10

English 10
Quarter 2 - Module 2:
Key Structural Elements

AIRs - LM
English 10
Quarter 2 - Module 2: Key Structural Elements
First Edition, 2020

Copyright © 2020
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form
without written permission from the copyright owners.

Development Team of the Module

Author: Gracelia L. Mapili

Editor: SDO La Union, Learning Resource Quality Assurance Team
Illustrator: Ernesto F. Ramos, Jr., P II

Management Team:

Atty. Donato D. Balderas, Jr.

Schools Division Superintendent
Vivian Luz S. Pagatpatan, Ph.D
Assistant Schools Division Superintendent
German E. Flora, Ph.D, CID Chief
Virgilio C. Boado, Ph.D, EPS in Charge of LRMS
Belen C. Aquino, Ph.D, EPS in Charge of English
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II
 English 10
Quarter 2 - Module 2:
Key Structural Elements
 Target

The development of mankind as civilized beings we are today would not have
been possible without the help of language. Be it oral or written form, communication
allows us to express our views, thoughts, ideas, and opinions with the world, and
because of this, in today’s world it is necessary to have the skill to communicate
through verbal as well as written means.

This module provides discussion about various language features and

structural elements with corresponding examples and self-accomplishing activities for
you to read and answer appropriately. The activities are simplified to cater your needs
which you can utilize in your life and master the skills of writing any document or
speech, be it formal or informal, personal, or academic, casual, or business.

Begin by becoming familiar with the MOST ESSENTIAL LEARNING

COMPETENCIES. These will tell you what you should know and what you should be
able to do at the end of every lesson.

Learning Competency:
Identify key structural elements
Learning Objectives:
a. Identify the parts and language features of an exposition and argument.
b. Determine how introduction, body and conclusion are structured in an
expository text or argumentative essay.
c. Distinguish author’s position and supporting details in an
argumentative essay
d. Compare and contrast argumentation from exposition.
e. Utilize precise word to convey actions, feelings, assessments, and
association in a logically organized expository text.
f. Develop sense of self-independence in answering the module.

This module is divided into three main lessons:

Lesson 1: Language features of exposition and argument
1. Modals (Modal Verbs and Modal Adverbs)
2. Conjunctions or Connectives to link ideas
3. Declarative Statements
4. Rhetorical Questions
5. Passive Voice
6. Emotive Language
7. Attitudes expressed through evaluative language
Lesson 2: Structure of an exposition
1. Statement of position
2. Argument
3. Reinforcement of the statement of position
Lesson 3: Structure of an argumentative essay

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 Jumpstart

This activity will enable you to assess your prior

knowledge on language features and structural elements.

Pre-Assessment
Direction: Read each item carefully and write the letter of the correct answer.
Which of the following is not an emotive form?
_______ 1. A. overweight B. whale-like C. scrounger D. toxic giant
_______ 2. A. The village was defeated.
B. The victims were executed in cold blood.
C. The victim was left with horrific injuries.
D. A monster of a man violated an underage girl
_______ 3. Which is the most appropriate word to be used to complete the statement:
“The pandemic has amplified the effects of poverty. Workers have experienced
unprecedented job loss. __________ the poor were made as the most vulnerable to the
virus.”
A. Because C. However
B. Consequently D. Otherwise
Direction: Fill in the correct passive form of the verb in parentheses.
_______ 4. Both weddings _______ by Good Taste. (cater)
_______ 5. A Picasso ____ from the Metropolitan Museum of Art.(steal)
_______ 6. In which part of an essay can this sentence be found?
So, with all these in mind, there is no doubt that we should support the
liquor ban.
A. body B. conclusion C. evidence D. introduction
Direction: Complete the sentences with the correct modal.
______ 7. (Must/Could) ________ you carry my bag, please? It´s very heavy.
Direction: Write “True” if the statement is factual, and “False” if the statement is not.
______ 8. Exposition and argumentation use the similar language features.
______ 9. Exposition presents only one side of the argument.
Direction: Identify the modal adverb used in the statements.
______ 10. I will definitely call you tomorrow.
______ 11. You really shouldn't have gone to so much trouble.

______12. This poster of a Malaysian Nature Society

appeals to __________________.
A. Ethos (credibility) C. Logos (logic)
B. Kairos (timeliness) D. Pathos (emotion)

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13-15. Construct a short persuasive text on the slogan of the poster ad “Cut A Tree:
Kill A Life.” Rubric: Content (5 pts) Logical Structure (3 pts) Grammatical Accuracy
(2) Total= 10pts

Great start! You are now set to gain more knowledge. Remember
that in answering this module, you need to read details very well. Be focused.
Be patient.

Discover

Lesson 1. Language Features of Exposition and Argument

Unveil Me!!!
Direction: Unscramble the letters to unveil the correct word.

1. rorichetal questions 5. piassve coive

2. deatclarive stanetetsm 6. eatvaluive lanuagge
3. odaml brevs 7. conniveects
4. lamod eradvbs 8. evitome egaugnal

Were you able to arrange the jumbled letters correctly?

The language features include: modal verbs, modal adverbs, connectives or
conjunctions, evaluative language, declarative statements and rhetorical questions.

Feature Example
Modal Verbs express the writer’s can, could, may, should, must, might
attitude to the topic
Modal Adverbs are often added to modal certainly, definitely, exactly, surely,
verbs to add to their meaning. obviously

Conjunctions (or joining words) join one so, and so, because, therefore, if, and,
part of a sentence to another. They link but, firstly, for that reason, for example,
the flow of the argument as a consequence, because of this, in
particular, therefore, finally
Evaluative Language suggests the important, best, most, truth, largest,
degree of approval or helps compare more popular
ideas

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 Declarative Statements commenting, or I notice that you really like that swing.
making statements, out loud about what I forget what you said you wanted for
we think, notice, remember, feel, wonder lunch.
about, observe, etc.
Emotive Language The so-called "Asian invasion" of New
Shows the feeling and attitude of the Zealand is there for everyone to see.
writer
Rhetorical Questions is a question that What’s the deal with airline food?”
is not asked to receive an answer from What’s in a name?
the audience or reader. It is just posed to
make a point.
Passive Voice The asylum seeker was detained
The subject has an action done to it by indefinitely
an agent who may or may not be named.

Source: https://.moneysmart.gov.au/teachingstatic/resources/smart-consumers-4-a-smart-
future/English_Yr9/documents/lang_feat_expos.pdf language features and structure of an exposition

After reading the content of the table, do you already have enough idea on the
features of language?
Do you want to have clearer understanding of each?Come on, let us learn more!

Lesson 1.1 Modal Verbs and Modal Adverbs

What are modal verbs?

A modal verb is a helper verb that expresses, possibility, necessity, and
obligation.
They are Auxiliary verbs that provide additional and specific meaning to
the main verb of the sentence.

How do we use modals? S M V Subject +Modal +Verb

Example: We should wash our hands to avoid Corona Virus.

What do they express?

They can have more than one meaning depending on the situations.

Single Concept Modals: Will, Might, Should, Ought to, Had better
MODAL CONCEPT EXAMPLE
Will Future Joe will travel to Baguio City next
week.
Might Small probability I might move to Canada someday.
Should Recommendation You should go to the doctor.
Ought to Formal We ought to know about the first
Recommendation aid.
Had better Warning I had better study, or I will fail
the test.

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Double Concept Modals: May, Must, Would, Shall, Could, Can

MODAL CONCEPT EXAMPLE

Can (1) Present ability We can speak Iloco.
Can (2) Permission Can I have a candy?
Could (1) Unreal ability I could go if I have time.
Could (2) Past ability She could play the piano. (but she
can’t anymore)
May (1) Permission May I come in?
May (2) Good probability We may visit Batanes this summer.
Must (1) Responsibility Everyone must pay taxes.
Must (2) Assumption She didn’t arrive. She must be sick.
Shall (1) Educated expression Excuse me, shall I go now?
Offer Shall I clean it?
Shall (2) Contractual obligation The company shall pay on January
1st.
Would (1) Past (used to) When I was young, I would play
“luksong tinik”.
Would (2) Present unreal I would buy the car, but I can’t afford
it.
Source: https://www.uv.mx/personal/damorales/files/2013/01/modals-ilovepdf-compressed.pdf

What are modal adverbs?

If one of the key jobs of adverbs is to add to the meaning of verbs, it makes
sense that modal adverbs add additional meaning to modal verbs. Remember
that modality has to do with ideas such as the possibility of something
happening. Another way to think of this concept is to ask yourself: ''How likely is
this to occur or to exist?'' Look at these sentences:
 I really might be going to the party on Saturday.
 Surely you can't mean to vote for that candidate!
Can you recognize the connection between verb and adverb in those
sentences? In the first sentence, the adverb really modifies the verb might. In the
second sentence, surely at the beginning of the sentence modifies can’t, which
appears later.
Here are more sentences:
 I could easily have been hurt.
 I will definitely call you tomorrow.
 You can't possibly be serious.
 She obviously must have forgotten it.
 He could probably help us a lot

Explore
Here are some enrichment activities for you to work on to master and
strengthen the basic concepts you have learned from this lesson.

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Activity I. Direction: Choose the correct modal to complete each statement.
Write the letter of your answer in a clean sheet of paper.
1. __________ I speak to the Chief Counselor, please?
A. May B. Must C. Need to D. Would
2. You _________ talk during tests. It’s forbidden!
A. couldn’t B. mustn’t C. ought to D. won’t
3. My son ___ be home by now. Where can he be?
A. could B. have to C. should D. would
4. __________ you like to have dinner with me tonight?
A. Could B. May C. Should D. Would
5. John’s fallen down the stairs! I ________ call an ambulance!
A. Will B. might C. may D. ought to
Activity II. Direction: In the first sentence underline the MODAL VERB. Remember,
modal verbs are made ‘negative’ by adding the word ‘not’. In a different color, in the
second sentence underline the MODAL ADVERB.
1. a. You can’t have said that to her!
b. Surely you can’t have said that to her!
2. a. I might tell you all about it.
b. I might just tell you all about it.
3. a. You shouldn’t have gone to so much trouble.
b. You really shouldn’t have gone to so much trouble.
4. a. I will call you tomorrow.
b. I will definitely call you tomorrow.
5. a. You can’t be serious!
b. You can’t possibly be serious.

Deepen

Activity 1
Direction: Re-write the following sentences using appropriate modals so that they
have the same meaning.
1 It is necessary to finish the work today.
You need ____________________________________________________
2. Sally finally managed to get the job.
Sally finally succeeded ________________________________________
3. This is the last time I go to this restaurant.
I certainly ____________________________________________________
4. “I advise you to take a holiday,” the doctor continued.
You’d ________________________________________________________
5. “If you don’t rest yourself you really will be ill
Unless _______________________________________________________
Activity 2
Direction: Think about these situations and create a sentence using modals.
1. We are going to Paris for a weekend. (Make suggestions about things to do)
_________________________________________________________________
2. We start school in September. (Talk about necessity)
_________________________________________________________________

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3. Margaret is a very talented sportswoman. (Talk about ability)
_________________________________________________________________
4. You have just won the lottery! (Talk about possibility)
_________________________________________________________________
5. Peter has got a headache and a congested nose. (Give him some advice)
_________________________________________________________________

Good job! Now, let’s learn about conjunctions!

Lesson 1.2 Conjunctions or Connectives to link ideas

Discover
What Is a Conjunction?

A conjunction is the glue that holds

words, phrases and clauses (both dependent and independent) together.
Thanks to conjunctions, we don't have to write short, choppy sentences. We
can extend our lines with simple words like "and" or "but" and perhaps a
comma or two.

There are three different kinds of conjunctions -- coordinating,

subordinating, and correlative -- each serving its own, distinct purpose, but all
working to bring words together.

TYPES OF DEFINITIONS CONJUNCTIONS

CONJUNCTIONS
Joins words, phrases, and For - Explains reason or
independent clauses. purpose (just like
There are seven of them, and "because")
they're easy to remember if you And - Adds one thing to
can just think of another
the acronym "FANBOYS." Nor - Used to present an
Coordinating Example: alternative negative idea
Conjunctions  I go to the park every to an already stated
Sunday, for I love to watch negative idea
the ducks on the lake. But - Shows contrast
 I watch the ducks on the Or - Presents an
lake and the shirtless men alternative or a choice
playing soccer. Yet - Introduces a
 I don't go for the fresh contrasting idea that
air nor for the ducks; I just follows the preceding idea
like soccer. logically
So - Indicates effect,
result, or consequence
Introduces a dependent clause, There are lots of
tying it to an independent clause. subordinating conjunctions.
A dependent clause is a group of Here are the most common
words that cannot stand alone as examples:
a complete sentence.
An independent clause, by Although, as, because,
contrast, can stand alone as a before, how, if, once, since,
complete sentence. than, that, though, until,

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 Subordinating Unlike coordinating conjunctions, when, whenever, where,
Conjunctions subordinate conjunctions can whether, while, why
often come first in a sentence.
Examples:
 Because of him, I learned
how to start my own
business.
 Everything will fall into
place if you start at the
beginning,
 Until you try, you'll never
know.
They are tag-team conjunctions.
They come in pairs, and you must Common pairs include:
use both in different places in a
sentence to make them work.
These conjunctions work together  both/and
(co-) and relate one sentence to  whether/or
another.  either/or
Correlative  neither/nor
Conjunctions Correlative conjunctions connect  not/but
two equal grammatical terms. So,  not only/but also
if a noun follows "both," then a
noun should also follow "and."
Examples:
 I want either the pink
sofa or the purple one.
 I'll study both English
literature and art history.
 I didn't
know whether you'd want
milk or cream, so I grabbed
both.
Source:https://www.yourdictionary.com/index.php/pdf/articles/322.conjunctionschart4.pdf

Explore
Here are some enrichment activities for you to work on to master and
strengthen the basic concepts you have learned from this lesson.

Activity 1. Direction: Find and encircle 10 conjunctions from the crossword puzzle.
Classify each by placing them under the correct category.
A Z X E T R E E S X COORDINATING CONJUNCTIONS:
L I A U G O D P E Q
T X B E F O R E R E
H O T H E R S O V L
SUBORDINATING CONJUNCTIONS:
O C A R E U Z C I I
U A C T A N D E C H
G R A C E S Y E E W
H X E I T H E R O R CORELATIVE CONJUNCTIONS:
Z B L O V E T W Q X
W H E N E V E R Y Z

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Activity 2 Direction: Complete the passage given below with the most
appropriate conjunctions.
Prophet Ibrahim obeyed Allah’s order (1) ______________built the Kabah–
the house of God in Makkah. It was a simple (2) ______________ beautiful house.
Once the house of God was ready, Allah told Ibrahim “Clean the Kabah (3)
__________________ make it pure. It’s my house. Don’t keep anything else there
(4) __________________people can come and pray to me in peace. They should
walk around the Kabah (5) ___________________ pray to stand. Allah asked
Ibrahim to call the people to come to the Kabah. All the people who came were
(6) _________________ tired that they could barely stand. But they all hurried to
Makkah as they all wanted to pray in the Kabah.
Source: https://www.learninsta.com/conjunction-exercise-for-class-10

Deepen

Activity 1 Direction: The world is currently being challenged with a pandemic

known as COVID 19. Construct a short campaign persuading youths like you to take
part in building up defenses against COVID 19. Use and underline at least 10
conjunctions correctly. Write your campaign in a whole sheet of clean paper.
RUBRIC
Content--------------------------- 5
Logical Structure--------------- 3
Grammatical Accuracy-------- 2
Total --------- 10 points

Good job! Now, let’s learn discover declarative statements!

Lesson 1.3 Declarative Statements

Discover
What is a declarative statement?
Declarative sentences are the most common of the four sentence
types (declarative, interrogative, imperative, exclamative).

FORM FUNCTION EXAMPLE

subject + verb... make a statement Doctors cure patients.

The final punctuation is usually a full-stop/period (.)

Declarative sentences can be in positive or negative form, and in any tense.

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 Look at these positive and negative examples:
POSITIVE NEGATIVE
Two plus two makes four. Two plus two doesn't make five.
I like coffee. I do not like coffee.
We watched TV last night. We didn't watch TV last night.

There are instances that declarative sentence be written in the form of

the other types of sentences interrogative, exclamatory, and imperative.

Study the table below.

Bangkok was hot. makes a statement

All the ...but ⇑⇓ different functions.. ...normally ...for

sentences ⇑⇓ have the . expressed example
same form (declarativ with ⇓ ⇓
e — subject-verb) ...

Bangkok was hot? asks a question interrogativ Was

e Bangkok
hot?

Bangkok was hot! expresses emotion exclamative How hot

Bangkok
was!

You will now sit. issues a command imperative Sit!

Source: https://www.englishclub.com/grammar/sentence/type-declarative.htm

Note:
 Although declarative sentences can be phrased like interrogative sentences, the
subject should always come first before the verb.
 In differentiating between declarative sentences between imperative sentences,
you must look at the verb used in the sentence.


Explore
Here are some enrichment activities for you to work on to master and
strengthen the basic concepts you have learned from this lesson.

10
Activity 1 Direction: Complete the below given statements with the choices given to
make a declarative statement.
1. _________ going home tomorrow.
A. I am B. Am I C. Is he D. Is she
2. ________ wrote a letter to the head of the department.
A. Did he B. Please C. She D. Was he
3.___________ seen the movie many times.
A. He has B. Has he C. Who has D. Has she
4. ___________ hates doing homework on Sundays.
A. Did she B. She C. Who D. Why
5. ________ finding it difficult to meet the demands.
A. She is B. Is she C. Are they D. Aren’t they
Activity 2
Direction: Convert the given sentences into declarative statements.
1.Interrogative sentence: Did he leave first?
Declarative sentence: ____________________________________________
2.Interrogative sentence: Does it hurt?
Declarative sentence: ____________________________________________
3.Imperative sentence: Don’t disobey your elders.
Declarative sentence: ____________________________________________
4. Imperative sentence: Please enter the room.
Declarative sentence: ___________________________________________
5. Imperative sentence: Don’t cry on wedding ceremonies.
Declarative sentence: ___________________________________________

Deepen

Direction: COVID 19 has drastically affected our normal way of life. As a student,
what insight have you learned from this situation? Explain your answer using 10
declarative statements. Use 1 clean sheet of paper.

RUBRIC

Content--------------------------- 5
Logical Structure--------------- 3
Grammatical Accuracy-------- 2
Total ------- 10 points

Good job! Now, you’re ready to take off for our next topic.

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 Discover
Lesson 1.4 Rhetorical Questions

What is rhetorical question?

The term rhetoric refers to language that is used to inform, persuade, or
motivate audiences. Rhetoric uses language to appeal mainly to emotions, but
also in some cases to shared values or logic. Examples of rhetoric can often be
found in literature, politics, and advertising for specific emphasis and effect-
incorporating a variety of figurative language techniques depending upon the
desired result.
The study of rhetoric dates back to ancient Greece. According to
Aristotle, rhetoric uses three primary modes of persuasion: ethos, logos, and
pathos.
Three Primary Modes of Persuasion
-Appeals to ethics, which comes from the word “ethos”
ETHOS -Convince the reader that the speaker has the credibility to
speak
Example:
A nuclear engineer can reliably help you with your Algebra
homework
-Relates to logic, which comes from “logos”
-Uses reason to convince the audience
LOGOS Example:
A graph showing that there are less injuries when players use
mouth guards is good evidence that they are helpful
-Appeals to the audiences’ emotion
-Comes from the Greek word suffering
Example:
PATHOS Showing picture of sad puppies
Source: https://www.bing.com/images/search?q=infographics+logos+pathos&qpvt=infofraphics+logos+

Explore
Here are some enrichment activities for you to work on to master and
strengthen the basic concepts you have learned from this lesson.

Activity 1 Direction: Determine if the statement is True or False.

_______ 1. There are 3 primary modes of persuasion.
_______ 2. Logos appeals to ethics.
_______ 3. You should use a reversed question mark after a rhetorical question.
_______ 4. A rhetorical question can be a good option for making a point
diplomatically.
_______ 5. A rhetorical question is typically asked to make a point or to introduce a
subject.

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Activity 2 Direction: Select the sentence that is most likely to be a rhetorical
question.
1. A. What is your name? C. What is wrong with kids today?
B. What is the capital of Russia? D. Which Apollo mission landed on the Moon?
2. A. Wow! Who knew? C. Who will deliver the news?
B. Who arrived first? D. When will you visit your grandmother?
3. A. What’s in a name? C. Who invented the latest computer?
B. What is the capital of Russia? D. Which Apollo mission landed on the Moon?

Deepen

Direction:
Write a rhetorical question about yourself that you want to ask someone else
where you don’t expect an answer.

RUBRIC

Content--------------------------- 5
Logical Structure--------------- 3
Grammatical Accuracy-------- 2
Total ------- 10 points

Good job! Now, you’re ready to take off for our next topic.

Lesson 1.5 Passive Voice

Discover
The passive voice is used when we want to emphasize the action (the verb) and
the object of a sentence rather than subject. This means that the subject is either
less important than the action itself or that we don’t know who or what the
subject is.

Example:
My laptop was stolen.
(The object – now the subject = My laptop / action= was stolen)
PASSIVE ACTIVE
Napa Valley is known for its excellent Many people Napa Valley for its excellent
wines. wines.
Twenty civilians were killed in the Someone killed twenty civilians in the
bomb explosion. bomb explosion.
Our planet is wrapped in a mass of A mass of gases wraps around our planet.
gases.

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Forming the passive voice

The passive voice is not a tense in English. Each tense has its own passive
voice which is created by using VERB FORM: is/am/are + Past Participle (Third Form)

Rules for changing Active Voice to Passive Voice

1. Simply exchange the places of the subject and the object. The subject should
become the object and vice-e-versa while changing a sentence from Active to Passive
voice or reverse.
 Active voice: She bought a new car. (She is the subject, and a new car is an
object.)

 Passive voice: A new car was bought by her. (A new car is a subject
and her is the object.)

2. Always blindly convert the main verb into its past participle or third form while
converting from active to passive voice. To remind you what the third form of a verb
looks like, let’s look at a few examples:
First form Second form Third form
Buy Bought Bought
Sing sang sung
Grow grew grown
 Active voice: Bhaanu wrote a book on gun violence.
 Passive voice: A book on gun violence was written by Bhaanu.

3. Use the word “by” before the subject in the passive sentence. For example:
 Active voice: My brother sang a song.
 Passive voice: A song was sung by my brother.

4. Change of tense of the auxiliary word: Now when you change the verb form of the
main verb, the tense of the auxiliary also changes accordingly. Let’s see this with the
help of a few examples:
Present tense–
Active voice: Sun rises from the east.
Passive voice: East is where the sun rises from.
Past tense–
Active voice: She walked my dog home.
Passive voice: My dog was walked home by her.
Future tense–
Active voice: Sheena will do the craft work.
Passive voice: Craft work will be done by Sheena.
5. Sometimes you may completely omit the subject from the passive voice if the idea you
are trying to convey is clear. You just have to take a judgement call for that. For
example:
 Active voice: Distance is measured in kilometers.
 Passive voice: Kilometers is a measurement unit for distance.
6. Words like “with” or “to” are also used in passive voice. You may recall that we use
“by” quite frequently in an active voice to passive voice conversion.
 Active voice: I know her.
 Passive voice: She is known to me.

14
 Explore

Here are some enrichment activities for you to work on to master and
strengthen the basic concepts you have learned from this lesson.

Activity 1
Direction: Fill in the correct passive form of the verb in parentheses.
1. Penicillin ______ by Alexander Fleming in 1928. (discover)
2. Statements ______ from all the witnesses at this moment. (take)
3. When we reached the airport, we found that all the flights____ due to the
storm. (cancel)
4. The fax _____ until tomorrow morning. (not send)
5. The soundtrack of a movie _____ always _____ after the filming is finished.
(is/add)

Activity 2 IT’S TRANSFORMATION TIME!

Direction: Read the given sentences. Transform each sentence into the passive
form of verb to complete the paragraph below.
Example:
a) The devotees waved light before Sai.
(b) They sang songs of devotion.
(c) They offered various types of dishes as Prasad.
On Thursday all the devotees reached Shirdi. (a)Light was waved by the
devotees before Sai. Songs of devotion (b) were sung by them. (c)Various
types of dishes were offered by them as Prasad.

1.(a) We should not use polybags.

(b) They choke the drains and sewage.
(c) Also they kill the animals.
Polybags are considered to be one of the most harmful elements.
Polybags (a)_______________Drains and sewage (b)____________Also
(c)___________ by them.
2.a) Stephen offered Agatha a cup of tea.
(b) He then showed him his garden.
(c) Agatha touched his shoulder while leaving.

Shenamine visited Stephen’s house. Shenamine (a) ___________

Stephen. His garden (b)____________ Stephen. Stephen’s shoulder (c)
____________before leaving.

3.(a) Daniel has written a beautiful poem.

(b) His teacher has appreciated him.
(c) She shall award him the first prize.

A beautiful poem (a) ______________ by Daniel. He

(b)______________ his teacher. The first prize (c)________________ by her.

15
 Deepen

Direction: Rewrite the sentences using Passive voice.

1. The students handed in the reports.
________________________________________________
2. Maria crashed into the blue car.
________________________________________________
3. Steven has forgotten the book.
________________________________________________
4. The girls had lost the match.
________________________________________________
5. The teacher is not going to open the window.
________________________________________________
Well done! You’ve gone far. Be patient. You can do it!

Lesson 1.6 Emotive Language

Discover
What is emotive language?
Emotive language is language used to evoke emotions from an audience.
 is intended to cause an emotional response in the audience
 is a type of diction that can be used to persuade the audience
 should be used purposefully and mindfully
Non-Emotive: The government has reduced the gasoline priced
Emotive: The government has slashed the price of gasoline.
Explanation: Notice that just by changing the word “reduced” to “slashed”, the
emotional value of the sentence has been increased dramatically.

You need to use descriptive persuasive words with emotive connotations

(either positive or negative) to emphasize your bias:
Mini Thesaurus:
Bad Tedious, evil, wicked, vile, unfavorable, faulty, imperfect,
rotten, unpleasant, appalling, dreadful, shocking, ghastly,
dire, terrible, trivial
Good Fantastic, fabulous, marvelous, exceptional, wonderful,
outstanding, remarkable, first-rate, superior, incredible,
significant, momentous, tremendous
Nice Agreeable, pleasant, delightful, enjoyable, delicious, well-
mannered, cultured, tasty, panoramic, enjoyable, charming,
charismatic, wonderful, satisfying
Persuading Convincing, urging, tempting, influencing, enticing, urging,
believable, credible, realistic,
Persuasive Credible, realistic, forceful, influential, compelling, plausible,
reliable, trustworthy, likely, responsible, rational, sane,
coherent, logical, paramount

16
 Source: https://www.thesaurus.com/browse/bias

Explore

Here are some enrichment activities for you to work on to master and
strengthen the basic concepts you have learned from this lesson.

Direction: Select the emotive version:

1. A. the thug B. the accused
2. A. the girl B. the innocent girl
3. A. The exotic dancer has an SUV.
B. The low-class stripper drives an enormous gas-guzzler.
4. A. The video shows traditional whale hunting.
B. The video shows the brutal slaughter of whales.
5. A. The company was not allowed to display its logo.
B. The company's noxious logo was hastily wiped from the display.

Deepen
Direction:
COVID 19 has drastically changed a lot of our normal activities. As a
student, express your feelings and insights on how you cope up with our
Modular Learning System. Observe maximum use of emotive language.
Write it on a clean sheet of paper.

RUBRIC
Content--------------------------- 5
Logical Structure--------------- 3
Grammatical Accuracy-------- 2
Total ------- 10 points

Well done! You’ve gone far. Be patient. You’re almost done.

Are you ready? Let’s go!

Lesson 1.7 Evaluative Language

Discover
What is evaluative language?

Language which expresses the opinion, attitude, and point of view of a

speaker or writer is sometimes called evaluative language. These are words
and structures that add your judgement.
In addition to the conjunction links like while, however, for instance,
using evaluative language will develop your argument and show that you have
a critical approach to your writing.

17
 EVALUATION ADVERBS

An adverb for evaluation expresses the attitude of the writer or speaker about the
information in the clause that follows. The adverb is usually placed before the clause that it
modifies, and it is set off by a comma. This usage is considered informal by some
traditionalists.
OBSERVER'S FEELINGS ABOUT THE SITUATION

Hopefully, he will climb to the top. I am hopeful [that he will climb to the top of the
mountain.]
Sadly, he could not reach the top. I am sad [that he could not reach the top.]
Fortunately, he was able to get down. It is sad [that he dropped his tools.]
Evaluation Adverbs
absurdly amazingly annoyingly appropriately

bewilderingly curiously disappointingly fortunately

funnily happily hopefully importantly

improbably inexplicably ironically luckily

mercifully miraculously oddly ominously

paradoxically predictably regrettably sadly

shamefully strangely surprisingly thankfully

unaccountably understandably unfortunately unpredictably

to my amazement by good fortune contrary to expectation

Source: https://www.grammar-quizzes.com/adv_evaluation.html

Formulating Evaluative Statements (Belino, 2017)

Step 1: Formulate Assertions about the content and the properties of a text.
In this step, you have to examine which ideas are facts or opinions, make inferences
or conclusions, and assess the overall quality of the text. These assertions usually
contain evaluative languages such as useful, significant, important, insightful,
detailed, up-to-date, comprehensive, practical, etc.
Step 2: Formulating a meaningful counterclaim in response to a claim made in
the text read.
Counterclaim
A counterclaim is an opposition you make about the claim of a writer. You must
recognize the value of hedges when you state your counterclaims.
Hedge
A hedge is a word or phrase that minimizes the negative impact of criticism. When
you are presenting your counterclaim, you are providing criticism since you are
stating that the claim is not true. A hedge is used to giving a courteous tone in your
writing. Hedges could come in different forms such as Modals – may, could, would,

18
etc. Frequency adverbs – usually, generally, commonly Probability adverbs –
probably, possibly, presumably.

Explore
Here are some enrichment activities for you to work on to master and
strengthen the basic concepts you have learned from this lesson.

Direction: Edit the sentence by adding the adverb to the sentence

using formal wording.
1. My aunt is not doing too well. ADD: unfortunately
___________________________________________________________
2. She told me she is getting a divorce. ADD: regrettably
___________________________________________________________
3. She has two kids to care for. ADD: sadly
__________________________________________________________
4. My uncle has been running around town with someone else.
ADD: shamefully
___________________________________________________________
5. My aunt wants us to keep this quiet ADD: understandably
___________________________________________________________

Deepen

Direction:
Think of your parents or any adult in your family. Assess his/her
performance in helping you in your studies especially during this testing time
of pandemic. Use evaluative language (evaluative adverbs). Use the graphic
organizer below.
Evaluative Language Character

NAME

19
 RUBRIC
Content--------------------------- 5
Logical Structure--------------- 3
Grammatical Accuracy-------- 2
Total ------- 10 points

Congratulations! You completed all activities under lesson 1.

Rest for a while before proceeding to the next lesson!

Lesson 2: Exposition

Jumpstart

Directions: Write “True” if the statement is factual, and “False” if the

statement is not.
________ 1. Exposition and argumentation use the similar language features.
________ 2. Exposition presents only one side of the argument.
________ 3. Argumentation is objective.
________ 4. In writing an exposition, the thesis statement must be neutral.
________ 5. In writing both exposition and argumentation, one must present
the background and context of the issue.

Discover

What is exposition?
The word "exposition" comes from the Latin and means "to place." It informs,
describes, and explains. Regardless of the type of exposition you write, the writing
needs to be concise and easy to understand.

Exposition is used to present one side of an argument and persuade the reader
or listener to agree or take action to solve the problem.

Exposition or arguments can be presented as essays, editorials, letters to the

editor, or speeches.

20
 Three main parts to an exposition
1. Statement of position

 It introduces the topic and make it clear what your position is.
 It is a strong opening sentence that provokes your reader's interest or captures
your reader's attention
 It provides a brief outline of the key points to be covered by your argument.
This gives your reader a preview of where you are going to take them. This also
enables you to show the reader that your exposition is structured logically.

2. Argument

In this section you can make a number of points. Begin each paragraph with a
key statement or general statement. Give supporting reasons in the rest of the
paragraph.
Then make a new point in the opening sentence of the next paragraph and give
supporting reasons, and so on.

4. Reinforcement of the statement of position

Sum up your argument. You could make a statement about what you see as a
solution to the problem or what might happen if the situation is not resolved. You
could call for some form of action from the audience.

There are five graphic organizers created on Storyboard that which you can
use to organize the information in an expository text. These will help you identify
the focus of a chapter, make connections, and improve recall.

21
 Five Expository Text Structures and their Associated Signal Words
Pattern Description Cue Words (signal Graphic Organizer
words)
Description The author describes for example
a topic by listing characteristics
characteristics, for instance
features, attributes, such as
and examples is like
including
to illustrate

Sequence The author lists items first, second, third, 1.__________________

or events in later, next, before, 2.__________________
numerical or then, finally, after, 3.__________________
chronological when, later, since 4.__________________
now, previously,
sequence, either
actual use of dates
explicit or implied
Comparison Information is but, similarly,
presented by detailing although, also,
how two or more in contrast, alike,
events, concepts, same as, either/or, in
theories, or things are the same way, just
alike and/or different like, just as, likewise,
in comparison,
whereas yet
Cause and The author presents if/then
Effect ideas, events in time, reasons why
or facts as causes and as a result,
the resulting effect(s) therefore, because,
or facts that happen consequently,
as a result of an since, so that, for,
event. hence, due to, thus,
this led to

Problem The author presents a problem is dilemma

and problem and one or is if/then because
Solution more solutions to the so that
problem question/answer
puzzle is solved

Source: https://www.yumpu.com/en/document/view/27411793/five-expository-text-structures-and-their-associated-
signal-words

22
 Explore

Here are some enrichment activities for you to work on to master and
strengthen the basic concepts you have learned from this lesson.

Directions:
Activity: Analyze each given topic. Determine what expository pattern will be followed
appropriately to effectively convey your position.

_________________________1. the reasons that the earth’s weather has changed so

much in the last century
_________________________2. Bangkok versus Singapore as a vacation destination
_________________________3. a trip to visit my grandparents
_________________________4. the increasing use of computers in schools
_________________________5. how to play the piano

Deepen

Direction: Write an expository text that is logically organized on the

topic Modular Learning. Choose the most appropriate expository text pattern
for you to use.

RUBRIC

Content--------------------------- 5
Logical Structure--------------- 3
Grammatical Accuracy-------- 2
Total ------- 10 points

Good job! Now, you’re ready to take off for our next topic.
Come, let’s finish the race!

23
 Lesson 3. Argumentative Essay

Jumpstart

Direction: Write “True” if the statement is factual, and “False” if the statement is
not.
_________ 1. An argumentative essay has three parts which include introduction,
body, and conclusion.
_________ 2. The author’s claim or position is usually stated first stated in the
conclusion.
_________ 3. Argumentative is subjective.
_________ 4. Argumentation may be written in third person..
_________ 5. Argumentative essays are written to impress others.

Do you want to know if your stand is correct? Let’s step to the next topic.

Discover

What is an argumentation? Is it related to exposition? Are they the same?

What are the different parts of an argumentative essay?

Look at the table below to be able to answer the stated questions.

ARGUMENTATIVE EXPOSITORY
Chooses a position for or against Explores many angles of a topic in a
something neutral way

May be written in the first person Is usually written in the third person

Thesis statement presents the writer’s Thesis statement presents the writer’s
argument topic

Is subjective Is objective

Source: Steps on Writing an Expository Essay. ESSAYTIGERS.com. 2020

24
Features of an Argumentative Essay

An argumentative essay attempts to be highly persuasive and logical. It usually

assumes that the reader disagrees with the writer. An effective argumentative essay
has the following features:
1. It clearly states a claim or position on an issue.
2. It provides reasons including facts and opinions and supports these reasons
with evidences to prove its point.
3. It also presents opposing views (counterarguments) and explains their
weakness.

Take note of the following terms related to argumentative essay.

A claim refers to the author's position on an issue or problem. This is usually the
thesis statement or main idea of an argumentative essay.

Support is any material that is used to prove a claim. This usually consists of
reasons and evidence.

Reasons are statements made to justify an action, decision, or belief.

Evidence is the specific references, quotations, examples, and opinions that

support a claim. It may include statistics, personal experience, or opinions of experts.

Counterargument is an argument made to oppose another argument. A good

argument anticipates opposing claims and provides counterarguments to disprove or
answer them.

Parts of an Argumentative Essay

An argumentative essay, like any other essays, has three parts: body,
introduction, and conclusion.

1. Introduction. The first part is the introductory paragraph. It presents the

problem and gives the background information needed for the argument and
the thesis statement or the main idea of the essay.

2. Body. The body of the argumentative essay contains the reasons. Each
paragraph talks about one reason which includes facts or opinions. The reason
is included in the topic sentence and is supported by details or materials.
These supporting materials can be examples, statistics, personal experiences,
quotations, etc.

3. Conclusion. The conclusion restates the main claim and gives one or two
general statements that exactly summarize the arguments and support the
main premise

25
 Explore
Here are some enrichment activities for you to work on to master and
strengthen the basic concepts you have learned from this lesson.

Direction: Read the argumentative essay below. Identify the different parts.. Fill out
the table with the necessary details by rewriting the essential statements (topic
sentence or main idea of each paragraph).

Aggressive Driving Should be Avoided

By Louis Mizell

Aggressive driving is a phenomenon, which has only recently got the

public worried. The National Highway Traffic Safety Council (NHTSC) defines
aggressive driving as the “operation of a motor vehicle in a manner that
endangers or is likely to endanger persons or property.” Actions such as
running red lights, improper passing, overtaking on the left, improper lane
change, failing to yield, improper turns, running stop signs, tail gaiting,
careless driving, and speeding are examples of aggressive driving. Such actions
are dangerous to other road users. Aggressive driving should be avoided
because it causes crashes, injuries, and fatalities.
The first reason why aggressive driving should be avoided is it causes
crashes. According to NHTSC between 78 percent (excessive speed) and 100
percent (improper passing) of the cases of aggressive driving resulted in traffic
crashes and 96 percent of the drivers cited for “following too closely” or tail
gaiting caused crashes as a result of their aggressive driving. Moreover,
“running red light,” “improper passing,” and “overtaking on the left” topped
other categories of aggressive driving in contributing to traffic crashes.
Another reason why aggressive driving should be avoided is it causes
injuries. NHSTC states that the percentages of the injuries caused by
aggressive driving are, in almost all categories of aggressive driving, above 100
percent.
Aggressive driving also causes fatalities. “Overtaking on the left”
appears to be the most important contributing factor in traffic fatalities as it
relates to aggressive driving. “Improper lane change,” “running stop sign,” and
running red light” rank second through four in terms of their contribution to
traffic fatalities.
The above evidence shows that aggressive driving causes crash injuries
and fatalities. Hence, aggressive driving should be avoided. Since the opening
on the North-South Highway, the number of kilometers of roads in the country
has increased by one percent while the number of vehicle miles driven has
increased by 35 percent. More cars and more drivers are also on the road
leading to more aggressive drivers.

Source: Celebrating Multiculturism Through World Literature

26
Activity 1: Going over the outline!
Direction: Identify the different parts of the argumentative essay you have just read.
Fill out the table with the necessary details by rewriting the essential statements
(topic sentence or main idea of each paragraph).
Title: _________________________________________________
Introduction (Paragraph 1):

Body (Paragraph 2,3, & 4):

Paragraph 2:

Paragraph 3:

Paragraph 4:

Conclusion (Paragraph 5):

Deepen

Activity: What’s your position?

Direction: With the given situation, direction, and prompt write an
argumentative essay.

Situation: Technology has become vital in our modern society. It acts as both
a source for knowledge and for enjoyment.

Directions: Think about technology’s role and connection with education.

Does it help or hinder?

Prompt: Write an essay stating your position on whether the use of technology
helps with your education in school.

RUBRIC
Content--------------------------- 5
Logical Structure--------------- 3
Grammatical Accuracy-------- 2
Total ------- 10 points

Hurray, you have just completed all activities of this module. Now, you are
ready to take the post-test to determine how far you have mastered the desired
competencies. GOOD LUCK!
27
 Gauge

Activity 1: Simple Recall!

Directions: Choose the correct answer for each question. Write only the letter
of your answer.
_____ 1. What does the introductory paragraph of an argumentative essay usually
present?
A. opposing arguments B. restatement of the main idea
C. supporting evidences D. thesis statement
_____ 2. What is the main purpose of the concluding paragraph?
A. to give background information on the problem
B. to present more evidences
C. to present why opposing views are weak
D. to summarize the claim and arguments
_____ 3. In an argumentative essay, the author's claim or position is usually first
stated in the _______.
A. body B. conclusion C. evidence D. introduction

Direction: Identify the part where you can read the following details.

_____ 4. The writer gives meaning of teenage pregnancy.

A. Introduction C. Argument of the Affirmative Side
B. Conclusion D. Background and Context of the Issue
_____ 5. The writer presents statistics of teenage pregnancies around the world.
A. Introduction C. Argument of the Affirmative Side
B. Conclusion D. Background and Context of the Issue

Activity 2: I mean…
Directions: Analyze the given sentence, choose the best explanation. Note for the
dual meaning of modal verbs.
_____ 1. She could have bought that car.
A. It was possible for her to buy that car, but she didn’t.
B. It was possible for her to buy that car, and she did.
_____ 2. She can buy that car.
A. It’s possible for her to buy that car.
B. It’s possible that she will buy that car.
_____ 3. She needn’t buy that car.
A. It’s not possible for her to buy that car.
B. It isn’t necessary for her to buy that car.
_____ 4. She shouldn’t buy that car.
A. It isn’t necessary for her to buy that car.
B. It isn’t a good idea for her to buy that car.
_____ 5. She must have bought that car.
A. I’m sure she bought that car.
B. It was obligatory for her to buy that car.

28
Activity 3: Hey, wake up!
Directions:
Read carefully the given short essay. Note for the features of exposition and
argument used. Answer the questions that follow.
Calling All Sleepyheads!
Sleep is important
Nobody fully understands why we need it, but scientists think that
the body uses the time to recover and to repair damage. When we fall
asleep our heart and breathing rates slow down, muscles relax and our
senses rest. If this is the case, are you giving your body enough rest?
Consider this. Lack of sleep means that the body and brain do not
work properly. If you don’t go to bed at a reasonable time, you will be sleepy
in class and not learn so much. Significantly, tiredness means you may not
be able to think clearly, therefore you may also be a danger to other people.
Accidents can happen. In particular, you will lack energy, and even playing
becomes too much of an effort. Is staying up late really worth it? Having
enough sleep is protecting yourself.
https://www.slideshare.net/IamLaurenMayne/persuasive-writing
_____ 1. “danger to other people, too much of an effort, and you will be sleepy”
are lines that exhibit feature of persuasive text called _________________.
A. connectives C. powerful verbs
B. emotive language D. rhetorical questions
_____ 2. “If this is the case, are you giving your body enough rest?” and “Is
staying up late really worth it? Are both examples of persuasive text feature
called ______________.
A. connectives C. powerful verbs
B. emotive language D. rhetorical questions
_____ 3. “therefore, you may also be a danger to other people”, the underlined
word exemplifies _______.
A. connectives (cause and effect) C. connectives (qualifying)
B. connectives (emphasizing) D. connectives (sequencing)
_____ 4. “and even playing becomes too much of an effort”, the underlined
word exemplifies _____.
A. connectives (cause and effect) C. connectives (qualifying)
B. connectives (emphasizing) D. connectives (sequencing)
_____ 5. “Significantly, tiredness means you may not be able to think clearly,
therefore you may also be a danger to other people. In particular, you will lack
energy, and even playing becomes too much of an effort.” These lines both use
______________.
A. connectives (adding) C. connectives (qualifying)
B. Connectives (emphasizing) D. connectives (sequencing)

Great job! You are done with this module.

Congratulations!

29
Answer Key

30
 31
Lesson 2: EXPOSITION EXPLORE:
Title: Aggressive Driving Should be Avoid
JUMPSTART
TRUE OR FALSE Introduction (Paragraph 1):
1. T
2. F Aggressive driving should be avoided because it
3. F causes crashes, injuries, and fatalities.
4. T
5. T Body (Paragraph 2,3, & 4):
EXPLORE: Paragraph 2: Aggressive driving causes crashes.
1. Cause and Effect Paragraph 3: Aggressive driving causes injuries.
2. Compare and Contrast Paragraph 4: Aggressive driving causes fatalities.
3. Description
4. Problem and Solution Conclusion (Paragraph 5):
DEEPEN: Aggressive driving causes crashes, injuries, and
Written output. Use the fatalities; hence, it should be avoided
rubric
Lesson 3:
ARGUMENTATIVE ESSAY
JUMPSTART
TRUE OR FALSE
1. T
2. F
3. T
4. F
5. F
References
A. Books

Allen, Janet et al. Literature. Illinois: McDougal, 2008.

Almonte, Liza et al. Celebrating Diversity through World Literature: English G10
Learner’s Material. Pasay City: Department of Education, 2016.

Paez, Devi Benedicte I. et.al. Linking the World through English: English IV
Learner’s Material. Makati City: DIWA Scholastic Press Inc, 2002

B. Online Resources

Mizell, Louis. “Aggressive Driving Should Be Avoided.” (2007)

http://www.aaafoundation.org.
Steps on Writing an Expository Essay. ESSAYTIGERS.com. 2020

C. LINKS:
http://esl.fis.edu/grammar/multi/modal1.htm
https://www.grammaring.com/modals-and-adverbs
https://www.grammaring.com/modals-and-adverbs
https://www.slideshare.net/myra18/structure-of-english-a-definition
https://www.5staressays.com/blog/argumentative-essay-characteristics

https://www.slideshare.net/IamLaurenMayne/persuasive-writing

https://sites.google.com/site/lang502structuresofenglish/elements-of-a-
language
https://study.com/academy/practice/quiz-worksheet-what-are-modal-
adverbs.html
https://www.uv.mx/personal/damorales/files/2013/01/modals-ilovepdf-
compressed.pdf
https://www.yumpu.com/en/document/view/27411793/five-expository-text-
structures-and-their-associated-signal-words

32