EAPP Q2 Module 1 - 7 Learning Activity Sheets, Lecture notes of English

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English for Academic and

Professional Purposes

Quarter 2 : Weeks 1 to 7

DIVISION OF ANGELES CITY

WEEK 1 - ANALYZING ARGUMENTS

Background Information:

WHAT IS AN ARGUMENT? According to Miriam – Webster (2020), the argument is a coherent series of reasons, statements, or facts intended to support or establish a point of view. Thus, writers used these arguments to present their ideas or beliefs on certain principles. However, these arguments are sometimes doubted if they do not have supporting evidence or if these arguments are based on opinions only. Before we can determine whether a statement is a FACT, OPINION, or INCORRECT INFORMATION, let us define these three concepts. (Mondez and Suarez 2016)

The fact is Objective. It is not influenced by personal feelings or judgment Example: COVID-19 pandemic created a chaotic situation in many parts of the world. Opinion is Subjective. It is based on or influenced by personal beliefs or feelings. Example: The movie “Flor Contemplacion Story” is very dull. Incorrect information is the opposite of Fact and not Opinion Example: The Philippines has a total of 7,107 islands. (It has a total of 7,641) Always consider that opinions include words of judgment or personal preference when deciding if a statement is a fact or an opinion. Opinions are not the opposite of Facts. If it is proved that facts are not accurate, what you have is called Incorrect Information (Mondez and Suarez 2016).

IDENTIFYING ARGUMENTS An argument is a systematic way to make a point in academic writing. An argument consists of two parts.

1. Firstly, a claim or statement that summarizes the main idea
2. secondly, reasons why that claim is accurate, or evidence to support that claim. Example. Reflective writing can help students become better thinkers. It can help students see that ideas are meant to be discussed and debated. Bridges and Jost found that students who did weekly reflective journal writing about their course content for a semester could analyze course concepts at a deeper level than those who didn’t.

In this case, the sentence "Reflective writing can help students become better thinkers" is the claim.

• You are not being asked to agree or disagree with the position stated.
• You are not being asked to express your views on the subject being discussed (as you were in the Issue task). Steps for Analyzing the Argument:

1. Read the argument and instructions carefully.
2. Identify the argument's claims, conclusions, and underlying assumptions. Evaluate their quality.
3. Think of as many alternative explanations and counterexamples as you can.
4. Think of what specific additional evidence might weaken or lend support to the claims.
5. Ask yourself what changes in the argument would make the reasoning more sound. Writing an argument analysis A strong structure is essential as it makes the assignment clear and easy to read. All formal written texts have the following format. A useful structure and outline for writing an argument analysis is suggested below.

Source: www.dlsweb.rmit.edu.au/lsu/content/B_DSC/gsssp/writing.html

Sample Introduction This argument analysis examines the article Skip Dipping in Australia (Rush, 2006). The article is about the practice of sorting through publicly located skips for items that may be eaten or reused and the motivations for this activity. Overall the article argues that skip dipping is politically and ethically motivated. It focuses mainly on a series of interviews the author conducted with 20 Australian skip dippers.

This analysis identifies the main claims, the evidence used to support these claims, and the key assumptions.

The article makes four main claims and supplies some evidence. Finally, the assumptions underlying the article are analyzed.

Explanation: It introduces the article and briefly outlines the article. It also states the purpose of the analysis and outlines the main points that will make in the analysis (i.e. claims and assumptions) Sample Paragraph (Claim) The first main claim is that skip dipping (also known as urban gleaning, freeganism, and so on) is a growing trend in affluent societies (Rush 2006). The article presents two pieces of evidence to support this claim. Firstly, interviewees are given responses, almost all of whom claim to know several other people from all over Australia who engage in skip dipping. Secondly, information is taken from various websites on skip dipping. Explanation:

The writer mentioned some of the claims regarding the argument

Sample Paragraph (Assumption) To make these arguments, the article relies on some assumptions, which will be examined. Perhaps the most common assumption is that the very small and select group interviewed represents all skip dippers in Australia. The article acknowledges that only people for whom skip dipping was at least in part politically motivated were interviewed, therefore leaving out people who skip dip solely for economic reasons. These people may be much more numerous than their politically motivated counterparts, and they may well fit the stereotype of being mostly young and poor. In this same vein, the article assumes that the small group of respondents, and the numbers indicated on the websites used in research indicate a growing trend. The article claims that the website of the dumpster diving meet-up group in New York ‘boasts’ a membership of 194, but it would be difficult to argue that 194 people, in a city of millions, constituted a growing trend.

Sample Paragraph (Conclusion) In conclusion, this essay identifies four main claims in the article and the assumptions on which they are based. The article has attempted to research and document an informal and relatively new movement that has not yet been the subject of many formal academic studies. The article makes an interesting starting point to what will no doubt become a growing area of study.

Source: www.dlsweb.rmit.edu.au/lsu/content/B_DSC/gsssp/writing.html

Learning Competency with code: Gathers manifestoes and analyzes the arguments used by the writers (CS_EN11/12A- EAPP-IIa-d-3)

easy to follow format

challenges in structure

difficult to recognize and interpret

Reflection: Write your answer in a clean sheet of paper and answer the following questions.

1. How much did you know about the subject before we started?
2. What new or additional ideas did you learn after taking up this lesson? Rubrics for the Reflection Areas of Assessment 4 3 2 1 Organization of Ideas

All ideas were consistently clear

Some ideas are consistently clear

Few ideas are consistently clear

Ideas are unclear

Sentence Structure

All sentences are arranged logically to form a coherent paragraph

Some sentences are arranged logically to form a coherent paragraph

Few sentences are arranged logically to form a coherent paragraph e

Sentences are not logically arranged

Mechanics No error Several errors Few errors Numerous errors Source: Cox 2020 Answer Key A.

1. F
2. O
3. F
4. O
5. F
6. O
7. O
8. IF
9. IF
10. F

WEEK 2 - POSITION PAPER

Background Information:

A position paper is an academic paper that describes a topic, a country’s position, and possible solutions (Xinxue 2016). Also, it is an essay that presents an opinion and makes a claim about an issue. In other words, it is an opinion supported by an argument and valid pieces of evidence (Condina 2019). Usually, it was written after reading and discussing an issue. The goal of this is to convince the audience that the presented argument is valid and worth listening. It is important to write a position paper because it will help one gain insight into

a topic. It will help you to gain vast arrays of information. Also, since it is an academic paper, writing a position paper will help you develop your writing skill and learn new vocabulary words. In writing a position paper, one must know how to write the thesis statement. A thesis statement is the most crucial sentence in your writing since it is the fundamental point or central idea of the whole essay. It should summarize the main point and guide the paper's development because it links the essay's main ideas and explains the writer's opinion on those ideas. X Not Thesis Statement: Smoking can cause health problems.  Thesis Statement: The government should ban smoking altogether.

Three Major Types of Essay

1. Expository- is a type of essay that targets to explain something or describe in detail.
2. Analytical-is an essay type that examines and draws an insightful conclusion about a concept or character.
3. Argumentative- is an essay that targets to assert a stand or an opinion. Parts of a Position Paper A position paper has three parts: Introduction, Body, and Conclusions (IBC) (Vidal, 2018).
4. Introduction- identifies the issue discussed and states the author’s position on the issue. Also, it is usually the single paragraph that is referred to as the summary of the issue. It usually contains general statements and the thesis statement. A thesis statement is a one-sentence statement about your topic. It's an assertion about your topic, something you claim to be true.
5. Body- contains the central argument. This part is usually 3-4 paragraphs that can be divided into three sections: a. Background Information b. Evidence supporting the author’s position c. Discussion of both sides the issue, which addresses and refutes arguments that contradict the author’s position.
6. Conclusion- restates the key points of the paper. Also, the resolutions and suggestions are included in this part. Tips for Writing a Good Position Paper
7. Use simple language Writing a position paper doesn’t necessarily mean using difficult words. Simple words convey a message.
8. Give each idea its separate paragraph Provide a cohesive and coherent paragraph to the stand that you will be including. This will help the readers understand your points.
9. Make sure each paragraph starts with a topic sentence Begin each paragraph with a topic sentence that will introduce your claims and counterclaims.

WHAT IS THE REAL PROBLEM?

When it comes to student distraction, underachievement, and off-task tendencies, people automatically blame social media. First, I would like to call to attention this idea of distraction. What are the students distracted from a boring lesson? Students should be engaged, captivated, and motivated in classes, so much so that they should not feel the need to distract themselves with social media. I acknowledge that not every student will be encouraged and engaged in every lesson, but that is just something to consider. Now, back on topic, is social media a problem? Instead of calling it ‘Social Media,’ what if we got it Communication Central, or perhaps Collaboration Station, or even Networking Technologies. The list could go on and on. The problem is not social media; it is the perception of how people think social media is being used and how we are undermining social media's benefits as a teacher’s tool. INTEGRATE SOCIAL MEDIA INTO CLASSROOMS Social media can be a great communication tool for students to chat with each other about assignments, ask a teacher questions, and a way for a teacher to communicate with parents. There are 936 million people who actively go on Facebook each day (Smith, 2015). This number most likely includes parents and students; instead of sending home a planner filled with assignments or another newsletter that will most likely sit on the counter before finding it’s way to the garbage without being read, Facebook can be used for teachers to post assignments, big events, homework help, etc. for both parents and students to access quickly. A teacher can simply create a private Facebook group for students and teachers. This allows teachers, students, and parents to use Facebook without the need to become Facebook friends.

Many classes create a Twitter page, which students can use to quickly ask questions or share links for their classmates to see. Teachers can also start a live stream discussion, which requires students to log on during a particular time and post their thoughts and respond to their classmates’ posts. Twitter is a great discussion tool because students can easily switch tabs and find an Internet link to support their study and share it with the class (Lederer, 2012). Karen Lederer hit the nail on the head when she spoke about how social media increases student engagement, “Students who rarely raise a hand in class may feel more comfortable expressing themselves on Facebook, Twitter, or YouTube. Social networking platforms enable teachers to establish “back channels” that foster discussion and surface ideas that students are too shy or intimidated to voice out loud” (2012). Not only does social media allow students to take part in whole class and small group discussions, but it also enables students who are shy in an oral setting to thrive online. These discussions that used to occur orally in the classroom now take the form of writing; not only are students communicating with one another about a

certain topic, but they are revising their writing to express their ideas concisely, which I believe is a grand slam activity for students. Facebook and Twitter have grown to be more than a posting about one’s current status or pictures from the weekend; in addition to the common uses, social media is also being used to share grasping stories, current events, opposing opinions, raising money for a good cause, the list goes on and on. All of these viral postings can be used as a learning experience for students. For example, a student can read a post about a random act of kindness which motivates them to be a better person, or perhaps stumble upon a controversial event leads the student to do research and take a stance backed by the information they discovered using critical thinking skills; viral posts are one of a kind learning experiences that cannot be replaced. Students can also share a viral post on the class’s social media page to generate debates with classmates who are required to back up their opinions with information and learn to debate respectfully. A class could also raise money or help out the community based on a post they saw online. The opportunities are endless when it comes to learning from social media posts that have gone viral. From there, students will learn valuable life lessons that will foster their growth and contributions to the community and future.

Apart from students using social media for school, there is also an opportunity for educators to come together to grow and learn using the same tools. Teachers can become connected educators just by using social media to bounce each other's ideas, collaborate, participate in educational discussions, etc. Only as students can benefit from social media, so too can educators.

CONCLUSION Social media will not go away; students have grown up with many of these sites and visit them daily. Instead of driving students away from using these sites that they have already become accustomed to and use daily, educators must use these sites to their benefit. Not only does social media increase communication amongst students and the teacher, but it also creates a valuable learning environment that encourages writing, reading, critical thinking, and research. The infrastructure is in place and mastered by most students, parents, and educators, so instead of ignoring social media, use it and use it often

Learning Competencies with code:

• Defends a stand on an issue by presenting reasonable arguments supported by properly cited factual evidences (CS_EN11/12A-EAPPIIa-d-4)
• Writes various kinds of position papers (CS_EN11/12A-EAPPIIa- d-5)

to back marijuana’s palliative qualities. It has been touted worldwide as a compassionate aid for the terminally ill and the elderly.

In the House of Representatives, the recent endorsement by the committee on the health of the proposed Philippine Compassionate Medical Cannabis Act raises hope among patients, advocacy groups, and other interested parties that the measure would soon reach plenary, be improved, and approved in a vote, and ultimately, with the Senate passing its version, be streamlined and finally enacted into law. Lawmakers are crossing party lines to endorse it.

Authored by Isabela Rep. Rodolfo Albano III, the bill proposes that the state “legalize and regulate the medical use of cannabis, which has been confirmed to have beneficial and therapeutic uses to treat a chronic or debilitating disease or medical condition that produces one or more of the following: cachexia or wasting syndrome; severe and chronic pain; severe nausea; seizures, including but not limited to those characteristics of epilepsy; or severe and persistent muscle spasms, including but not limited to those associated with multiple sclerosis.”

The proposed law would enable “medical cannabis compassionate centers” under license by the Department of Health to sell, supply, and dispense the psychoactive drug to qualified patients or their designated caregivers by a pharmacist licensed by the Philippine Drug Enforcement Agency.

The bill has met opposition from various quarters citing possible abuse. But medical marijuana has notable supporters, including President Duterte himself. “Medicinal marijuana, yes, because it is an ingredient of modern medicine. There are medicines being developed, or are now in the market that contains marijuana for medical purposes,” the President was quoted as saying in 2016. Another high-profile supporter is former health secretary Jaime Galvez Tan, who told Congress that using cannabis is “a safer and cheaper way to treat patients” suffering from epilepsy and other neurological disorders.

Marijuana has long been considered the most accessible gateway drugs. The belief was that marijuana would lead users to “graduate” too dangerous drugs such as heroin and cocaine. Its users have long been demonized as “stoners” and pejoratively described as lost souls who do nothing but smoke “weed” throughout the day. This remains its stereotypical portrayal in popular culture.

Explaining his measure, Albano said: “It is evident in the bill that you can’t smoke weed per se. You cannot even dispense it in its raw form and say, ‘Just use this for tea.’ It has to be in medicinal form.”

In a 2012 global drug report commissioned by the United Nations, marijuana was identified as “the world’s most widely produced, trafficked, and consumed drug in the world in 2010.” Its users' number between 119 million and 224 million among adults (18 or older) in the world. It is widely illegal worldwide.

The United States, where marijuana was the poster child of the Reagan-era “Just Say No” anti-drug campaign, has made a severe turnaround regarding medical marijuana. Today,

its usage is legal in 33 states. Canada was the first country to make it legal in 2001, and 32 other countries have followed suit. Hopefully, the Philippines will soon be part of the enlightened list.

An efficient information campaign will help Filipinos understand that medical marijuana is a humane and perhaps even a necessary tool in helping those afflicted with painful or life- threatening diseases or conditions. Legally and properly administered, it will usher in a new and helpful realm of medical possibilities.

Source: https://opinion.inquirer.net/107549/legalize-use-medical-marijuana#ixzz6Xhtigfoz

Exercise c

Directions: In 500 words, write a position paper about E-cigarette or vaping. Please refer to the rubric for the scoring. Write your answer on a separate sheet of paper.

Rubric for Grading a Position Paper

Criteria Excellent (8-10)

Good (6-7)

Fair (4-5)

Poor (1-3) Thesis Statement Counter Claims and Evidences Style, Organization and Mechanics Solution/Resolution

References for Learners:

“Analyzing an Arguments.” Accessed August 27, 2020. https://www.brainfuse.com/jsp/alc/resource.jsp?s=gre&c=37192&cc=108840#:~:text= When%20you%20%22Analyze%20an%20Argument,presenting%20claims%20and% 20supporting%20evidence. "Argument: Definition and Examples." Literary Terms. September 27, 2017. Accessed September 03, 2020. https://literaryterms.net/argument/. Armstrong, K., 2020. Students & Social Media. [online] Students & Social Media. Available at: [Accessed 18 September 2020]. "Argument." Merriam-Webster. Accessed August 27, 2020. https://www.merriam- webster.com/dictionary/argument Bowiestate.libguides.com. 2020. Libguides: Academic Writing: Literature Review. [online] Available at: [Accessed 18 September 2020].

Answer Key:

Answers may vary for Activity B and C.

Prepared by:

MICHAEL H. SALINAS SST – III PRINCESS T. SANGALANG SST- III

1.True

1. False
2. True
3. True
4. False
5. True
6. True
7. True
8. False
9. False

WEEK 3 - STRUCTURE OF A REPORT

Name of Learner: ___________________________________________________

Section: __________________________ Date: ________________________

Background Information for Learners

WHAT IS A REPORT?

• A report is a means to convey some information to others
• An organized, factual, objective presentation of information.
• "Organized" since it follows a systematic pattern
• "Objective" means our personal feelings should not influence it.
• It is a comprehensive document and covers all aspects of the subject matter

of study.

• relays information or recounts events in a presentable form
• A report is a document with a clear purpose to a particular audience and

intends to relay information. The report contains data and evidence of a

specific subject matter. It also includes data and facts that are significant

in a particular subject.

• Good report writing is: honest in data (no tampering of data, no copying from

others who are not lab partners), accurate in grammar and information,

precise in a calculation, thorough in graph labeling (of slope and intercept),

transparent about deviations and uncertainties, orderly or well-organized in

structure brief in a presentation. Thus, it follows that a good report writer

should demonstrate the personal traits of honesty, accuracy, precision,

thoroughness or comprehensiveness, transparency, orderliness, and

brevity

Objectives or Purpose of a Report

1. Means of Communication: A report is used as a means of upward communication.

A report is prepared and submitted to someone who needs that information for carrying

out functions of management.

2. Satisfy Interested Parties: The interested parties of the management report are

top management executives, government agencies, shareholders, creditors,

customers, and the general public. Different types of management reports are

prepared to satisfy the above mentioned interested parties.

 Discussion

Interpret your findings. What do they show? Were they what you expected? Could

your research have been done in a better way?

 Conclusions and recommendations

These should follow on logically from the Findings and Discussion sections.

Summarise the key points of your findings and show whether they prove or disprove

your hypothesis. If you have been asked to, you can make recommendations arising

from your research.

 References

List all your sources in alphabetical order, using the appropriate University of Hull

style.

The introduction has four sections:

Purpose, Background, Method of Investigation, Scope

1.1 Purpose

 States the purpose of the report

 Includes what the report will recommend

Example: This report studies the causes of unhealthy eating among teenagers

and suggests ways to promote healthy eating habits.

1.2 Background

 It provides information on the problem or situation that gave rise to the

investigation.

1.3 Method of Investigation

 States how the research was carried out, e.g., questionnaires issued to (how many

people for (how long)

 This is called primary data (i.e., data that is discovered by you, the writer of the

report)

1.4 Scope

 States the areas of investigation, e.g., reasons, consequences, etc., i.e., what

information you need to meet your purpose

 The first scope item is the respondents' profile

 There should be at least three other scope items

Learning Competency with Code Determines the objectives and structures of

various kinds of reports (CS_EN11/12A-EAPP IIe-j-6)

Directions/Instructions

Exercise A: Determine the structure of a Report. Match the parts of a report in

Column A to their respective descriptions in Column B. Write your answer on a

separate sheet of paper.