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English-10- Quarter-2- Module-2-F

Bachelor of Science in Agricultural and Biosystem Engineering (Mindanao State

University)

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10
English
Quarter 2 – Module 2:
Key Structural Elements
and Language Features
of an Argumentative Text

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English – Grade 10
Self-Learning Module (SLM)
Quarter 2 – Module 2: Key Structural Elements and Language Features of an
Argumentative Text
First Edition, 2020

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Development Team of the Module

Writers: Alma C. Manchures, Maylene S. Orencio, Geraldine Mae A. Pamintuan, Letecia
S. Sunga
Editors: Raffy G. Herrera, Lorelie C. Salinas
Reviewers: Raffy G. Herrera
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10

English
Quarter 2 – Module 2:
Key Structural Elements
and Language Features
of an Argumentative Text

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Introductory Message
For the facilitator:

Welcome to the English 10 Self-Learning Module (SLM) on Key Structural

Elements and Language Features of an Argumentative Text!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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For the learner:

Welcome to the English 10 Self-Learning Module (SLM) on Key Structural Elements

and Language Features of an Argumentative Text!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it

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What I Need to Know

This is a brand-new day to begin this week’s learning adventures. Varied activities
are prepared for you as you discover and develop new skills essential in your
everyday encounters.

This module is divided into four lessons:

Lesson 1 – Key Structural Elements of an Argumentative Text
Lesson 2 –Modal Verbs and Modal Adverbs in Argumentative Text
Lesson 3 –Evaluative Language and Conjunctions in Argumentative Text
Lesson 4 –Declarative Statements, Rhetorical Questions, and Passive Voice
in Argumentative Text

After going through this module, you are expected to identify key structural
elements, e.g.:

 exposition – statement of position,

 arguments,
 restatement of position; and

language features of an argumentative text, e.g.:

 modal verbs: should, must, might, and modal adverbs: usually, probably, etc.;
 attitudes expressed through evaluative language;
 conjunctions or connectives to link ideas: because, therefore, on the other
hand, etc.;
 declarative statements;
 rhetorical questions; and
passive voice.

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What I Know

To check what you already know about this week’s topic, read and answer the
questions below. Write the letter of your answer on your answer sheet. (See Pre-Test.)

1. Which of the following is not found in the first paragraph of an argumentative text?
a. issue or problem c. evidence
b. thesis statement d. background information
2. Which of the following can be considered as a supporting evidence?
a. claim c. rebuttal
b. conclusion d. statistics
3. Which can be a topic for an argumentative text?
a. My first airplane ride c. How to become successful
b. Cyberbullying d. Steps to top an exam
4. Which of the following is not true when you write an argumentative text?
a. You state your position or stand about an issue.
b. You give reasons to support your position.
c. You argue against opposite side.
d. You cite similarities and differences of opinions.
5. What is one of the key jobs of adverbs?
a. It connects words in the sentence.
b. It signifies ownership.
c. It adds meaning to the verbs.
d. It links ideas in a sentence.
6. What type of verb expresses permission, ability, obligation, prohibition, lack of
necessity, advice, possibility, and probability?
a. transitive verb c. intransitive verb
b. modal verb d. linking verb

7. What modal adverb completes the statement? "Henry __________ could not
attend the party."
a. placidly c. really
b. fortunately d. unfortunately

8. What modal verbs signifies 50% obligation?

a. ought to c. had better
b. could d. must

9. It is a word or a part of speech used to link ideas and signals your line of
reasoning such as adding more emphasis, or introducing an alternative point of
view.
a. adverb c. conjunction
b. preposition d. verb

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10. It is a language that adds judgment and critical approach to an argument.

a. literal language c. figurative language
b. evaluative language d. persuasive language

11. Which of the following conjunctions will you use if you want to add more point
to your ideas?
a. moreover c. in other words
b. therefore d. thus

12. What is the function of the underlined conjunction in the sentence below?
Thus, it is important to observe proper health protocol to get rid of Covid-19.
a. Add more to a point already made
b. Introduce an alternative viewpoint
c. Introduce an example
d. Sum up the idea

13. Which of the following is an example of declarative statement used in

argumentative text?
a. Stay at home to avoid spread of Covid-19.
b. Are you ready for the new school year?
c. The situation is getting worse because people lack discipline.
d. Think carefully before you act.

14. Which of the following best describes a rhetorical question?

a. It is a question that aims to confuse the audience.
b. It is a question with numerous answers backed up with reasons.
c. It is a question that requires a definite answer.
d. It is a question asked not to get an answer but to emphasize a point.

15. Which of the following sentences is written in passive voice?

a. The authorities strictly implemented the new policy.
b. The chairman of the committee has raised several questions.
c. The policy on physical distancing was revised.
d. The revelation of the witness resolved the issue.

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Lesson
Key Structural Elements
1 of an Argumentative Text

Be reminded to wash your hands thoroughly before and after using this
module.

You may have been into conflicts and misunderstandings in the past that led you to
argue with others because you differ in your opinions regarding an issue. How were
you able to convince others to agree with your point of view? Today’s lesson will help
you figure out that there are certain elements you have to consider when developing
an argumentative text.

At the end of this lesson, you are expected to:

1. identify the structural elements of an argumentative text;

2. organize an argumentative text through an outline; and
3. value the importance of knowledge of structural elements of an argumentative
text.

What’s In

In your everyday experiences, you encounter different tasks and as you perform these
tasks, language plays a significant part for you to be understood. The language that
you use depends on the context and the situation you are in. In every situation and
depending on your purpose, you employ an appropriate language to get to the point.

In your past lesson, you have learned about the language of research, campaigns
and advocacies. Now, you are already aware that research is a systematic
investigation of a specific problem to establish facts and a reach new conclusion. In
presenting the research report, literal language is used. On the other hand, the
language used in campaigns and advocacies can either be literal, figurative or both.

Before you begin the new lesson, recall other important concepts you learned in the
past which may be connected to the lesson you are about to embark on.

Notes to the Teacher

Make sure that students are ready to embark on learning a new skill.
Encourage students to do the succeeding tasks religiously.

What’s New
Now it’s time to begin a new learning episode. Have fun and enjoy the activities.

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Activity 1.1
Study the dialogue below and observe the exchange of conversation of two students
after watching an entry in a talent show, then answer the process questions that
follow.
Carla : That was a lousy performance!
Jimmy : Why?
Carla : The background music was inappropriate and the
performers lacked facial expressions.
Jimmy : I thought that was good enough because all the cast have
mastered their lines.
Carla : Yes, they have mastery, but their actions were obviously not
internalized which made the overall performance unrealistic.
Process Questions:
1. What are the two students talking about?
2. What are they doing in the entire conversation?
3. What was Carla’s stand about the performance?
4. What about Jimmy’s stand? Did he agree with Carla?
5. What was Carla trying to prove?

Great! Now you’re up for the next segment of this lesson. Enjoy and have fun!

What Is It

Based on your previous activity, you discovered that the two students in the dialogue
showed a real-life example of a situation where arguing takes place. In an argument,
one makes a claim and backs it up with evidence. When there is a counterclaim, one
has to refute it and support the refutation with another evidence in order to convince
the opposing side to agree with him or her. In short, an argument involves the process
of establishing a claim and proving it with the use of logical reasoning, examples and
research.

In writing, arguments are used in argumentative texts. Newspaper editorials and

commentaries are usually argumentative. In school exams, when your teacher asks
questions that require you to give your opinion and you support them with evidences,
you are actually making an argument. Take note that when you write an
argumentative text, your primary purpose is to convince the reader to consider your
point of view.
Remember, a topic can be argumentative if it has two sides. It’s either you agree or
disagree on the issue. Study the examples below:
 Using contact tracing system
 Skipping the school year
 Mandatory drug testing for students
Moreover, there are key structural elements that you need to observe and consider
when writing an argumentative text. Like any other forms of writing, an

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argumentative text has three basic parts: the introduction, the body, and the
conclusion. Each of these parts contain some important elements.
The introduction or sometimes also called exposition usually introduces the
problem and gives necessary background information. This part also contains the
thesis statement or the claim which states the position of the writer about a
particular topic or issue. The thesis statement is usually the last sentence of the
introduction.

A thesis statement contains the topic, your position on the topic and your reasons
for taking that position.

Examples of Thesis Statement:

Topic Position Reasons

1. Technology has decreased our level of connectedness to others because it allows

us to disconnect from the people in our physical environment and it does not
foster the social skills needed in order to help us to connect to those around us.
Counterclaim Topic Position
2. Even though cellphones can be an educational tool, cellphones should be
banned inside the classroom because they can distract students from having
focus in the lesson and they can also be used in cheating. Reasons

The body is the part of the argumentative text where you work on your arguments.
It presents your reasons about your stated position. Every reason is usually the
topic sentence in each paragraph which is backed up with evidences in the form of
examples, statistics, personal experiences or quotations. You can have 2-3 strong
arguments in your body. You may also add a paragraph to discredit opposing
arguments or counterclaim. This part is called refutation which you also need to
back up with evidences.

The conclusion is found in the final paragraph of an argumentative text. It restates

the position and gives one or two general statements to summarize the arguments
which support the main claim.

What’s More

Activity 1.2
Read the argumentative text and extract the elements to complete the table that
follows.

Does Freedom of Speech Give People the Right to Use Hate Speech?
“What is freedom of expression? Without the freedom to offend, it ceases
to exist” Salman Rushdie.The quote perfectly sums up the never-ending debate
about freedom of speech and hate speech. It is a well-known fact that freedom of
speech and expression belongs to the group of fundamental human rights of

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every person on this planet. Lately, we are witnessing the rising concerns about
hate speech, is it protected by this basic human right or freedom of speech should
have some limitations? Given the fact that every individual is allowed to express
thoughts and beliefs, banning the negative comments would, in fact, deny his or
her basic rights i.e. freedom of speech.
Freedom of speech reinforces all other human rights, thus allowing society
to develop and progress at a constant rate. The ability to state our opinion and
speak freely is pivotal for any change in society. Throughout the history, society
evolved thanks to the individuals, great thinkers, brave leaders, who were not
scared to express their beliefs. Back in time, those beliefs that were contrary to
the typical “mindset” would be considered as hate, a hatred towards their way of
life, culture, and tradition. The most reputable professors, experts, and
campaigners only confirm that free speech has always been used to fight for
change, for better times.
Besides reinforcement of other human rights, free speech is also essential
due to the ability to hear others and be heard at the same time. We need to hear
other people’s views as well as offering them our own opinions. Unfortunately, one
of the fastest-growing problems of our society is that people rarely listen to others
and acknowledge their takes on certain topics if they don’t agree with them. We
should feel comfortable exchanging ideas and thoughts with those who have
opposing views. Experts agree that way there would be less “hate speech” circling
around.
We hear or read the term “hate speech” a lot, especially now with the easy
internet access and a multitude of social media websites to join. It comes as no
wonder why insulting comments and expressing negative ideas are considered a
threat to the humanity. A lot of people are anti-Semitic, anti-Muslim, anti-gay
marriage, and so on. Those who assume hate speech is not a freedom of speech,
primarily, focus on the expression of a negative attitude towards certain people
and ideas. However, if we start banning people from expressing their beliefs, then
what comes next? After one thing, there always comes another and, eventually,
the mankind would live in fear of saying anything. The reality is that the society
has become oversensitive; everything one does not agree with is considered
insulting and branded as hate.
Finally, freedom of speech is the most important human right that every
individual has the right to exercise. This freedom comes with the ability to express
one’s opinion, regardless of its nature good or bad. What our society needs today
are not limitations of free speech, but making efforts to establish dialogues
between people with conflicting beliefs. Listening and being heard will go a long
way; that way we could build bridges instead of burning them. ("Argumentative
Essay Examples | Edusson Blog" 2020)

Statement of Position (Thesis Statement)

Argument 1

Argument 2

Counterclaim

Conclusion (Restatement of Position)

Great job! Now it’s time to explore further.

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What I Have Learned

To summarize what you have learned, complete the following statements.

Activity 1.3
Fill in the blanks with the appropriate word that best completes the statement.
1. Any topic is considered argumentative if ___________________________________.
2. The _____________________ is the part of an argumentative text that introduces
the problem, provides background information, and gives the thesis
statement.
3. Every reason is supported with _________________that may come in the form
of statistics, examples, quotations or experience.
4. The ____________________restates the position and summarizes the main
arguments.
5. Knowing the structural elements of an argumentative text is important
because __________________________________________________________________.
Awesome! You are now ready for more learning adventure.

What I Can Do

For you to explore further about today’s lesson, you are going to apply what you have
learned by doing the activity below.
Activity 1.4
Choose one topic inside the box and make an outline of an argument by filling in the
table.

✔Teaching financial literacy to children ✔Rehabilitation of Manila Bay

✔Providing more benefits to medical workers ✔Banning violent video games

Issue/Topic
Thesis Statement
Reason 1
Reason 2
Reason 3
Counterclaim
Conclusion

Congratulations! You have done it well.

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Lesson
Modal Verbs and Adverbs
2 in Argumentative Text
Have you tried composing an article or an essay? How did you present your ideas?
What are the words that you used? Variety of words can be used to express our
thoughts and ideas; however, it should be used correctly. These words do not just
add meaning to the topic that you are tackling, yet, it also helps you maintain the
connectivity and consistency of your point of view.
After going through this lesson, you are expected to:

1. enumerate the examples of modal verbs and adverbs and determine their
uses;
2. use modal verbs and adverbs in writing an argumentative text; and
3. value the significance of modals in argumentative texts.

4.

What’s In

Before you proceed with the new topic, first have a recap of your previous lesson.
1. What is an argumentative text?
It is a kind of writing that aims to convince the readers to agree with the author’s
point of view.

2. What are the structural elements of an argumentative text

An argumentative text has three basic parts which contain some specific
elements.
 The introduction introduces the topic or problem, gives background
information, and presents the thesis statement which states the position
of the writer.
 The body discusses the arguments that support the writer’s position.
Every reason is backed up with evidences like statistics, opinion of experts,
personal experiences, examples, or quotations. It may also include a
refutation to discredit opposing arguments or counterclaims.
 The conclusion restates the thesis statement in other terms and gives a
general statement that summarizes the arguments that support the main
claim.

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What’s New

Activity 2.1
Read the statement and choose the correct term that will complete the sentence.

should needn’t would can don’t have to

must mustn’t shouldn’t shall can’t

1. If you are sick, you ________ go to work. You’ll infect everyone there.
2. Drivers _______ stop at red lights.
3. You _______ finish the proposal today. You can finish it tomorrow.
4. She ______ hear much better with her new hearing aids.
5. ______ I order us a bottle of wine?
6. Sam ______ pick his daughter up from school. She’s taking the bus home.
7. You _____________ finish your tasks.
8. You ________ eat so many sweets. They are bad for you.
9. _________ you mind walking a little faster? We’re going to be late.
10. I’m sorry. I _______ help you. I don’t know how to do it.

Great! You are now ready for the next part of this lesson.

What is It

A while ago, you were tasked to complete the statements using the appropriate terms.
This time let’s discuss what those terms are.
What are Modal Verbs?
A modal is a type of auxiliary (helping) verb that is used to express: permission,
ability, obligation, prohibition, lack of necessity, advice, possibility, and probability.
In writing argumentative texts, modals help the main verb convey its particular
meaning. It gives clearer sense to the thoughts that are being presented.

Here is a list of modals with examples:

Modal Verb Expressing

Strong obligation
must
logical conclusion /certainty
must not Prohibition
Ability
Can Permission
Possibility

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ability in the past

could polite permission
Possibility
Permission
may
possibility, probability
polite permission
might
possibility, probability
need not lack of necessity/absence of obligation
50 % obligation
should/ought to Advice
logical conclusion
had better Advice

What are Modal Adverbs?

One of the key jobs of adverbs is to add to the meaning of verbs, it makes sense that
modal adverbs add meaning to modal verbs. Remember that modality has to do with
ideas such as the possibility of something happening. Another way to think of this
concept is to ask yourself: How likely is this to occur or to exist? Some examples of
modal adverbs are: probably, possibly, evidently, undoubtedly, precisely etc.

For example:
Masked and protected
In some countries with the highest number of COVID infections, governments
are belatedly making it mandatory for people to wear masks in public places. After
initial disagreements over the benefits of wearing masks, infectious disease experts
around the world are now in agreement that the practice can go a long way in curbing
the coronavirus disease 2019 contagion.

A survey conducted by a London-based research group showed 84 percent

compliance among Filipinos with the requirement to wear face masks – one of the
highest in the world. This was from Feb. 24 to July 26, when various degrees of
lockdowns were imposed in the country.

Yet the government believes compliance surely can go higher. These days
even talking in the light railway services in Metro Manila is prohibited, to prevent the
spread of droplets. The prohibition, which initially seemed laughable, makes sense
amid preliminary studies indicating that the COVID-causing SARS-coronavirus-2
may be transmitted through droplets spread by talking and even breathing.

The possibility of that kind of airborne transmission has prompted at least

one private hospital to ban the use of face masks with vents, pointing out that such
masks could not protect either the wearer or those who come in contact with the
person from pathogens.

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As COVID cases spike, President Duterte has ordered local government units
and the police to intensify the campaign against violators of public health protocols.
This week police got down to work, apprehending even those cleaning the grounds
in front of their homes without masks.

The order to “arrest” will have to be clarified. Will people have a permanent
record for breaking ordinances? So far, first offenders are being taken to barangay
centers or police stations, fined P1,000 and then released. What about recidivists?
Will they be sent to jail, which are already so overcrowded they are breeding grounds
for viruses?

To avoid confusion, it would be good for the local governments of Metro Manila
to release uniform ordinances on such health protocols. An information campaign at
the grassroots probably will also help, to promote voluntary compliance with the
rules. Compliance can be greater if people fully understand the consequences of not
abiding by the health protocols.

In the absence of a cure or vaccine for COVID, the best defense against
infection is to heed the health experts’ advice and practice safety protocols. Wearing
masks in public and observing physical distancing are minor inconveniences that
can save lives. (Source: The Philippine Star)

Congratulations! You are now ready for the next phase of our lesson. Get ready and
have fun.

What’s More

Activity 2.2
On the given social issues below, write at least 2-3 sentence paragraph expressing
your stand and arguments. Use modal verbs and adverbs and underline them.

1. DENIAL OF ABS-CBN FRANCHISE

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. ANTI-TERROR LAW
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3. COVID 19 CRISIS
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Well done! Get ready for more learning adventure.

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What I Have Learned

Now, it’s time to check what you have learned in this lesson by doing the activity
below.

Activity 2.3
Read each statement and write on the blank the modal verb or adverb referred to.
________________1. It indicates ability in the past.
________________2. It adds meaning to the modal verbs.
________________3. It expresses lack of necessity.
________________ 4. It is a type of helping verb that is used to express: permission,
ability, obligation, prohibition, lack of necessity, advice, possibility, and probability.
_________________5. It states a logical conclusion.

Amazing! Now, you are down to the final challenge of this module.

What I Can Do

This time you are going to apply what you have learned.

Activity 2.4
Compose a five-paragraph argumentative text about the Academic Freeze. Use
modal verbs and adverbs in your write up. Rubric will be provided in checking your
output.

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Lesson Evaluative Language

and Conjunctions
3 in Argumentative Text
Hello! Welcome to a new learning journey. This lesson will introduce you to structural
elements like evaluative language and use of connectives in an argument.
Specifically, at the end of this lesson, you are expected to:
1. identify attitudes expressed through evaluative language and use of
conjunctions to link ideas;
2. use evaluative language and conjunctions in an argument; and
3. appreciate how evaluative language and connectives help develop an argument.

What’s In
In the previous lesson, you have learned about modal verbs and modal adverbs. A
modal is a type of auxiliary verb that is used to express: permission, ability,
obligation, prohibition, lack of necessity, advice, possibility, and probability. In
writing an argumentative text, modals help the main verb convey its particular
meaning. It gives clearer sense to the thoughts that are being presented. Modal verbs
include must not, can, could, may, might, should, ought to, etc. Modal adverbs on
the other hand, add meaning to modal verbs. Examples are probably, possibly,
evidently, undoubtedly, precisely, and, etc.

Now, as you face another learning journey, you will learn how to make your
arguments more critical and more logical in approach using the evaluative language.
At the same time, you will also learn how to link ideas and present your line of
reasoning in your arguments by using conjunctions.

Good luck and enjoy the succeeding segments of your learning journey.

What’s New

Activity 3.1: Read the text below and answer the questions that follow.
Should There Be More Schools in the Philippines?
(An excerpt)
It is a common knowledge that teachers in the Philippines are underpaid that
is why there is a limited supply of teachers in both private and public schools. In
addition, some of the talented teachers would rather choose to work abroad than in
the Philippines because there is that idea that they can have better opportunities
there.

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Lastly, there is only a limited number of people who can go to school. Problems
such as lack in money often contribute to why this is happening. According to
research, students who belong to the poor sector have higher dropout rates because
they do not have the economic resources to sustain their education (Meinardus,
2003). There is also that thinking that it is better to just work than to study. Lastly,
even though the government can help in addressing this problem, they cannot
provide for everyone’s education because they lack funds. ("Argumentative Essay:
Should There Be More Schools in The Philippines?" 2020)

Questions:
1. Why do talented teachers choose to work abroad?
2. Are the opinions of the essayist best? Explain your answer concisely.
3. What is the function of the underlined words in every paragraph?

Great! Now you’re ready for the next part of this lesson. Enjoy learning!

What is It

Language plays a vital role in expressing one’s ideas and feelings; to argue a point;
to express reasons; to provide directions; and many others. When persuaders want
to convince their audience to believe that their own opinion is best; that their claims
are logical; that they are truly honest and trustworthy; they are using evaluative
language-these are words and structures that add judgment and help develop an
argument. Likewise, once there is an evaluative language in a write up, it shows a
critical approach in it.

Evaluative language can be expressed explicitly (directly) or implicitly (indirectly).

When the writer or speaker provides no obvious linguistic clues, but exploits the
audience’s ability to recognize any comment on it, it is implicitly evaluated. When
evaluation is achieved through grammatical, textual, and lexical means it is explicitly
evaluated.
On the other hand, once you develop an argument, conjunctions are also important.
They link ideas and identify the line of reasoning such as adding more emphasis,
putting the same idea in a different way, and introducing an alternative point of view,
etc.

Following is a selection of words used to link ideas depending on the direction of your
argument:
•Adding more to a point already made (Moreover, furthermore, again, further,
what is more, in addition, besides, above all, as well (as), Either, neither… nor,
not only…)
•Writing in lists (First (ly), second(ly), yet another, in addition, finally, to begin
with, in the second place, moreover, additionally, also, next, then, lastly, finally)

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•Putting the same idea in a different way (In other words, rather, or, better,
in that case, to put it (more) simply, in view of this, with this in mind, to look at
this another way)

•Introducing examples (that is to say, in other words, for example, for

instance, namely, as follows, as in the following examples, such as, particularly,
in particular, notably)

•Introducing an alternative viewpoint (by contrast, another way of viewing

this, alternatively, again, rather, on the other hand, in comparison, on the
contrary, in fact, though, although)

•Returning to emphasize your earlier viewpoint (However, despite x, in spite

of x, though, after all, at the same time, on the other hand, although x may
have a good point)

Summing up the idea stated (In brief, on the whole, to sum up, thus, in
conclusion, as a whole)
Awesome! You are now ready to take the next phase of your lesson. Good luck!

What’s More

This time you are up to do an activity to further hone your skills in this lesson.

Activity 3.2
Below is an excerpt of an argumentative text. Fill in the blanks with appropriate
conjunctions that complete the idea of the paragraphs.

Should Children be Allowed to Play Violent Video Games?

(An excerpt)

Children are not able to separate the virtual and real world fully. That
distinction is very blurry for the undeveloped young mind. They often confuse the
two concepts, thus, believing that what is acceptable in virtual world would be also
fine in the real one. 1.____________ (Likewise, Therefore), they carry that aggressive
violent attitude into their daily lives, harming the people around themselves. And
afterwards, when they have to pay for the consequences of their actions, they cannot
understand what they have done wrong. 2._____________ (Likewise, Thus), the
opponents strongly disapprove the use of violent video games by children as
dangerous and unpredictable.

3.______________ (Thus, Although), the two opposing sides of this argument would
never agree to compromise, the parents of young people still must make the decision
that would work the best for their children. It is true that video games are just games,
4. _____________ (moreover, however), it is a fact that they can be harmful if used
thoughtlessly and without parental attention. It would be desirable to try reaching a
certain balance in this matter. Games should be regarded as games, which must be

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playing sparingly. 5.______________ (Despite, Moreover), the parents have to

understand that instead of forbidding such video games, they must provide enough
alternative, such as travelling, time outside, family board games, movies, reading,
arts and sports. ("Argumentative Essay Sample: Children and Video Games" 2020)

You got it! It’s time to move on to the next segment of your learning journey.

What I Have Learned

Now, it’s time for you to check what you have learned.
Activity 3.3
Complete the following sentences.

1. __________________________links words or ideas in an argument.

2. ________________________ are words and structures that add judgment and help
develop an argument.
3. For instance, namely, such as, as follows, and particularly are expressions used
to __________________________________________.
4. First(ly), Second(ly), Next, Then, Last(ly), and Finally are used when___________
________________________________________________________________________________.
5.Learning the use of conjunction of conjunction is important because ___________
________________________________________________________________________________.
Good job! You have shown what you have learned.

What I Can Do

You are almost done with this lesson. Brace yourself for your final task.
Activity 3. 4
Write a one paragraph text stating your stand about Fast Foods. Use evaluative
language in expressing your claim and use conjunctions to link your ideas. Use a
separate sheet of paper for this activity.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

You did it! Get ready for your next learning adventure.

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Declarative Statements,
Lesson
Rhetorical Questions,
4 and Passive Voice
in Argumentative Text
Welcome to the final lesson of the week. Today, you will learn more language features
of an argumentative text. They are all important for you to get familiar with as you
apply them in your future assignments that require you to compose your own
argumentative text.

Specifically, at the end of this lesson you are expected to:

1. identify declarative statements, rhetorical questions and passive voice;

2. write declarative statements, rhetorical questions and passive sentences
used in argumentative text; and
3. appreciate the use and importance of declarative statements, rhetorical
questions and passive voice in an argumentative text.

What’s In
In the previous lesson, you have learned about conjunctions and evaluative language
and its importance in developing an argumentative text.

You have learned the following points:

 Evaluative language can be express overtly (explicit) or covertly (implicit).

When the writer or speaker provides no obvious linguistic clues, but exploits
the audience’s ability to recognize any comment on it, it is covertly or implicitly
evaluated. When evaluation is achieved through grammatical, textual, and
lexical means it is overtly or explicitly evaluated.
 On the other hand, once you develop an argument, conjunctions are also
important. They link ideas and signpost the reader on the direction of the line
of reasoning such as adding more emphasis, putting the same idea in a
different way, and introducing an alternative point of view, etc.

What’s New
How are you coping with the lesson? I hope as you go along, you will enjoy the
activities you are going to work on.

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Activity 4.1
Study the structure and analyze the set of sentences below then answer the
process questions that follow.
A.
1. Alyssah is a competent employee.
2. Breakfast is the most important meal of the day.
3. Cans can be recycled as pots.
B.
1. Is the Pope Catholic?
2. Is rain wet?
3. Can birds fly?
C.
1. The notorious robber was sent to jail.
2. The truth behind the mystery was revealed by the living witness.
3. All modules will be printed before the school year starts.
Process Questions:
1. How are ideas conveyed in Set A? What punctuation is used?
2. What do you call that kind of sentences?
3. What do you notice with the questions in Set B?
4. In Set C, who does the action?
5. What is the form of the verb in Set C?

Great! You are now ready for the next part of this lesson.

What is It

In addition to what were discussed in the previous lessons, other language features
used in argumentative texts are the declarative statements, rhetorical questions, and
passive voice. Let’s discuss them one by one.

 A declarative sentence is a sentence that makes a statement, provides a fact,

offers an explanation, or conveys information. This kind of sentence ends with a
period. In argument text, declarative statements are used in making a claim,
enumerating reasons, and presenting evidences. Here are some examples:
 Internet should be made free to everyone..
 The government is doing everything to protect its people against this deadly
Corona virus.
 Study shows that physical distances slows down the spread of the virus.
 A rhetorical question is a type of question that doesn’t’ need to be answered. It
is usually used to emphasize a point or idea. It may end with a question mark
but, is technically not a question at all because the audience is not expected to
actually respond. It may also have an obvious answer. In many cases it used to
start a discourse, or as a means of putting across the speaker's or author's
opinion on a topic. Here are some examples:
 Do you want to lose weight without feeling hungry?
 Is Pope a Catholic?
 What is the meaning of life?

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 The passive voice is another language feature present in argumentative texts.

It usually comes in the form (verb be + past participle of the main verb)
depending on the tense, like was formulated, were discussed, and will be
presented, has been raised, etc. It is used when the actor is unknown, irrelevant,
or not important; when emphasizing the person or thing acted on; or when
talking about a general truth.
 The artifacts were stolen from the museum.
 An alternative route was opened to the public.
 Communication has been revolutionized by the Internet.
 The new product can be bought at any drugstore.

Now that you’ve learned about the important points in this lesson, it’s time for you
to explore further.

What’s More

In this part of the lesson, you are going to do something more to deepen your
understanding of this lesson.

Activity 4.2
From the given argumentative text, pull out sentences that belong to the language
features covered in this topic and list them down in the table.

Should Mobile Phones be Banned in Schools?

In the last few years there has been an explosion in the use of new
communications technologies, including mobile phones; it is estimated that over
70% of young people aged 10–14 now own one. Considerable debate has taken
place in the press recently as to whether pupils should be allowed to take their
mobile phones into school.

No one can deny the positive benefits of children communicating freely

with each other, and pupils argue that using a mobile phone to talk to or text
message their friends is simply one way of doing this, using new technology. Many
parents are in favor too, and like the reassurance of knowing their child can be
safer and more independent if they have a mobile phone, since they can contact
them at any time if necessary. They cite the potential risks faced by some children
travelling alone.
However, schools point out that carrying a mobile phone could in itself
make a child more vulnerable to theft or mugging, both on the street and even in
the playground. Police figures confirm that a high proportion of crimes committed
against young people involve thefts of mobile phones. Schools are concerned,
moreover, that allowing pupils to bring their mobiles to school could create a
competitive atmosphere amongst children and result in some children feeling left
out and unvalued. In addition, they claim that pupils’ education would be affected
by the distraction of phones ringing in class.

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Some doctors fear that children using mobiles could suffer long-term brain
damage. Until this is disproved, it would seem that schools might best protect
their pupils from this and other problems by making them leave their mobile
phones at home.
(https://dera.ioe.ac.uk/4825/7/nls_y6t2exunits075202argue.pdf)

.
Declarative Sentence Rhetorical Question Passive Voice

Well done! Get ready for more learning adventure.

What I Have Learned

.

Now, let’s check what you have learned in this lesson.

Activity 4.3
Complete the statement by writing your answer on the blank.
1. In an argumentative text, declarative statements are used in_________________
__________________, __________________________, and _________________________.
2. A rhetorical question is asked not to be answered, but to ____________________.
3. Passive voice is used when ___________________________, _____________________,
or _______________________________.
4. It is important to learn the language features of an argumentative text so that
____________________________________________________________________________.
Amazing! Now, we are down to the final challenge of this module.

What I Can Do

Activity 4.4
Choose one topic from the list below and construct three (3) declarative sentences,
three (3) rhetorical questions, and three (3) sentences in passive voice.

Postponement of School Opening Modular Learning

Gaming Addiction Physical Distancing
Slow Internet Connection Plants Craze

Great job!! You are done with this lesson. Get ready for the assessment part.
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Assessment

Direction: Read each item carefully and write the letter of the correct answer on your
answer sheet. (Post Test)

1. It is a statement that states the position of the writer regarding a topic or issue.
a. opening statement c. examples statistics
b. thesis statement d. background information
2. It involves the process of establishing a claim and proving it with the use of
logical reasoning, examples, and research.
a. argument c. conclusion
b. reason d. evidence
3. Disproving an opposing argument is also called _____________________.
a. counterclaim c. refutation
b. conclusion d. exposition
4. Which is not true about the concluding paragraph of an argumentative text?
a. It restates the position in other terms.
b. It summarizes the main points in the argument.
c. It reiterates a call to action.
d. It presents a new claim or argument.
For items 5-8, choose the appropriate modal that will best complete the statement.

5. Fast learners ___________be given extra activities to make them more productive.
a. should b. might c. can d. ought
6. The new scheme will __________ improve the performance of the company.
a. hesitantly b. recently c. surely d. harshly
7. Unorganized meetings ______________ result to confusion among participants.
a. may b. should c. must d. had to
8. The organizers will _______________ change the original plan due to some
objections.
a. reluctantly b. evidently c. possibly d. angrily
9. What are used to link ideas in an argument?
a. conjunctions b. adverbs c. modal adverbs d. modal verbs
10. It refers to a language used by persuaders when they want to convince their
audience to believe that their own opinion is best.
a. evaluative language b. conviction c. figurative language d. arguments
11. Which conjunction is not used when introducing an alternative viewpoint?
a. thus b. again c. rather d. in fact
12. Which conjunction is used when summing up an idea?
a. therefore b. in other words c. rather d. in view of this
13. Which of the following does not refer to a declarative sentence used in an
argumentative text?
a. It is used to raise inquiries. c. It is used to enumerate reasons.
b. It is used to make a claim. d. It is used to present evidences.

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14. Which of the following is an example of a rhetorical question?

a. Why is physical distancing important nowadays?
b. Have you ever considered how many books we’d read if it were not for
televisions and internet?
c. What learning modality would you prefer?
d. I online learning as good as face to face learning.
15. Which of the following is not a reason for using passive voice in a sentence?
a. When the actor or doer of the action is unknown.
b. When the actor or doer of the action is irrelevant or not important.
c. When the person or thing acted on is more important than the doer.
d. When the writer thinks it sounds good to write in passive voice.

Additional Activities

Congratulations! You’ve come this far. For your additional activity, complete the
prompt below.

In this module, I learned that__________________________________________

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
.

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Post Test LESSON 4
LESSON 3
1.B Activity 4.1:
2.A 1.They state an idea. They end with a period. Activity 3.1
3.C 2. They are declarative sentences. Answers may
4.D 3. Questions have obvious answers. vary
5.A 4. In sentences 1 & 3, the doer of the action is not known. In sentence 2, the
6.C doer is found at the end part of the sentence. Activity 3.2
7.A 5. The form of the verb is verb be + past participle of the main verb. 1. Likewise
8.C 2. Thus
9.A Activity 4.2 3. Although
10.A Here are some possible answers: 4. However
11.C Declarative statements: 5. Moreover
12.A  1 In the last few years there has been an explosion in the use of new
13.A communications technologies, including mobile phones. Activity 3.3
14..B  No one can deny the positive benefits of children communicating freely with 1.Conjunction
15.D each other. s
 Some doctors fear that children using mobiles could suffer long-term brain 2.Evaluative
damage. language
Rhetorical Question: 3.Introducing
 Should mobile phones be banned in schools? examples
Passive Voice:. 4.Writing in
lists
 It is estimated that over 70% of young people aged 10–14 now own one . 5.Answer may
 Pupils should be allowed to take their mobile phones into school. vary
 Pupils’ education would be affected by the distraction of phones ringing in
class. Activity 3.4
Answer may
Activity 4.3: vary
1.makes a statement, provides a fact, offers an explanation, or conveys
information
2.emphasize a point
3.the actor is unknown, irrelevant, or not important; when emphasizing the
person or thing acted on; or when talking about a general truth
4.Answer may vary
Activity 4.4
Answer may vary
LESSON 1
LESSON 2
Activity 1.1
Activity 2.1 A.
1. shouldn’t 1. about a show they have watched
2. must 2. arguing
3.don’t have to 3. Carla claims that it was a lousy performance and supports it with
4.can evidence
5.shall 4. Jimmy makes a counter claim. He disagrees with Carla.
6.needn’t 5. Carla refutes Jimmy’s counterclaim and backs it up with evidence.
7.mustn’t
8.shouldn’t Activity 1.2
9.would Thesis Statement: Given the fact that every individual is allowed to
10. can’t express thoughts and beliefs, banning the negative comments would,
in fact, deny his or her basic rights i.e. freedom of speech.
Activity 2.2
Argument 1: Freedom of speech reinforces all other human rights,
Answer may vary
thus allowing society to develop and progress at a constant rate. Pre-
Activity 2.3 Argument 2: Free speech is also essential due to the ability to hear Test
1. could others and be heard at the same time.
2. adverb Counterclaim: It comes as no wonder why insulting comments and 1.C
3. need not expressing negative ideas are considered a threat to the humanity. 2.D
4.modal Restatement of Position: freedom of speech is the most important 3.B
5.should/ought to human right that every individual has the right to exercise. 4.D
5.C
Activity 2.4 6.B
Activity 1.3 7.D
Answer may vary 1. it has two sides 8.A
2. Introduction 9.C
3. evidences 10.B
4. Conclusion 11.A
12.D
5. Answer may vary
13.C
14.D
Activity 1.4 15.C
Answer may vary
Answer Key
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References
Academicguides.waldenu.edu. Academic Guides: Scholarly Voice: Active And Passive
Voice. [online] Available at: <https://academicguides.waldenu.edu/
writingcenter/scholarlyvoice/activepassive> [Accessed 30 July 2020].
Almonte, Lisa R, Lerma L. Flandez, Angelina Lourdes A. Hermosa, Nedia Lagustan,
Liberty A. Mangaluz, Elenita R. Miranda, Paul Anthony B. Mendoza, Lito A.
Palomar, Grace B. Annette Barradas-Soriano & Karen B. Villanueva.
Celebrating Diversity through World Literature-Grade 10 English Learners
Material, First Edition. Pasig City: Department of Education, 2015.
"Argumentative Essay Sample: Children and Video Games". 2020. Star-Writers.Com.
https://star-writers.com/blog/argumentative-essay-sample-children-and-
video-games.

"Argumentative Essay: Should There Be More Schools in The Philippines?"

2020. New Perspective. https://englcomc43sobejana.wordpress.com/2010
/09/02/argumentative-essay-should-there-be-more-schools-in-the-
philippines.

"Argumentative Essay Examples | Edusson Blog". 2020. Edusson.Com.

https://edusson.com/blog/argumentative-essay-examples.

DeCapua, Andrea. Grammar for Teachers: A Guide to American English for Native and
Non-Native Speakers. New York: Springer, 2008.
“Masked and protected.” The Philippine Star. July 25, 2020. https://www.
philstar.com/opinion/2020/07/25/2030386/editorial-masked-and-protected.

n.d. Dera.Ioe.Ac.Uk. https://dera.ioe.ac.uk/4825/7/nls_y6t2exunits075202argue

.pdf.
Writingcenter.ashford.edu. 2020. Writing A Thesis Statement | Ashford Writing
Center. [online] Available at: <https://writingcenter.ashford.edu/writing-a-
thesis> [Accessed 15 July 2020].

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DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: [email protected]

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