Lesson

1. 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 interest.
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 interest 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 and
economic perspectives. While advocacy may be similar to 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 the 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. 10.Experts. 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.
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

2. and language features of argumentative texts. You are also expected to analyze given samples and write your own argumentative
essay based on given guideposts.
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 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.
Key Structural Elements of Argumentative Writing
The basic components of an argument include: (a) a claim, (b) reasons behind this claim, and (c) 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 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.
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. The table below presents several language features of an argumentative text.
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 writer’s 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 effects 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
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.
OPINION OR ASSERTION
When we read or view different materials, it is but a common reaction to have something to say about what we have
read or watched. These reactions usually focus either on the material as a whole or on specific details that form part of the

3. material. Sometimes, it can also be about how we perceive, understand, and value whatever we got from reading or viewing a
given material. The most common reactions we can have can be an opinion or an assertion.
These two concepts often cause confusion among students because different references view them in a number of
different ways. Technically, an opinion is defined as a view, judgment, or appraisal drawn from facts. It is usually a concept or
impression based on factual evidence. Opinions can change often and usually reflect one person. For example, the sentence
“The Philippines is one of the best tourist destinations on the planet” may be considered an opinion which may be drawn from
facts and data showing the number of tourists coming in and out of the country on a specific period as compared to the records
of other countries.
An assertion, on the other hand, is a declaration or expression of strong belief towards a particular topic, often
without evidence. It usually includes forceful or confident and positive statements regarding a belief or a fact. In contrast to an
opinion, an assertion, which is usually subjective, expresses vindication, mostly with no support or evidences. For example, the
sentence “The Philippines is the happiest country in the world” is an assertion because it is subjective and not founded on
factual evidence.
Another example is what linguists call as commonplace assertions or “stereotypes.” These are statements that sound
true but are generally based on common opinions. This form of assertion usually includes claims like those that say men are
always stronger than women.
In order to easily recognize opinion or commonplace assertion in writing, one might observe the use of the following
words and phrases that signal or which are usually employed in making these kinds of judgment:
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.
CLAIMS OF FACT, POLICY, AND VALUE
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 infrastructural 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 infrastructural 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 evidences are 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 evidences.)
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 other cities successfully address the concerns against COVID-19. (This
claim supports the idea of learning from the best practices of other cities leading to a particular call to action.)
b. To further improve one’s skills in speaking before a large number of audience, one must consider enrolling in personality
development classes that can help boost confidence and improve one’s self-image. (The writer presents a particular course
of action.)
c. The voucher program of the Department of Education should be extended to the elementary level as this has greatly
contributed in the achievement of the government’s goals in the full implementation of the K to 12 Basic Education Program.
(The writer proposes a revision on the scope of the implementation of the policy for the benefits of more possible recipients.)

4. 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.
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 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.
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.
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.
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.
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

5. 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.
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, one needs 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 for 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.
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.
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 can 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.

6. 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.
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 piece of 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.