LESSON 2:

Extracting Important Information from

Argumentative/Persuasive Texts
 RECAP
In the previous lesson you learned that humans can be biased and
prejudiced; thus, living in this world compels maximum
adaptability skills. Expressing one’s views and opinions in a
diverse may kindle arguments. Some may agree, yet some may
society also argue on your perceptions. Indeed, you cannot please
everyone; therefore, open-mindedness is one key that would
make you survive in a world of diversity.
REVIEW
Identify whether the image expresses bias or prejudice.
REVIEW
Identify whether the image expresses bias or prejudice.

PREJUDICE
REVIEW
Identify whether the image expresses bias or prejudice.
REVIEW
Identify whether the image expresses bias or prejudice.

BIAS
REVIEW
Identify whether the image expresses bias or prejudice.
REVIEW
Identify whether the image expresses bias or prejudice.

PREJUDICE
REVIEW
Identify whether the image expresses bias or prejudice.
REVIEW
Identify whether the image expresses bias or prejudice.

PREJUDICE
REVIEW
Identify whether the image expresses bias or prejudice.
REVIEW
Identify whether the image expresses bias or prejudice.

PREJUDICE
Have you tried persuading and
convincing someone, but he does not
agree since you lack evidence?
 Activity 1:

Read the text

below and
answer the
questions that
follow.
1. What do you think is the main idea
of the text?
2. Do you think the writer’s
stand/point of view is strong to
convince the readers? Why or why
not?
A reading material like this
type is an example of an
ARGUMENTATIVE TEXT.
Argumentative text is used when
you are arguing for or against a
claim or when you are trying to
persuade someone to agree with
your point of view. It does not just
present information, but also shows
the pros and cons of an issue.
 extracting information from an
gumentative text, you must be able to
ote the issue and the supporting and
pposing opinions about the issue.
herefore, you must be familiar with the
arts of an argumentative text.
 CLAI
M
• A claim must be arguable but stated as a fact. It must be
debatable with inquiry and evidence; it is not a personal opinion
or feeling.
• A claim defines your writing’s goals, direction, and scope.
• A good claim is specific and asserts a focused argument.
How to write a claim?
Start with a Question: Many writers find it useful to pose the issue as a question—a
question that will be answered through the position they take. Remember you need to
skip vague questions that most readers wouldn’t debate or convert them to questions
that allow different stances.
Vague Question: Are cell phones bad?
Clearly Debatable: Should I allow my 12-year old to have a cell phone?

Your claim should invite continued debate by taking a strong position that could be
argued. So, answer your question (this is your position) and give your reasons (not
your specific evidence but generic reasons), and you will have a nice, clear main
claim.
Sample claim
Young teenagers should not have cell phones because they do not need them,
it distracts them from what is important, and they learn poor communication
skills.

*Note: this claim could be your typical five paragraph essay; however, this
particular essay that I wrote contained eight paragraphs. Point 1—they do not
need them—was only one paragraph; however, point 2—it distracts them—
took two paragraphs as I argued two different ways it distracts them, and
point 3—they learn poor communication skills—took three paragraphs as I
broke it down into three different types of communication.
 INTRODUCTION

-should engage the readers by using hook

which is a sentence that captures readers’
attention.
-contains the thesis statement at the last
sentence which is a clearly worded statement
telling readers exactly what the writer intends
to do in the essay.
In an argumentative text, the thesis states the topic of your paper,
your position on the topic, and the reasons you have for taking
that position.

TOPIC POSITION REASONS

Technology has decreased our level of connectedness to others because it

allows us to disconnect from people in our physical environment and it does not
foster the social skills needed in order to help us connect to those around us.
BODY
-contains paragraphs of supporting
details, evidences such as articles,
studies, and statistics
-explains why the evidences are
worthwhile
-each body paragraph should begin with
a topic sentence which clearly states the
purpose of the paragraph.
Rebuttal
-contains paragraphs of objections
or opposing views about the claim
-explains and proves why a
counterargument is wrong
-sums up problems with the
counterargument
 Conclusion
-restates the main points
-leaves a strong
impression on the reader
by ending on a clinching
statement
Therefore, in extracting information from an argumentative
text/paragraph look for the following:

o Claim/argument: This states the position in relation to the topic.

o Data/Evidences: These support the claim with a fact, statistic, quote, percentage, etc.
& cite where that information came from.
o Warrant: This explains why or how the evidence/data support the claim. It is typically
2-3 sentences in length.

o Counterargument: This states a logical counterclaim. It uses language to show that

there is a conflicting viewpoint (i.e. although, even though, despite, however, in
contrast, etc.)
o Rebuttal: This presents data and analysis to discredit or prove the counterclaim is
weak. It is typically 2-3 sentences in length.
o Conclusion statement: It restates or summarizes the main points.
COUNTERARGUMENT
DATA OR EVIDENCE

CLAIM
CONCLUSION
PERSUASIVE TEXT

A persuasive paragraph tries to convince the reader

that a particular point of view is worthy of
consideration. It wants you to consider both sides of
an issue, but it reveals a bias in favor of one side
over another. Facts may be presented in support of a
position, but the writer is not being objective. The
point of view is
On the other hand, in analyzing persuasive texts, you have to:

1. Identify the Issue

-When you read an article, it’s important to clarify the issue being debated.
-When you’re identifying the issue, phrasing something as a question can
often help clearly state what is being argued over.
 Should teens have the right to private medical appointments?
 Should sex education be taught in elementary?
• Should weeds/marijuana be legalized?
2. Identify the Contention
-Contention is simply another word for point-of-view or opinion.
-Read the piece of persuasive writing carefully.
-What does the writer believe? Starting a sentence with the word ‘that’ can
help you identify the writer’s contention.
The author is arguing...
• that marijuana should be legalized.
• that tv shows about exercises are a waste of time.
• that teens should have access to private medical appointments.
In extracting important information
from a persuasive text, it is
imperative that readers must be
analytical since the writer is subjective
in his claim even after presenting a
counterclaim.
Readers must learn to figure out if the
writer uses ethos, pathos and logos in
persuading.
❖ Ethos is a way of convincing the readers that the writer
is a credible source.
❖ Pathos is a way of connecting with the reader's
emotions. It means to persuade an audience by purposely
evoking certain emotions to make them feel the way the
author wants them to feel. Authors make deliberate word
choices, use meaningful language and use examples and
stories that evoke emotion.
❖ Logos is the use of facts, information, statistics, or other
evidence to make the argument more convincing.
As an analytical reader, you must
learn to weigh how the writer
persuades the readers like you. Try
to scrutinize if the writer used
supporting details such as
arguments, examples, or
descriptions that justify, explain,
and develop his main points.
If the arguments are mainly based on
personal feelings and opinions, it is your
prerogative to weigh on things at hand.
Would you be convinced through emotions
and point of views alone? or Would you
only be persuaded if factual evidences are
presented? Remember, good readers will be
more likely to believe if there are data to
back up the claims.
A. Read the text properly. Determine whether the given statements are true or
false.

It has been argued that dolphin parks provide the only opportunity for
much of the public to see marine mammals (Smith, 1992). Most Australians, so
this argument goes, live in cities and never go to see these animals. It is
claimed that marine parks allow the average Australian to appreciate our
marine wildlife. However, as Smith states, dolphins, whales and seals can be
viewed in the wild at a number of places on the Australian coast. In fact, there
are more places where they can be seen in the wild than places where they
can be seen in captivity. Moreover, most Australians would have to travel less
to get to these locations than they would to get to the marine parks on the Gold
Coast. In addition, places where there are wild marine mammals do not charge
an exorbitant entry fee – they are free.
Activity 2:
Read the text properly. Determine whether the given statements are true or false.

_____1. The claim in the paragraph is

implied.
_____2. There is no counterargument
presented in the text.
_____3. The writer did not provide
evidences that support the refutation.
_____4. The sentence, “Most Australians
live in cities and never go to see these
animals” proves the claim.
ANSWER:
1. False - The claim in the paragraph states that “dolphin parks
provide the only opportunity for much of the public to see marine
mammals (Smith, 1992)” which is in fact located in the first sentence
and not hidden.
2. False – It is very obvious that the claim was argued by saying that
“dolphins, whales and seals can be viewed in the wild at a number of
places on the Australian coast” using the signal word “however”.
3. False - The last three sentences given were all evidences that
support the refutation.
4. True - The line given in the item supports the claim by citing out
the reason why people want marine parks in the city closer to their
homes.
5. True - It contains claim and counterclaim with evidences.
Activity 3:
Study the text closely. Match the parts of the text as to their headings. Use the
letters to represent your answers.
Activity 4: List down
Read the text carefully. Look for the parts of argumentative speech and list
down all of the important information.
Activity 4: List down
Read the text carefully. Look for the parts of argumentative speech and list
down all of the important information.
Activity 4: List down
Read the text carefully. Look for the parts of argumentative speech and list
down all of the important information.
Activity 5:
Activity 6
1. This is where you will state why your topic is important and where you will state your thesis
statement.
A. Introduction B. Body C. Conclusion D. Rebuttal

2. This is where you will state the counter arguments to show that your idea is the stronger one.
B. Introduction B. Body C. Conclusion D. Rebuttal

3. What is the author's claim?

Going out in the burning sun without sensible protection is extremely dangerous. The first reason is
that you can get extremely sunburnt. The second reason is that you can get horrible skin cancers
because of damaging light rays. Another reason is that too much time out in bright sunlight can damage
your eyesight. Remember to wear a hat, put on a shirt, use sunscreen and wear sunglasses.

A. It is important to always wear sunscreen and sunglasses when you're outside.

B. Too much time in the sun can cause cancer and many other health problems.
C. Being out in the sun can be dangerous, so it is important to protect yourself.
D. Being sunburnt can be extremely painful, so you should always wear sunscreen.
Activity 6
4. What is evidence?
A. Information from the text that proves or supports the speaker's claim
B. Taking notes about a story
C. Something made up to help prove your point
D. something that the author believes is true

5. What is a claim?
A. A statement the author is trying to prove, usually supported by evidence.
B. Describing the author’s life story
C. A personal opinion with no evidence.
D. The way someone sees something; perspective