Senior High School

Grade 11

English for Academic and Professional Purposes

ENGLISH LEARNING KIT

Second Quarter – Module 1

ANALYZES THE ARGUMENTS

USED BY THE WRITER/S IN
MANIFESTOES
Development Team of English Learning Kit

Writer: Merlo Ceasar O. Francisco

Illustrators: Armand Glenn S. Lapor, Mark T. Dasa
Layout Artists: Lilibeth E. Larupay, Armand Glenn S. Lapor, Jun Victor F. Bactan
Ricky T. Salabe, Ma. Jonalyn O. Gegato
Division Quality Assurance Team:
Lilibeth E. Larupay, Dr. Ruby Therese P. Almencion
Armand Glenn S. Lapor, Ma. Jonalyn O. Gegato
Ruby D. Blando, Bonafe T. Davasol
Management Team: Dr. Roel F. Bermejo, Dr. Nordy D. Siason, Jr.
Dr. Lilibeth T. Estoque, Dr. Azucena T. Falales
Ruben S. Libutaque, Lilibeth E. Larupay
Dr. Ruby Therese P. Almencion

Grade 11-English for Academic and Professional Purposes 1

Competency: Analyzes the arguments used by the writer/s in manifestoes
(CS_11/12A-EAPP-IIa-d-3)
Grade 11-English for Academic and Professional Purposes
Competency: Analyzes the arguments used by the writer/s in manifestoes (CS_11/12A-EAPP-IIa-d-3)
 Analyzes the Arguments Used by the
Writer/s in Manifestoes

TARGETS

At the end of this lesson, you should be able to:

1. analyze the arguments used by the writer/s in manifestoes;
(CS_11/12A-EAPP-IIa-d-3)
2. use techniques in identifying arguments used by the writer/s in
manifestoes; and
3. value the importance of analyzing an argument.

EXPLORE

Analyzing a writer’s argument in a manifesto

is a necessary skill. It helps the reader to critically
examine the content of the text as well as the
techniques used by the writer. Most especially
when the reader analyses the argument, he/she
could draw conclusion from the manifesto.
Let us explore more the importance of
analyzing the arguments used by the writer/s in
manifestoes by answering the questions below in
your activity notebook.

1. What is an argument?

2. Cite a scenario where argument could be used. Support your answer.

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Grade 11-English for Academic and Professional Purposes
Competency: Analyzes the arguments used by the writer/s in manifestoes (CS_11/12A-EAPP-IIa-d-3)
 KEEP THIS IN MIND

Good job! You were able to answer the

questions in the previous activities. This time, we are
going to learn more about analyzing an argument.

WRITING AN ANALYSIS OF AN ARGUMENT1

An argument, in the academic context, is a formal way to make a point

in academic writing. This remains distinct from the real world definition where
an argument might mean a fight or a conflict.

An argument consists of two parts:

1. A claim or statement that summarizes the main idea.

2. A reason why that claim is true, and/or evidence to support that claim.

Let us look at this example!

Reflective writing can help students become better thinkers. It can help
students see that ideas are meant to be discussed and debated. Bridges and Jost
found that students who did weekly reflective journal writing about their course
content for a semester could analyze course concepts at a deeper level than those
who didn’t.

Let us analyze the argument:

1. In this case, the sentence "Reflective writing can help students become
better thinkers" is the claim.

2. The claim is expanded upon in the next sentence, "It can help students
see that ideas are meant to be discussed and debated." Finally, evidence is
presented, often in the form of a citation. Here, we read that "Bridges and
Jost found that students who did weekly reflective journal writing about their
course content for a semester could analyze course concepts at a deeper level than
those who didn't." This evidence supports the originally presented claim
and its expansion.
In analyzing an argument, one must apply the following steps in order
to understand the text thoughtfully: 2

1
Laurier Library. “Identifying and Analyzing an Argument”. Accessed September 19, 2020.
https://library.wlu.ca/sites/default/files/pdfs/tutorials/identifyingarguments.pdf

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Grade 11-English for Academic and Professional Purposes
Competency: Analyzes the arguments used by the writer/s in manifestoes (CS_11/12A-EAPP-IIa-d-3)
 1. Read the text several times and think about it
2. Write or jot down in your notes things that can help you track own thoughts
and writer’s thesis
3. Look for transitions that help draw conclusions and verbs that imply
evidence

Remember: If there is no clear thesis try to think of a hypothesis that might

support it by analyzing argument through:

a. Examining the author’s method

b. Examining the author’s persona
c. Examining the author’s purpose

a. Examining the Author’s Method

Tips in Analyzing the Argument:

1. Does the author quote authorities?

Are these authorities really competent in this field?
Are there any equally competent authorities who take different views ignored?

2. Does the writer use statistics?

If so, are they appropriate to the point being argued? Can they be interpreted
differently?

3. Does the writer build the argument by using examples or analogies?

Are they satisfactory?

4. Does the writer consider all relevant factors?

Has he or she omitted some points that you think should be discussed?

b. Examining the Author’s Persona

Tips in Analyzing the Argument:

1. In some persuasive writing this persona or voice or presentation of the self maybe
no less important than the presentation of evidence.

2. In writing your essay:

(a) tell your readers of the author’s methods;

(b) be aware of the purpose of the material in you are responding;
(c) indicate your thesis statement since your paper is an argument

2
“Chapter 5 - Writing an Analysis of an Argument.” Prezi. Accessed September 19, 2020.
https://prezi.com/th4uvvza9aaa/chapter-5-writing-an-analysis-of-an-argument/

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Grade 11-English for Academic and Professional Purposes
Competency: Analyzes the arguments used by the writer/s in manifestoes (CS_11/12A-EAPP-IIa-d-3)
 c. Examining the Author’s Purpose 3

An author’s purpose is his reason for or intent in writing. An author’s

purpose may be to amuse the reader, to persuade the reader, to inform the reader,
or to satirize a condition.

Tips in Analyzing the Argument:

1. Examine if the author tries to relate a story or to recount events, an author uses
narrative writing.

2. Examine if the author to tell what something looks like, sounds like, or feels like,
the author uses descriptive writing

3. Examine if the author convinces a reader to believe an idea or to take a course of

action, the author uses persuasive writing.

4. Examine if the author informs or teach the reader, the author uses expository
writing.

Remember: The reader could also use RHETORICAL DEVICES of persuasion to

analyze the argument of the writer:

RHETORIC is the art of effective or persuasive speaking or writing, especially

the use of figures of speech and other compositional devices. 4

1. Logos (logic) appeals to the reader based on logic. The content of the manifesto
may include:

a. Arguments and benefits

b. facts and figures
c.scientific research
d. statistics and percentages

2. Ethos (experience) appeals to the reader based on authority or honesty of the

writer. The manifesto may include:

a. personal anecdote
b. client testimonial
c. success story
d. track record

3. Pathos (passion) appeals to the readers through emotion. The manifesto may include:

a. positive and negative stories

b. emotions like frustrations, anger, love and respect
3
“READING – Author’s Purpose.”Accessed September 20, 2020.https://www.mdc.edu/kendall/collegeprep/
documents2/author's%20purposerev818.pdf
4
Dan Martin. “Analyzing Argumets.”Accessed September 20, 2020https://prezi.com/k0iq5xtrbb77/analyzing-
arguments/

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Grade 11-English for Academic and Professional Purposes
Competency: Analyzes the arguments used by the writer/s in manifestoes (CS_11/12A-EAPP-IIa-d-3)
 APPLY WHAT YOU HAVE LEARNED

Activity 1. BUILDING AN ARGUMENT

Directions: Read the text carefully. Then answer the following questions by using
any from the techniques presented. Write your answer in your activity
notebook.

Just as the citizens of Millhaven are required to serve on juries, they should be
required to go to the polls of election days or submit absentee ballots in advance. In
our most recent election, only seven per cent of our population voted on a tax
increase and elected members of the state legislature. Justice cannot be served
when juries are made up of a select group of people, rather than a cross-section of the
population. In the same way, our town cannot consider itself democratic when a mere
seven per cent of the voters determine our direction. Attendance at the polls does not
mean that each citizen is required to vote.

All citizens have the right to decline to support a cause or a candidate, but
they are not making a definite statement until they submit a blank ballot. Being
a citizen is not only about benefiting from services or paying taxes to get those
services; it comes from with a responsibility to maintain a government “of the people,
by the people, for the people,” (Lincoln, “The Gettysburg Address”). Widespread
apathy will turn this community into a form of aristocratic, not a democracy. 5

Comprehension Check!

1. What is claim or the main idea being argued from the text presented above?
2. What are the evidences that supported the claim?
3. What do the method, persona and purpose of the author in his writing?
4. What rhetorical device used by the author in his writing?
5. In understanding the text, is your analysis technique effective?

5
Brainfuse Empower Learning. “Analyze an Argument.” Accessed September 20, 2020.https://www.brainfuse.
com/jsp/alc/resource.jsp?s=gre&c=37248&cc=108840

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Grade 11-English for Academic and Professional Purposes
Competency: Analyzes the arguments used by the writer/s in manifestoes (CS_11/12A-EAPP-IIa-d-3)
 REFLECT

Well done! You have shown great

improvement after accomplishing all the tasks in

each lesson. This time you will reflect on your work

and rate your confidence.

Activity 2. WHAT’S ON YOUR MIND?

Directions: The image below represents yourself. Fill your mind with things
you have learned in the lesson. Use your English notebook in
completing the activity.

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Grade 11-English for Academic and Professional Purposes
Competency: Analyzes the arguments used by the writer/s in manifestoes (CS_11/12A-EAPP-IIa-d-3)