Lesson 2.3 Language Features of An Argumentative Text [PDF]

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“Humility has such power. Apologies can disarm arguments. Contrition can defuse rage. Olive branches do more good than battle axes ever will.” - Max Lucado



From the previous lesson, you were able to familiarize yourself with an argumentative essay, its basic elements and the different models that can be used in writing an argumentative essay. Other than familiarizing yourselves with these things, you should also be aware of other features that make an argumentative essay more effective. In this world where people are raised in different ways and opinions vary, one must master the skill of getting his/her opinion across without offending anyone. Students like you must understand the art of raising an argument. One must learn to effectively develop his/her stance, provide supporting evidences, and be able to balance his claims when uncertain.



LEARNING COMPETENCY 



identify key structural elements (e.g. exposition -statement of position, arguments, restatements of positions) and language features of an argumentative text (e.g. modal verbs, attitudes expressed through evaluative language; conjunctions or connectives to link ideas; declarative statements; rhetorical questions; passive voice)



LEARNING OBJECTIVES At the end of the lesson, you will be able to:  use modals, hedging, rhetorical questions, and passive voice in writing an argumentative essay  use connectors in linking ideas in an argumentative essay  observe courtesy in writing with the use of hedging  acknowledge one‟s weakness and recognize strengths with humility by writing an argumentative essay on an issue



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Name: _________________________________ Year & Section: _________________________ Subject: _______________________________



Score: _________ Day & Date Accomplished: _________ Signature of Parent/Guardian: _________ Date Monitored: _________ _____________________________________________________________________________________



EXPLORE: Activity #1 Activity Title: Am I High or Low? Learning Target: Express possibility and certainty using modals to strengthen one‟s claim Reference Title: Practical English 10 Author: Raymundo, Helen C. and Go, Ronald S. Main Idea One of the weaknesses of a student‟s essay is making strong claims that cannot be supported. In these cases, it is useful to be able to vary the strength of a claim to suit the circumstances. Modal verbs and adverbs are used with another verb to express ideas such as possibility, necessity or permission. They are often used to make the writer‟s claims more or less tentative, i.e. to suggest that the writer‟s thought is more or less probable. Directions: Read and study page 80 of your book. Then, provide the modal that expresses the correct level of certainty and possibility to complete the sentences below. 1. The sky looks cloudy today. It____________ rain later. 2. You ____________ always look both ways before crossing the street. 3. Mary____________ attend the fundraiser later. She has already scheduled it on her planner. 4. The bus ____________ be late as the traffic situation in the city is very unpredictable. 5. Mara got the highest score on today‟s science exam. She ____________ study a lot. 6. I ____________ help my mother clean the house but I feel very tired. 7. It looks like it‟s about to rain. You ____________ bring an umbrella with you when you go out. 8. Ron ____________ speak fluent Japanese when he worked for the embassy but he forgot most of it after he retired. 9. If Kate fails this exam, she ____________ have to take this class again next semester. 10. I am not quite sure if this is the right key. It ____________ be the wrong one.



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FIRM-UP



It’s Discussion Time! There may be instances when you may not be absolutely certain of what you are about to say or write. In these situations, the use of a single verb may not suffice so you can turn to modals for help. Modals are auxiliary verbs that are used to indicate a speaker or writer‟s certainty, ability, or obligation and a situation‟s possibility. This lesson will focus on how modals can modify one‟s intended meaning according to one‟s level of certainty and the situation‟s level of possibility. The modal used depends on the level of certainty that a speaker or writer wished to convey:



Must/Can (very certain) Undoubtedly, always, never, definitely, clearly Will/would (fairly certain) Should (likely, probable, probably) Usually, likely, probably, generally frequently, May (perhaps, maybe quite possible) Could/might (possible/might) Conceivably, occasionally, perhaps, uncertainly



Adapted from: Jordon, R. R. (1990) Academic Writing Course. Edinburgh: Nelson Study Skills in English and Learning Assistance Centre, University of Sydney (1992) Writing in an Academic Style.



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Name: _________________________________ Year & Section: _________________________ Subject: _______________________________



Score: _________ Day & Date Accomplished: _________ Signature of Parent/Guardian: _________ Date Monitored: _________ _____________________________________________________________________________________



DEEPEN: Activity #2 Activity Title: To Strengthen is to Weaken! Learning Target: Construct a sentence using a modal verbs/adverb that supports the student‟s own thesis statement on a given issue Reference Title: Practical English 10 Author: Raymundo, Helen C. and Go, Ronald S. Main Idea In writing argumentative essays, it must be based on the evidence you have collected. The level of modality used to express your opinion must match the level of certainty provided by your evidence. It might be appropriate to make a high modality claim because evidence, from multiple sources, backs up your opinion. Therefore, adjust the certainty or modality you use to present your argument according to the quality and amount of evidence supporting it. An advocacy is defined as any action that speaks in favor of, recommends, argues for a cause, supports or defends, or pleads on behalf of others. Directions: Accomplish the following tasks. 1. If you will be a student advocate, what will be your advocacy? (Note: Your chosen topic or advocacy will be your topic for your project. You are discouraged to change topic on the next lessons since some activities will be gauged on your advocacy.) ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 2. Read about your chosen topic and write your own thesis statement. 3. Construct five (5) sentences that express certainty or possibility using modals. Your sentence should be aligned with your thesis statement.



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YOUR THESIS STATEMENT: ___________________________________________________________________________________ ___________________________________________________________________________________



SUPPORTING SENTENCE WITH MODALS (Expressing certainty and possibility): 1. ___________________________________________________________________________________ ___________________________________________________________________________________



2. ___________________________________________________________________________________ ___________________________________________________________________________________



3. ___________________________________________________________________________________ ___________________________________________________________________________________



4. ___________________________________________________________________________________ ___________________________________________________________________________________



5. ___________________________________________________________________________________ ___________________________________________________________________________________



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Name: _________________________________ Year & Section: _________________________ Subject: _______________________________



Score: _________ Day & Date Accomplished: _________ Signature of Parent/Guardian: _________ Date Monitored: _________ _____________________________________________________________________________________



EXPLORE: Activity #3 Activity Title: Oops! No Offense! Learning Target: Use hedging to avoid offending people‟s feelings in stating an opinion Reference Title: Practical English 10 Author: Raymundo, Helen C. and Go, Ronald S. Main Idea In academic writing, it is prudent to be cautious in one‟s statements so as to distinguish between facts and claims. This is commonly known as “hedging”. Hedging is the use of linguistic devices to express hesitation or uncertainty as well as to demonstrate politeness and indirectness. People used hedged language for several different purposes: 1. to minimize the possibility of the other opposing the claims that are being made 2. to conform to the currently accepted style of academic writing 3. to enable the author to devise a polite strategy where they are able to acknowledge that there may be flaws in their claims Directions: Read the given statements and encicrcle the letter that corresponds to the sentence which does NOT use words or expressions that express hesitation, uncertainty, politeness and indirectness. 1.



A. Eating fast food is likely bad and perhaps should be avoided. B. Eating fast food is believed to be bad, so it should be avoided. C. Eating fast food is bad and should be avoided. D. Many people say that eating fast food should be avoided.



2.



A. He is guilty. B. Chances are he is guilty. C. He might be guilty. D. Some people believe he is guilty.



3.



A. Politicians are dishonest. B. Politicians are said to be honest. C. Politicians are usually seen as dishonest. D. The assumption is that politicians are dishonest.



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4.



A. The internet is said to be taking away our privacy. B. The internet is taking away our privacy. C. The internet might be taking away our privacy. D. The internet is accused of taking away our privacy.



5.



A. Listening to music is definitely one of the best ways to relax. B. Apparently, listening to music is one of the best ways to relax. C. Listening to music is considered to be one of the best ways to relax. D. There‟s no doubt that listening to music is one of the best ways to relax.



6.



A. Playing with Lego is considered to be a good activity for boys and girls alike. B. Playing Lego tends to be a good activity for boys and girls alike. C. Playing with Lego is undoubtedly a good activity for boys and girls alike. D. Playing with Lego is said to be good activity for boys and girls alike.



7.



A. There are many different ways to reach our goal. B. It has been argued that there are many different ways to reach our goal. C. There seem to be many different ways to reach our goal. D. We can reach our goal in many different ways.



1. What are the words and expressions that were used in the given activity to express hesitation, uncertainty, politeness and indirectness? (3pts) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Give 10 examples of words and phrases that can be used in hedging. a.



f.



b.



g.



c.



h.



d.



i.



e.



j.



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It’s Discussion Time!



Using direct and straightforward language may offend some readers. Hence, some writers deliberately use vague and tentative language to maintain diplomacy and to avoid offending others. This technique is known as hedging. An important feature of academic writing is the concept of cautious language, often called “hedging” or “vague language”. In simpler terms, it is necessary to make decisions about your stance on a particular subject or the strength of the claims you are making.



Example 1:



Playing violent video games causes more aggression, bullying and fighting.



With Hedging: It is assumed that playing violent video games may cause more aggression, bullying, and fighting.



Example 2:



Mars is the focus of much scientific study and foremost planet for human colonization.



With Hedging: Mars is certainly the focus of much scientific study and often considered the foremost planet for human colonization.



Examples of words and expressions used in hedging: Introductory Verbs Certain Lexical Verbs Certain Modal Verbs Adverbs of Frequency Adverbs Modal Adjectives Modal Nouns That - clauses Adjective + to-clause



seem, tend, look like, appear to be, think , believe, doubt, be sure, indicate, suggest believe, assume, suggest will, must, would, may might, could often, sometimes, usually certainly, definitely, clearly, probably, possibly, perhaps, conceivably certain, definite, clear, probable, possible assumption, possibility, probability it could be the case that, it might be suggested that, there is every hope that it may be possible to obtain, it is important to develop, it is useful to study



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Name: _________________________________ Year & Section: _________________________ Subject: _______________________________



Score: _________ Day & Date Accomplished: _________ Signature of Parent/Guardian: _________ Date Monitored: _________ _____________________________________________________________________________________



DEEPEN: Activity #4 Activity Title: Hedge Me! Learning Target: Use the appropriate hedges to make statements more polite and diplomatic Reference Title: Practical English 10 Author: Raymundo, Helen C. & Go, Ronald S. Main Idea Hedging is used in academic writing to mark the distinction between facts and claims/opinions. It is particularly useful when expressing disapproval. Directions: Accomplish the following tasks below. A. Answer the activity on pp.227-228 of your book. B. From your chosen topic in Activity 2, draft 10 opinion statements using hedging. Encircle the hedgers used in each sentence. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. English 10 | Lesson 3: Language Features of An Argumentative Text | S.Y. 2020-2021



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Name: _________________________________ Year & Section: _________________________ Subject: _______________________________



Score: _________ Day & Date Accomplished: _________ Signature of Parent/Guardian: _________ Date Monitored: _________ _____________________________________________________________________________________



EXPLORE: Activity #5 Activity Title: There Are Others! Learning Target: Familiarize one‟s self with the other features of an argumentative essay Reference Title: Practical English 10 Author: Raymundo, Helen C. and Go, Ronald S. Main Idea There are other language features that contribute to an effective argumentative essay: A. Use conjunctions or connectors. It is not only that conjunctions link one idea to the next, but also it helps the author achieve coherence. B. Use of declarative sentences. A declarative sentence is simply a sentence that makes a statement rather than asking a question or making a command. C. Use of rhetorical questions. A rhetorical question is a question that does not expect an answer. Its main purpose is to add creative flair to your essay. D. Use of passive voice. In a passive sentence, the person or thing acted on comes first, and the actor is added at the end, introduced with the preposition “by”. A. Directions: Read and analyze the following items. Encircle the letter of the answer. 1. Which of these transitions would you use in the counterargument paragraph? A. however C. also B. similarly D. in conclusion 2. Which of these phrases would be good to use to cite text evidence? A. in conclusion C. according to the text B. in my opinion D. in other words 3. The transitions “even, indeed, in fact, and truly” are used to indicate __________. A. example C. emphasis B. contrast D. conclusion



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4. He did not earn enough money. ______, his wife decided to get a job. A. Therefore C. On the other hand B. Besides D. None of the above 5. I really hate the taste of lima beans, broccoli, and tomatoes; _____, I eat them because they are so nutritious. A. consequently C. moreover B. nevertheless d. so B. Write one thesis statement expressed in a declarative sentence, one rhetorical question and a passive sentence in each of the issues given below. Issue: Face to face classes in January A. Thesis statement ______________________________________________________________________________ B. Rhetorical question ______________________________________________________________________________ C. Passive sentence ______________________________________________________________________________



Issue: Challenges of Distance Learning Modes A. Thesis statement ______________________________________________________________________________ B. Rhetorical question ______________________________________________________________________________ C. Passive sentence ______________________________________________________________________________



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It’s Discussion Time! In addition to the previous lesson, there are other feature that can be applied in writing an argumentative essay. A. Use Conjunctions or Connectors Conjunctions or connectors are used in academic writing to achieve coherence. Coherence gives a smooth flow of ideas within and among the paragraphs in your essay.



ADDITION COMPARISON CONTRAST EMPHASIS EXAMPLE/ ILLUSTRATION SUMMARY



TIME SEQUENCE



again, also, and, and then, besides, equally important, finally, first, further, furthermore, in addition, in the first place, last, moreover, next, second, still, too also, in the same way, likewise, similarly although, and yet, at the same time, but at the same time, despite that, even so, even though, for all that, however, in contrast, in spite of, instead, nevertheless, notwithstanding, on the contrary, on the other hand, otherwise, regardless, still, though, yet certainly, indeed, in fact, of course after all, as an illustration, even, for example, for instance, in conclusion, indeed, in fact, in other words, in short, it is true, of course, namely, specifically, that is, to illustrate, thus, truly all in all, altogether, as has been said, finally, in brief, in conclusion, in other words, in particular, in short, in simpler terms, in summary, on the whole, that is, therefore, to put it differently, to summarize after a while, afterward, again, also, and then, as long as, at last, at length, at that time, before, besides, earlier, eventually, finally, formerly, further, furthermore, in addition, in the first place, in the past, last, lately, meanwhile, moreover, next, now, presently, second, shortly, simultaneously, since, so far, soon, still, subsequently, then, thereafter, too, until, until now, when



2. Use of Declarative Sentences A declarative sentence is a sentence that makes a statement rather than asking a question or making a command. A thesis statement is a declarative sentence that states what you want your reader to know, believe, or understand after having read your essay. English 10 | Lesson 3: Language Features of An Argumentative Text | S.Y. 2020-2021



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Your argumentative essay is mostly composed of declarative sentences that support your thesis statement. 3. Use of Rhetorical Questions These are questions that are asked only for effect and do not require answers. These are meant to capture the audience‟s attention. Examples:  If you prick us, do we not bleed? If you tickle us, do we not laugh?  If you poison us, do we not die? And if you wrong us, shall we not revenge?  Between 700 and 800 race horses are injured and die every year, with a national average of about two breakdowns for every 1,000 starts. How many more horses will be killed in the name of entertainment?  4. Use of Passive Voice In academic writing, sometimes it is obvious, irrelevant or repetitive to state who the “doer” of the sentence is; thus the passive voice is a useful way to construct these types of sentences. You may use a passive voice in the following cases: A. The doer is unknown. e.g. The cave paintings of Lascaux were made in the Upper Old Stone Age. [We don‟t know who made them.] B. The actor is irrelevant. e.g. An experimental solar power plant will be built in the Australian desert. [We are not interested in who is building it.] C. You want to be vague about who is responsible. e.g. Mistakes were made. [Common in bureaucratic writing!] D. You are talking about a general truth. e.g. Rules are made to be broken. [By whomever, whenever.] E. You want to emphasize the person or thing acted on. e.g. Insulin was first discovered in 1921 by researchers at the University of Toronto. It is still the only treatment available for diabetes. English 10 | Lesson 3: Language Features of An Argumentative Text | S.Y. 2020-2021



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Take note of the following reminders when using the passive voice in your essay: 1. The use of passive voice can be vague about who is responsible for an action. 2. Too many passive sentences can create confusion. 3. Passive sentences often sound wordy and indirect.



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Name: _________________________________ Year & Section: _________________________ Subject: _______________________________



Score: _________ Day & Date Accomplished: _________ Signature of Parent/Guardian: _________ Date Monitored: _________ _____________________________________________________________________________________



DEEPEN: Activity #6 Activity Title: Apply „em! Learning Target: Use the features discussed to make an effective advocacy Reference Title: Practical English 10 Author: Raymundo, Helen C. and Go, Ronald S. Main Idea Other features of an argumentative essay are: 1) use of conjunctions; 2) use declarative sentence/s; 3) use of rhetorical question/s; and 4) use of passive voice. Directions: Using the topic of your advocacy, construct two sentences for each of the features. A. Conjunctions 1. ____________________________________________________________________________ ____________________________________________________________________________ 2. ____________________________________________________________________________ ____________________________________________________________________________ B. Declarative Sentence 1. ____________________________________________________________________________ ____________________________________________________________________________ 2. ____________________________________________________________________________ ____________________________________________________________________________ C. Rhetorical Questions 1. ____________________________________________________________________________ ____________________________________________________________________________ 2. ____________________________________________________________________________ ____________________________________________________________________________ D. Passive sentence 1. ____________________________________________________________________________ ____________________________________________________________________________ 2. ____________________________________________________________________________ ____________________________________________________________________________ English 10 | Lesson 3: Language Features of An Argumentative Text | S.Y. 2020-2021



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Name: _________________________________ Year & Section: _________________________ Subject: _______________________________



Score: _________ Day & Date Accomplished: _________ Signature of Parent/Guardian: _________ Date Monitored: _________ _____________________________________________________________________________________



TRANSFER: Activity #7 Activity Title: Apply „em v2.0! Learning Target: Use the features discussed to make an effective advocacy Reference Title: Practical English 10 Author: Raymundo, Helen C. and Go, Ronald S. Main Idea Helpful tips in writing your argumentative essay: 1) Have a clear plan in mind before writing an argumentative essay; 2) Present factual and logical proof; 3) Use specific words and give clear examples to justify your main argument; and 4) Revise and proofread your argumentative essay before submitting it. Here are the stages of the Writing Process: 1.Pre-writing 4. Edit 2. Drafting 5. Publish 3. Revise To wrap up Lessons 2 and 3, you will do Stages 1 and 2 of the writing process. Directions: Review the contents of Lessons 2 and 3. Then do the following: 1. From your chosen topic for your advocacy, choose the pattern that you wish to apply for your output (Toulmin or Rogerian Model). 2. After deciding on the model that you wish to use, draft an outline for your argumentative essay. 3. Write the first draft of your essay. Be sure to use the features of an argumentative essay discussed. 4. Underline your thesis statement. Criteria for scoring: Content: 10 points Supporting Details: 10 points



Organization: 10 points Persuasiveness: 10 points



Mechanics: 10 points



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Write your outline here.



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Write your first draft here.



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VALUES INTEGRATION



How does your knowledge on writing an argumentative essay help you in your daily life? People must understand that no one is totally alike. One may have similarities with others; each is unique and has a significant difference to others. Therefore, one‟s perspective on a particular issue varies. To better understand one another despite these differences, each one must learn to give his stance the nicest way possible. It is unnecessary to argue without properly explaining one‟s reasons for having such claims. Each must learn to listen, discuss, and meet in a common ground.



_____________________________________________________________________________________ References AEUK. (2020, July 26). Academic English UK. Retrieved October 2, 2020, from academic- englishuk.com: https://www.academic-englishuk.com/hedging-cautious-language English Composition.org. (2020). Retrieved October 2020, from englishcomposition.org: https:// englishcomposition.org/advanced-writing/the-toulmin-model-of-argument/ Manila Bulletin . (2020, October 30). Manila Bulletin Opinion-Editorial. Retrieved October 31, 2020, from mb.com.ph: https://mb.com.ph/2020/10g/30/our-budget-for-recovery-will-be-ready-at-years-start/ Uni Learning Academic Writing. (2000). Uni Learning . Retrieved October 31, 2020, from unilearning.uow.edu.au: https://unilearning.uow.edu.au/academic/4aiii_2.html On copyright infringement No copyright infringement is intended. All photos, cliparts, and the likes used in this module belong to their rightful owners.



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