EAPP- Q2- Module 1 -

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English Major (Philippine Normal

University)

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English for
Academic and
Professional
Purposes (EAPP)
Quarter 2 – Module 1:
Gathers Manifestoes and
Analyzes the Arguments
Used by the Writer/s
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Downloaded by Chat El ([email protected])
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

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other
things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim 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
Illustrator: Reggie D. Galindez, Alona Rose L.
Jimenea Layout Artist: John Arvin B. Genosa
Cover Art Designer: Ian Caesar E. Frondoza
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Romelito G. Flores, CESO V - Schools Division
Superintendent
Mario M. Bermudez, CESO VI – Assist. Schools Division
Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gerardo Magno – Subject Area Supervisor
Juliet F. Lastimosa - CID Chief
Sally A. Palomo - Division EPS In- Charge of LRMS
Gregorio O. Ruales - Division ADM Coordinator
Ronnie R. Sunggay / Helen J. Ranan – Subject Area

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of

Koronadal Telefax: (083) 2288825/ (083) 2281893

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E-mail Address: [email protected]

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English for
Academic and
Professional
Purposes (EAPP)
Quarter 2 – Module 1:
Gathers Manifestoes and
Analyzes the Arguments Used by
the Writer/s

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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.

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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:

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.

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 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.

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 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

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 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
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.
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.
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;
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;

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

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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.

1. In argumentative writing, a writer present an argument which is

backed up with pictures.
2. Argumentative writing gives both sides of the argument.
3. Claim refers to the writers position on an issue.
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.
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.

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 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)

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 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.

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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.

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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
2. NI-PDEHT UTSSIDE
3. RUCTERN SEUSSI
4. CSOARHLYL RTACISEL
5. LYAANESS

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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
should be prohibited

2 Does Art pay?

3 Is Michael Jordan still a

basketball star?

4 YouTube Owners
Should Check and Fix
Comments That Involve
Filthy Language
5 Influences of mobile
phones: pros and cons

6 Are people becoming

technological zombies?

7 Can you succeed in life

working in the field of
art?
8 Are today's music
tracks educational or
meaningful at all?
9 Is Bad Language
Unacceptable on TV?

10 Is technology limiting
creativity?

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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?

2. What are the significant statements/ manifestoes did you get from the
source you used? You may copy the exact statement here.

3. Based on your answer in question number 2, what is your stand

(agree or disagree) on the issue? Why or why not?

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…

2. Manifesto refers to…

3. A good argument is…

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 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

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 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

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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 7. True
Activity 4 8. True
Answers 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/

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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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