Language of Research,

Campaigns and Advocacies

ENGLISH 10 (2nd QUARTER)
What Am I?
•Identify the
product for its
famous slogan.
“JUST DO IT!”
“Langhap sarap. Bida ang sarap!”
“Have a break. Have a _!”
“We find ways…”
RESEARCH
• is an imperative area in not just the field of
education, but in other fields as well.
• it primarily focuses upon improving quality
and is a research for knowledge (Kapur,
2018)
• It shows how to make provisions of solutions
to a problem in a scientific and methodical
manner.
The Research Process
• Research starts with a question or a problem.
• Researchers first find out what others have
already learned about the subject.
• If the question has not been fully answered,
they figure out a way to get more information.
They may do further observations or perform an
experiment to test their idea.
The Research Process
• Next, they analyze the data (information)
they have collected. Then they publish their
procedures, data, and conclusions. This
allows other scientists to repeat the
experiments and double-check the
conclusions.
The Research Process
• 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.)
The Research Process
• 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.
The Research Process
• The treatment being tested should give
significantly better results than the
placebo. If not, any apparent difference it
makes may be due to people’s hopes and
expectations. So, a double-blind trial is a
way to check the effectiveness of a
treatment.
• You will be encountering these
words in a research, like design,
data, significance,
evidence,treatment, experiment,
conclusions, observations and
statistics.
• There are several reasons research results can be
misleading. There may be flaws in the research
design. Researchers may make mistakes during
the experiment or when analyzing the data. They
may even be biased: wanting certain results so
much that they influence the results. Sometimes
groups that might profit from the results pay for
the research but only report it if they get the
results they want.
CAMPAIGN
• 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
• Another dimension that is based on research,
since it provides the necessary knowledge to take
action.
• Many stakeholders are involved here for the
complexity of the topics.
• Example: Experimenting to come up with a
vaccine to cure COVID 19.
3. Social Mobilization
• these are used by grassroots-based social
movements, but also as a tool for the elite and
the state itself.
• involves a lot of different groups like, civic
organizations, religions, and actions of members
of institutions like, mass meetings, processions,
and demonstrations.
• Example: EDSA revolution, Human Rights rally
4. Training
• it is the process focused on a clear and specific
target.
• it further develops the contents, but also the
scope and the vision.
• it runs in a mid-term and long-term scenario to
get in-depth into the topic.
• it completes the information-understanding
cycle.
5. Lobbying
• it is an act to influence decisions made by
officials in the government.
• it is very effective since it points directly to
the legislator and regulatory agencies.
• Example: POLITICS OF COALITION-BUILDING
FOR DEMOCRATIC REFORM: A PHILIPPINE
EXPERIENCE
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
•Advocacy and Campaign are
sometimes seen as
synonymous terms, both are
terms for all forms of
influencing or convincing
others.
Performance Task: BRAND ME
• Direction: Make a campaign and advocacy of
the topics. Use advertisement, slogan and a
short statement to persuade the audience
to stand for your cause.
A. COVID 19
B. New Normal in Education
C. Philippines Rises Amidst the Deadly Illness
Performance Task: CAMPAIGN ME
•Direction: Create an Ad for
COVID 19 prevention in a poster
with a slogan. Use clean sheet of
bond paper for your poster. Use
the rubrics below as your guide
for making your poster.
 Connecting Ideas
using
Conjunctions in an
Argumentative Text
CONJUNCTION
• A conjunction is the glue that holds
words, phrases and clauses (both
dependent and independent) together.
There are three different kinds of
conjunctions -- coordinating,
subordinating, and correlative -- each
serving its own, distinct purpose, but
all working to bring words together.
EXAMPLE:
•Peter and Paul
are best friends.
EXAMPLE:
•I am going to the
market and to the
grocery store.
EXAMPLE:
•My mother asked
me if I am going to
wash my clothes or
wash the dishes.
CONJUNCTIONS
• serve as a cue within a sentence, signaling the
reader that another idea is coming.
Coordinating conjunctions link ideas by showing
how they relate. For example, a word like "and"
indicates two ideas go together. A
subordinating conjunction indicates that one
idea depends on another. For instance, in this
sentence the word "unless" depends on the
action that follows it:
EXAMPLE:
•We will be late
unless we leave
now.
EXAMPLE:
•I like neither
carrots nor
celery.
FILL ME UP:
• 1. I visit the Grand Canyon _________ I go to Arizona.
(once, whenever, wherever)
• 2. This is the place _________ we stayed last time we
visited. (where, when, how)
• 3. _________ you win first place, you will receive a
prize. (wherever, if, unless)
• 4. You won’t pass the test _________ you study. (when,
if, unless)
• 5. I could not get a seat, _________ I came early. (as,
though, when)
FILL ME UP:
• 6. We are leaving Wednesday _________ or not it rains.
(if, whether, though)
• 7. Pay attention to your work _________ you will not
make mistakes. (so that, unless, or)
• 8. The musicians delivered a rousing performance
_________ they had rehearsed often. (though, as, once)
• 9. She’s honest _________ everyone trusts her. (if, so,
when)
• 10. Write this down _________ you forget. (or, when,
lest)
FILL ME UP:
• 11. I plan to take my vacation _________ in June _________ in
July. (whether / or, either / or, as / if)
• 12. _________ I’m feeling happy _________ sad, I try to keep a
positive attitude.
• (either / or, whether / or, when / I’m)
• 13. _________ had I taken my shoes off _________ I found out we
had to leave again. (no sooner / than, rather / than, whether / or)
• 14. _________ only is dark chocolate delicious, _________ it can
be healthy. (whether / or, not / but, just as / so)
• 15. _________ I have salad for dinner, _____________________I
can have ice cream for dessert. (if /then, when / than, whether /
or)
Conjunctions or connectors
• have its functions in the sentences. This is
especially if the conjunctions or connectors
will be used in a format text like
argumentative text.
• Transitions also serve the same purpose as
conjunctions, but on a larger scale. They signal
to the reader the relationship between ideas in
a paragraph or even between paragraphs.
Conjunctions or connectors
• By connecting larger ideas, they let readers
know what to do with the information presented
to them. Indicating these connections help
reinforce the argument within a paper.
• Phrases like "for example" let the reader know
the information that follows is meant to support
an idea. Thus, the use of transitions cues
readers into the writer's thinking process.
Conjunctions or connectors
• Conjunctions improve the paper as a whole by
giving the writing coherence, or flow. A
conjunctive adverb such as "however" or "overall"
joins two complete sentences, using either a
semicolon or a period. These words and phrases
serve different purposes: showing agreement,
opposition, causality, support or emphasis,
consequence and conclusion. They work like a
bridge from one of the writer's points to another.
Conjunctions or connectors
•Some examples of conjunctive
adverbs are however,
moreover, namely,
nevertheless, meanwhile,
subsequently, and furthermore.
EXAMPLES
•1) The rules formulated were good,
however, some statements were of
not applicable to the English Club.
•2) Students who will be delivering
their speech namely; Peter, Paul,
•Edgar.
 Formulating a
statement of
opinion or assertion
Formulating a Statement of Fact or Opinion

• Whenever you browse your newsfeed, will you be able

to tell how much of the posts you read is factual, and
how much is opinionated? If you can’t tell between
fact and opinion or assertion, then you are likely to
fall victim to misinformation or fake news. As a 21st
century learner, you should be able to tell the
difference between the two. Similarly, you are also
expected to know how to properly construct
statements of opinion or assertion. Below is a detailed
discussion of opinion and commonplace assertion.
Formulating a Statement of Fact or Opinion

• Everyday conversation and writing is

characterized not only by factual statements,
but also expressions of one’s personal views,
judgment, beliefs and convictions. In other
words, we often make statements or assertions
of fact, opinion, belief and even prejudice. This
is because we often process and interpret
factual evidence based on our own values,
feelings, tastes, and experiences.
Formulating a Statement of Fact or Opinion

• Fowler H. Ramsay (1986), as outlined in the Colorado State

University website, described assertion as a term generally
used to refer to statements of fact, opinion, belief and
prejudice. These types or categories of assertion are quite
different from one another. A fact is a verifiable statement.
It can be proven objectively by verified observations or the
results of research among others. Because statements of
fact can be double-checked for accuracy, there is general
agreement about the truth they posit. On the other hand,
an opinion is a personal judgment based on facts; hence, it
is debatable and potentially changeable.
Formulating a Statement of Fact or Opinion
• The third category is called belief, which is 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. Lastly,
there is the rather vague category called 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. It is often accepted from others (families,
friends, media etc.), making it too common to be questioned
about its truthfulness.
Formulating a Statement of Fact or Opinion

• These categories of assertion are so

prevalent in social media today, and the
distinction between one another is slowly
becoming unclear because of how netizens
present everything as facts. This is why every
social media needs to be a critical and
informed reader to be able to verify the
truthfulness of the information he/she comes
across.
Formulating a Statement of Fact or Opinion

• An opinion is a type of assertion which expresses

a judgment, viewpoint, or statement about
matters commonly considered to be subjective.
It is a personal view; however, it is still based on
facts. In other words, it is an honest attempt to
draw a conclusion from factual evidence, and
not a mere statement of one’s belief,
preference, or prejudice (e.g. The president is
the worst leader the country has ever had.)
Formulating a Statement of Fact or Opinion
• An opinion statement is 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 can sometimes be distinguished
from other constructions because it often uses qualifying words
such as almost, usually, maybe, probably, often, some, most
and in most cases. It does not have to be explicitly stated using
the words “I think...” or “In my opinion...” Take, for instance,
the sentence: Most public schools are ready for distance
education. The word “most” makes the sentence an opinion that
is easier to support. Opinions result from ambiguities; the more
ambiguous a statement, the more difficult it is to verify, and so
they are open to disputes.
Formulating a Statement of Fact or Opinion

•There are three

categories of opinion
statements, namely:
STATEMENT OF TRUTH
• It is an opinion that something is or
is not the case. For example: With
the minimal number of Covid-19
cases in the city, Baguio City clearly
has more effective contact tracing
methods than most cities in the
country.
STATEMENT OF VALUE
• It is an opinion statement which
claims that something does or does
not have worth. For example: Hard
lockdowns of barangays has not
been effective in controlling the
spread of the coronavirus.
STATEMENT OF POLICY
• It claims that something should or
should not be done. For example:
Amidst the ongoing pandemic, what
teachers and students need is not
academic freeze but material, moral
and instructional support from the
leaders in the education department.
TAKE NOTE
• The given examples are claims or statements
that are based on existing facts or on the writer’s
interpretation of these facts; hence, they can be
debated or opposed. In other words, they are
personal views. They may be true for the speaker
or writer, but they can’t be true for everybody
else. It is therefore important to make the
readers aware of the evidence and how it led you
to arrive at your opinion.
Formulating a Statement of Fact or Opinion

• Another statement or expression that is

somewhat similar to an opinion is called
commonplace assertion. Readers or
listeners sometimes confuse the two
with each other; however, a
commonplace assertion does not appear
to be as subjective as an opinion.
Formulating a Statement of Fact or Opinion

• Instead, it claims universality and is presented as

an absolute truth. Further, a commonplace
assertion is a statement used to make a declaration
or to express strong belief on a particular topic,
often without evidence. They are so common
(because they are passed on by friends, family
members, and the media) that they are believed to
be true even without proof, and some statements
of commonplace assertion have become
stereotypes. For example:
Formulating a Statement of Fact or Opinion

•1. Men are stronger

than women.
•2. An apple a day keeps
the doctor away.
 Argumentative
texts: Modal Verbs
and Modal Adverbs
MODAL VERBS
• Modal Verbs are special verbs which
behave irregularly in English. They are
different from normal verbs like "work,
play, visit..." They give additional
information about the function of the
main verb that follows it. They have a
great variety of communicative
functions.
MODAL VERBS
MODAL VERBS
MODAL VERBS
• Modal Verbs are special verbs which
behave irregularly in English. They are
different from normal verbs like "work,
play, visit..." They give additional
information about the function of the
main verb that follows it. They have a
great variety of communicative
functions.