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St. Mary’s Academy
Consolacion, Agoo, La Union
Grade 10 Learner’s Material

ENGLISH

The Language of Persuasion

Q2 Module 1
 Lesson 1 | Second Grading
Techniques Used in the Language of Persuasion
MELC: Observe the language of research, campaigns, and advocacies

📌 What I Need to Know

We have discussed persuasive text in first grading. Now, we will study the elements used in
writing one.

One of the grammar lessons you have to master as English learners is the language used in
academic writing and somehow in the field of work. In writing your essays and other types of
academic reading, you should be able to use signal words as you refer to ideas and thoughts of
others.

Significantly, you will learn to observe how advocacies and campaigns become effective
through proper use of language.

In this unit, you are expected to:

a. identify the language used in persuasion;

b. identify the language used in campaigns; and
c. identify how terms are used in writing essays and other academic texts.
📌 What I Know
Task 1: Browse on the internet and find ten intensifiers that you can use in a persuasive text and give
an example sentence for each. Write your answer in a separate sheet or in your activity notebook.

📌 What’s In
Task 2: List down at least five taglines of companies and brands here in the Philippines and explain
how these taglines helped these companies sell their products.

📌 What’s New
Task 3: Watch this video on https://www.youtube.com/watch?v=5KXMAdAOyuI and identify the
reasons why campaign slogans are a good tool in campaigns.

📌 What Is It
Persuasion is defined as the act of changing the attitude or behavior of a person or a group toward an
object, idea, event, or another person. This act is usually written or spoken in order to convey information,
feelings, reasoning, or combination of these. To achieve the goal of persuading, you must learn how to
construct texts in a persuasive manner.

Here are some techniques in forming a persuasive language text.

a. Assumptive Adverb Opener

This uses an adverb to make something trivially true. Adverbs such as evidently, obviously, apparently,
and naturally are used as opening words to persuasive statements.

Example: Obviously, you need peace of mind, and this insurance product will give it to you.

By using the adverb obviously, the text implies that not following the suggestion of getting the
insurance product is impractical and will not give you peace of mind.

b. Adverb Intensifiers
 Using an adverb that intensifies or amplifies the effect of the meaning and emotional content of a verb
is employed in this method.

Examples:

That is very amusing. (basic intensifier)

That is very, very amusing. (repetition to increase effect)
That is extremely amusing. (suggests extreme response)
That is amazingly amusing. (suggests being amazed)

The basic intensifier used in these examples is very which can be used with many adjectives. Other
intensifiers often have the same meaning as very but use different forms. Intensifiers include: very, really,
extremely, remarkably, fantastically, etc.

c. Punch Words

Using words that have impact also provides intensity to the message.
Examples:
You can change how you see the world now!
Be the most beautiful mother in the world.
The examples used deliver a blow to the reader or listener that feels like a punch. Punch words
work because they address deep needs that threaten them in a way that stimulates strong emotions
and makes the person sit up and take notice.
📌 What’s More
Task 4: Identify the persuasive technique used in each of the following texts. Write the technique on
the space provided.

1. The milk is very, very nutritious!

_____________________________________________________________________________
2. The best thing that you can have today.
_____________________________________________________________________________
3. Naturally, you would like to look beautiful.
_____________________________________________________________________________
4. The show is extremely entertaining.
_____________________________________________________________________________
5. Clearly, this is the answer to your question.
_____________________________________________________________________________
6. This is amazingly brilliant.
_____________________________________________________________________________
7. The easiest way to earn millions.
_____________________________________________________________________________
8. Of course you don’t want to be left behind.
_____________________________________________________________________________
9. Anytime you want it, you can have it.
_____________________________________________________________________________
10. It will blow your mind away.
_____________________________________________________________________________
📌 What I Have Learned
Task 5: Pretend that you are a sales agent and your teacher is a customer. Pretend that you are selling
him your newest product (choose among the three below) via letter since this pandemic has your
store closed. Try to convince him/her that your product has better quality than the others. Use the
techniques in the language of persuasion discussed in this lesson.

1. Ube Jam
2. Dietary Coffee

3. Keypad Cellphone

📌 What I Can Do
Task 6: Making a Persuasive Slogan.

Invent your own a phone brand and create a slogan for it. Remember to use a persuasive
technique in your slogan.

1. Create or search for a photo that you can use.

2. Post it on Facebook and tag your partner and teacher.
3. Use the slogan as the caption of the photo.
4. Reactions will not be used in grading your project.

CATEGORY 4 - Above Standards 3 - Meets Standards 2 - Approaching Standards 1 - Below Standards Score

Attention The introductory The introductory The author has an The introductory
Grabber paragraph has a paragraph has a interesting introductory paragraph is not
strong hook or hook or attention paragraph but the interesting AND is
attention grabber grabber, but it is connection to the topic is not relevant to the
that is appropriate weak, rambling or not clear. topic.
for the audience. inappropriate for
This could be a the audience.
strong statement, a
relevant quotation,
statistic, or question
addressed to the
reader.
Transitions A variety of Transitions show Some transitions work The transitions
thoughtful how ideas are well, but some between ideas are
transitions are used. connected, but connections between unclear OR
They clearly show there is little variety ideas are fuzzy. nonexistent.
how ideas are
connected
Sentence All sentences are Most sentences are Most sentences are well Most sentences are
Structure well-constructed well-constructed constructed, but there is not well-
with varied and there is some no variation is structure. constructed or
structure. varied sentence varied.
structure in the
essay.
Grammar Author makes no Author makes 1-2 Author makes 3-4 errors in Author makes more
& Spelling errors in grammar errors in grammar grammar or spelling that than 4 errors in
or spelling that or spelling that distract the reader from grammar or spelling
distract the reader distract the reader the content. that distract the
from the content. from the content. reader from the
content.
Support Includes 3 or more Includes 3 or more Includes 2 pieces of Includes 1 or fewer
for pieces of evidence pieces of evidence evidence (facts, statistics, pieces of evidence
Position (facts, statistics, (facts, statistics, examples, real-life (facts, statistics,
examples, real-life examples, real-life experiences) that support examples, real-life
experiences) that experiences) that the position statement. experiences).
support the position support the position
statement. The statement.
writer anticipates
the reader\'s
concerns, biases or
arguments and has
provided at least 1
counter-argument.
 Lesson 2 | Second Grading
Reflections on Working Toward Peace
an essay by Pope John Paul II
MELC: Identify parts and features of argumentative essays

📌 What I Need to Know

In this lesson, you are expected to:
a. identify the features of argumentative essay;
b. use argumentative essay in resolving conflict; and
c. write an argumentative essay.
📌 What I Know
Task 1: Look at the following images then make a prediction on what would be the topic of the selection for
this lesson.

📌 What’s In
Task 2: Dictionary Dig. Here are some words from the essay that you are going to read. These words may be
unfamiliar to you. Look for their meanings in the dictionary. For each word, write the meaning, synonyms, a
sentence using the word, and other information that may help you understand the meaning of the word better.
An example is given for you.
1. transcendent 7. horrendous
2. immense 8. futile
3. dominate 9. solidarity
4. brutal 10. prevail
5. bequeath 11. compatible
6. trample 12. conviction

Word immense
Meaning very great in size
Synonyms extensive, huge
Sentence Pope John Paul II had an immense compassion for the poor.
Other Information from Latin immensus, literally: unmeasured, from im- (not) + mensus
(measured)
📌 What’s New
Task 3: Before reading the essay, try looking for the meanings of the following first.
1. genocide
2. totalitarian utopia
3. inalienable
4. International Criminal Court
5. delegitimize
6. utilitarian
7. altruism
📌 What Is It
Pope John Paul II was the papal name chosen by Karol Josef Wojtyla. He was born on May 18,
1920 in Wadowice, Poland. He was made a cardinal by Pope Paul VI in 1967, and in 1978 became the
first non-Italian pope in more than four hundred years. He was a vocal advocate for human rights
and used his influence to effect political change. He died in Italy in 2005.

Reflections on Working Toward Peace

an essay by Pope John Paul II
At the dawn of the new millennium, we wish to propose once more the message of hope which comes
from the stable of Bethlehem: God loves all men and women on earth and gives them the hope of a new era, an
era of peace. His love, fully revealed in the Incarnate Son, is the foundation of universal peace. When
welcomed in the depths of the human heart, this love reconciles people with God and with themselves, renews
human relationships, and stirs that desire for brotherhood capable of banishing the temptation of violence and
war. . .
To everyone I affirm that peace is possible. It needs to be implored from God as his gift, but it also
needs to be built day by day with his help, through works of justice and love.
To be sure, the problems which make the path to peace difficult and often discouraging are many and
complex, but peace is a need deeply rooted in the heart of every man and woman. The will to seek peace must
not therefore be allowed to weaken. This seeking must be based on the awareness that humanity, however
much marred by sin, hatred, and violence, is called by God to be a single family. This divine plan needs to be
recognized and carried out through the search for harmonious relationships between individuals and peoples,
in a culture where openness to the Transcendent, the promotion of the human person, and respect for the
world of nature are shared by all.
In the century we are leaving behind, humanity has been sorely tried by an endless and horrifying
sequence of wars, conflicts, genocides, and "ethnic cleansings" which have caused unspeakable suffering:
millions and millions of victims, families, and countries destroyed, an ocean of refugees, misery, hunger,
disease, underdevelopment, and the loss of immense resources. At the root of so much suffering there lies a
logic of supremacy fueled by the desire to dominate and exploit others, by ideologies of power or totalitarian
utopias, by crazed nationalisms or ancient tribal hatreds. At times brutal and systematic violence, aimed at the
very extermination or enslavement of entire peoples and regions, has had to be countered by armed resistance.
The twentieth century bequeaths to us above all else a warning: wars are often the cause of further
wars because they fuel deep hatreds, create situations of injustice, and trample upon people's dignity and
rights.
Wars generally do not resolve the problems for which they are fought and therefore, in addition to
causing horrendous damage, they prove ultimately futile. War is a defeat for humanity. Only in peace and
through peace can respect for human dignity and its inalienable rights be guaranteed. . . .
"Peace on earth to those whom God loves!" The Gospel greeting prompts a heartfelt question: will the new
century be one of peace and a renewed sense of brotherhood between individuals and peoples? We cannot of
course foresee the future. But we can set forth one certain principle: there will be peace only to the extent that
humanity as a whole rediscovers its fundamental calling to be one family, a family in which the dignity and
rights of individuals-whatever their status, race, or religion-are accepted as prior and superior to any kind of
difference or distinction.
This recognition can give the world as it is today-marked by the process of globalization-a soul, a
meaning, and a direction. Globalization, for all its risks, also offers exceptional and promising opportunities,
precisely with a view to enabling humanity to become a single family, built on the values of justice, equity, and
solidarity.
For this to happen, a complete change of perspective will be needed: it is no longer the well-being of
any one political, racial, or cultural community that must prevail, but rather the good of humanity as a whole.
The pursuit of the common good of a single political community cannot be in conflict with the common good
of humanity, expressed in the recognition of and respect for human rights sanctioned by the Universal
Declaration of Human Rights of 1948. It is necessary, then, to abandon ideas and practices-often determined by
powerful economic interests-the political, cultural, and institutional divisions and distinctions by which
humanity is ordered and organized are legitimate insofar as they are compatible with membership in the one
human family, and with the ethical and legal requirements which stem from this.
This principle has an immensely important consequence: an offense against human rights is an offense
against the conscience of humanity as such, an offense against humanity itself. The duty of protecting these
rights therefore extends beyond the geographical and political borders within which they are violated. Crimes
against humanity cannot be considered an internal affair of a nation. Here an important step forward was
taken with the establishment of an International Criminal Court to try such crimes, regardless of the place or
circumstances in which they are committed. We must thank God that in the conscience of peoples and nations
there is a growing conviction that human rights have no borders, because they are universal and indivisible.
From the problem of war, our gaze naturally turns to another closely related issue: the question of
solidarity. The lofty and demanding task of peace, deeply rooted in humanity's vocation to be one family and
to recognize itself as such, has one of its foundations in the principle of the universal destination of the earth's
resources. This principle does not delegitimize private property; instead it broadens the understanding and
management of private property to embrace its indispensable social function, to the advantage of the common
good and in particular the good of society's weakest members. Unfortunately, this basic principle is widely
disregarded, as shown by the persistent and growing gulf in the world between a North filled with abundant
commodities and resources and increasingly made up of older people, and a South where the great majority of
younger people now live, still deprived of credible prospects for social, cultural, and economic development.
No one should be deceived into thinking that the simple absence of war, as desirable as it is, is equivalent to
lasting peace. There is no true peace without fairness, truth, justice, and solidarity. Failure awaits every plan
which would separate two indivisible and interdependent rights: the right to peace and the right to an integral
development born of solidarity. "Injustice, excessive economic or social inequalities, envy, distrust, and pride
raging among men and nations constantly threaten peace and cause wars. Everything done to overcome these
disorders contributes to building up peace and avoiding war."
At the beginning of a new century, the one issue which most challenges our human and Christian
consciences is the poverty of countless millions of men and women. This situation becomes all the more tragic
when we realize that the major economic problems of our time do not depend on a lack of resources but on the
fact that present economic, social, and cultural structures are ill-equipped to meet the demands of genuine
development.
Rightly then the poor, both in developing countries and in the prosperous and wealthy countries, "ask
for the right to share in enjoying material goods and to make good use of their capacity to work, thus creating
a world that is more just and prosperous for all. The advancement of the poor constitutes a great opportunity
for the moral, cultural and even economic growth of all humanity." Let us look at the poor not as a problem,
but as people who can become the principal builders of a new and more human future for everyone.
In this context we also need to examine the growing concern felt by many economists and financial
professionals when, in considering new issues involving poverty, peace, ecology, and the future of the
younger generation, they reflect on the role of the market, on the pervasive influence of monetary and financial
interests, on the widening gap between the economy and society, and on other similar issues related to
economic activity.
Perhaps the time has come for a new and deeper reflection on the nature of the economy and its
purposes. What seems to be urgently needed is a reconsideration of the concept of "prosperity" itself, to
prevent it from being enclosed in a narrow utilitarian perspective which leaves very little space for values such
as solidarity and altruism.
Here I would like to invite economists and financial professionals, as well as political leaders, to
recognize the urgency of the need to ensure that economic practices and related political policies have as their
aim the good of every person and of the whole person. This is not only a demand of ethics but also of a sound
economy. Experience seems to confirm that economic success is increasingly dependent on a more genuine
appreciation of individuals and their abilities, on their fuller participation, on their increased and improved
knowledge and information, on a stronger solidarity.
 These are values which, far from being foreign to economics and business, help to make them a fully
"human" science and activity. An economy which takes no account of the ethical dimension and does not seek
to serve the good of the person-of every person and the whole person-cannot really call itself an "economy,"
understood in the sense of a rational and constructive use of material wealth.
The very fact that humanity, called to form a single family, is still tragically split in two by poverty-at
the beginning of the twenty-first century, more than 1.4 billion people are living in a situation of dire poverty-
means that there is urgent need to reconsider the models which inspire development policies.
In this regard, the legitimate requirements of economic efficiency must be better aligned with the
requirements of political participation and social justice, without falling back into the ideological mistakes
made during the twentieth century. In practice, this means making solidarity an integral part of the network of
economic, political, and social interdependence which the current process of globalization is tending to
consolidate.
These processes call for rethinking international cooperation in terms of a new culture of solidarity.
When seen as a sowing of peace, cooperation cannot be reduced to aid or assistance, especially if given with an
eye to the benefits to be received in return for the resources made available. Rather, it must express a concrete
and tangible commitment to solidarity which makes the poor the agents of their own development and enables
the greatest number of people, in their specific economic and political circumstances, to exercise the creativity
which is characteristic of the human person and on which the wealth of nations too is dependent.
In particular it is necessary to find definitive solutions to the long-standing problem of the international
debt of poor countries, while at the same time making available the financial resources necessary for the fight
against hunger, malnutrition, disease, illiteracy, and the destruction of the environment.
Today more than in the past there is an urgent need to foster a consciousness of universal moral values
in order to face the problems of the present, all of which are assuming an increasingly global dimension. The
promotion of peace and human rights, the settling of armed conflicts both within states and across borders, the
protection of ethnic minorities and immigrants, the safeguarding of the environment, the battle against terrible
diseases, the fight against drug and arms traffickers, and against political and economic corruption: these are
issues which nowadays no nation is in a position to face alone. They concern the entire human community,
and thus they must be faced and resolved through common efforts.
A way must be found to discuss the problems posed by the future of humanity in a comprehensible
and common language. The basis of such a dialogue is the universal moral law written upon the human heart.
By following this grammar of the spirit, the human community can confront the problems of coexistence and
move forward to the future with respect for God's plan.
The encounter between faith and reason, between religion and morality, can provide a decisive impulse
towards dialogue and cooperation between peoples, cultures, and religions.

Argumentative Essay
As you may have learned, argumentative or persuasive essay is a type of nonfiction text that utilizes
logic and reason to show that one idea is more legitimate than another. It attempts to convince readers to
adopt a certain point of view or to take a particular action. The argument always uses sound reasoning and
solid evidence by stating facts, giving logical reasons, using examples, and quoting experts.

The following are different ways to support an argument:

1. Facts- not to be confused with truths, fact is a powerful means of convincing. This can come
from your reading, observation, or personal experience.
2. Statistics- these can provide excellent support. Be sure your statistics come from responsible
sources. Always cite your sources.
3. Quotes- direct quotes from experts that support position are invaluable.
4. Examples- enhance your meaning and make your ideas concrete. They are the proof.

📌 What’s More
Task 4: Answer the following questions based on Pope John Paul’s essay.

1. How did Pope John Paul explain his idea of achieving peace?
2. How did he compare peace between the North and South poles?
3. How should the world treat the poor? How would it help attain peace?
4. What does it mean when he said that peace is not about not having wars?
5. What is Pope John Paul II’s call for action?
6. How should globalization affect the poor?
7. How would you explain the new culture of solidarity?
📌 What I Have Learned
Task 5 : Some features of an argumentative essay are used in “Reflections in Working Toward Peace.” Identify
each by plotting details in the chart.

Feature Details
Facts

Logical Reasons

Examples

Quotes

📌 What I Can Do
Task 6:
A. Knowing the News. Search on the Internet for a news about a global conflict. Then complete the chart to
show how it can be resolved to achieve true peace.

Problem:

Solutions:

Actions for solutions:

Peace

B. Persuading Through an Essay. From your chosen news about global conflict in A, write an argumentative
essay using the following as guidelines:

1. Choose your position. Which side of the issue or problem are you going to write about, and what solution
will you offer? Know the purpose of your essay.

2. Analyze your audience. Decide if your audience agrees with you, is neutral, or disagrees with your position.
3. Research your topic. A persuasive essay must provide specific and convincing evidence. It is often necessary
to go beyond your own knowledge and experience. You can search online or interview people who knows
your topic well.

4. Structure your essay. Figure out what evidence you will include and in what order you will present the
evidence. Remember to consider your purpose, your audience, and your topic.

Additional tips:

• Be well informed about your topic. To add to your knowledge of a topic, read thoroughly about it
using legitimate sources. Take notes.
• Test your thesis. Your thesis, i.e., argument, must have two sides. It must be debatable. If you can write
down a thesis statement directly opposing your own, you will ensure that your own argument is
debatable.
• Disprove the opposing argument. Understand the opposite viewpoint of your position then counter it
by providing contrasting evidence or by finding mistakes and inconsistencies in the logic of opposing
argument.
• Support your position with evidence. Remember that your evidence must appeal to reason.