Persuasive Techniques

1. Emotive words: Words that stir emotions.P

2. Rhetorical questions: Questions that the reader answers in his mind.(audience reflect their own beliefs.) P/L
3. Contradictory statements: A statements that contradicts or overturns a previous statement. L/E
4. Personal pronouns: Using first- person and second –person pronouns like ‘’we,’’ ‘’us’,’ and ‘’you’’ to make
the writing more engaging. L/P/E
5. Humor: Witty and amusing expressions of a viewpoint.P
6. Evoke sympathies: Make the readers feel sorry for something or someone.P
7. Hyperbole: Intentional exaggeration for emphasis.P
Persuasive Techniques
1. Repetition of key words and phrases: Deliberate use of the same word or phrase more than once for
emphasis.P
2. Catchy phrase: Distinctive or eccentric word or phrase to attract attention and easy recall.P
3. Figure of speech like similes and metaphors to add color to the writing and awaken the imagination.P
4. Anecdote: Short story to illustrate a point.P
5. Play on reader’s guilt: Make the reader feel bad about something.P
6. Imagery: Vivid words to create a picture in the mind.P
7. Quotation” Inspirational and wise sayings to support a point. L/E
8. Statistics: Factual data like numbers in persuasive way.L/E
9. Short sentences: Intended to create punch, grab attention.L
10. Local colors: Historical or geographical reference to cause the writer to identify with the readers.P

Rhetorical Appeals: Logos, Pathos, and Ethos

1. Logos (Appeal to Logic and Reasoning)
 To convince your audience that your arguments are logical and reasonable, present clear, well-structured
reasoning supported by solid evidence.
 Proofs to Present:
o Facts and Statistics – Numerical data and research-backed information.
o Expert Testimonies – Quotes or studies from credible professionals.
o Historical Examples – Past events that demonstrate cause-effect relationships.
o Logical Reasoning – Well-structured arguments using deductive or inductive reasoning.
o Cause and Effect Analysis – Showing how one factor leads to another.
2. Pathos (Appeal to Emotion)
 To move your audience, evoke emotions that align with your message and desired action.
 Emotions to Evoke & Their Effects:
o Happiness & Hope – Inspire positivity and motivation (e.g., “Imagine a world where…”).
o Sadness & Sorrow – Encourage empathy and concern (e.g., real-life struggles or losses).
o Anger & Frustration – Call for justice or change (e.g., injustices, corruption, oppression).
o Fear & Urgency – Highlight dangers that require immediate action (e.g., climate change, health
risks).
o Pride & Inspiration – Appeal to patriotism, achievements, or shared identity.
 Techniques:
 o Personal anecdotes and real-life stories.
o Vivid descriptions and imagery.
o Rhetorical questions to make the audience reflect emotionally.
3. Ethos (Appeal to Credibility & Trustworthiness)
 Your audience must trust you as a knowledgeable, ethical, and credible speaker.
 Ways to Establish Ethos:
o Authority & Expertise – Mention relevant qualifications, experiences, or research.
o Honesty & Fairness – Acknowledge opposing viewpoints and address them respectfully.
o Confidence & Clarity – Speak with assurance without sounding arrogant.
o Professional Tone & Language – Use appropriate vocabulary and a well-structured argument.
 How to Validate Expertise Without Bragging:
o Instead of saying, "As an expert, I know this better than anyone," say:
 "Having worked in this field for over a decade, I have seen firsthand how..."
o Reference reputable sources to support your statements rather than solely relying on personal
experience.
DEBATE
 Definition: A formal exchange of opposing views on an issue, following specific rules for fairness and
intellectual rigor.
 Skills Developed:
o Critical thinking
o Public speaking
o Strategic communication
o Analytical reasoning
o Civic engagement
 Structured Guidelines:
o Assigned motions (topics)
o Timed speeches
o Impartial judging
o Focus on logic over manipulation
 Role in Modern Society:
o Encourages exploration of diverse perspectives
o Addresses complex societal issues
o Promotes informed discussion
o Seeks to understand multiple viewpoints rather than finding a single "true" answer.
DEBATE RULES, PROGRESSION, AND STRUCTURE
1. Debate as a Formal Contest
 Follows specific rules to ensure fairness.
 General rules cover team size, speaking order, speech duration, and questioning rights.
 Different debate formats exist, but all aim to give equal opportunity to both sides.
2. Debate Progression
 Interruptions:
o Point of Information (PoI): Opponents can briefly challenge a speaker’s argument, but acceptance is
optional (must accept at least one).
o Point of Order (PoO): Raised to the chairperson regarding procedural issues, must be accepted, and
is not timed.
 Props are discouraged to maintain focus on argumentation.
3. Basic Debate Structure
 A motion (resolution) is chosen, often starting with “This House…”
 Two teams (Affirmative & Negative), each with three speakers.
 Speaking Order: Alternates between teams, with the Affirmative starting.
 Time is given for preparation (typically one hour).
 Judging: Determines the stronger argument.
 Audience (if present) is not involved in the debate process.
 Flexibility: Once skilled in one format, debaters can transition to others easily.
SPEAKER ROLES IN A DEBATE
1. First Affirmative
 Sets the context and interpretation of the topic.
 Defines key terms if necessary.
 Outlines the team’s case (team line and team split).
 Presents 2-3 arguments supporting the motion.
2. First Negative
 Challenges the definition if necessary and justifies the better interpretation.
 Outlines the Negative team’s case (team line and team split).
 Rebuts the First Affirmative’s arguments.
  Presents 2-3 arguments against the motion.
3. Second Affirmative
 Resolves any definitional disputes if necessary.
 Rebuts the First Negative’s arguments.
 Presents 2-3 new arguments supporting the motion.
4. Second Negative
 Addresses any remaining definitional issues.
 Rebuts all Affirmative arguments up to this point, focusing on the Second Affirmative.
 Presents 2-3 new arguments against the motion.
5. Third Affirmative
 Rebuts Second Negative’s arguments and defends against key attacks.
 Summarizes the team’s key points and major clashes in the debate.
 Avoids introducing new arguments (considered poor team planning).
6. Third Negative
 Follows the same structure as the Third Affirmative.
7. Points of Information (PoI)
 Opponents can interject with a short question or challenge during a speech.
 The speaker can accept or reject the point.
 If accepted, the PoI lasts about 15 seconds and can be stopped anytime.
FACTORS DETERMINING THE DEFINITION OF A DEBATE
 Context:
o Consider current events or societal discussions relevant to the motion.
o Example: If smoking bans are debated, defining "passive smoking" based on recent health studies is
crucial.
 Spirit of the Motion:
o Understand the intent behind the topic selection.
o Ensure the definition leads to a balanced and meaningful debate.
o Example: If the motion is "We spend too much on the stars," choose between celebrities or
astronomy based on context and which fosters a better debate.
2. Basic Argument Structure
 Grouping Arguments: Assign topics based on themes like social, economic, or political impacts.
 Prioritizing Arguments: Present the strongest arguments first for impact.
 Three-Step Argument Formula:
1. Claim: Clearly state your argument.
2. Evidence: Support with facts, statistics, expert quotes, or analogies.
3. Impact: Explain why this evidence strengthens your case.
3. Effective Rebuttal Strategies
 Target Weaknesses in Evidence:
o Highlight isolated examples or contradicting studies.
o Beware—opponents can counter with more evidence.
 Challenge the Claim Directly:
o If a claim is weak or flawed, the entire argument collapses.
o Requires strong reasoning and explanation.
COMMON FLAWS IN ARGUMENTS FOR REBUTTAL
1. False Dichotomy:
o The speaker presents only two opposing options, ignoring other possible alternatives.
o Example: “You either support this law, or you want chaos.” → Rebuttal: “There are alternative
solutions that balance both perspectives.”
2. Assertion (Lack of Evidence):
o The speaker makes a claim without supporting evidence.
o Example: “This policy is the best solution.” → Rebuttal: “Where is the evidence? Without proof, this is
just an assumption.”
3. Morally Flawed Argument:
o The argument is factually correct but goes against ethical principles.
o Example: “The death penalty saves money.” → Rebuttal: “Even if that’s true, human life cannot be
valued in financial terms.”
4. Correlation vs. Causation:
o Assuming that because two events happen together, one caused the other.
o Example: “Crime rates dropped after curfew laws were introduced.” → Rebuttal: “Other factors, such
as economic growth or increased policing, could explain this change.”
5. Failure to Deliver Promises:
o A speaker promises evidence or an explanation but never provides it.
o Example: “I will prove this later.” → Rebuttal: “They still haven’t provided any proof, which weakens
their argument.”
6. Straw Man Fallacy:
 o The opposing team misrepresents your argument and then attacks it.
o Example: “They want to ban all cars to reduce pollution.” → Rebuttal: “We never suggested banning
all cars, only reducing emissions.”
7. Contradiction:
o A speaker presents two statements that contradict each other.
o Example: “We need stricter laws” and later, “People should have more freedom.” → Rebuttal: “These
statements oppose each other. Which do you actually support?”
8. Unrealistic Conclusion:
o The proposed solution oversimplifies reality and ignores potential consequences.
o Example: “Increasing taxes will solve poverty.” → Rebuttal: “In reality, high taxes can also discourage
investment and economic growth.”

Debate Scoring Criteria

Judges typically evaluate debaters based on three key aspects:
1. Content / Matter (What is Said – 40%)
o Strength and validity of arguments.
o Use of logical reasoning and supporting evidence.
o Relevance and effectiveness of rebuttals.
2. Style / Manner (How It’s Said – 30%)
o Clarity of speech and confidence.
o Engagement with the audience.
o Use of rhetorical techniques (tone, pace, emphasis).
3. Strategy / Method (How It’s Structured – 30%)
o Clear organization of speech.
o Logical flow of arguments and rebuttals.
o Effective responses to the opposing team’s points.
IMPORTANT DEBATE SKILLS
1. Argumentation and Content
 Ensure all points are relevant to the topic.
 Support claims with evidence, not just personal opinions.
 Stay objective—set aside personal beliefs for logical arguments.
 Use rhetoric effectively:
o Ethos (credibility)
o Pathos (emotion)
o Logos (logic)
 Make arguments comparative—explain why your case is stronger than the opponent’s.
 Keep notes brief and organized (use a separate page for rebuttals).
2. Delivery and Speaking Style
 Speak clearly, concisely, and at a controlled pace.
 Project your voice so the entire audience can hear.
 Use dramatic pauses and vary tone for emphasis.
 Avoid filler words (e.g., “uh,” “like,” “you know”).
 Maintain a relaxed posture and use natural gestures.
 Make eye contact to engage the audience.
3. Language and Professionalism
 Use simple, clear language to avoid confusion.
 Refer to opponents respectfully:
o Say “My opponent’s argument is mistaken” instead of “They are wrong.”
 Avoid exaggeration (e.g., “always,” “never”).
 Keep jokes minimal unless you're naturally good at humor.
4. Ethical Conduct and What to Avoid
 Never falsify evidence or misrepresent facts.
 Respect judges' decisions, even if you disagree.
 Attack ideas, not people (no personal attacks).
 Stay calm—don’t be aggressive or offensive.
 Don't interrupt opponents; wait for your turn.
 Accept obvious facts—disagreeing with reality weakens credibility.

Debate Proposition Key Points & Suggestions Table

Debate
Team Key Arguments Suggestions & Comments
Proposition
Abolition of K-12 Affirmative (Pro- - Financial burden on parents - Provide data on economic
Program Abolition) and government. hardships due to K-12.
- Delayed entry into the - Cite countries with successful
 Debate
Team Key Arguments Suggestions & Comments
Proposition
workforce.
- Questionable effectiveness in shorter education systems.
improving education quality. - Address how the old system was
- Additional years do not effective.
guarantee better employment.
- K-12 aligns the Philippines with
global education standards.
- Use comparative analysis (e.g.,
- Enhances critical thinking and
Philippines vs. countries without K-
skills for better job opportunities.
12).
Negative (Against - Highlight employers’ preference
- Helps students compete
Abolition) for K-12 graduates.
internationally for work and
- Provide evidence that early
education.
employment does not mean job
- SHS strands provide
readiness.
vocational skills for
employment readiness.
- Bodily autonomy—women
should have the right to choose.
- Use medical and legal
- Reduces unsafe, illegal
perspectives to support women's
abortions and protects women’s
rights.
Affirmative (Pro-Choice - health.
Abortion - Present case studies from
Legalization of Abortion) - Considerations for rape,
countries where abortion is legal.
incest, and fetal
- Address ethical concerns with
abnormalities.
scientific evidence.
- Overpopulation and economic
hardship as factors.
- Right to life—the fetus is a
- Use moral, scientific, and
human being with rights.
religious perspectives.
- Ethical and religious beliefs
Negative (Pro-Life - - Provide alternatives to abortion
oppose abortion.
Against Legalization of (adoption, better reproductive health
- Mental and physical health
Abortion) programs).
risks to women.
- Highlight psychological impact of
- Adoption as an alternative to
abortion on women.
abortion.
ABOLISHMENT OF K TO 12 PROGRAM

EVIDENCES/FACTS
ALMERINO ET AL, 2020 (Evaluating the Academic Performance of K-12 Students in the Philippines: A
Standardized Evaluation Approach) - The study reveals finding can support both affirmative and negative stances,
depending on interpretation:
Affirmative (Pro K-12)
 K-12 provides better preparation for students, especially in STEM and ABM tracks.
 The program enhances global competitiveness and job readiness.
 The identified issues can be resolved through reforms, not abolition.
Negative (Against K-12)
 Many students, especially in HUMSS, GAS, and TVL tracks, are still unprepared for higher education or
employment.
 The lack of proper implementation and varying student competencies hinder its effectiveness.
 The system adds financial and logistical burdens without guaranteeing improved outcomes.

1. Clarity in Presentation
 Be clear and structured in your opening remarks: Start by explaining the key findings from the study or
paper to help set the tone for your argument. Break it down in a way that's easy to digest. For example:
o "Based on the findings, the K-12 program's performance varies greatly across different tracks, such
as STEM, ABM, and TVL."
o "Although STEM and ABM students performed well overall, there are concerns about students in
tracks like TVL, HUMSS, and GAS being underprepared."
2. Emphasize Key Points
 Highlight positive findings and use them to support your affirmative argument or counterarguments (if
you're on the pro side).
 o "The STEM and ABM tracks show above-average scores in key areas such as nonverbal reasoning
and mathematical capacity, demonstrating that these students are more prepared for higher education
and the workforce."
 If you’re taking the negative side, stress the gaps in other tracks and the system's inefficiency.
o "However, students from tracks like TVL, GAS, and HUMSS performed below average, which raises
concerns about whether the K-12 system is meeting its goal of adequately preparing students across
the board."
3. Use Rebuttals Effectively
 Acknowledge the positive aspects of K-12, but reframe them within the context of the problems (especially
resource shortages and unequal performance across tracks).
o "While the K-12 program does provide valuable preparation for STEM and ABM students, we must
consider the students in tracks like TVL, HUMSS, and GAS, who are struggling with the current
curriculum. Without addressing these disparities, we cannot claim the system is fully effective."
 If you're affirming K-12, be ready to argue how these issues are solvable rather than a reason to abandon
the system.
o "Yes, there are challenges with certain tracks, but these can be addressed through reforms in teacher
training, resource allocation, and better program targeting, not by reverting to the old system."
4. Conclude with a Strong Statement
 Wrap up by summarizing the impact of the findings.
o For the affirmative: "The K-12 system, while still facing challenges, has shown significant potential to
better prepare students, particularly in fields like STEM and business, for the demands of the global
workforce."
o For the negative: "The K-12 system, although beneficial for some tracks, has exposed critical
weaknesses in others, and until these are addressed, it cannot be deemed effective for all students."
5. Confidence and Tone
 Speak confidently, keeping a balanced and professional tone throughout. Avoid sounding overly aggressive
or dismissive of the other side’s points.
 Practice emphasizing key points with pauses and emphasis. This keeps the audience engaged and ensures
your main arguments stand out.

Deysolong, 2023- Assessing the Effectiveness of the K to 12 Program" (2023)

AFFIRMATIVE Grounds Are More Dominant:
 Focus on Positive Impacts: The article highlights several significant advantages, such as enhanced
readiness for higher education, skills development, global competitiveness, and workforce readiness. These
positive outcomes are emphasized as key benefits for students, the workforce, and the economy.
 Potential for Long-Term Success: The article suggests that, despite challenges, the program has the
potential for long-term success if continuously improved. It positions the K to 12 program as an investment in
the future of Philippine education and workforce.
 Recommendations for Improvement: While acknowledging the disadvantages, the recommendations focus
on how to address these challenges to maximize the program's benefits, reinforcing the belief in the program’s
positive impact.
NEGATIVE GROUNDS:
While the article does recognize disadvantages (such as transitional challenges, financial burden, limited job
opportunities, and brain drain), these concerns are framed as issues that need to be addressed for the program to
achieve its full potential. The affirmative grounds outweigh the negative because of the greater emphasis on the
program's strengths and the potential for improvement

IMPLEMENTATION:
The K-12 education program in the Philippines was officially implemented in 2012 under the presidency of
Benigno Aquino III as part of the government's efforts to improve the country's education system. It was signed into
law in 2013 under Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013.
Key Details and Timeline:
 2012: Initial implementation of the K-12 program began, gradually integrating changes into the school
system.
 2013: The Enhanced Basic Education Act was signed into law, formally institutionalizing K-12.
 2016: The Senior High School (SHS) component was fully implemented, adding Grades 11 and 12 to the
curriculum.
Objectives of the K-12 Program:
 Extend basic education from 10 years to 12 years to meet international standards.
 Enhance students’ readiness for higher education, employment, or entrepreneurship.
 Improve the quality of education by strengthening core competencies in various learning areas.
Challenges and Issues Faced:
 Resource Shortages: Lack of classrooms, learning materials, and qualified teachers.
 Financial Burden: Parents and students faced additional costs due to the extra two years of schooling.
 Implementation Gaps: Some educators and institutions struggled with curriculum adjustments and proper
execution.
DISADVANTAGES

 Financial Burden on Families – Additional years in school mean higher expenses for tuition, transportation,
and supplies, making education less accessible to lower-income families.
 Lack of Infrastructure and Resources – Many public schools lack the necessary classrooms, facilities, and
teachers to support senior high school.
 Increased Pressure on Teachers – Educators face larger workloads, additional training requirements, and
limited resources to meet new curriculum demands.
 Accessibility Issues – Some students must transfer to farther schools due to limited SHS availability,
increasing transportation and tuition costs.
 Implementation Challenges – Critics argue that K to 12 is a "band-aid solution" rather than addressing
deeper problems in Philippine education, such as lack of access and government support.

ABORTION
AFFIRMATIVE GROUNDS FOR ABORTION (SUPPORTING ABORTION):
1. Protects Women's Health and Well-being:
o Prevents life-threatening complications from unsafe or illegal abortions.
o Prioritizes the physical and mental health of women, especially in medical emergencies or fetal
abnormalities.
2. Preserves Women's Autonomy and Reproductive Rights:
o Ensures women have control over their bodies and reproductive decisions.
o Supports the right to make personal choices based on financial stability, family situation, and
readiness for parenthood.
3. Reduces Maternal Mortality:
o Legalizing abortion reduces maternal deaths by ensuring safe, regulated procedures.
o Decreases risks associated with unsafe, illegal abortions.
4. Addresses Cases of Rape and Incest:
o Provides an option for women who become pregnant as a result of rape or incest.
o Reduces the emotional and physical trauma of carrying an unwanted pregnancy to term.
5. Reduces Financial Burden:
o Offers a solution for women who cannot afford to raise a child, preventing financial hardship and
poverty.
6. Supports Gender Equality and Human Rights:
o Ensures that women have equal opportunities in society by providing reproductive control.
o Empowers women to make decisions that affect their future, promoting gender equality.
NEGATIVE GROUNDS AGAINST ABORTION (OPPOSING ABORTION):
1. Ethical and Moral Considerations:
o Sanctity of Life: Belief that every human life, including a fetus, has inherent value and should be
protected from conception.
o Moral Responsibility: Abortion may be seen as avoiding responsibility for one's actions, especially
regarding sexual behavior.
2. Psychological and Emotional Impact on Women:
o Some women experience regret, guilt, and emotional distress after an abortion, which can
negatively affect their mental health.
o Women may feel pressured or coerced into having an abortion, leading to emotional trauma.
3. Alternatives to Abortion:
o Adoption is a viable alternative, allowing women to avoid parenthood while giving the child a chance
to live.
o Increased support systems (financial, medical, emotional) can help women cope with unplanned
pregnancies and make parenting more accessible.
4. Potential for Societal and Cultural Harm:
o Legal abortion could weaken respect for life, leading to a culture of disposability and diminishing
the value placed on vulnerable lives.
o Could undermine traditional family structures and social values, contributing to a breakdown of
societal norms.
5. Medical Risks:
o Although generally safe, abortion carries health risks such as infection, hemorrhage, and
complications, which can sometimes be life-threatening.
o Long-term physical and psychological effects may include fertility issues, future miscarriage, or
emotional trauma.
6. Encourages Irresponsibility:
o Legal abortion might encourage people to engage in unprotected sex, knowing that abortion is an
option if pregnancy occurs.
7. Impact on Population and Workforce:
 o Reducing birth rates through abortion could lead to demographic imbalances, particularly in
countries with aging populations, affecting the future workforce and economic stability.
8. Risk of "Slippery Slope":
o Legalizing abortion might open the door for expanding abortion rights, potentially leading to late-
term abortions or unrestricted access, raising ethical concerns.
9. Preservation of Human Dignity:
o Abortion may be viewed as an affront to human dignity by terminating the potential life of a vulnerable
fetus.
These affirmative and negative grounds outline the core arguments for and against abortion, focusing on issues of
health, rights, ethical considerations, and societal impact.