11

English for Academic and

Professional Purposes
Guided Learning Activity Kit
Arguments Supported
by Factual Evidences
Quarter 2- Week 2

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English – Grade 11
Guided Learning Activity Kit
Arguments Supported by Factual Evidences
Quarter 2- Week 2

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 Arguments Supported
by Factual Evidences

Introduction

How does it feel to win in a debate? What makes you realize after winning it?
The feeling of being able to defend yourself over an argument is such an
achievement, overwhelming indeed. It feels like you join a pageant, and you answer
the questions concisely from a prominent person.
In the same manner in academic writing, particularly writing a position paper,
it has to be defendable, legally-based, and proven excellently through keen
examinations.
Through this Guided Learning Activity Kit (GLAK), you will be provided with
exercises that will help you write a convincing position paper through sound reasons
or arguments and adequate support.
Without further ado, let’s start learning a new lesson.

Learning Competency

Defends a stand on an issue by presenting reasonable arguments supported

by properly cited factual evidences (CS_EN11/12A-EAPP-IIa-d-4).

Objectives

At the end of this guided learning activity kit, you will be able to:
1. appreciate how arguments play a very significant role in making a
very convincing and powerful position paper;
2. discuss the different types of arguments according to reasoning;
3. identify the type of arguments used in the sentence; and
4. defend a stand on an issue by presenting reasonable arguments.

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 Review

The previous lesson taught you the basic stratagems on writing a position
paper. And also, you were able to analyze the arguments presented by the writer in
his/ her manifesto or position paper.
To have a short review, let us try this activity below.

Answer the crossword puzzle. Match the number of the sentence with the
boxes placed across or down the grid. Write your answers on your paper.

1 2 5

4
ACROSS:
1. It states
the stand of the author on the issue.
3. It is also called as argumentative paper or manifesto; it is an essay that presents
a person’s or group’s position or stand on a particular issue.
4. It supports the author’s stand.

DOWN:
2. It strengthens the author’s claims.
5. It is the central concept up for the contention. Specifically, an issue would have
supporters for both negative and positive sides and the author chooses one for the
position paper.
Job well-done! You seem to have mastered the basics
of position paper. This time, let us make your paper
more convincing and powerful thru understanding
the different types of arguments according to reason
based on evidence.

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 Discussion

In order to have a convincing and powerful position paper, it is very important

to back up your claims with reasonable arguments supported by factual evidences.
This will help you to persuade readers easily, to have the same position on an issue
you would like to present or propose. Thus, it is important for you, writer, to state
the arguments in order to explain to your reader why your position is logical,
acceptable and believable.
Arguments as mentioned by Miciano M. & Miciano R. (2016) from the previous
lesson, explained why a claim is correct and believable. They are usually
generalizations that are made on the basis of supporting evidence, such as facts,
comparisons, examples, and the writer’s experiences.
There are different types of arguments according to reasoning based on
evidence.
1. Argument from transitivity
This type of argument involves three terms associated through the process of
classification. The two classification statements serve as premises which then
serve as the basis for the argument, presented in the form of a conclusion as
in A is B; B is C; thus, A is C.

A is B Conclusion:

B is C A is C

Example: As an antioxidant, coffee is an anticancer substance.

What are the three terms involved in this statement? What are the premises?
What is the conclusion?
The three terms, of course, are (1) antioxidant, (2) coffee, and (3) anticancer
substance. They are linked together through the following statements that
serve as premises:
1. Antioxidants are anticancer substances.
2. Coffee is an antioxidant.
3. And the conclusion: therefore, coffee is an anticancer substance.
To check the soundness of our argument, let us consider the following:
▪ Are there only three terms? If there are more, the association of terms
becomes muddled.
▪ Is the middle term consistently used? The middle term that serves as B
is the link between A and C, which in this case is the term

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 “antioxidant”. This term must have the same meaning in the two
premises.
▪ Are all the premises correct? If one of them proves false, then the whole
argument is invalid.
2. Argument from incompatibility
This type of argument presents two contradictory choices, such that
the choice of one means the exclusion of the other. Thus, if something is A
cannot be B; if it is B, it cannot be A, for A and B cannot be combined – they
are incompatible.

Example: President X cannot be pro-education as he claims to be.

He reduced the budget by half.

The example above is based on two ideas: (a) being pro-education and
(b) cutting the education budget. The argument works by saying that a is in
incompatible with b; thus a person who claims to be pro-education cannot
reduce the education budget, as it goes against the idea of being pro-
education.
3. Argument from reciprocity
This type of argument says that individuals and situations that can be
put together under the same category should be treated in the same way.
Example:
A person who is born in the Philippines and who has Filipino parents
is classified as a citizen of the Philippines. As a citizen, such a person enjoys
certain privileges reserved only for a country’s citizen, such as the right to vote
and own property in the Philippines. Now suppose, a foreigner goes through
certain legal processes and becomes classified as a Filipino citizen. The
reciprocity argument says this foreigner will now have the same privileges
given to any other Filipino citizen.
How do we know if our argument reciprocity is sound? We have to
consider whether the individuals or situations under consideration can be
truly and fully classified under the same category and there’s nothing to
hinder them from being so.
4. Argument from comparison
In this type of argument, it argues that two situations will have the
same outcome because of the similarities between these situations.

A B A B
C D C ?

Entity X Entity Y

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 Therefore, entity Y will have D as well.

Example: The RH Law will lead to the legalization of abortion in the Philippines
This was the case in Vietnam which enacted a similar law many years
ago

In the example above, two situations are being compared: that of the
Philippines and that of Vietnam. The argument says that since the two
countries both have something similar-the presence of a similar reproductive
health law-then what happened in one will also happen in the other.

To check the soundness of our argument, let us ask ourselves about

the following:
▪ Do the two entities belong to the same category? Philippines and
Vietnam are countries
▪ Are the two entities sufficiently similar to justify the conclusion? We
might say that both Philippines and Vietnam share similarities in terms
of economic development.
▪ Is there any significant dissimilarity to undermine the conclusion? If
there is such a significant dissimilarity, then the argument is invalid.

5. Argument from generalization

This type of argument uses one member of a population to make
conclusions about the entire population. We encounter this argument all the
time.

Example:
Manny Pacquiao is a proof that Philippines is a nation of good boxers.

To check the validity of our arguments, we have to consider: Does the

member represent the entire population? Does he embody all the qualities of
the entire population? In other words, is he a typical member of the
population? If not, then the argument fails.

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 6. Argument from examples
This type of argument is similar to the argument from generalization in
that conclusions are made about an entire population. The difference is that,
instead of using only one member as basis, in argument from examples you
use a group of examples- a sample- from that population to serve as your
basis.

Sample Population

We see this type of argument whenever we encounter survey results. In

surveys, a group of people are asked of their opinions or preferences, like their
preferred candidate for a particular election. If done correctly, then the survey
results may be a good indicator of how many Filipinos feel about a particular
issue.

Example:
Cartoons expose children to excessive violence. Shows like Tom and
Jerry, Boo-hoo Bunny, and the Mighty Girls show an average of seventeen
violent acts (e.g. ounching, kicking, hitting with an instrument) per episode.

To test this argument, we must ask the following questions:

▪ Is there a sufficient number of examples to justify the conclusion? We
need to consider how large the sample group is compared to the
population that it represents.
▪ Are there any counter-examples? Counter-examples are examples that
show the opposite of what is being concluded. They are very effective in
weakening arguments from examples.

7. Argument from cause

Points that A is caused by B, which means that the presence of A
(cause) will mean the presence of B (effect).
There are two types of causes:

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 1. Strong cause or sufficient cause – the occurrence of the cause
guarantees the existence of the effect. For instance, if virus X is strong
cause for disease X, then having the virus guarantees developing the
disease.
2. Weak cause or necessary cause – the occurrence of the cause is
necessary for the effect to occur. If virus X is a weak cause for disease
X, then virus X is like an important component of having disease X.
However, the virus alone does not lead to having disease X, perhaps
other factors, for example, a weak immune system and certain having
environmental conditions, are also needed for disease X to appear.

To check the soundness of this argument, let us consider the following:

▪ Is the relationship between A and B really casual? Perhaps it is just
coincidental.
▪ Is the cause a sufficient or necessary cause? Of course, the strong cause
makes for a stronger case. We must really examine our evidence and
that of the opposing side to determine whether the cause guarantees
the effect or is simply one of the factors that might lead to the effect.

8. Argument from sign

Uses a sign or indicator X to argue for the existence of condition Y.

Example:
The president may argue that the Philippine economy is thriving
because of the increased GDP and foreign investments (which are economic
indicators), or we may say that we have fever because out body temperature
reads 40ºC.

To test this argument, let us consider the following questions:

▪ Is the relationship between sigh and the condition consistent? We may
say, for instance, that economic development and increased GDP
figures always go together; thus, the argument is valid.
▪ Are there other indicators that show the opposite of what is concluded?
On the other hand, if another economic indicators show that the
economy is NOT thriving, then our argument is weakened.

Great! Now that you have

already understood the lesson, let
us now proceed with the activities.

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 Activities

Guided Practice 1: S.E.W (State and Evaluate your Work)

Directions: Read the following statements and identify the type of argument used
in the following sentences. Write your answers on your paper.

1. Just a few days ago, she characterized the following Covid-19 symptoms: body
aches and pains, sore throat, diarrhea, conjunctivitis, headache, loss of taste
or smell and rashes on skin.

The argument used: ____________________________

2. Because of her weak immune system, she got flu while she was walking under
the cold atmosphere in Baguio City.

The argument used: ____________________________

3. Young kids nowadays are becoming fluent in speaking English because they
are fond of watching Dora the Explorer, Peppa Pig, Sofia the first and
CoComelon.

The argument used: ____________________________

4. Katherine has always been the role model of her class. This is a clear proof
that the school she’s into has nurtured every individual to be like her.

The argument used: ____________________________

5. Lisa is a natural born Zambaleña who enjoys all the privileges in the province
such as LGU scholarship and a lot more. She has a classmate named Jisoo
who was born and raised in South Korea. She also enjoys the said privileges
because she underwent through certain legal processes and became classified
as a Filipino citizen.

The argument used: ____________________________

6. Jennie is a conduct awardee at her school.

She oftentimes helps her mother does household chores.

The argument used: ____________________________

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 7. Being rich in vitamin C, pineapple juice strengthens our immune system.

The argument used: ____________________________

Guided Practice 2: J.E.T.H (Just Examine and Think Harder)

Directions: From the given types of arguments, choose only one and write a sample
argument according to your chosen type. Be guided by the example below. Write
your answers on your paper.

Type of Argument: Argument from Generalization

Statement: Morisette Amon is a proof that Philippines is home of greatest and most
promising singers in the world.
Why? Morissete, who’s known for her “whistle” made the world go crazy when she
and Darren Espanto sang “A Whole New World”. The main soundtrack from Disney
movie “Alladin”.The music video has travelled across the world that made all Filipinos
proud.

Type of Argument:___________________________________

Statement:_______________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Why?____________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Your answer will be checked using the criteria below.

Focus ………….3
Content ………….2
Total ………….5

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Independent Practice: R.A.E. (Relate And Evaluate)
Directions: Complete the table below by putting the needed information on the issue,
“Increasing Level of Covid-19 Positive Cases in the Philippines.” Write your answers
on your paper.

Increasing Level of Covid-19 Positive Cases in the Philippines

Type of argument Factual Evidences

Example

Cause

Sign

Your answers per argument will be checked using the criteria below.
Focus ………….3
Content ………….2
Total ………….5

Assessment

Directions. Read and analyze the research below. Answer the questions that follow.
Write your answers on your paper.

Paper Bags and Their Effects on the Environment

Audrey Chuo-Unsu
An advantage paper bags have over plastic
ones is the fact that paper is produced from a
renewable source: trees. On the other hand,
plastics are processed from depleting resources
such as fossil fuels and crude oil (Ross & Evans,
2002). What is not commonly known though is that
plastic bags are actually manufactured from the
by-product of refining crude oil, allowing for the
optimization of the resource, and is furthermore
fkbeneficial because the excess gases from the
refining process is consumed rather than simply
thrown into the environment (Cadman, Evans,

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Holland & Boyd, 2005), but this does not alter the fact that renewable sources are
more sustainable compared to non-renewable ones. These depleting resources are
very limited and are more likely to be consumed faster, especially because they have
numerous other functions including acting as fuel for cars. But then, although paper
bags are manufactured from a renewable source, the process of cutting down trees
destroys plants and animals (Muthu, Li, Hu, & Mok, 2010). The cutting down of trees
means the reduction of carbon dioxide absorbers, and processing these trees as a
raw material contribute to the emission of carbon dioxide.

Studies commonly use the life cycle analysis methodology in assessing the
environmental impacts of both bags. Life cycle analysis is an evaluation tool that
comprises of four aspects namely: goal and definition, inventory analysis, impact
analysis, and interpretation (Sevitz, Brent, & Fourie, 2003). Most studies analyse the
life cycle of bags from its production to its disposal or the so-called "cradle-to-grave"
analysis. Muthu, Lit, Hu, and Mok (2010) concluded in their study that the disposal
of these bags make a difference on how much impact a bag has on the environment.
The results of their study showed that reusing bags is the best option to come up
with the least carbon footprint values as reusing a bag allows its maximization and
allows for it to be used until the end of its life cycle. Reusing bags at least four times
“give the greatest environmental impacts of types of carrier bags" (Bell & Cave, 2011).

Questions:

1. What is the issue taken up in the study of Audrey Chuo-Unsu?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

2. What type of argument is used in this statement? Explain how that happened.

The cutting down of trees means the reduction of carbon dioxide absorbers, and
processing these trees as a raw material contribute to the emission of carbon dioxide.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

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 3. What are the factual evidences that show the complete idea about the effects
of paper bags in the environment?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

4. How does she claim that paper bags, aside from plastic ones, have effects, too
on the environment? Defend your answer by presenting your reasonable
arguments supported by properly-cited factual evidences from the sample
research.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Your answers per item will be checked using the criteria below.
Features 5 4 3 2

Quality of Piece was Piece was Piece had Piece had no little
Writing written in an written in an little style or style or voice
extraordinary interesting voice
60 % style and voice. style and
voice.

Grammar, Virtually no Few spelling A number of So many spelling,

Usage & spelling, and spelling, punctuation and
Mechanics punctuation or punctuations punctuation grammatical
grammatical errors, minor or errors that it
40 % errors grammatical grammatical interferes with
errors. errors. the meaning.

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 Reflection

Directions: Complete the reflection prompts below by writing the most

significant thoughts regarding the lesson on the arguments supported by
properly-cited factual evidences. Write your answers on your paper.

1. In order to have a strong and powerful position paper, I have learned that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

2. I am convinced that learning this lesson will help me boost my confidence in

debating because _________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Your answers per item will be checked through the rubrics below.

Features 5 4 3 2

Quality of Piece was Piece was Piece had Piece had no

Writing written in an written in an little style or little style or
extraordinary interesting voice voice
60 % style and style and
voice. voice.

Grammar, Virtually no Few spelling A number of So many

Usage & spelling, and spelling, spelling,
Mechanics punctuation or punctuations punctuation punctuation and
grammatical errors, minor or grammatical
40 % errors grammatical grammatical errors that it
errors. errors. interferes with
the meaning.

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 References

Miciano, M. and Miciano, R., 2016. Enhanced English Engagements: English For
Academic And Professional Purposes. Makati City: Don Bosco Press, pp.58-
93.

Chua-Unsu, A., 2014. A Study on Paper Bags and Their Effects on the Environment.”
Unpublished Research. Department of English and Applied Linguistics De
La Salle University Manila.

Valdez, PhD, P., 2016. English For The Globalized Classroom Series: English For
Academic And Professional Purposes. 1st ed. Quezon City: The Phoenix
Publishing House, Inc., pp.66-75.

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Review:
Across:
1. Argumentative Thesis
3. Position Paper
4. Claims
Down:
2. Evidence
5. Issue
Guided Practice 1
1. Sign
2. Cause
3. Examples
4. Generalization
5. Reciprocity
6. Incompatibility
7. Transitivity
Guided Practice 2
Answers may vary
Independent Practice
Answers may vary
Assessment
1. Answers may vary
2. Examples – answers may
vary
3-5. Answers may vary
Reflection
Answers may vary
Key to Corrections
 Acknowledgment

The Schools Division of Zambales would like to express its heartfelt gratitude
to the following, who in one way or the other, have contributed to the successful
preparation, development, quality assurance, printing, and distribution of the
Quarter 2 Guided Learning Activity Kits (GLAKs) in all learning areas across grade
levels as a response to providing the learners with developmentally-appropriate,
contextualized and simplified learning resources with most essential learning
competencies (MELCs)-based activities anchored on the principles of guided learning
and explicit instruction:

First, the Learning Resources (LR) Development Team composed of the writers
and graphic artists for devoting much of their time and exhausting their best efforts
to produce these indispensable learning kits used for the implementation of learning
delivery modalities.

Second, the content editors, language reviewers, and layout evaluators

making up the Division Quality Assurance Team (DQAT) for having carefully
evaluated all GLAKs to ensure quality and compliance to DepEd standards;

Third, the Provincial Government of Zambales, for unceasingly extending its

financial assistance to augment the funds for the printing of these learning resources
for use by learners and parents at home;

Fourth, the teacher-advisers and subject teachers, in close coordination with

the school heads, for their weekly distribution and retrieval of the GLAKs and for
their frequent monitoring of the learners’ progress through various means; and

Finally, the parents and other home learning facilitators for giving the learners
the needed guidance and support for them to possibly accomplish the tasks and for
gradually helping them become independent learners.

To deliver learning continuity in this challenging circumstance would not be

possible without your collective effort and strong commitment to serving our
Zambaleño learners.

Again, our sincerest thanks!

The Management Team

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