Dear Lord and Father of all, Thank you

for today. Thank you for ways in

which you provide for us all. For
Your protection and love we thank
you. Help us to focus our hearts
and minds now on what we are
about to learn. Inspire us by Your
Holy Spirit as we listen and write.
Guide us by your eternal light as
we discover more about the world
around us. We ask all this in the
name of Jesus.

Amen
 Language of
Research,
Campaigns and
Advocacies
Quarter 2 / Lesson 1 / Week 1
Objectives

01
Observe the language of
research, campaigns and
advocacies
02
Gain a clear understanding of the
language of persuasion and different
language features employed when
writing in these fields of interest

03
Make a graphic organizer to show how the use of language affects
the way the writer conveys ideas and information to the readers in
various fields like research, campaigns, and advocacies
Let’s start!
This lesson focuses on observing and
understanding the common language
used in the fields of research,
campaigns, and advocacies
TRUE or FALSE!
Learning Task 01
Directions: Read the statements carefully. In your paper, write TRUE if the
statement is correct and FALSE if it says otherwise.
______ 1. Language plays an important role in achieving one’s purpose for writing.
______ 2. Supporting a campaign or an advocacy requires the use of strong
persuasive language.
______ 3. Research employs specialized language that usually depends on the
topic or field being studied.
______ 4. One’s choice of words does not matter when delivering a campaign
speech.
______ 5. To persuade or influence is generally the main goal of campaigns.
Learning Task 02
Directions: Identify the type of persuasive technique being described. Choose
from the options provided. Write your answers on your paper.

involving the reader | use of evidence | rhetorical questions

experts | emotive language | association
1. This technique makes use of facts, figures, and quotes from experts.
2. It involves linking an object or an idea with something already liked or desired.
3. It involves the use of words that evoke emotions.
4. This persuasion technique makes use of expert advice from trusted personalities
like doctors and scientists.
5. In this technique, questions that make the readers think are given or asked.
Language of
Research,
Campaigns and
Advocacies
Research Research makes use of a formal, academic, and persuasive language to communicate discussions
and present corresponding findings for variables studied. Language greatly matters in research as it enables the
researcher to effectively communicate valuable results to his or her target readers. The readers, meanwhile, will
be able to trust and make use of these facts and findings depending on how clearly the researcher explains them
in a particular language. In the case of research studies, the language a researcher uses also adds up to how
reliable and convincing the research findings can be.
For some, understanding the language of research can also mean becoming familiar and acquainted
with terminologies usually associated with conducting research studies. These terminologies include theories,
concepts, variables, hypotheses, and samples.
It is also vital to understand that research works always make use of academic and persuasive
language since the results and findings obtained from these investigative endeavors contribute to and become
part of the existing body of knowledge.
Campaigns
On the other hand, campaign and advocacy are two closely related concepts
usually seen in the form of speeches, print-based materials, songs, video clips, and
informational advertisements, among others.
A campaign, usually social or political in nature, is technically defined as a
planned set of activities that people carry out to attain a certain goal or objective.
A campaign speech, basically, is a well-planned speaking activity that aims to
excite, persuade, and/or motivate listeners convincing them to adhere to the speaker’s
ideas. Convincing the listeners can be achieved by employing strong and emphasized
persuasive language leaving them with good and impressive points that they can
remember.
Cfffffffffffffffffff
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Advocacies
An advocacy, meanwhile, refers to activities that argue, plead,
support, or favor a certain cause. Various causes for advocacy usually aim
to influence decision making especially with issues involving social, political,
environmental and economic perspectives. While advocacy may be similar
to campaign in some points, advocacy speeches present strong points that
may either support or contradict existing policies and legal mandates on
specific topics or issues.
Here are some of
the language
features or
language devices
usually employed
in persuasive
writing.
1. Emotive Language. This involves the use of words that evoke emotions and make people feel a certain way. Through the use of words that appeal to
the emotion, the writer can sound more convincing. This is a commonly used technique when writing headlines in newspapers or delivering speeches.
2. Modal Verbs. The use of words that express modality or how likely something is going to happen helps adjust the level of certainty of events to suit
arguments. When carefully chosen, these words (may, might, will, must, shall, can, could, would, ought to) help improve the quality of persuasive
writing.
3. Involving the Reader. This is done through the use of personal pronouns like you, your, we, our, and indicative words like together. Using these words
establishes a connection between the author and the reader. This way, the issue is made personal and more important to the reader.

4. Rhetorical Questions. These are questions that are not supposed to be answered. Instead, they are asked for effect, to illustrate a point or let the
reader think. The use of questions that sometimes state the obvious can convince the reader to agree on the points being presented.

5. Using Evidence. This involves the use of facts, figures, or quotes from experts to highlight the writer’s authority and make the arguments presented
more convincing.
6. Repetition. This technique involves repeating keywords, phrases, or ideas to appeal to the readers.

7. Adjectives and Adverbs. Using carefully selected adjectives and adverbs makes it possible for the writer to influence how the readers feel.

8. Association. This technique tries to link an object or an idea with something already liked or desired by the target audience such as wealth, success,
pleasure, and security.

9. Bandwagon. Commonly used in advertisements, this persuasion technique makes the audience believe the idea that “everyone is doing it” or that
everyone likes something.

10. Experts. This means relying on expert advice from trusted people like doctors, scientists, and other professionals for things that the audience do not
 Learning Task 6. MAKE YOUR OWN!
Directions: Use triple Venn diagram to show similarities and differences of language of research,
campaigns and advocacies on how the use of language affects the way the writer conveys ideas and
information to the audience. Do this on your paper.

Research

Campaigns Advocacies
Argumentation
Quarter 2 / Lesson 2/ Week 2
Objectives

01 02
Use patterns and techniques of Identify key structural elements:
developing an argumentative exposition, arguments, restatement of
claim. position

03 04
Identify language features of an argumentative Analyze given examples and write an
text: modal verbs and attitudes expressed argumentative essay based on
through evaluative language guideposts
Let’s start!
This lesson focuses on deeply
understanding the concept of
argumentation.
 Learning Task
AGREE or DISAGREE!
01
Directions: Read the statements carefully. In your notebook, write AGREE if the
statement expresses the truth about argumentative texts, and DISAGREE if it
says otherwise.
______ 1. The main goal of an argumentative text is to tell a story.
______ 2. An argumentative text persuades readers to believe a certain claim or
opinion.
______ 3. When writing an argumentative text such as an essay, it is important to
include evidences that support your claim.
______ 4. Argumentative texts basically present and describe a topic.
______ 5. Understanding the pros and cons of an issue is an essential aspect of
argumentative writing.
 Learning Task
AGREE or DISAGREE!
01
______ 6. One’s choice of words matters in clearly expressing his/her arguments
about an issue.
______ 7. An argumentative essay presents a writer’s stand or rationale
regarding a certain issue.
______ 8. The pattern of idea development in an argumentative text is the same
for every author.
______ 9. Research plays a big role in ensuring the worth and validity of one’s
claims and ideas in an argumentative essay.
______ 10. Argumentative writing usually shows a more subjective style of writing
as the writer explains his or her views about the topic.
Learning Task 02 Directions: Read and examine the editorial provided taken from https://journalnow.com/opinion/editorials/editorial-
bullying-students-themselves-may-be-key-to-solving-problem/article.

Editorial: Bullying: Students themselves may be key to solving problem

Winston-Salem Journal l Oct 12, 2013
Anyone who was bullied as a student – which includes most of us – remembers that the best defense was always to avoid the bully, if possible. If you took a different
way to class, skipped lunch or darted for the door the second the bell rang, you might just survive another day without an embarrassing confrontation.

It used to be that bullies were creatures of opportunity. If they came across a potential victim, they would act, especially if they had an audience. They didn’t necessarily
seek out their victims.

That’s how students who went to school before the age of the Internet and social media dealt with bullies. But things have changed and those who dismiss the issue
today, those who say, “I was bullied in school and I turned out OK,” don’t understand how the world has changed for young people.
In the age of ubiquitous electronic communication, the bully cannot be avoided. There is no place to hide, no alternate routes to take, no way to stay out of the bully’s
way. In short, no relief.

Social media has left bullying victims with few ways to escape, Andy Hagler, executive director of the Mental Health Association in Forsyth County, told the Journal’s
Arika Herron. And perhaps because of the nature of social media, the bullying can be more extreme, leading some students to commit suicide. Gay and lesbian students
are often specifically targeted.

"Nowadays with bullying, it’s more than just the teasing,” Hagler said. “It has a lot to do with intimidation. It’s not just a rite of passage. It becomes fear-based.”

October is National Bullying Prevention month. Winston-Salem/Forsyth County school officials are working with community groups to raise awareness about bullying and
cyber-bullying. A survey of students last year revealed that 53 percent of eighth-graders, 43 percent of fifth-graders, and 28 percent of high-school seniors agreed or
strongly agreed that bullying was a problem.

Last Wednesday was Unity Day, sponsored by the PACER National Bullying Prevention Center, an effort to raise awareness and show support for students who have
been bullied. Schools and community groups also gathered for a Bully Walk on Saturday at BB&T Ballpark.

It’s important that students themselves are getting involved to combat bullying. They may be the solution because while bullies may seem like fearless rebels, most often
they are troubled and insecure and looking for acceptance. The last thing they probably want is to be on the outside.

Which brings us to the parents of bullies, and you probably know who you are. Do your child a big favor and let them know that you also think that bullies are uncool.
Learning Task 02
Directions: Read and examine the editorial provided. Then, in your paper,
answer the questions that follows.

1. What is the main idea portrayed by the editorial you have just read?
2. Are there evidences that support the main idea? Cite at least three examples.
3. How would you describe the way the editorial board proved its point?
4. What can you say about the use of language and the words used in the given
reading material?
5. Were you prompted to believe the claims based on the ideas presented in the
material? Why or why not?
Argumentation
Argumentation
Argumentative writing is sometimes called persuasive writing because it seeks to
convince readers to support a stand on a certain issue. It also requires the writer to examine a
topic or issue which involves the collection, generation and evaluation of exhibits and/or
evidences. It further emphasizes the writer’s agreement or disagreement on particular
proposition.

Proposition is very essential in argumentative writing. It serves as the point of reference

of the argumentative writer. It is where the writer decides whether to express his/her agreement or
disagreement. In doing so, it is necessary that he/she gathers information and/or evidences that
would support his/her stand.
 Argumentative Essay
- one of the most common forms of argumentative writing
- is an essay that presents a stand or a rationale on a given proposition or issue. In this essay,
the main argument presented is elaborated and explained through the presentation of its pros
and cons. The main objective of an argumentative essay is to convince or persuade the reader
into considering your stand or argument on an issue.
Key Structural Elements of Argumentative
Writing
The basic components of an argument include: (a) a claim, (b) reasons behind this
claim, and (c) evidences to support this specific claim.

The pattern of idea development in argumentative writing may vary from one writer to
another. The structure of developing an argumentative essay largely depends on how a writer
intends to present his or her main argument, and how he or she wishes to develop the main idea
presented by backing it up with supporting details or evidences.

As an essay is usually made up of an introduction, a body, and a conclusion,

argumentative essays may use a pattern or structure that conforms to how a writer intends to
present and further establish a point.
The table that
follows present
various patterns of
how ideas or
arguments in an
argumentative essay
may be presented
and developed.
 Pattern A Pattern B Pattern C
a. Thesis Statement a. Thesis Statement a. Thesis Statement
b. First Pro b. Con(s) + Refutation(s) b. First Con + Refutation
c. Second Pro c. First Pro c. Second Con + Refutation
d. Con(s) + Refutation(s) d. Second Pro d. Third Con + Refutation
e. Conclusion e. Conclusion e. Conclusion
.

the thesis statement about the

is almost similar to presents the simplest flow of
issue is presented in the topic
sentence. It is followed by the first the first one. The arguments starting with the
set of pros (supporting ideas) presentation of the thesis
only difference is that
relative to the thesis statement. statement. Then, the three (3)
Then, the second set of pros it presents the cons sets of cons (opposing ideas)
(supporting ideas) is also presented
to further support and strengthen
(opposing ideas) and of the issue together with their
the claim regarding the thesis refutations first corresponding refutations are
statement. It is followed by the
presentation of the cons
before building up provided. Not a single pro
(counterarguments)and refutations. the thesis statement (supporting idea) is given in
Lastly, a conclusion that using the this pattern. This means that
summarizes the ideas presented in
the essay and highlights the pros(supporting the conclusion needs to focus
benefits of the thesis statement is ideas). on justifying the refutations to
presented to the readers. fully support the claim.
The table that
follows present
several language
features of an
argumentative
text.
Modals The use of modal verbs like should and must to express suggestion and obligation, respectively,
contributes to the achievement of sentences that provide support to the main argument.
a. The public should consider wearing face shields as additional protection against COVID-19
infection.
b. Every Filipino must conserve water, energy, and other natural resources.

The use of adverbs like the ones listed below also contributes to the attainment of the author’s
purpose for writing. These linguistic particles help indicate the mood or attitude of the writer with
respect to the ideas being presented.
usually | probably | necessarily | actually | apparently | certainly | definitely | essentially |
in fact | possibly | inarguably
Evaluative The use of evaluative language, usually in the form of adjectives, reflects the writer’s attitude
Language towards a certain idea. These words express feelings, opinions, or judgments on what they are
describing. Evaluative words, including the ones listed below, can have positive or negative
effects on an idea.
appalling | awful | disgusting | dreadful | horrendous | incredible | revolting | ridiculous |
shocking | terrible | wonderful
Transitions The use of appropriate transitional devices plays a great part in maintaining the smooth flow of
ideas in an argumentative text. Depending on the need to bridge one idea to the others, these
words, also known as connectives, help achieve coherence in writing. Through these words, the
danger of the essay sounding like a group of disjointed opinions can be avoided.
because | therefore | on the other hand | as a result | in summary | consequently |
similarly | in contrast | meanwhile | furthermore
Learning Task 03
Directions: Read the given argumentative essay entitled Pros and Cons of Returning to School
taken from https://beverlyhighlights.com/2021/05/07/pros-and-cons-of-returning-to-school/.
Provide the key elements using the template given.

Main Argument

Pros

Cons

Refutations

Conclusion
Learning Task 03 Directions: Read and examine the editorial provided taken from https://beverlyhighlights.com/2021/05/07/pros-
and-cons-of-returning-to-school/

Editorial: Pros and cons of returning to school

Emma Newman l May 7, 2021

There were two reactions that I felt when I heard that school was returning without cohorts. One was the intense feeling of happiness at the prospect of reuniting with my friends, meeting some of my teachers
face-to-face for the first time and truly engaging with my schoolwork. The other was panic–at the idea of class getting harder, at the sudden adjustment that this could entail and at the feeling of leaving my
safe, stress-free home behind.
However, it was impossible to fully comprehend what returning to school would mean until I had actually experienced it. Returning had advantages and disadvantages. Below are some of the pros and cons
of returning to school, from someone who has actually done it.

The most rewarding aspect of returning to school was the improved social connections that I made. I could work with students to better understand school material.

Another unique benefit of returning to school was a break from perpetual boredom and disengagement. The simple act of being in-person focuses attention and improves my learning experience.

Perhaps the most important positive side effect of being in-person, though, is an improvement in my spirits. Simply walking from class to class improved my mood substantially because of its energizing
effects. Even reintroducing myself to my teachers and classmates seemed like a fun activity in comparison to the isolation that I often felt at a Zoom screen.
Overall, while sleeping an extra few minutes was an appealing at-home prospect, attending school in-person brought an energizing and mood-lifting quality that sleep alone did not.

As fun as it was to see my friends, teachers and campus again, though, doing so didn’t actually improve my quality of education. Because most of my fellow students attend virtually, teachers often direct
their attention toward virtual students instead of those in-person. This produced an unfortunate truth – I still had to stare at a screen to get instruction when I attended in-person classes.

Many of my teachers also did not address the class by sitting in the direction . This reduces the quality of notes that can be taken, which leaves many students to resort to reliance on their Zoom teacher
instead of their real one.

What’s more is that students who attend class virtually are actually acknowledged by some teachers to a greater extent than in-person students. This is because most in-person students, including myself,
kept their cameras off during class in an attempt to be more present in the classroom.
Engaging in extracurricular activities was also significantly more difficult when attending in person. Club meetings are not held in classrooms but held virtually. The result of this fact is that students who come
to school either have to attend meetings outside with their headphones on, which limits in-person interaction, or skip the meeting altogether.

Certain precautions that I personally deem necessary for a safe environment are not being enforced.

For example, students, instead of sitting in small groups, were allowed to eat lunch with large groups of friends, similar to how it was pre-pandemic. Teacher also took their masks off during class. Out of the
six classes I took, two of my teachers took their masks off to eat in the two days that I attended in-person. For unvaccinated students, these actions could be a cause of sickness, which could make the
school a perfect breeding ground for a super-spread.

Ultimately, it is up to the students and their parents to decide whether or not the negatives outweigh the positives of going to school. For me, they did. However, because of these many considerations,
administrators and teachers should not pressure students into returning. Instead, they should be understanding of both sides and encourage students to do whatever is best for themselves and their families.
Learning Task 04
Directions: Imagine that you are a writer for a leading newspaper company in the Philippines. You are
asked to write an argumentative text about one of the topics listed below. Your output should not be
less than 10 sentences and should reflect key structural elements and language features of an
argumentation.

1. Revival of GMRC and Values Education Subjects in Basic Education

2. Establishment of the Department of Overseas Filipino Workers
3. Implementation of 8-Hour Curfew for Minors in the Time of Pandemic
4. Conduct of Limited Face-to-Face Classes among JHS and SHS students
 Thank you
for listening!

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