7

SHS
English for
Academic and
Professional Purposes
Quarter 1 – Module 12:
Creating Arguments and
Citing Sources

LEARNER’S MATERIAL
 Module
English for Academic and Professional Purposes—SHS 12
PIVOT IV-A Learner’s Material
Quarter 1 – Module 12
Creating Arguments and Citing Sources
First Edition, 2020

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
CLMD Chief: Job S. Zape, Jr.

English for Academic

and Professional
Quarter 1 Module 12

Development Team of the Module

Authors: Jay Anne F. Salles
Editor:
Reviewers:
Illustrator:
Layout Artist:
Management Team: Elpidia Bergado
SDO Cavite Province
Romyr L. Lazo, EPS In-charge of LR
Ferdinand V. Marquez, EPS In-charge

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta Rizal
Landline: 02-868-257-73, Local 420/421
Email Address: [email protected]

1
Guide in Using PIVOT Learners Material Module

For the Parents/Guardian

Text text text text text

Image of a Parent/
guardian

For the Learner

Welcome to the English for Academic Professional Purposes -SHS Alternative Deliv-
ery Mode (ADM) Module on Creating Arguments and Citing Sources!

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 ac-
complish. 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.

2
 I What I need to know?

This module was designed and written with you in mind. It is here to help you
master how to defend a stand on an issue. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse vo-
cabulary level of students. The lessons are arranged to follow the standard sequence of
the course. But the order in which you read them can be changed to correspond with the
textbook you are now using.

The module is divided into two lessons, namely:

Lesson 1 – Creating arguments
Lesson 2 – Citing evidence

After going through this module, you are expected to:

make a stand on an issue;
create reasonable arguments to support a stand on an issue;
identify different types of logical fallacies
identify different types of evidence;

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 I What is new?

Are you familiar with the segment fast talk in the show Tonight
with Boy Abunda? Our activity is inspired from it. If you are not familiar,
follow the steps below.

1. Look for a partner in your house (your other half) for this
activity.
2. Both of you will prepare seven (7) random questions (like those
given in Tonight with Boy Abunda).
3. During the fast talk proper, one must quickly ask while the other
instantly answers each question, uttering the first choice that
comes into his/her mind.
4. Do the activity in just one minute per round.

Based on the activity you performed, answer the questions below.

1. What skill/s are practiced in the previous activity?
2. What is a stand or position?
3. Why are firm stands or choices important?

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 D What I know?
Let us see what you already know
about our topic. Read each item care-
fully and write the letter of the most
appropriate answer on a separate
sheet of paper. Take note of the item/
s that you missed and learn about

1-5 The following are situations you may experience as you are integrating evidence in
your argument. Choose among summarizing, paraphrasing, quoting and using
tables, graphs and illustrations should you use in each.

__________1. When you are using a particularly authoritative source and you need the
author’s expertise to back up your point
__________2. When you want to introduce a writer’s position, but his or her original
words aren’t special enough
__________ 3. When you want to comment on a particular example that another writer
uses.
__________ 4. When you are providing background information, grounding your own ar-
gument, or mentioning a source as a counterargument
___________ 5. When you can’t say it any better and the author’s words are particularly
brilliant.

6-10 Write T if the statement is TRUE, otherwise write F.

__________ 1. To successfully convince audience to believe in your stand, you
must provide supporting evidence.
__________ 2. You must avoid logical fallacies in refuting opposing arguments.
__________ 3. Our voice matters. We should always express our informed opinion
on relevant issues.
__________ 4. Sharing opinions of celebrities in social media is a good academic
practice.
__________ 5. Research is the first step in making a stand on an issue.
11-15 Identify the term being described in each statement. Choose from the words in the
box.

Primary evidence Secondary evidence credible reference

list accurate reliable

__________ 1. Samples of this are analysis and reviews of a literary work.

__________ 2. Samples are photographs, finding of research, interview etc.
__________ 3. It contains all the sources used by the author.
__________ 4. It means the evidence is dependable.
__________ 5. It means that the evidence that the evidence is exact and elaborate.

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D What is in?
Last time, you tried your best to analyze arguments provided by the author of
manifestoes. Now, it is time for you to create your own arguments to defend your
stand on pressing issues in the society. Let us begin with this activity.

Photos are taken from Facebook. com

1. What do the pictures show?

2. Do you agree with them?
3. Choose 1 picture and examine the statement. Is it valid? Why or
why not?

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 D What is it?
When you choose between the two sides of an issue, you are mak-
ing a stand. A stand is a choice that you make and an opinion that you
express. Is it important to make a stand? Of course! Everyone is entitled
for his/ her own opinion. It is a manifestation of our freedom of expres-
sion. Your voice matters.
When you express your thoughts on an important issue, you may
able to influence the people around you. It can be your seatmate, your
friend or a relative; and if that person shares your opinion, more people
might also be influenced. Is it not amazing?
This is also one of the reasons why there is a proliferation of vlog-
gers and social media influencers. With just a click of the upload button,
thousands and even millions of people may be reached by your message.
This may be advantageous, but it also poses dangers. Since, you have the
right to express your ideas, others too can share their views which may
support or debunk yours. So, the question is, how can you defend your
stand on an issue?
You can do it by providing reasonable arguments supported by fac-
tual evidence. Let us talk about creating arguments. It is a must that
your argument should have four important parts.
The Four Pillars of Arguments
I. Thesis Statement
A. Must be one to two sentences
B. Must take a firm stand
C. Must be debatable
II. Evidence
A. Expect skeptical audience
B. Be equipped with established support to your argument
C. An evidence may be in the form of:
1. facts and statistics; and
2. experts’ opinions
(*Citing evidence will be further discussed in the next lesson)

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 III. Refutation
A. Anticipate objections
B. Counter opposing arguments
C. Shows that you are a credible academic researcher
D. Shows that you are a credible academic writer
E. Shows that you are unbiased and fair-minded
IV. Concluding Statement
A. Reiterate your thesis statement
B. Bring the argument back to your main point
C. Suggest a plan of action (if possible)
Further, you may also check the effectiveness of your argument by an-
swering the following guide questions.
Does your argument Stand Up?
Do you have an argumentative thesis?
Do you include solid and convincing evidence to support your thesis?
Do you include a refutation of the most compelling arguments against
your position?
Do you include a strong concluding statement?
Here are the steps you need to follow to be able to express your stand
with reasonable arguments.
Basics Steps in Creating your arguments
Research on the issue.
Weigh both pros and cons.
Make a stand.
Think of strong arguments
Provide evidence as support.
Organize your content and make it logical.

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What to avoid in making logical arguments?
Avoid logical fallacies. Fallacies are statements commonly used in
argumentation and debate which may seem right because these were ut-
tered correctly, but if you try to analyze, the idea is nonsensical or not
connected to the topic. Below are the most common logical fallacies with
their examples.
Ad hominem- also called as “personal attack”
Rather than refuting the argument, the attack is on the individual
which can be directed towards character, reputation, creden-
tials, intelligence or morals.
Ex. He also has a relative who is a senator. How could he go against po-
litical dynasty?
Straw Man- arguing against ridiculous and weak position which was
just created by the speaker and then proceed to knock it down.
Ex. Person 1:
I think pollution from humans contributes to climate change.
Person 2:
So, you think humans are directly responsible for extreme weather,
like hurricanes, and have caused the droughts in the southwestern
U.S.? If that’s the case, maybe we just need to go to the southwest
and perform a “rain dance.”
False dilemma fallacy - sometimes called the “either-or” fallacy, pre-
sents only two options or sides when there are many options or
sides.

Ex. We can either stop using cars or destroy the earth.

4. Hasty Generalization Fallacy- sometimes called the over-

generalization fallacy. It is basically making a claim based on evidence
that it just too small. Essentially, you can’t make a claim and say that
something is true if you have only an example or two as evidence.

Ex. Some teenagers in our community recently vandalized the park

downtown. Teenagers are so irresponsible and destructive.

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5. Appeal to Fear Fallacy- one that, as noted in its name, plays upon
people’s fear. This fallacy presents a scary future if a certain decision is
made today. It is also often exaggerated.

Ex. Pres. Rodrigo Duterte is a friend of China. If he continues to be our

president, he will sell Philippines to China and we will be one of its
provinces.

6. Slippery Slope Fallacy- occurs when someone makes a claim about a

series of events that would lead to one major event, usually a bad event. In
this fallacy, a person makes a claim that one event leads to another event
and so on until we come to some awful conclusion. Along the way, each
step or event in the faulty logic becomes more and more improbable.

Ex. If we allow the government to implement community quarantine,

eventually we will no longer have freedom to do whatever we want
and there will be martial law again; so, we should not allow commu-
nity quarantine to happen.

7. Bandwagon Fallacy- sometimes called the appeal to common be-

lief or appeal to the masses because it’s all about getting people to do or
think something because “everyone else is doing it” or “everything else
thinks this.”

Ex. Almost everyone is doing Tiktok videos now. Why aren’t you?

8. Guilt by Association Fallacy- occurs when someone connects an

opponent to a demonized group of people or to a bad person in order to
discredit his or her argument. The idea is that the person is “guilty” by
simply being similar to this “bad” group and, therefore, should not be lis-
tened to about anything.

Ex. Your friends are womanizers and so you are too.

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 LessonL

2 Citing Evidence

What is in?
In the last lesson, you learned that it is important to make a stand
on relevant issues in the society. However, others might not share the
same ideas with you, so you also learned about defending your stand
through providing reasonable arguments. Let us make a short recapitula-
tion on what is argument; its parts and the logical fallacies.
A. Identify if the statement is true or false. Write “Correct, Mars” if the
statement tells a correct idea about arguments and “Nothing like that,
Mars” if otherwise. Use separate sheet.
___________ 1. Freedom of expression is both a right and a responsibility.
___________ 2. Making a stand means taking a side on relevant issues af-
ter doing enough research.
___________ 3. An academic writer must be ready on possible opposing
ideas by careful consideration of both sides of the issue and
preparation of refutation.
___________ 4. All assertions or claims made by an academic writer shall
build one coherent idea which will serve as thesis statement.
___________ 5. A good conclusion of an argument is reiteration of thesis
statement and recommendation of possible action.
B. Identify what type of logical fallacy is each statement below. Choose
from the pool of fallacies inside the box.
Hasty generalization False Analogy Bandwagon
Ad Hominem Straw Man False Dilemma Fallacy

___________ 1. All the government officials in the Philippines are corrupt.

Look at the senator who is famous of his Budots dance elec-
tion campaign advertisement.
___________ 2. Women should not be fired because of getting pregnant.
They do not fire a man for fathering a child.
___________ 3. DepEd: We should persist and continue learning despite
the situation. We will find ways to make it possible.

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Parents: So, you are saying the lives of our children do not matter? We
will not risk our children. The school can await. Safety first.
___________ 4. Most parents already enrolled their children. I think, it is
the right decision.
____________ 5. We can either choose to have mass testing, or just let us
all get infected by COVID- 19. There is no other choice.

What is more?

Examine the pictures above. What do the pictures suggest? What do usually
happens inside a courtroom? Imagine that you are a lawyer, how can you sure win
your case?

What is it?
In the previous activity, your answers to questions should emphasize the
use of evidence. In the past lesson, you have realized that evidence is an essential
part of an argument. It is simply because it serves as a support for the reasons of-
fered and helps convince audience. Now, let us learn more about it in this lesson.

Supporting Evidence
Evidence comes in different sorts, and it tends to vary from one
academic field or subject of argument to another. Evidence answers
challenges to the reasons given thus strengthens your claims. However,
you should also consider if the type of evidence is considered credible or
valid in your academic field.

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Table 1
Types of Evidence Based on Discipline

Table 2

List of Possible Sources of Evidence

The two tables above present different types of evidence based on

fields and possible sources. Evidence comes in variety, however what re-
mains constant is that evidence does not speak for itself. You should be
able to integrate it in your argument and show that it supports your the-
sis. It is important to remember that evidence is not is not the piling up of
facts or quotes; it is just an integral element of a well-supported and well-
written text.

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Evaluating Evidence
In creating your argument, you must determine if the evidence you
will provide as support is credible, accurate, and reliable. If the evidence
does not meet these criteria, then your argument is (more) likely to fail.
credible - is an adjective that comes from the Latin credibilis,
meaning “worthy to be believed.”
reliable – an adjective that comes from Scottish raliabill which
means worthy of being depended on
accurate - an adjective from Latin accuratus "prepared with care,
exact and elaborate
1. Who/what is the source of the evidence?
2. Is the evidence found in a primary or secondary source?
primary source is an original source, such as a literary work, his-
torical document, photo, etc.
secondary source provides content that has already been interpret-
ed such as literature reviews and review articles (e.g., movie re-
views, book reviews); works of criticism and interpretation etc.
3. How does the evidence from one source compare with the evidence
from another source?
4. How current is the evidence?
5. Is the evidence specific to the reasons for which it is being provided,
and does it ultimately support the claim?
6. Why is the evidence important to the argument?
7. What does the evidence perhaps suggest, but not explicitly show?
8. What is interesting about the evidence that will make it catch the
attention of the reader and be memorable?

Incorporating Evidence
There are numerous approaches to introduce your proof. Frequent-
ly, your proof will be incorporated as content in the body of your paper, a
quotation, paraphrase, or summary. In some cases, you may incorporate
Sometimes you might include graphs, charts, or tables; excerpts from an
interview; or photographs or illustrations with accompanying captions.

Quotations

At the point when you quote, you are imitating another author’s words
precisely as they show up on the page. Here are a few hints to enable you
to choose when to utilize quotations:

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1. Quote if you can’t say it any better and the author’s words are particu-
larly brilliant, witty, edgy, distinctive, a good illustration of a point you’re
making, or otherwise interesting.
2. Quote if you are using a particularly authoritative source and you need
the author’s expertise to back up your point.
3. Quote if you are analyzing diction, tone, or a writer’s use of a specific
word or phrase.
Quote if you are taking a position that relies on the reader’s under-
standing exactly what another writer says about the topic.

Paraphrasing

When you paraphrase, you take a particular segment of a text and

put it into your own words. Placing it into your own words doesn't
mean simply changing or reworking a couple of the writer's words: to
paraphrase well and avoid plagiarism, restate the sentence as if you
are saying it to someone else without looking at the original. Para-
phrasing is different from summarizing because it aims to maintain
the length of the original text and it only focuses on specific segments
of the text.

When might you want to paraphrase?

1. Paraphrase when you want to introduce a writer’s position, but his or

her original words aren’t special enough to quote.
2. Paraphrase when you are supporting a particular point and need to
draw on a certain place in a text that supports your point—for example,
when one paragraph in a source is especially relevant.
3. Paraphrase when you want to present a writer’s view on a topic that
differs from your position or that of another writer; you can then refute
writer’s specific points in your own words after you paraphrase.
4. Paraphrase when you want to comment on a particular example that
another writer uses.
Paraphrase when you need to present information that’s unlikely to be
questioned.

Summary

When you summarize, you are offering an overview of an entire text,

or at least a lengthy section of a text. Summary is useful when you are
providing background information, grounding your own argument, or
mentioning a source as a counterargument. It is useful when you have a
lot of sources to incorporate in limited space. When you are summarizing
make it clear to the reader and cite your source appropriately.
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Statistics, data, charts, graphs, photographs, illustrations

Sometimes the best evidence for your argument is a fact or visual

representation of a fact. This type of evidence is strong, but you need to
provide context for readers to draw interpretation. Remember that statis-
tics, data, charts, graph, photographs, and illustrations are all open to in-
terpretation. Guide the reader through the interpretation process. Don
not forget to cite the origin of your evidence.
Citation and Referencing
American Psychological Association (APA) 6th Edition

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 E What is more?
Activity 1.1 : Loop a Word
Loop the important concepts you have learned in the module;
then use them to identify the terms being described in the next activity.

Activity 1.2 : Identification

Identify the term being described in each statement below. Your
choices are the words you found from Activity 1.1.
____________ 1. It usually refers to a main idea, often called a “claim” or
“thesis statement,” backed up with evidence that supports
the idea.
_____________ 2. It states the idea that the author wants you to believe in.
_____________ 3. It serves as a support to the explanation you provided to
your opinion.
_____________ 4. It serves as the logical explanation of your opinion.
_____________ 5. It serves as the central idea or main argument of your
paper wherein all claims are based on.
_____________ 6. It means the act of proving or saying that a person or
statement opposing your opinion is false.
_____________ 7. It shall contain a restatemnet of your main argument
and a plan of action if possible.
_____________ 8. It means a subject that people are talking about.
_____________ 9. It refers to the opinion you make on a relevant topic.
_____________ 10. It means an idea that a lot of people think is true but is
in fact false.
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Activity 2: Logical Fallacy
Identify Identify what type of logical fallacy is each statement be-
low. Choose from the pool of fallacies inside the box.

Hasty generalization Slippery Slope Fallacy Bandwagon

Ad Hominem Straw Man False Dilemma Falla-

___________1. We etheir suspend opening of classes or the students will

get infected by COVID 19.
___________ 2. If we approve anti- terror bill, we will no longer be allowed
to exercise our freedom of expression. We can no longer
question the government.
___________ 3. PUP is the cradle of NPA. PUPians are rebels of the coun-
try.
___________ 4. Other countries are conducting rallies in the streets now.
It is time for us to do the same and fight for our rights.
___________ 5. What does she know about farming? That senator’s busi-
ness is turning farmlands into residential area.

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 E What I can do?
Let us apply what you have learned!

Make a stand on a relevant issue in our country nowadays. Defend

it by providing reasonable arguments supported by properly cited evi-
dence. Choose from the issues given and do the activity using the graphic
organizer below. Remember to research and read about your chosen topic
first before deciding on your stand.

1. Anti- terror Bill

2. Freezing of School Year 2020-2021

3. Mass Testing for COVID-19
4. PM is the Key” strategy of online sellers

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 E What else can I do?
Let us see what you have got! Choose the letter of
the best answer. Write your choice on a separate
sheet of paper.

1. Recently, the public is in uproar with the incident of a Black Ameri-

can who was killed during an arrest. Netizens condemn the act.
How would you respond to the issue?

A. Share the video of the arrest in social media.

B. Never mind. I am not related to the victim.
C. Research and read about the issue before making an action.
D. Join rallies on racial discrimination.
2. Another controversial issue nowadays is the Anti-Terrorism Bill.
Many people even celebrities already expressed their disagreement
about it. As a responsible citizen, what will you do?

A. I’ll just let it be. My opinion does not matter.

B. Tell my friends about it.
C. Read the draft of the bill and decide on my opinion.
D. Share the thoughts of my favorite actress.
3. Your teacher asked your class to do a debate about Anti-Terrorism
Bill. It is a new issue and you do not know anything about it. What
will you do first?

A. Brainstorm with my classmates.

B. Browse on Facebook and read the posts of known people.
C. Research on the issue and try to read as many articles repre-
senting both sides of the issue.
D. Write whatever I think it is based on the title of the bill since the
activity is asking for own opinion about the issue.
4-10 To successfully convince the audience about your stand on an issue,
what should you do? Arrange the statements in a correct order. Use the
letters a-g.
______ Research about the topic
______ Weigh both sides of the issue, then make a stand
______ Express claims clearly
______ Make a logical explanation
______ Back explanation by evidence.
______ Think of refutation to possible opposing arguments
_______ Write a conclusion which restates thesis statement

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11. As you are writing your paper, you decided to use a very long article
as a source though you have limited space. Which technique in integrat-
ing sources should you use?
a. paraphrasing
b. quoting
c. summarizing
d. tables, graphs and illustration

12. You wanted to incorporate the idea of an authority in your field on

your paper. You found that his statement was well-crafted, and you do
not want to lose its meaning, how would you do it?
a. paraphrase
b. quote
c. summarize
d. use tables, graphs and illustration
13. In refuting opposing arguments, which of the following should you
avoid?
a. Use logical fallacy
b. Check credibility of evidence used
c. Check the logical connection between claims and explanation
d. Use the same sources of the opposing arguments
14. “No to oppression. No to Anti-Terrorism Bill”. Is this an acceptable ar-
gument?
a. No, it is a logical fallacy.
b. No, I do not share the same opinion.
c. Yes, the claim is clear and there is implied message.
d. Yes, I share the same idea.
15. Why is there a need to acknowledge sources of information?
a. To avoid plagiarism
b. To practice academic honesty
c. To make the work credible
d. To make the paper longer

It’s time to check your work. Turn to page 26for the answer key.
Remember, if you got 15/15, you are AWESOME!
If your score is 12-14, then you PASSED the test. However, if you
got 11 and below, you need to go back and read again. It is just
fine! Take your time and master the lesson.

23
 A What I have learned?
1. Making a stand on an issue is important because it influences and
molds other people’s opinions too.
2. To defend your stand on an issue, you must provide reasonable argu-
ments.
3. An argument is composed of four pillars: thesis statement, evidence,
refutation and concluding statement.
Thesis statement – contains your firm stand on an issue
Evidence – serves as support to your stand which can be in the
form of facts and statistics, expert’s opinion and credi
ble documents.
Refutation – contains your counterarguments to possible opposing
ideas to your stand
Concluding statement- restatement of your thesis statement
4. In creating logical arguments, you must avoid logical fallacies.
5. Logical fallacies are statements commonly used in argumentation
which seem impressive, but irrelevant or nonsensical.
a. Ad Hominem
b. Straw Man
c. False Dilemma Fallacy
d. Hasty Generalization Fallacy
e. Appeal to Fear Fallacy
f. Slippery Slope Fallacy
g. Bandwagon Fallacy
h. Guilt by Association Fallacy
6. Evidence has an integral function to support the claim in the text and
should not only be piled up facts or quotes.
7. The three characteristics that an evidence must possess are credibility,
reliability and accuracy.

24
 A What I have learned?
8. Evidence can be identified as:
a. Primary – an original source, such as a literary work, historical document,
photo, etc.

b. Secondary - provides content that has already been interpreted such as lit-
erature reviews and review articles (e.g., movie reviews, book reviews); works of
criticism and interpretation etc.

9. Evidence can be cited either through direct or indirect quotations.

a. Direct quoting – uses of quotation marks and includes page
number
b. Indirect quoting – paraphrasing/ summarizing; without
the use of quotation marks
10. Evidence can also be incorporated to a paper through:
a. Quoting – lifting the exact words of other authors and en-
closing them with quotation marks
b. Paraphrasing – rewording a specific segment of a text;
maintains the same or almost the same number words as the orig-
inal text
c. Summarizing – providing overview of a text which is usual-
ly long; useful in incorporating many sources in limited space
d. graphs, pictures and illustrations – solid facts; context for
interpretation is essential to guide readers

25
 What I can do? do?
A
Reflect on your learning by completing the 3-2-1
chart.

3 Things that I have learned

2 Things I found interesting

1 Question I have in mind

Congratulations! You have finished the module. It

calls for a celebration.
I hope you learned a lot from our lesson, and may
you be able to apply your learnings in your life.
Good luck on your next journey.
May the force be with you.

26
 27
Assessment
C
C
C
A
B
C
D
E
F
G
C
B
A
A
a/b/c/
What I Know What's More What’s In
quoting argument A.
paraphrasing claim
evidence Correct, Mars
paraphrasing
reason Correct, Mars
summarizing
thesis statement Correct, Mars
quoting refutation Correct, Mars
T conclusion Correct, Mars
T issue B.
T stand
F fallacy 1. Hasty Generalization
T Activity 2 2. False Analogy
Secondary evidence false dilemma fallacy 3. Straw Man
Primary evidence slippery slope fallacy 4. Bandwagon
Reference list hasty generalization 5. False Dilemma Fallacy
Reliable Bandwagon
accurate Ad Hominem
Answer
 References
Argument: Claims, Reasons, Evidence. University of Pittsburg. Retrieved from:
https://www.comm.pitt.edu/argument-claims-reasons-evidence

Evaluating Evidence. Lumen Writing and Research in the Discipline. Retrieved from:
https://courses.lumenlearning.com/olemiss-writ250/chapter/evaluating-
evidence/

Evidence. The University of North Carolina at Chapel Hill. Retrieved from:

https://writingcener.unc.edu/tips-and-tools/evidence/

Jeffrey, R. & Bruce, Y. Retrieved from: https://

pressbooks.ulib.csuohio.edu/csu-fyw-rhetoric/chapter/types-of-
evidence-in-academic-arguments/

Mercado, Felix (2016), Session Presentation for Mass Training of Grade

11 Teachers on Content and Pedagogy
Online Etymology Dictionary. Retrieved from: https://
www.etymonline.com/search?q=reliable
Images from:
https://web.facebook.com/PanayNews/photos/
a.248112505258541/2828556770547422/?type=3&theater

https://www.google.com/search?
q=cynthia+villar+on+nurses&sxsrf=ALeKk02wvCgncQnwysBAow
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Para sa mga katanungan o puna, sumulat o tumawag sa:

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta Rizal

Landline: 02-8682-5773 local 420/421

Email Address: [email protected]

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