11
English for
Academic and
Professional
Purposes (EAPP)
Quarter 2 – Module 1:
Gathers Manifestoes
and Analyzes the
Arguments Used by the
Writer/s
DEPARTMENTOF EDUCATION
@oAule 1
Mo#¿ls 3
SELF-LEARNING MODULE
DEPARTMENT OF EDUCATION - SOCCSKSARGEN
English for Academic and Professional Purposes 11
Self-Learning Module (SLM)
Quarter 2 – Module 1: Gathers Manifestoes and Analyzes the Arguments Used by the
Writer/s
First Edition, 2020
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ownership over them.
Development Team of the Module
Writer: Niza B. Ponteras
Editors: Louie Mark Garvida, Imelda C. Martinez, Jerryl Jean L. Salunayan
Reviewers: Helen J. Ranan, Sally A. Palomo
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[email protected] 11
English for
Academic and
Professional
Purposes (EAPP)
Quarter 2 – Module 1:
Gathers Manifestoes and
Analyzes the Arguments Used by
the Writer/s
Introductory Message
For the facilitator:
Welcome to the English for Academic and Professional Purposes –Grade 11 Self-
Learning Module (SLM) on the MELC Gathers Manifestoes and Analyzes the
Arguments Used by the Writer/s!
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.
6
For the learner:
Welcome to the English for Academic and Professional Purposes- Grade 11 Self-
Learning Module (SLM) on the MELC Gathers Manifestoes and Analyzes the
Arguments Used by the Writer/s!
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:
This will give youWhat
an idea oftothe
I Need skills or competencies you are expected to learn in the
Know
module.
This part includes an activity that aims to check what you already know about the lesson to
take. If you get all What
the answers
I Know correct (100%), you may decide to skip this module.
This is a brief drill or review to help you link the current lesson with the previous one.
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’s In
This section provides a brief discussion of the lesson. This aims to help you discover and
understand new concepts and skills.
What’s
What is New
This comprises activities It
for independent practice to solidify your understanding and skills
of the topic. You may check
What’s the answers to the exercises using the Answer Key at the end of
More
the module.
This includes questions or blank sentence/paragraph to be filled in to process what you
learned from the lesson.
What I Have Learned
This section providesWhatan activity
I Can Do which will help you transfer your new knowledge or skill
into real life situations or concerns.
This is a task which aims to evaluate your level of mastery in achieving the learning
competency. Assessment
In this portion, another activity will be given to you to enrich your knowledge or skill of the
lesson learned. This also tends
Additional retention of learned concepts.
Activities
This contains answers to all activities in the module.
Answer Key
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!
What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the competency on Gathering Manifestoes and Analyzing the Arguments
Used by the Writer/s. Do you know that in our daily existence we are confronted
with many social issues? Yes, we are. In fact, we also have our stand to that issues
and oftentimes we try to convince other people to believe with our stand on that
certain issues by providing support through evidence. In this module, you will learn
to gather manifestoes and analyze the arguments used by the writer/s. Let us find
out on the next lessons.
In this module, you will be able to identify some techniques on gathering
manifestoes and analyzing arguments used by the writer/s.
Specifically, you are expected to:
1. gather manifestoes and analyze the arguments used by the writers
What I Know
Before we start the lesson, let us do the following activity to measure your
prior knowledge on the topic that will be taught in this module.
General Direction: Read each item carefully. Write the chosen letter on a separate
sheet of paper.
A. Multiple Choice
Direction: Choose the letter of the best answer.
1. This refers to a published declaration of the intentions, motives, or views of
the issuer, be it an individual, group, political party or government ( C )
a. Law
b. Texts
c. Manifesto
d. Arguments
2. This is a kind of writing where the students establishes a position in a given
topic and then uses evidence to persuade the audience to see things from
his/her point of view. ( C )
a. Academic text
b. Literary Writing
c. Argumentative writing
d. Comprehensive Writing
3. In academic writing, this is usually a main idea, often called a “claim” or
“thesis statement,” backed up with evidence that supports the idea. ( D )
a. concept
b. question
c. research
d. argument
4. In analyzing an issue and developing an argument, the following may be
included as supporting evidence EXCEPT; ( B )
a. diaries
b. current issues
c. in-depth studies
d. position papers and analyses
5. The following are the things to do to write a great argument, EXCEPT; ( B )
a. make a diary of events
b. make an educated stance
c. investigate several sides of the argument
d. collect evidence, including facts, statistics, and claims
B. True or False
Directions: Write True if the statement is correct; False if it is wrong. Write your
answer on the space provided before each number.
false 1. In argumentative writing, a writer present an argument which is
backed up with pictures.
true 2. Argumentative writing gives both sides of the argument.
true 3. Claim refers to the writers position on an issue.
true 4. Forming and communicating claims on a certain issue supported by
reasonable arguments and properly-cited factual evidences is a fundamental
aspect in an argumentation.
True 5. Manifestoes help you organize your stand on an issue and convince
the people to change their mind about things which many of them are pretty
firm about.
Lesson Gathers Manifestoes and
1 Analyzes the Arguments
Used by the Writer/s
Forming and communicating claims on a
certain issue supported by reasonable arguments
and properly-cited factual evidences is a
fundamental aspect in an argumentation.
Gathering manifestoes and analyzing the
arguments used by the writers help you organize
your stand on an issue and eventually will help
you convince the people to change their mind
about things which many of them are pretty firm
about.
For instance, you are going to convince the people on the healthy recovery
from COVID 19, you will gather manifestoes and analyze the arguments used by
the writers to convince the people on the issue.
In this lesson, you will be taught to master the competency on gathering
manifestoes and analyzing the arguments used by the writers.
What’s In
In your previous module, you have learned the different graphic visual aids
and the appropriate ways to use them.
Before we proceed to the next topic, let’s check what you have learned from
the previous lesson.
Activity 1. MY GRAPHIC VISUAL AIDS LIST
Directions: Complete the information needed in the table by filling in the description
of the graphic visual aids listed below. Write your answer in a separate sheet of
paper.
Graphic Visual Aids Description
PowerPoint (or equivalent)
Overhead projector slides/transparencies
White or black board
Paper handouts
Flip chart
Video (DVD or VHS)
Notes to the Teacher
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.
What’s New
How are you coping with our lesson? I know you are eager to learn and
discover new learning through the learning tasks that you are going to perform. This
time, you will be engaged in an activity that will introduce you to our lesson.
Activity 2. MY POINT OF VIEW
Direction: Give your views on the image presented below and write it in a separate
sheet of paper.
Are you convinced with the statement in the image? Why or Why not?
If you were the person in the image, how are you going to convince others to have
the same views as yours?
What is It
Now, let us study the concepts related to your activity.
Manifesto. This refers to a published declaration of the intentions, motives, or
views of the issuer, be it an individual, group, political party or government.
Argumentative writing. A kind of writing where the students establish a position
in a given topic and then use evidence to persuade the audience to see things from
their point of view. To write a great argumentatively, the students first have to
investigate several sides of the argument, which allows them to make an educated
stance. Then, they have to collect evidence, including facts, statistics, and claims
from experts in the topic’s field.
Argument. In academic writing, this is usually a main idea, often called a
“claim” or “thesis statement,” backed up with evidence that supports the idea.
Analyzing an Issue and Developing an Argument
Once your topic is selected, you should do some research on the subject
matter. While you may already have an opinion on your topic and an idea about
which side of the argument you want to take, you need to ensure that your
position is well supported. Listing the pro and con sides of the topic will help
you examine your ability to support your counterclaims, along with a list of
supporting evidence for both sides.
Supporting evidence includes the following:
Type of Information Type of Source How to find these sources
introductory directories, Use the Library catalogue
information and encyclopedias,
overviews handbooks
in-depth studies books, government Library catalogue, Canadian
reports Research Index, Government
web sites
scholarly articles academic journals Article indexes
current issues newspapers, Article indexes
magazines
Statistics government agencies Statistics Canada, Canadian
and associations Research Index, journal articles
position papers and association and Library catalogue, web sites
analyses institute reports
What’s More
You have already learned some concepts pertaining to gathering manifestoes
and analyzing the arguments used by the writers. Now, let us check how far you
have gone with our lesson.
Activity 3. ANALYZING SUPPORTING EVIDENCE
Direction: In analyzing an issue and developing an argument, supporting evidence
is a significant factor. Arrange the jumbled letters to form a word/s that connects
to supporting evidence.
1. TSASITCITS (STATISTICS)
2. NI-PDEHT UTSSIDE (IN-DEPTH STUDIES)
3. RUCTERN SEUSSI (CRURRENT ISSUES)
4. CSOARHLYL RTACISEL (SHOLARLY ARTICLES)
5. LYAANESS (ANALYSES)
Activity 4. GATHERING MANIFESTOES
Directions: Identify the possible types of sources of the supporting evidence for the
following topic for argumentation.
Write your answer on a separate sheet of paper.
No. Issue/ Topic Type of Source Specific Information
(Copy the Links for Online Sources or title of the
printed materials)
1 Violent Video games Research https://www.apa.org/about/policy/resolution-
should be prohibited violent-video-games.pdf
2 Does Art pay? Article https://www.researchgate.net/publication/28
0534869_The_arts_governments_and_mone
y_do_the_arts_have_any_value_if_they_don
't_make_money
3 Is Michael Jordan still a Biography https://www.ducksters.com/sports/michael_j
basketball star? ordan.php
4 YouTube Owners Thesis Paper https://scholarspace.manoa.hawaii.edu/bitstr
Should Check and Fix eam/10125/44435/1/19_03_benson.pdf
Comments That Involve
Filthy Language
5 Influences of mobile Article https://www.researchgate.net/publication/34
phones: pros and cons 0580491_Pros_and_cons_of_having_a_mob
ile_phone_A_conceptual_study_on_Rural_
Youth_of_Jammu_and_Kashmir
6 Are people becoming Research/Article https://www.researchgate.net/publication/34
technological zombies? 2009689_Topic_Are_people_becoming_tec
hnological_zombies
7 Can you succeed in life Thesis https://dash.harvard.edu/bitstream/handle/1/
working in the field of 37736787/MAROM-DOCUMENT-
art? 2017.pdf?sequence=1&isAllowed=y
8 Are today's music Article https://www.researchgate.net/publication/24
tracks educational or 2560857_The_power_of_music_Its_impact_
meaningful at all? on_the_intellectual_social_and_personal_de
velopment_of_children_and_young_people
9 Is Bad Language Thesis https://www.ipsos.com/sites/default/files/pu
Unacceptable on TV? blication/1970-01/connect-ofcom-offensive-
language-2016.pdf
10 Is technology limiting Research https://www.unionky.edu/sites/default/files/p
creativity? ublic/downloads/pages/creativity
%20article.pdf
Activity 5. COMPLETING MANIFESTOES
Directions: Choose ONE from any of the issues/ topics in Activity 4: Gathering
Manifestoes and answer the following questions:
1. What is the issue/ topic?
Violent Video games should be prohibited
2. What are the significant statements/ manifestoes did you get from the
source you used? You may copy the exact statement here.
Video game use has become pervasive in the American child’s life: More than 90% of
U.S. children play some kind of video games; when considering only adolescents ages 12
- 17, that figure rises to 97% (Lenhart et.al, 2008; NPD Group, 2011). Although high
levels of video game use are often popularly associated with adolescence, children
younger than age 8 who play video games spend a daily average of 69 minutes on
handheld console games, 57 minutes on computer games, and 45 minutes on mobile
games, including tablets
3. Based on your answer in question number 2, what is your stand
(agree or disagree) on the issue? Why or why not?
I agree, because we all know that gadgets or technologies
should be prohibited on children. It may cause them
complications in their mental health, especially on their
eyesight.
What I Have Learned
You have come this far, Congratulations! You are truly doing a great job.
Now, let us sum up what you have learned from our lesson by completing the given
phrases below.
Activity 5. COMPLETE ME
1. An argument is…
is usually a main idea, often called a “claim” or “thesis statement,” backed
up with evidence that supports the idea.
2. Manifesto refers to…
This refers to a published declaration of the intentions, motives, or views of the issuer, be
it an individual, group, political party or government.
3. A good argument is…
is an argument that is either valid or strong, and with plausible premises that are true, do not beg
the question, and are relevant to the conclusion. ... "The conclusion of this argument is true, so some or all
the premises are true.
What I Can Do
Now that you are done sharing what you have learned from the discussion
on the key concepts on gathering manifestoes and analyzing the arguments used by
the writers, it’s time to do another activity.
Activity 6: MY ARGUMENT
Directions: People nowadays are living uncomfortably due to COVID -19
Pandemic. Share your views on the issue/ topic COVID 19: Legit or Not. Support
your views by gathering some manifestoes and analyzing the arguments used by the
writer. Write your answer on a separate sheet of paper.
Please be guided by the suggested criteria for scoring.
Criteria for Scoring
Identified Learning.............20pts.
Mechanics..........................15pts.
Relevance of Content...........15pts.
Total…..................................50pts
Assessment
It’s about time to assess your learning by doing the activity below.
Activity 7. I CLAIM IT!!
Directions: Write your argument or claim on the given issue. Support this by
gathering some manifestoes and analyzing the arguments used by the writer/s.
Write your answer on a separate sheet of paper.
Should a woman be involved in political affairs of the nation?
Please be guided by the suggested criteria for Scoring.
Criteria for Scoring
Identified Learning.............20pts.
Mechanics..........................15pts.
Relevance of Content...........15pts.
Total…..................................50pts
Additional Activities
Congratulations! You’ve come this far. I know you’ve learned a lot about
gathering manifestoes and analyzing the arguments used by the writers. For your
additional activities, do the given task below.
Activity 8: I STAND ON MY ARGUMENT
Direction: Write your argument on an issue and support it by gathering manifestoes
and analyzing the arguments used by the writers.
Choose ONLY ONE from the following possible topics:
1. Government should forbid same-sex marriages (for Academic Track Students)
2. Can Music and Cinematography be called an art too? (for Arts and Design
Students)
3. Is swimming really the best type of sport? (for Sports Track Students)
4. TVL students should have face-to-face class (for TVL Track Students)
Please be guided by the suggested criteria for Scoring.
Criteria for Scoring
Identified Learning.............20pts.
Mechanics..........................15pts.
Relevance of Content...........15pts.
Total…..................................50pts
2
0
What's More What I Know
Activity 3 1. C
2. C
1. Statistics 3. D
2. In-depth studies 4. A
3. Current issues 5. A
4. Scholarly articles
6. False
5. Analyses
Activity 4 Answers
7. True
8. True
may vary 9. True
10. True
Answer Key
References
Laurel, M.M.,Lucero, A.F, Bumatay-Cruz, R.T (2016). English for Academic and
Professional Purposes: Teacher’s Guide. Quezon City, Philippines.Department
of Education
Otero, R. (2016). English for Academic and Professional Purposes Worktext
Online Sources
Argument. (n.d). Retrieved at https://writingcenter.unc.edu/tips-and-
tools/argument/
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:
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