Language of Research,

Campaigns, and Advocacies

Lesson

As a Grade 10 student, you are being engaged in content and learning

experiences that can help you gain deeper understanding of matters that will help

you deal with real-world problems and solutions. In English, this involves

understanding and using language to connect with others and creating a lasting

impact within and across different disciplines.

This lesson focuses on observing and understanding the common language

used in the fields of research, campaigns, and advocacies. As you journey through

this lesson, you are expected to gain a clear understanding of the language of

persuasion and different language features employed when writing in these fields

of interests.

Have you ever listened to someone campaigning for a certain cause or

talking about a particular advocacy?

Examine the given material. How would you describe the way bits of

information were presented and discussed? Then, answer and reflect on the

questions that follow.

1. What is the material about?

2. What specific message does

it try to convey?
3. Do you feel compelled to

care or act after reading its

contents? Why? Why not?

4. What particular part of the

material made you feel that

you are part of the issue?

5. When and where do you

usually encounter materials

like the one you have just

examined?

LANGUAGE OF RESEARCH, CAMPAIGNS, AND ADVOCACIES

Language plays an essential role in our lives. More than just serving as a

way for us to communicate with one another, language also enables us to inform,

entertain, influence, and persuade others. This is usually the case when we

engage in various fields of interests like doing research work, campaigning for a

specific cause, and supporting an advocacy. While the said fields differ at some

extent, one common aspect that can be observed among them is the use of a

common language.

Research makes use of a formal, academic, and persuasive language to

communicate discussions and present corresponding findings for variables

studied. Language greatly matters in research as it enables the researcher to

effectively communicate valuable results to his or her target readers. The readers,

meanwhile, will be able to trust and make use of these facts and findings

depending on how clearly the researcher explains them in a particular language.

In the case of research studies, the language a researcher uses also adds up to
how reliable and convincing the research findings can be.

For some, understanding the language of research can also mean becoming

familiar and acquainted with terminologies usually associated with conducting

research studies. These terminologies include theories, concepts, variables,

hypotheses, and samples.

It is also vital to understand that research works always make use of

academic and persuasive language since the results and findings obtained from

these investigative endeavors contribute to and become part of the existing body of

knowledge.

On the other hand, campaign and advocacy are two closely related concepts

usually seen in the form of speeches, print-based materials, songs, video clips,

and informational advertisements, among others. A campaign, usually social or

political in nature, is technically defined as a planned set of activities that people

carry out to attain a certain goal or objective. A campaign speech, basically, is a

well-planned speaking activity that aims to excite, persuade, and/or motivate

listeners convincing them to adhere to the speaker’s ideas. Convincing the

listeners can be achieved by employing strong and emphasized persuasive

language leaving them with good and impressive points that they can remember.

An advocacy, meanwhile, refers to activities that argue, plead, support, or

favor a certain cause. Various causes for advocacy usually aim to influence

decision making especially with issues involving social, political, environmental,

PIVOT 4A CALABARZON English G10 8

and economic perspectives. While advocacy may be similar with campaign in some

points, advocacy speeches present strong points that may either support or

contradict existing policies and legal mandates on specific topics or issues.

Simply put, the element of persuasion is the common factor one may

observe in the language used in research, campaigns, and advocacies. While each

one differs when it comes to degree of formality and use of subject-specific

terminologies, how each resorts to the use of persuasion as a technique is always

notable. Here are some of the language features or language devices usually

employed in persuasive writing.

1. Emotive Language. This involves the use of words that evoke emotions and

make people feel a certain way. Through the use of words that appeal to the

emotion, the writer can sound more convincing. This is a commonly used

technique when writing headlines in newspapers or delivering speeches.

2. Modal Verbs. The use of words that express modality or how likely something

is going to happen helps adjust the level of certainty of events to suit

arguments. When carefully chosen, these words (may, might, will, must, shall,

can, could, would, ought to) help improve the quality of persuasive writing.

3. Involving the Reader. This is done through the use of personal pronouns like

you, your, we, our and indicative words like together. Using these words

establishes a connection between the author and the reader. This way, the

issue is made personal and more important to the reader.

4. Rhetorical Questions. These are questions that are not supposed to be

answered. Instead, they are asked for effect, to illustrate a point, or let the

reader think. The use of questions that sometimes state the obvious can

convince the reader to agree on the points being presented.

5. Using Evidence. This involves the use of facts, figures, or quotes from experts

to highlight the writer’s authority and make the arguments presented more

convincing.

6. Repetition. This technique involves repeating keywords, phrases, or ideas to

appeal to the readers.

7. Adjectives and Adverbs. Using carefully selected adjectives and adverbs

makes it possible for the writer to influence how the readers feel.

8. Association. This technique tries to link an object or an idea with something

already liked or desired by the target audience such as wealth, success,

pleasure, and security.

9. Bandwagon. Commonly used in advertisements, this persuasion technique

makes the audience believe the idea that “everyone is doing it” or that everyone

likes something.

[Link]. This means relying on expert advice from trusted people like doctors,

scientists, and other professionals for things that the audience do not know.

The idea that these experts are risking their credibility to support an object or

idea makes the persuasion more effective.

These are just some of the many techniques used in persuasion. It is

important to understand that different techniques work for different purposes.

Argumentation

It is normal for any person to have an opinion or a stand on issues

happening around him/her. These issues may vary from usual concerns within

groups or a community to matters that may largely affect a country or society.

Behind someone’s opinion or stand on issues that affect him/her are reasons or

explanations for whichever side he/she takes. There are times when a person is

compelled to provide these explanations to support his/her claims or ideas.

In this lesson, you will learn how to put your opinions into writing. This
part of the module focuses on deeply understanding the concept of

argumentation. As part of your learning tasks, you will be involved in identifying

the key elements and language features of argumentative texts. You are also

expected to analyze given samples and write your own argumentative essay based

on given guideposts.

COVID-19 pandemic is one of the most pressing issues in the country

today. What is your opinion on the government’s move to implement community

quarantine measures in controlling the spread of COVID-19 infections in most

cities and municipalities in the country? Share your opinions about this topic by

completing the table provided.

ARGUMENTATION

While expressing opinions or claims about an issue seems to be an easy

thing to do, writing effective argumentative texts, such as an argumentative essay,

is actually not. It requires a clear understanding of what argumentative writing is,

knowing structural patterns of argumentative texts, employing techniques in

researching, and supporting a claim, as well as using language features

appropriate for argumentation.

Argumentative writing is sometimes called persuasive writing because it

seeks to convince readers to support a stand on a certain issue. It also requires

the writer to examine a topic or issue which involves the collection, generation,

and evaluation of exhibits and/or pieces of evidence. It further emphasizes the

writer’s agreement or disagreement on particular proposition.

Proposition is very essential in argumentative writing. It serves as the point

of reference of the argumentative writer. It is where the writer decides whether to

express his/her agreement or disagreement. In doing so, it is necessary that he/

she gathers information and/or evidence that would support his/her stand.

One of the most common forms of argumentative writing is an

argumentative essay. An argumentative essay is an essay that presents a stand or

a rationale on a given proposition or issue. In this essay, the main argument

presented is elaborated and explained through the presentation of its pros and

cons. The main objective of an argumentative essay is to convince or persuade the

reader into considering your stand or argument on an issue.

______________ 6. One’s choice of words matters in clearly expressing his/her

arguments about an issue.

______________ 7. An argumentative essay presents a writer’s stand or rationale

regarding a certain issue.

______________ 8. The pattern of idea development in an argumentative text is the

same for every author.

______________ 9. Research plays a big role in ensuring the worth and validity of

one’s claims and ideas in an argumentative essay.

______________ 10. Argumentative writing usually shows a more subjective style of

writing as the writer explains his or her views about the topic.
PIVOT 4A CALABARZON English G10 12

Key Structural Elements of Argumentative Writing

The basic components of an argument include: (a) a claim, (b) reasons

behind this claim, and (c) pieces of evidence to support this specific claim.

The pattern of idea development in argumentative writing may vary from

one writer to another. The structure of developing an argumentative essay largely

depends on how a writer intends to present his or her main argument, and how he

or she wishes to develop the main idea presented by backing it up with supporting

details or pieces of evidence.

As an essay is usually made up of an introduction, a body, and a

conclusion. Argumentative essays may use a pattern or structure that conforms to

how a writer intends to present and further establish a point.

The table below presents various patterns of how ideas or arguments in an

argumentative essay may be presented and developed.

Pattern A Pattern B Pattern C

a. Thesis Statement

b. First Pro

c. Second Pro

d. Con(s) + Refutation(s)

e. Conclusion

a. Thesis Statement

b. Con(s) + Refutation(s)

c. First Pro

d. Second Pro
e. Conclusion

a. Thesis Statement

b. First Con + Refutation

c. Second Con + Refutation

d. Third Con + Refutation

e. Conclusion

In Pattern A, the thesis statement about the issue is presented in the topic

sentence. It is followed by the first set of pros (supporting ideas) relative to the

thesis statement. Then, the second set of pros (supporting ideas) is also presented

to further support and strengthen the claim regarding the thesis statement. It is

followed by the presentation of the cons (counterarguments) and refutations.

Lastly, a conclusion that summarizes the ideas presented in the essay and

highlights the benefits of the thesis statement is presented to the readers.

Pattern B, meanwhile, is almost similar to the first one. The only difference

is that it presents the cons (opposing ideas) and refutations first before building

up the thesis statement using the pros (supporting ideas).

Finally, Pattern C presents the simplest flow of arguments starting with the

presentation of the thesis statement. Then, the three (3) sets of cons (opposing

ideas) of the issue together with their corresponding refutations are provided. Not

a single pro (supporting idea) is given in this pattern. This means that the

conclusion needs to focus on justifying the refutations to fully support the claim.

Language Features of an Argumentative Text

Like in other forms of writing, the use of language, particularly the choice

of words to be used, is an essential consideration in writing an argumentation.

Since this writing focuses on proving the worth of an argument or idea, there is a

need to choose words that will contribute to the main purpose of writing.

For example, the use of grammatical structures like modals and adverbs

among others may greatly contribute to achieving a compelling argumentative

essay.

Modals

The use of modal verbs like should and must to express

suggestion and obligation, respectively, contributes to the

achievement of sentences that provide support to the main

argument.

a. The public should consider wearing face shields as additional

protection against COVID-19 infection.

b. Every Filipino must conserve water, energy, and other natural

resources.

The use of adverbs like the ones listed below also

contributes to the attainment of the author’s purpose for writing.

These linguistic particles help indicate the mood or attitude of

the writer with respect to the ideas being presented.

usually | probably | necessarily | actually | apparently |

certainly | definitely | essentially | in fact |

possibly | inarguably

Evaluative
Language

The use of evaluative language, usually in the form of

adjectives, reflects the writers attitude towards a certain idea.

These words express feelings, opinions, or judgments on what

they are describing. Evaluative words, including the ones listed

below, can have positive or negative effect on an idea.

appalling | awful | disgusting | dreadful | horrendous |

incredible | revolting | ridiculous | shocking |

terrible | wonderful

Transitions The use of appropriate transitional devices plays a great part

in maintaining the smooth flow of ideas in an argumentative text.

Depending on the need to bridge one idea to the others, these

words, also known as connectives, help achieve coherence in

writing. Through these words, the danger of the essay sounding

like a group of disjointed opinions can be avoided.

because | therefore | on the other hand | as a result | in

summary | consequently | similarly | in contrast |

meanwhile | furthermore

Opinion or Assertion

I
WEEK

As individuals, we are entitled to our own views about different things and

events happening around us. These views usually vary depending on how much

we know about these things and how they may affect us.

This lesson deeply explores the differences between an opinion and an

assertion, as well as how and why they are usually written. As you journey

through this lesson, you are expected to formulate expressions of opinion and

assertion.

In English, an assertion is usually formulated after activities like exploring

reading materials, such as stories or poems, or viewing a play. Assertions are

usually written in order for a writer to convey his or her ideas or feelings towards

a particular work of literature, and convince or influence the readers to taking and

agreeing with his/her ideas or views.

When one intends to write assertions in literature, it is imperative to, first

and foremost, fully understand the particular literary work where assertions will

be based. This way, the writer may be able to identify which parts he/she

supports and which parts he/she is against. A writer who is planning to come up

with assertions may also find collecting items of evidence from other writers a

helpful thing.

On a larger context, assertion may be used in both formal and informal

writing and is usually categorized into various types. The most common types

include the following:

a. Basic Assertion is a type of assertion that directly expresses the writer’s

feelings and beliefs through simple statements. This type is usually used in

standing up for personal beliefs.

b. Empathic Assertion involves expressing empathy and expounding on how the

writer understands the feelings and emotions of the literary author. This type

may be used in both formal and informal writing.

c. I-Language Assertion expresses the feelings and preferences of the writer.

This type is called I-Language because the writer usually uses the pronoun ‘I’

in asserting disagreement. This type is often used in writing reviews, reaction,

or reflection papers.

A deeper study of opinion and assertion, as well as closely related concepts

may require spending a lot of time and research. For this lesson, it is important

that you learn how to distinguish the two concepts from a lot of information that

you may encounter. In this technological age where any information can be easily

accessed any time, it is essential to know which ones you should believe right

away and which ones you should research further. Likewise, as you explore more

lessons that require you to write using the English language, it is a must that you

learn how to properly come up with common expressions of your opinions or

assertions.

Claims of Fact, Policy, and Value

As individuals, we are often compelled to respond to different kinds of

issues around us. When responding or expressing opinion towards an issue, it is

important to be able to identify the writer’s or the speaker’s claim. A clear

understanding of someone’s beliefs or ideas about something enables others to

give appropriate feedback or reactions.

This lesson focuses on deeply understanding what a claim is and how

claims are basically classified. As part of the tasks that seek to develop further

your skills in critical thinking and writing, you are expected to formulate claims of

fact, policy, and value.

Examine the editorial cartoon provided below. Think of at least six (6) ideas

or opinions which you can express about the issue presented in the illustration.

You Identifying one’s claims is an essential skill when expressing opinion on a

certain issue especially in the field of writing. A claim refers to a clear assertion of

a person’s ideas, opinions, or propositions. The use of claims may serve the

purpose of convincing or persuading readers or a specific audience to agree with a

specific stand or rationale on an issue. Generally, claims may be classified as

claims of fact, claims of value, and claims of policy.

1. Claims of Fact. This category of claims states something about things in the

past, in the present, and in the future. This also deals with ideas or claims that

can be proven or disproved with the help of factual evidence. This fact claim is

basically debatable yet verifiable.

Examples:

a. The 2020 national budget amounting to Php4.1 trillion, which is 12 percent

larger than the 2019 budget, can really help in boosting the economy through

various infrastructure projects. (The claims focus on the budget and the

possible result of its implementation in terms of economic growth. These can be

proven [or disproved] after the actual implementation of the target infrastructure

projects using the given amount specified in the national budget.)

b. Being the richest city in the country, the City of Makati can implement better

projects needed by its citizens. (The claim is debatable since no evidence is

initially presented. The claim focuses not only on being the richest city but on the
implementation of better projects. This can also be proven [or disproved] using

verifiable evidence.)

Learning Task 1: Study the statements that follow. Then, identify the statements

that (A) assert that something is true or not, (B) judge whether or not something is

good, right, or moral, and (C) assert that one course of action is superior to or

more beneficial than another. Write the letters of your answers on a separate

sheet of paper.

1. The Department of Education (DepEd) got the highest allocation for the 2020

National Budget.

2. Taking drugs without a doctor’s prescription can endanger one’s life.

3. The use of substantial research in writing is a great way for authors to achieve

their purpose.

4. It is necessary for stakeholders in the community to support every school in

making sure that education continues for all learners.

5. Honesty is the best policy.

PIVOT 4A CALABARZON English G10 22

2. Claims of Value. A claim of value, also known as value claim, presents an

assertion as to whether something is good or bad, or one concept or idea is better

than another. This also emphasizes and weighs the benefits of the subject matter.

This is debatable in nature since people may have different opinions on the given

claims or concepts.

Examples:

a. Taking vitamins is better than eating fruits and vegetables in terms of

boosting our immune system. (This claim is based on one’s opinion, judgment,

or experience as to which one is better than the other. The claim may be truthful
to some but not to all.)

b. If I were to choose, I would prefer the work from home (WFH) scheme than

working in the office as this gives me more family time. (The claim is based on

one’s opinion or judgment about the worth of WFH scheme. This is arguable

since benefits of WFH may vary from one person to another.)

3. Claims of Policy. A claim of policy supports that an action should or should

not be done to address a certain case or policy. Policy claim indicates that an

action should be carried out either in support or in opposition of a particular

argument.

Examples:

a. The city’s health department must learn from how othermay also ask your

parents/guardians to share their ideas about it.

Exposition

Lesson

We are exposed to different kinds of texts almost every minute. Whether

it is an update we see in social media, a news story we encounter in daily

broadsheets, or an article we browse on lifestyle magazines, we are often

compelled to read and make sense of various texts we see. One of the key features

that draws the boundaries between and among these written materials is the

purpose of the author. A writer always has reasons and conventions for choosing

to write about a certain topic or issue, such as providing information, telling a

story, and sharing an opinion, among others.

This lesson focuses on exploring and understanding the key structural

elements and language features of an expository text. As you journey through this

lesson, you will be engaged in tasks that will ask you to write an exposition or

discussion on a familiar issue.

Read and examine the sample text

EXPOSITION

In writing, it is important to have a clear sense of purpose. This purpose or

reason for writing about a particular topic usually serves as the basis of the

structural elements, patterns of idea development, and language features that a

writer employs in writing. In the previous lesson, you were introduced to the

concepts of argumentative writing where the author explains and justifies his/her

stand on a given proposition by presenting pieces of evidence to support his/her

claim. This is a characteristic you will not observe in writing an exposition.

An expository text merely presents or provides information about a

particular topic or issue. This is also sometimes called informational writing

where the writer provides facts on a given topic in a way that is educational and

purposeful. Besides merely providing facts, expository writing may also include

providing descriptions, citing reasons, presenting explanations, and enumerating

steps of a specific process.

Unlike in narrative writing, an expository text does not tell a story and does

not make use of emotion in presenting facts. It is fact-based and seeks to educate

the reader by presenting facts based on reliable sources. Expository texts are

generally clear, concise, and organized in terms of idea development.

Some of the most common examples of expository texts are textbooks, news
articles, instructional manuals, recipes, and self-help book, among others.

There are times when different forms of writing seem to have overlapping

features and characteristics. This is truly possible as there are writers who would

sometimes combine these features and characteristics in writing. In order to

maintain the focus when writing, remember that they differ in terms of purpose.

An expository text seeks to inform; a narrative text aims to entertain; and an

argumentative text’s goal is to persuade readers.

Key Structural Elements in an Exposition

While the facts in expository writing may be presented in various ways

depending on a number of factors, most expository texts including expository

essays generally include common elements, such as follows:

1. A clear and concise thesis statement. Usually presented in the initial

paragraph, the thesis statement introduces the main topic or idea and provides

the overall direction for the text.

2. Clear transitions. The use of clear and proper transitions will glue the

introduction, the body, and the conclusion together. Without effective use of

transitions, the exposition may seem like a disjointed collection of sentences.

_____ 6. retells a story

_____ 7. involves the use of emotion in providing details

_____ 8. educates the readers by the providing facts

_____ 9. convinces the reader to agree with one side of a given issue

_____ 10. includes fiction stories as examples

PIVOT 4A CALABARZON English G10 26

3. A body that contains pieces of evidence and support. While most people
might think of an expository text like an essay as something that can be

written even without due research and preparations, the use of supporting

evidence like examples and explanations forms a huge part of a facts-based

expository text.

4. An effective conclusion. It is essential to remember that a conclusion is not

only meant to summarize the ideas presented from the introduction to the

body. Instead, a conclusion should tie the ideas altogether while highlighting

the true essence of the main idea in the text.

While most expository essays typically follow the introduction-body-

conclusion format, other forms and examples of exposition can take other shapes

and patterns depending on how the writer intends to present his or her ideas.

Expository texts typically follow one of the following structures or patterns of idea

development:

a. Cause and Effect. Here, the writer presents the information by explaining how

or why a certain event or occurrence happened [cause] and what resulted from

that particular cause or occurrence [effect].

b. Comparison and Contrast. The writer presents the information by providing

details as to how things, concepts, or ideas are alike or different.

c. Description. In this structure, the topic is presented by providing descriptions

about its attributes, features, and examples.

d. Problem and Solution. The writer may present a problem and provide one or

more solutions to the said problem.

e. Sequence. In this structure, information may be presented in a way that

follows numerical or chronological sequence either explicitly or implicitly.

Language Features of Exposition

In terms of language features commonly employed in exposition, the use of

signal words always plays a crucial role as they make clear transitions from one

idea to another possible. It also helps greatly in giving the readers a hint of where

a particular idea is leading to. Through signal words, coherence in writing and

smooth flow of ideas can be achieved.

The table below presents some examples of the most commonly used signal

words in different text structures of expository texts:

Cause and

Effect

Because, consequently,

since

Therefore, as a result,

thus

for this reason, due to

this led to,

Compare and

Contrast

but, as well as

on the other hand

similar to, different

from, however

in contrast, although,

in the same way

Description for example, for instance to illustrate, such as Including, like

Problem and

Solution since, consequently a solution, therefore so that, in order to

Sequence first ,second, third before, after, finally then, next, previously

Read the example on the next page and check whether it has the features of

an expository writing based on the discussion.

27 PIVOT 4A CALABARZON English G10

DOH public to take part in measles and polio vaccination campaign, assures safety

protocols in the immunization drive

Press Release | October 18, 2020

The Department of Health (DOH) is encouraging the public to prioritize

immunization from vaccine-preventable diseases through its upcoming Measles, Rubella

and Oral Poliomyelitis Vaccine (MR-OPV) campaign which will be held from October 26 to

November 25 in several regions. The implementation of health protocols during this

campaign is also designed to prevent any inadvertent transmission of COVID-19.

DOH Secretary Francisco T. Duque III said that the protection of children against

measles, polio, and rubella are equally important during the time of COVID-19. He said,

“We should be vigilant about other diseases that can affect some of our most vulnerable
like infants and children, even during the COVID-19 pandemic. The child’s first five years

are very formative to his or her health. The illnesses we are vaccinating them against can

be very damaging and will have repercussions on their growth and maturity. That is why

we are urging parents not to take these conditions lightly, but must vaccinate their

children as soon as possible.”

The vaccines used to counter measles, rubella, and polio have been proven safe for

the past decades. “No child should have to suffer because of them, especially because the

vaccines are free,” said the DOH Secretary.

At the same time, Sec. Duque also assured the public, especially parents, that the

DOH is well aware of and will address their concerns about safety, saying, “We understand

their fears of getting infected with COVID-19 if they go to our clinics to have their children

vaccinated,” he explained. “But we have committed ourselves to safety and the clinics will

be making sure that health protocols are followed by healthcare workers and patients

alike.”

Bicol (Region V) and MIMAROPA (Region IVB) will be the first locations for the

program’s implementation because of the need of the children in those areas to be

vaccinated from the aforementioned diseases.

The DOH is also setting the stage for the campaign’s first phase which will cover

Regions I, II, IVB, V, the Cordillera Administrative Region, and all of Mindanao. Safe and

high quality measles-rubella vaccine (MR) and bivalent oral poliovirus vaccine (bOPV) will

be distributed for free, following safety measures. Children from 9-59 months old will be

given the MR vaccine while those who are 0-59 months old will receive the bOPV.

The United Nations Children’s Fund (UNICEF), which is dedicated to improving the

lives of children and their families, also lent its support for the immunization

program such as the acquisition of 19.2M doses of MR vaccine and 10M doses of oral

poliovirus vaccines (OPV). UNICEF’s consultants will also monitor that the local
government units (LGU), have the necessary resources and instruction to succeed in the

campaign.

Syringes, safety collector boxes, surgical masks, and face shields will be allotted for

the vaccination team and supervisors. Indelible inks for marking and reporting and

recording forms, which are essential to campaign’s operations, will also be rolled out to the

different regions.

Sec. Duque has asked for the public’s participation for the vaccination campaigns

for MR-OPV. He enthused, “We are grateful that many organizations are working together

towards a common goal. With everyone working as one, we can ensure that Filipinos are

as healthy as they can possibly be.”

Source: [Link]

MEASLES-AND-POLIO-VACCINATION-

CAMPAIGN-ASSURES-SAFETY-PROTOCOLS-IN-THE-IMMUNIZATION-DRIVE

PIVOT 4A CALABARZON English G10 28

Learning Task 2: Using an appropriate graphic organizer, present the information

presented by the article on page 27. Do this on a separate sheet of paper.

Learning Task 3: Think of a familiar topic or issue you may use as subject in

writing an expository essay. You may also choose from the given suggested topics

below. Then, use an appropriate graphic organizer to present the information you

intend to use in writing. Do this task on a separate sheet of paper.

Suggested Topics:

1. Vlogging

2. Online Learning
3. Maintaining a Stress-Free Life

4. Being a ‘Plantito/Plantita’

5. Best Comfort Foods During the Rainy Season

6. Topic of your choice

Learning Task 4: On a separate sheet of paper, write an expository essay using

the graphic organizer you have produced in Learning Task 3.

Learning Task 5: Look for at least three (3) samples of expository texts in books,

newspapers or magazines. Cut them out and paste them on a separate sheet of

paper. Indicate the patterns of idea development used by the writers.

Complete the organizer below. This will test how well you understood the

concepts of argumentation and exposition. Do this on a separate sheet of paper,

using the format provided.

New Concept: EXPOSITION Familiar Concept: ARGUMENTATION

Similarities Differences

Summary of New Concept:

One of the most effective ways to organize information to be used in

exposition is by using graphic organizers. You have learned some of these

organizers in Quarter 1. For example, if your expository essay aims to explain the

similarities and differences of ideas about a particular topic, you may use a Venn

Multimodal Elements
I

Technology has truly changed the way people perceive information. From

details usually printed on paper to internet-based programs that allow information

to pop up on people’s gadgets, the society we live in is indeed relying on

information presented in and through different modes.

This lesson focuses on understanding multimodal texts and their uses. As

you journey through this part of the module, you will be engaged in analyzing

samples of multimodal texts and discovering how they are made for their specific

purposes. You are also expected to compose texts with multimodal elements.

How do you want your lessons presented? Do you prefer using textbooks

and handouts? Or would you rather study slides and access web links online?

Now, read and examine the infographic provided below. Then, answer and reflect

on the questions that follow.

MULTIMODAL ELEMENTS

The way information is presented greatly affects the manner it is perceived.

Luckily, through continuous developments in the field of digital communication

technology, we are now able to learn not only from traditional texts that we have

to read sequentially, but likewise, through interactive materials in various digital

and non-digital platforms like posters, infographics, blogs, animations, and web

pages, among others.

The examples of materials cited above fall under a classification known as

multimodal texts. A text is considered multimodal when it combines two or more

communication modes to present information. In the context of multimodal

compositions, mode refers to the method of communication being employed. It

can be linguistic, visual, auditory, gestural, or spatial.

While composing multimodal texts is usually associated with the use of

online and digital platforms, a multimodal text does not necessarily have to be

digital in form. Generally, a multimodal text may be print-based (paper), digital,

live, or transmedia (using multiple delivery channels).

Processing information in a multimodal text is one thing, while composing

an example of multimodal text is another. Multimodal texts can range from simple

to complex ones with the level of complexity usually depending on what modes to

combine, understanding the interconnections between these modes, and what

platforms or technologies to use. The table below shows examples of different

multimodal texts:

In multimodal texts, information is presented and meaning is conveyed

through combinations of different modes across written and spoken languages

(linguistic), still and moving images (visual), sounds, gestures, and spatial

semiotic resources.

Simple Complex

newspapers, brochures, comics,

graphic novels, picture books,

print advertisements, posters, storyboards,

slide presentations, e-books, e-posters,

social media
animations, digital stories, web pages,

documentaries, book trailers,

live action films, video games

Composing Texts with Multimodal Elements

Creating examples of multimodal texts is becoming a common practice and

an essential skill to be developed among students. However, it can be tough

especially when someone has limited background about certain elements and

processes. When composing a text with multimodal elements, it is essential for

one to understand how information can be presented using various modes, and

how these modes can work together to convey the intended meaning. Knowing

how to maneuver applicable technologies or applications to be used in composing

multimodal texts is also important.

The list below presents essential considerations in composing or producing

effective multimodal texts:

1. Textual Knowledge. A clear understanding of the information at hand or the

specific subject from which the multimodal composition is based is essential.

This will serve as the basis of determining how information will be conveyed

and what modes may work best for the information available.

2. Technological Knowledge. It is imperative to understand what technological

tools and processes will best work for the kind of multimodal texts to be

produced.

3. Semiotic Knowledge. This refers to understanding how each mode can work

to convey meaning, where each mode or semiotic system has its own function.

4. Ability to Combine Various Modes. When composing multimodal text, it is

vital to understand what combinations will work best in conveying the

meaning of a specific set of information.

5. Understanding Different Genres. Like in writing, it is also important in

multimodal compositions to take into consideration the purpose, target

audience, and text-type.

. Techniques in Public Speaking

Facing a large group of people to discuss a particular topic or address

an issue can be an intimidating task. It usually takes a lot of experience before

one can render talks or deliver speeches without feeling uncomfortable and

conscious about a lot of things.

This lesson focuses on understanding techniques which may be employed

in various forms of public speaking. As part of your tasks for this lesson, you are

expected to deliver a prepared speech or an impromptu talk on an issue employing

the different techniques in public speaking.

Have you experienced speaking with a script before a large group of

audience? How about without a script? Two of the basic forms of delivering speech

are prepared speech and impromptu speech. In prepared speech, the speaker is

given time to prepare while in an impromptu, the speech is delivered on-the-spot

or with no preparation at all. Using the Venn diagram below, can you share your

thoughts on the similarities and differences between the two?

Prepared Impromptu

Speech Speech
TECHNIQUES IN PUBLIC SPEAKING

As a Grade 10 student, having to speak in front of a crowd may still sound

strange and unnecessary to you. In the future, however, there could be situations

where you would need to practice your public speaking skills either as part of your

tasks in college or as part of your professional responsibilities in your job.

Public speaking usually involves having to deliver or communicate

information in front of a live audience. Usually done in a formal setting or as part

of a formal event, public speaking conveys purposeful information which aims to

inform, influence, or entertain a large group of audience. People engaged in public

speaking can get a lot of advantages like sharp critical thinking skills, confidence

when dealing with people, and fluency in verbal and non-verbal communication.

The most common forms of public speaking include delivering a prepared

speech and an impromptu speech. In a prepared speech, the speaker is given the

topic beforehand, has time to research about the topic, and is able to rehearse or

practice prior to delivering the speech. Speaking before thousands of graduating

students or addressing a crowd during a business conference usually falls under

this category.

It must be made clear, however, that a prepared speech does not

necessarily equate to a memorized speech. Delivering a fully memorized speech is

just one example. It may also include such forms as extemporaneous speech

where the speaker is given some time to prepare before the delivery, and the use of

a prepared copy which serves as reference for delivering the speech.

An impromptu speech, on the other hand, is one where the speaker is

given with little or no time to prepare. This type of speaking occurs during

ambush interview and other gatherings where people are asked to deliver a speech

on the spur of the moment.

Delivering an impromptu speech seems a challenging task since it means

speaking about a specific issue or topic without having the chance to research

about it or even make an outline as guide. When delivering this type of speech,

one must be able to fully gather his/her thoughts, focus on the issue or topic at

hand, and maintain composure.

What makes a good public speaker? Here are some techniques which may

work best when speaking before a large audience.

35 PIVOT 4A CALABARZON English G10

1. Know your purpose. Being sure on the purpose of your speech is synonymous to

knowing where to focus your discussion. It may be as basic as to inform, persuade, or

inspire. When you are certain about what you would want to speak about from the very

beginning, you will most likely be able to avoid being sidetracked or confusing your

audience with lengthy discussions that lead nowhere.

2. Be familiar with your topic. The best way to do this is to research. When you are sure

of every information you are presenting, you will be more confident. This is also

something that your audience will usually notice and feel.

3. Consider your audience. It is essential to be sure of the kind of people you will be

speaking to. Knowing your audience will help you plan the appropriate content,

language, and techniques to use. You cannot address a group of high school students

the way you would address a crowd of professionals.

4. Plan ahead of time. Cramming will reflect in the way you speak and behave in front of

an audience. This is something any speaker would not want to happen. That is why

planning everything is a key to a successful speaking engagement.

5. Use non-verbal cues. The right amount of gestures at the right time are key elements of

public speaking as these movements help convey ideas more clearly. There is, however,
danger in overusing these gestures as they can become distracting. Establishing eye

contact with the audience also works well in maintaining confidence and establishing

sincerity.

6. Remain calm. Whether you are delivering a prepared or an impromptu speech,

maintaining composure can always be an issue. The weeks of planning and preparation

may be put to waste if you keep on showing unnecessary movements as a sign of

nervousness. Taking deep breaths and having a focused mindset can do the magic of

staying relaxed.

7. Practice. Being a good and compelling speaker takes a lot of practice and experience.

Through constant practice, one may be able to identify areas that can be improved.

Practice is a major component of planning.

8. Watch your words. One’s choice of words greatly affects how the audience perceives the

speech. One must be careful enough not to use words that might put his or her

reliability and reputation into jeopardy.

9. Speak with clarity. One should observe proper pronunciation, stress, intonation,

juncture, diction, tone, and pacing when delivering a speech. These are just few of the

many elements that should work together to ensure that the ideas in the speech are

clearly conveyed. This, however, is not something one can learn overnight. Consistent

practice is likewise necessary.

10. Know the essential etiquettes. As a public speaker, one should know the different do’s

and don’ts when speaking before an audience.

11. Use visuals when necessary. When possible and appropriate, visuals like PowerPoint

slides can help support the speech being delivered. This should be done in a way that

visual aids will not overpower the speech or distract the audience.

12. Dress comfortably but appropriately. Sometimes, speaking with ease comes with

feeling comfortable with what you wear. A speaker, however, should dress in a way that
exudes respect and formality.

13. Be open to questions and comments. Always bear in mind that you cannot please

everybody. It is essential to be open to questions, comments, and even criticisms. These

things can be used as considerations on how one can improve or continuously refine

his/her style and craft