SHS Eapp Q4 Las 1
SHS Eapp Q4 Las 1
SHS Eapp Q4 Las 1
Name: Score:
Grade and Section: Date:
I. Introduction
III. Objectives
At the end of this learning activity sheet, you are expected to:
IV. Discussion
If you are going to notice the highlighted words from the characteristics of the different
categories of manifesto, the common thing about them is that, a MANIFESTO or the writer of a
manifesto, aims for a change in state or in other words, the author is trying to convince the
reader to believe the concept that he/she is trying to convey by giving arguments or logical
reasons that will catch the attention of the reader and eventually believing it.
How are these changes carried out with just the use of written words? - It is when the
author provides reasons accompanied with evidences to prove the belief, they wanted the
reader to believe in or the so- called arguments.
As a reader, the challenge however lies on how will you understand the meaning that
the author or writer wanted you to know.
Let’s take a few moments to review your past lesson about arguments.
❖Arguments is defined as a reason or the reasoning given for or against a matter under
discussion — compare evidence, proof
However, change can only be achieved if the reader fully understands the argument
that is accompanied with evidences(reasons) that the author is trying to emphasize. To do
that, take a look at these steps below.
Briefly note the main Make a note of the first Write Underline the most
assertion (what does the reason the author makes down every other important
writer want me to believe or to support his/ her reason. reason
do? conclusion.
When you "Analyze an Argument" you evaluate someone else's argument. The task
presents a brief passage in which the author makes a case for a course of action or interprets
events by presenting claims and supporting evidence. Your job will be to examine the claims
made and critically assess the logic of the author's position.
Points for Analysis
You will analyze the logic of the author's case by evaluating both the use of evidence and the
logical connections. In reading the author's argument, consider the following:
Key Concepts
Although you do not need to know special analytical techniques and terminology, you should
be familiar with the directions for the Argument task and with certain key concepts, including
the following:
∙ argument -- a claim or a set of claims with reasons and evidence offered as support; a line
of reasoning meant to demonstrate the truth or falsehood of something
∙ assumption -- a belief, often unstated or unexamined, that someone must hold in order to
maintain a particular position; something that is taken for granted but that must be true
in order for the conclusion to be true
∙ alternative explanation -- a competing version of what might have caused the events in
question that undercuts or qualifies the original explanation because it too can account
for the observed facts
∙ analysis-- the process of breaking something (e.g., an argument) down into its component
parts in order to understand how they work together to make up the whole
∙ conclusion -- the end point reached by a line of reasoning, valid if the reasoning is sound;
the resulting assertion
V. Learning Activities
A. Correct me!
Directions: Analyze each of the statements below. Write True if it is correct based on the
characteristics of an argument. If the idea is incorrect, write False and encircle the word that
makes the statement wrong.
B. Let’s Practice!
Directions: Read the manifesto below and give your analysis on the following arguments.
Write your answers in a paper or in your notebook.
C. Let’s Trend!
Directions: Written below are some trendy terms on the internet, and current issues in the
mass public. Right a short argument and work on explaining and clarifying it that will reflect on
your own views and opinion. This activity will be graded based on the rubric below. Use a
separate sheet for this activity.
1. Drug War
2. Death Penalty
3. Political Killings, Deaths, Harassment
4. COVID – 19 Pandemic
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Rubrics for Explanation Writing an Argument
5. Freedom of Media
Rubric in evaluating the argument writing
Activity C will be graded based on this rubric. Consequently, use this rubric as guide in
writing your argument and check it again before submitting your final output.
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Criteria 5 4 3 2 1
TOTAL SCORE
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VI. Assessment
Directions: Read each statement carefully and identify what is being asked.
__________1. It is a belief, often unstated or unexamined, that someone must hold in order to
maintain a particular position; something that is taken for granted but that must be true in
order for the conclusion to be true.
__________2. It is a claim or a set of claims with reasons and evidence offered as support; a line
of reasoning meant to demonstrate the truth or falsehood of something.
__________3. A competing version of what might have caused the events in question that
undercuts or qualifies the original explanation because it too can account for the observed facts.
__________4. An example, real or hypothetical, that refutes or disproves a statement in the
argument.
___________5. This refers to the process of breaking something (e.g., an argument) down into its
component parts in order to understand how they work together to make up the whole.
___________6. The end point reached by a line of reasoning, valid if the reasoning is sound; the
resulting assertion.
___________7. It is an assessment of the quality of evidence and reasons in an argument and of
the overall merit of an argument.
VII. Reflection
Why is learning how to analyze an argument can simply be a confidence booster to a certain person?
VIII: References
https://www.brainfuse.com/jsp/alc/resource.jsp?s=gre&c=37192&cc=108840
https://library.wlu.ca/sites/default/files/pdfs/tutorials/identifyingarguments.pdf
https://www.scoe.org/files/Argumentation-Activities.pdf
https://www.hrw.org/world-report/2021/country-
chapters/philippines file:///C:/Users/DepEd/Downloads/EAPP
%20Q2%20Module%201.pdf
Prepared by
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IX.Key to Correction
A.1.T
2. F / Don’t
3. T
4. T
5. T
B.
*Students answer may vary
C.
*Students answer may vary
Assessment:
1.Assumption
2. Argument
3. Alternative Explanation
4. Counterexample
5. Analysis
6. Conclusion
7. Evaluation
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