narrow-minded to assume that the only service libraries offer is
book lending. Libraries have a multitude of benefits, and many are only available if the library
has a physical location. Some of these benefits include acting as a quiet study space, giving
people a way to converse with their neighbors, holding classes on a variety of topics, providing
jobs, answering patron questions, and keeping the community connected. One neighborhood
found that, after a local library instituted community events such as play times for toddlers and
parents, job fairs for teenagers, and meeting spaces for senior citizens, over a third of residents
reported feeling more connected to their community. Similarly, a Pew survey conducted in 2015
found that nearly two-thirds of American adults feel that closing their local library would have a
major impact on their community. People see libraries as a way to connect with others and get
their questions answered, benefits tablets can’t offer nearly as well or as easily. (par. 4)

While replacing libraries with tablets may seem like a simple solution, it would
encourage people to spend even more time looking at digital screens, despite the myriad issues
surrounding them. It would also end access to many of the benefits of libraries that people have
come to rely on. In many areas, libraries are such an important part of the community network
that they could never be replaced by a simple object. (par. 5)

 Paragraph 1 is the introduction. This is where you include the background information of
the topic at hand. It also contains the thesis statement.
 The bolded sentence in the first paragraph is an example of the thesis statement
or claim. This is the main argument of the text.

 Paragraph 2 to 4 are body paragraphs. These paragraphs contain evidences, factual

information, reasoning, and other explanation that you use to support your main argument
 The italicized sentences in the succeeding paragraphs are evidences. These
evidences are used to present information in relation with the thesis statement.
 The underlined sentences are the information you use to connect the evidences to
the thesis statement. These sentences can provide explanation and other important
information to support your argument.

 Paragraph 5 is the conclusion. This is where you summarize all the important points of
your argument and where you add emphasis whether you are in favor or against the main
argument.

Terms to Remember
1. CLAIM / THESIS STATEMENT - Argument being made; a statement you want the
audience to believe, accept or act upon.
2. GROUNDS - The evidence/s that support your claim.
3. WARRANT – The statement of how your evidence logically and justifiably supports your
claim.
3.1 Warrant based on Generalization: What is true of the sample is likely true of
the whole.
3.2 Warrant based on Analogy: What is true of one situation is likely true of
another, so long as they share key characteristics.
3.3 Warrant based on Authority: An indication that something is true because an
authority or group of authorities affirms it. For
example, nearly all of the planet’s esteemed
scientists say that climate change is real.
3.4 Warrant based on Sign: One thing indicates the presence or outcome of
something else. For example, smoke is often
considered a sign for fire
3.5 Warrant based on Causality: One thing causes another. For example, eating too
much sugar is the cause of numerous health
conditions.
3.6 Warrant based on Principle: An agreed-upon value or rule applied to a specific
scenario. For example, parents should love their
children is a widely-shared value.
4. BACKING - support for the warrant. It may take in the form of a sub-argument that directly
strengthens the warrant
5. REBUTTAL - counter arguments to your claim. Situations where your claims do not hold
true.
6. QUALIFIER - The degree of certainty on your argument.

TOULMIN MODEL
It begins with an introduction, follows with a thesis/claim, and gives data and evidence
support the claim. This argumentative model includes rebuttals of counterarguments.

EXAMPLE: (in outline form)

ARGUMENT: Schools should ban soda from their campuses.

CLAIM: Schools should ban soda from their campuses.

GROUNDS: Banning soda would protect student health.

WARRANT 1: Poor diet leads to health problems in adolescents.
BACKING FOR WARRANT 1: Poor diet leads to health problems in adolescents.

GROUNDS: Banning soda would protect student health.

WARRANT 2: Schools have a responsibility to protect student health.
BACKING FOR WARRANT 2: Schools try to provide for the well-being of students
in many other ways, such as campus security and
counseling for behavioral and mental health.
REBUTTAL: Banning soda from school campuses won’t prevent students from drinking
it at home.

QUALIFIER: Even though students would still have access to soda before and after
school, banning soda from school campuses would reduce their overall
consumption, which is an important contribution towards protecting their
health and well-being.

ROGERIAN MODEL
This model analyzes two sides of an argument and reaches a conclusion after weighing the
strengths and weaknesses of each. Some noticeable parts of the Rogerian Model are the common
ground and compromise. In common ground, you evaluate points of discussion where the two
sides of an argument agree with or have some similarities. From this common ground, you can
construct the compromise, where you can construct possible solutions where the two sides may
benefit.

When using the Rogerian Argument, begin with an objective discussion of the issue. State
your opponent’s argument in a neutral way. Stress that you understand where these arguments
are coming from. Then, present your own position on the issue. Provide your evidence and other
supporting details. Afterwards, compare and contrast the points in favor of and against the issue.
Find a common ground that will help you propose a resolution or compromise on the issue.
EXAMPLE: (in outline form)

ARGUMENT : Lowering the price of food in canteen

SIDE A - : To lower the price of the food to be more affordable
SIDE B - : Maintaining the price to maintain the quality
THESIS STATEMENT: The school should lower the price of food.

GROUNDS A1: Affordability will make the students buy more

WARRANT: Students will likely buy more food if the price is lower.

GROUNDS B1: Low-cost foods tend to have low quality

WARRANT: If the food will be made cheaper, the quality will be less

GROUNDS A2: To maintain quality, the school can order directly from manufacturers
WARRANT B2: Ordering directly from manufacturers will be cheaper and the quality will
still be high.

GROUNDS B2: Manufacturers tend to offer a large number of products

WARRANT: Because of the large number, the school may have difficulty selling out
the food.

COMMON GROUND: Both positions agree with maintaining the quality of the food

COMPROMISE: Consider getting directly from the manufacturer but with a lower amount
to consider the population of the school

CONCLUSION: All in all, both parties have valid concerns and arguments in the food
being sold by the school…

MODALS

Modals are auxiliary verbs that are used to indicate a speaker or writer’s certainty,
ability, or obligation and a situation’s possibility. These modals can modify one’s intended
meaning according to one’s level of certainty and the situation’s level of possibility.

The modal used depends on the level of certainty that a speaker or writer wished to convey

MODALS LEVEL/DEGREE OF CERTAINTY

MUST (very certain)

Undoubtedly, always, never,
definitely, clearly HIGH CERTAINTY/
POSSIBILITY
SHOULD (likely, probable, probably)
Usually, likely, probably,
generally, frequently
 WILL/WOULD (fairly certain)
LOW CERTAINTY/
MAY (perhaps, maybe quite possible) POSSIBILITY
LOW CERTAINTY/

CAN/COULD/MIGHT (possible/might)
Conceivably, occasionally,
perhaps, uncertainly

HEDGING

Using direct and straightforward language may offend some readers. Hence, some writers
deliberately use vague and tentative language to maintain diplomacy and to avoid offending
others. This technique is known as hedging. In the previous activity, the words used to express
hesitation, uncertainty, politeness, and indirectness are examples of using hedging.

An important feature of academic writing is the concept of cautious language, often called
“hedging” or “vague language.” In simpler terms, it is necessary to make decisions about your
stance on a particular subject or the strength of the claims you are making.

WITHOUT HEDGING WITH HEDGING

Playing violent video games causes more It is assumed that playing violent video games
aggression, bullying and fighting. may cause more aggression, bullying, and
fighting.

Examples of words and expressions used in hedging:

seem, tend, look like, appear to be, think, believe, doubt, be sure, indicate,
Introductory Verbs
suggest
Certain Lexical Verbs believe, assume, suggest
Certain Modal Verbs will, must, would, may might, could
Adverbs of Frequency often, sometimes, usually
Adverbs certainly, definitely, clearly, probably, possibly, perhaps, conceivably
Modal Adjectives certain, definite, clear, probable, possible
Modal Nouns assumption, possibility, probability
it could be the case that, it might be suggested that, there is every hope
That - clauses
that
Adjective + to-clause it may be possible to obtain, it is important to develop, it is useful to study
 THE WRITING PROCESS

You can follow the steps in the writing process as your guide and it will help you
become an independent writer. It involves writing in a variety of genres, encouraging creativity,
and incorporating writing conventions.

 Prewriting
Where you brainstorm, consider the purpose and goals for writing, use graphic organizers
to connect ideas, and design a coherent structure for a writing piece.
 Drafting
Where you develop drafts by categorizing ideas, organize them into paragraphs, and
blend paragraphs within larger units of text.
 Revising and Editing
Where you revise specific aspects of your writing to make it more coherent and clearer.
You can revise your selected drafts by elaborating, deleting, combining, and rearranging
text.
 Rewriting
Where you incorporate the changes in your revising phase and carefully write or type
your final draft.
 Publishing
Where you will publish your work in a variety of ways, such as a class book, bulletin
board, letters to the editor, school newsletter, or website. You will publish your work in a
format appropriate to audience and purpose (e.g., manuscript, newspaper).

SENSORY IMAGERY

Sensory imagery is a literary technique used by writers to captivate the reader’s senses in
appreciating a particular literary text. Mental pictures are powerful mechanisms that allow
people to better understand the actions and plots evident in a text. It involves the use of
descriptive language to create mental images. In literary terms, sensory imagery is a type of
imagery; the difference is that sensory imagery works by engaging a reader’s five senses. Any
description of sensory experience in writing can be considered sensory imagery.

1. Visual Imagery engages the sense of sight. This is what you can see, and includes visual
descriptions. Physical attributes including color, size, shape, lightness and darkness, shadows,
and shade are all part of visual imagery.

Examples of Visual Imagery words:

plastic tough rocky tepid warm feathery waxy
bulky hot stubby hairy slimy foamy damp
burning light tender pointed hazy shiny
faint
2. Olfactory Imagery engages the sense of smell. Scent is one of the most direct triggers of
memory and emotion, but can be difficult to write about. Since taste and smell are so closely
linked, you’ll sometimes find the same words (such as “sweet”) used to describe both. Simile
is common in olfactory imagery, because it allows writers to compare a particular scent to
common smells like dirt, grass, manure, or roses

3. Gustatory Imagery engages the sense of taste. This is what you can taste, and includes
flavors. This can include the five basic tastes—sweet, salty, bitter, sour, and umami—as well
as the textures and sensations tied to the act of eating
Examples of Olfactory and Gustatory Imagery words:
acidic cold doughy minty raw scented
sweet
bitter earthy lemony oily rich vinegary
spoiled
aromatic floury fresh pungent vile rank tasty

4. Tactile imagery engages the sense of touch. This is what you can feel, and includes textures
and the many sensations a human being experiences when touching something. Differences in
temperature is also a part of tactile imagery.
Examples of Tactile Imagery words:
boiling bumpy glassy metallic tangled coarse lumpy
fine plastic leathery sharp greasy cottony gooey
feathery fluffy burning spongy thick icy silky

5. Auditory Imagery engages the sense of hearing. This is the way things sound. Literary
devices such as onomatopoeia and alliteration can help create sounds in writing.
Examples of Auditory Imagery words:
barking crackling ring mumbling snore tearing snarl
boom noisy laughing slamming quaking buzz rustle
grunting hiss honking roar whispering ticking howl

6. Kinesthetic imagery engages the feeling of movement. This can be similar to tactile imagery
but deals more with full-body sensations, such as those experienced during exercise.
Examples of Kinesthetic Imagery words:
flipping the pages drizzling flapping the wings tossing the pillow
rushing water breathing being on cloud nine fear creeping up
beating of heart swimming rummaging the drawers riding the horse

Literary criticism is the deeper study, evaluation, understanding, and interpretation of

literature. It is essentially an opinion supported by evidences in relation to the material critiqued.
In critiquing a literary piece, you may use any of the following literary approaches.
 LITERARY APPROACHES

1. Formalist Approach or New Criticism Approach

The formalist approach analyzes the material based on its form, structure, style, tone, mood,
and other literary devices used by the creator. It takes the material as it is by studying its
elements alone without considering the creator’s personal circumstances.

Guide questions for Formalist Approach

1. How does the work use imagery to develop its own symbols?
2. What does the form of the work say about its content?
3. How do the rhymes in the poem contribute or affect to the meaning of the literary piece?

2. Feminist Approach
When using the feminist approach, one focuses on the role of the female characters,
including their experiences. It looks into how the female characters face their problems and finds
solutions. It also focuses on how they are treated by society and male characters.

Guide questions for Feminist Approach

1. How were the female character treated by the society in the story?
2. Does the work challenge or affirm traditional views of women?
3. How does the marital status of a character affect her decisions?

3. Marxist Approach
This approach is based on the philosophies and beliefs of Karl Marx, particularly his
criticism of the capitalist system where the poor, the peasantry, and the workers are oppressed. It
focuses on the socioeconomic condition which divides the people into classes and the effects of
such division, particularly on the poor who are at the lowest of the socioeconomic ladder.
Guide questions for Marxist Approach

1. How do the characters in the story overcome oppression?

2. Where does the text show class conflict as the source of struggle and tension?
3. What does the movie say about oppression?

4. Historical Approach
This approach analyzes works based on their social, cultural, and historical contexts. It
looks into the author’s life and experiences and the sociocultural and political events at the time
when the work was created

Guide questions for Historical Approach

1. How does the work reflect the time in which it was created?
2. What historical events that might have influenced the writer to write the novel?
3. What literary or historical influences may have helped in shaping the content of the work?
5. Moralist Approach
This approach aims to look at the moral or lesson that a literary selection wishes to share
to the readers. This approach highlights how powerful a literary selection is in terms of values
formation. Hence, a literary piece is so influential that it can corrupt or inspire the mind of the
reader.

Guide questions for Moralist Approach

1. What are the moral or lesson taught by the story to its readers?
2. Does the text seek to corrupt or negatively influence the reader?
3. How do the characters, settings, and plot events represent or allegorize moral principles?

WRITING A REACTION PAPER

A reaction paper is a personal composition written as a critical response to the content that
you have viewed, read, or heard. The following strategies below will help you in creating a good
reaction paper.

1. Read, watch, or listen to the material more than once. Ensure that you understand it perfectly.
Take down notes if necessary to help you recall the important points of the material.

2. Decide on what you want to say about the material. This is usually dependent on the questions
given by the teacher. This will serve as your main topic or statement.

3. Write a thesis statement that clearly gives your response.

4. Create an outline. Always include the introduction, body, and conclusion. The introduction
should contain the overview or background of the material, a summary and thesis statement. The
body contains the evidences and explanation. The conclusion contains the summary of the main
ideas and all other important information.

5. Be careful with your choice of words. Use hedging such as “I believe” or “I think” to stress
your own ideas or understanding. This will emphasize your reaction is well founded.