10

English
Quarter 2 – Module 2:
Identify key structural elements,
e.g.: exposition – statement of
position, arguments,
restatement of positions, and
language features of an
argumentative text, e.g.: modal
verbs and modal adverbs,
attitudes expressed through
evaluative language,
conjunctions or connectives to
link ideas, declarative
statements, rhetorical questions,
passive voice
English – Grade 10
Alternative Delivery Mode
Quarter 2 – Module 2: Identify key structural elements, e.g.: exposition – statement of
position, arguments, restatement of positions, and language features of an
argumentative text, e.g.: modal verbs and modal adverbs, attitudes expressed through
evaluative language, conjunctions or connectives to link ideas, declarative statements,
rhetorical questions, passive voice
First Edition, 2020

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Published by the Department of Education

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Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Raflyn H. Salutan PhD
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10

English
Quarter 2 – Module 2:
Identify key structural elements,
e.g.: exposition – statement of
position, arguments,
restatement of positions, and
language features of an
argumentative text, e.g.: modal
verbs and modal adverbs,
attitudes expressed through
evaluative language,
conjunctions or connectives to
link ideas, declarative
statements, rhetorical questions,
passive voice
Introductory Message
For the Facilitator:

Welcome to the English Grade 10 Alternative Delivery Mode (ADM) Module on

Identifying key structural elements, e.g.: exposition – statement of position,
arguments, restatement of positions, and language features of an argumentative text,
e.g.: modal verbs and modal adverbs, attitudes expressed through evaluative
language, conjunctions or connectives to link ideas, declarative statements,
rhetorical questions, passive voice!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

2
For the Learner:

Welcome to the English Grade 10 Alternative Delivery Mode (ADM) Module on

Identifying key structural elements, e.g.: exposition – statement of position,
arguments, restatement of positions, and language features of an argumentative text,
e.g.: modal verbs and modal adverbs, attitudes expressed through evaluative
language, conjunctions or connectives to link ideas, declarative statements,
rhetorical questions, passive voice!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

3
What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.

Example:

Name: Juan Dela Cruz Gr./Sec: 10-Watson August 24-28, 2020

Subject: English 10
Module 1
What I Know
1. B
2. C

2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

4
What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the key structural elements, e.g.: exposition – statement of position, arguments,
restatement of positions, and language features of an argumentative text. The scope
of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.

The module has one lesson, namely:

• Lesson 1 – Identifying key structural elements, e.g.: exposition – statement of
position, arguments, restatement of positions, and language features of an
argumentative text, e.g.: modal verbs and modal adverbs, attitudes expressed
through evaluative language, conjunctions or connectives to link ideas,
declarative statements, rhetorical questions, passive voice.

After going through this module, you are expected to:

1. examine how evaluative language can be varied to be more or less forceful
2. understand how different types of texts vary in use of language choices,
depending on their purpose and context
3. understand that paragraphs are a key organizational feature of written texts
4. understand that verbs represent different processes and that these processes
are anchored in time through tense
5. learn extended and technical vocabulary and ways of expressing opinion
including modal verbs and adverbs
6. draw connections between personal experiences and the worlds of texts
7. plan, draft and publish argumentative texts demonstrating increasing control
over text structures and language features

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What I Know

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on your
notebook.

1. Which of the following is an example of a conjunction?

a. land c. jump
b. because d. should
2. Which of the following is not a part of the structure of an exposition?
a. introduction c. argument
b. statement of position d. reinforcement of the statement of position
3. Which of the following is not a modal verb?
a. can c. might
b. must d. but
4. These are descriptive persuasive words with either positive or negative
connotations used to emphasize your bias.
a. conjunctions c. emotive words
b. modal verbs d. nominalization
5. This introduces the topic and makes it clear what your position is.
a. introduction c. argument
b. statement of position d. reinforcement of the statement of position

Lesson Exposition and Language

1 Features of an
Argumentative Text

An exposition persuades a reader or listener by presenting one side of an

argument. By taking a point of view and justifying it, we aim to convince others to
see only that side of an issue. Some expositions speculate as to what might be and
persuade others as to what should be.

Exposition texts vary according to whether they analyze, interpret or evaluate

the environment surrounding us. They may also inform or persuade and explain how
and why.

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What’s In

Watch the video clip. Get your English notebook and take notes on the parts of an
argument.

Source: Parts of an Argument. Retrieved on November 2, 2020,

[Link]

Notes to the Parents/Guardians

Let the learners contemplate on their notes.

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What’s New

In an expository text the audience is being persuaded to a particular point of

view. This may be persuading someone to act in a certain way or justifying an action.
Exposition texts can be personal and emotive in tone and selectively explain and
analyze events, issues and phenomena. The writer wants the reader to empathize
with the emotions and reasons and to support the action. Students need to develop
the ability to recognize that something is one-sided or biased and presents only one
point of view, especially if they are being convinced to behave in a certain way, to buy
something or to do something.

What is It

STRUCTURE OF EXPOSITION TEXTS

Exposition texts generally begin with an introductory statement of position

giving the author’s opinion or point of view. This previews the argument that will
follow. The next section has a series of logical arguments that convinces the audience
why this position has been taken. A conclusion ties it all together by reinforcing or
summarizing the author’s point of view.

1. STATEMENT OF POSITION. – Start with a clear and forceful statement of

position. This is often supported by some background information about the
issue in question. Ask yourself the following questions:
o Who am I trying to persuade?
o What am I trying to persuade them to think or do?
o What type of arguments will best catch their attention?
o Is the statement hard hitting and does it clearly state the position?
2. ARGUMENT STAGE. – A number of points are generally made in the
argument stage. Arguments need to be logically developed and supported, and
justified with reasons, examples, expert evidence and statistical information.
For arguments to be as effective as possible they should include supporting
facts, examples, tables, visual images, quotes or evidence so that they appear
convincing.
3. REINFORCEMENT OF THE STATEMENT OF POSITION. – This is where the
argument is emphasized. The summing up of the position in the light of the
argument that has been presented reinforces the statement of position and
often calls for some type of action on the part of the audience.

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LANGUAGE FEATURES OF EXPOSITION TEXTS

• Word chains of synonyms and antonyms and word families of general nouns
such as land, regenerate and natural resources are used.
• Conjunctions create cohesion and express cause and effect, e.g. because,
therefore, so, and so, if, and, but.
• Abstract nouns, such as happiness and fear, and technical words, such as
species and genus, are used. The issue becomes more scientific from the voice
of the expert.
• Action (jump), saying (beg), mental (challenge), thinking (hope, know,
believe), modal verbs (must, can, could, should, might) and relating verbs (it
is vital) are used.
• Reasons for actions or choices are shown through the use of connectives, e.g.
however, similarly, mainly, therefore, so, because, the first reason.
• Emotive words are used to involve the audience. e.g. The overuse of our
resources will destroy the land.
• Evaluative language (important, best, most, truth, largest, more popular)
adding the voice of authority is found. e.g. It is most important that all
people...
• The personal pronoun I is often removed. The author speaks persuasively of
people, places and things already in the text, e.g. she, them, Australians,
citizens.
• Reported speech is used when referring to what the majority of people have
said on the issue to indicate the support of others for the issue.
• Generally, the text is written in the present tense but may change to past tense
for recounted events or historical evidence. It may be written in the future
tense if predictions are being made.
• A moderate to high degree of modality or certainty is found in the words
selected, for example often, nearly, most, generally, might, could. This
depends on whether the writer wants to feel authoritative and definite or open
to discussion.
• Complex sentences are found. e.g. When the game finished, Jack caught the
bus.
• Nominalization is used when nouns are made from verbs. e.g. regenerate—
regeneration
• The beginning focus of clauses is changed from active to passive. e.g. We
must recycle...Recycling has been ... ; I am afraid...Fear has been expressed
that...
• New information at the end of one sentence is often picked up as the focus of
the following one.

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Adapted from: Exposition Texts: Structure and features of exposition texts.
Retrieved on October 13, 2020. Retrieved from
[Link]
exposition_text_information_and_overview-[Link].

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What’s More

An Exposition: Air Pollution

Here is a sample Letter to the Editor, the social purpose of which is to state a
position about an issue and argue a case against air pollution.

Letter to the Editor

Dear Sir,

Text Structure Language Features

Statement of I 1worry because there are 3high levels 1. Sensing verb to

position (thesis of air pollution in our suburb and all express opinion
statement) and about us.
background
information

Argument 1. Ever since the local government allowed 2. Nominalization

Point elaboration the 2opening of two more large factories to create a more
(gives evidence/ in our area, the sky has been like 3a formal and
details to support large grey blanket and the sun is impersonal tone
the point) hardly ever seen.

Argument 2. The government 3should be more 3. Evaluative

Point elaboration 3concerned about people’s health. After language to
(gives evidence/ all it is the responsibility of the indicate writer’s
details to support Government to look after us. Both attitude
the point) adults and children could get lung
cancer and bronchitis as a result of
constantly breathing in the 3bad air. A
health project we did in class showed
that one in every three people is affected
by air pollution.

Reinforcement of 5Therefore, something 4must be done to 4. Strong modality

statement of make sure that the factories control the to indicate
position (thesis fumes they release into the air. writer’s attitude
statement) 5. Logical
connective to
structure the
argument

Adapted from: Exposition 1: Structure and language features. Retrieved on October

13, 2020. Retrieved from [Link]
[Link].

11
With the exposition on air pollution as your example, answer the multiple choice
questions below about the exposition writing on whaling. Write the letter of your
answer on a one whole sheet of paper.

Ladies and gentlemen,

Text Structure Language Features

Paragraph 1 The 2existence of the wonderful, natural 1.

giant of the oceans, the whale, I
1believe, is continually under threat by 2.
the 2persistence of some nations who
continue whaling operations in different
parts of the world.

Paragraph 2 Even though the International Whaling 3.

Commission, made up of many
countries, placed a ban in 1986 on
commercial whaling, some countries,
such as Japan and Norway, still
continue their whaling under the
3pretext of scientific research. It is well

known that the whales they catch find

their way onto the dinner table of
thousands of people!

Paragraph 3 If whaling for scientific purposes 4.

continues, the whale 4cannot be saved
from extinction. Research has shown
that large numbers of species have
dropped alarmingly because whales
have been killed faster than they can
breed.

Paragraph 4 Once the world probably did need what

the whale could offer, namely, blubber
for fuel and oil, smokeless candles and
flesh for human consumption. Now with
petroleum and many other sources of
light and energy since discovered and
developed, nations do not need the
blubber. With the world’s plentiful
supply of a variety of other fish, there is
no need either for whale flesh.

Paragraph 5 5Therefore, we 4must join together with 5.

the conservationists, such as
Greenpeace, to fight the wholesale
slaughter of wildlife and make the ocean
once more a sanctuary for the whale.

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1. The social purpose of an exposition is to
a. entertain or inform.
b. narrate an incident.
c. present an argument giving a particular point of view.
d. describe/classify natural, manufactured and/or social phenomena.
2. What is the function of Paragraph 1?
a. summary of information presented
b. statement of position and background information
c. statement of position
d. general statement of arguments
3. What is the function of Paragraph 2?
a. series of events
b. description
c. argument with elaborations
d. classification
4. What is the function of Paragraph 4?
a. series of events
b. description
c. argument with elaborations
d. classification
5. What is the function of the final paragraph?
a. reinforcement of statement of position
b. coda or final comment
c. resolution of the situation
d. summary of events
6. What kind of a verb is 'believe' in Paragraph 1?
a. saying
b. action
c. sensing
d. relating
7. What kind of nouns are 2'existence' and 2'persistence' in Paragraph 1?
a. nominalizations
b. concrete
c. collective
d. proper
8. What kind of noun is being used with the word 3'pretext' in Paragraph 2?
a. concrete
b. proper
c. everyday
d. abstract
9. What kind of verbs are 4'cannot' (in Paragraph 3) and 4'must' (in Paragraph 5)?
a. saying
b. modals
c. auxiliaries
d. relating
10. What kind of word is 'therefore' in Paragraph 5?
a. preposition
b. noun
c. adjective
d. connective

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What I Have Learned

Fill out the matrix below with your thoughts. Use the questions as your guide in
reflecting about your learning journey. Use a one whole sheet of paper for this
activity.

Reflection Checkpoint
What happened? How do I feel about it? What did I learn?

How does the lesson help me realize the practical use of exposition text in real-
life settings?

What I Can Do

This time, you will write your own exposition. Follow the text structure and language
features that you have learned. Choose one topic from those listed below. Use a
short bond paper for this activity.
➢ Capital punishment
➢ Conservation
➢ Deforestation
➢ Drunk driving
➢ Drought
➢ Endangered species
➢ Euthanasia
➢ Pollution
➢ Obesity
➢ Racism

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Assessment

Multiple Choice. Read and understand the exposition on racism. Then answer the
questions that follow by choosing the letter of the best answer. Write the chosen
letter on a separate sheet of paper.

The President
Malacañang Palace
Jose Laurel Street, San Miguel, Manila

Dear Sir,
Text Structure Language Features

Paragraph 1 Why have we not established our ground 1.

in dealing with a problem as 1vicious as
racism? Why do we continue to tolerate 2.
such insults to our 2ancestry and
2lineage?

Paragraph 2 It is nothing short of a disgrace (not only 3.

to me, but to our very being) that our
country continues to sustain
continuous insults from foreigners – and
from fellow countrymen as well – who
put down our pride and think of us as
lower than 3inferior.

Paragraph 3 We are constantly stereotyped as half- 4.

civilized and uneducated; we are labelled
as worthy only in the domestic help field, 5.
4and we are ridiculed for our indigenous

accents when we speak English. This 6.

has been prevalent throughout the tides
of Philippine history, and I am appalled
by how long we 5have been tolerating
this behavior. With this toleration, it is
only natural 4that this 6inhumane
treatment goes on since we the Filipino
people simply choose to stay in this
shameful silence.

Paragraph 4 From the United States of America to the 7.

Arabian Gulf, even stretching towards
Taiwan, there have been countless 8.
exhibitions of different behavior all with
the same intent: to degrade Filipinos.
From what was formerly known as
“petty” insults to our nationality has

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now devolved into several cases of
foreigners murdering 7OFWs occurring
around the world. From the early
periods of Spanish 8colonization to the
8modernization of the 21st century,

G.W.F. Hegel’s quote stands true: “We

learn from history that we do not learn
from history.”

Paragraph 5 Therefore, I now urge that we now 9take 9.

a visible stand against this ridicule. We
10must now wash away the dirty stains 10.
that have polluted the minds of the
racists. We must now start to be vocal
about what the Filipino people truly
think about this kind of dishonor to our
race. We must speak up now.

Sincerely yours,

Emersyn
Student

1. What is the function of Paragraph 5?

a. reinforcement of statement of position
b. coda or final comment
c. resolution of the situation
d. summary of events
2. What is the function of Paragraph 1?
a. summary of information presented
b. statement of position and background information
c. statement of position
d. general statement of arguments
3. What is the function of Paragraph 2?
a. summary of information presented
b. statement of position and background information
c. statement of position
d. general statement of arguments
4. What is the function of Paragraph 3?
a. series of events
b. description
c. argument with elaborations
d. classification
5. What kind of a verb is 'have been tolerating' in Paragraph 3?
a. saying
b. action
c. sensing
d. relating
6. What kind of nouns are 8'colonization' and 8'modernization' in Paragraph 4?
a. nominalizations
b. concrete
c. collective
d. proper

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7. What kind of word is 6'inhumane' in Paragraph 3?
a. emotive language
b. nominalization
c. general noun
d. conjunction
8. What kind of verb is 10'must' in Paragraph 5?
a. saying
b. modal
c. auxiliary
d. relating
9. What kind of word is 7'OFWs' in Paragraph 4?
a. emotive language
b. nominalization
c. general noun
d. technical language
10. What kind of word is 4'and' in Paragraph 3?
a. emotive language
b. nominalization
c. general noun
d. conjunction

Answer Key

D 10.
B 9.
D 8.
A 7.
C 6.
B 5. A 5.
C 4. C 4.
D 3. C 3.
A 2. B 2.
B 1. C 1.
What I Know What’s More

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References

Exposition 1: Structure and language features. Retrieved on October 13, 2020.

Retrieved from [Link]

Exposition Texts: Structure and features of exposition texts. Retrieved on October

13, 2020. Retrieved from [Link]
rex/writing/pdfs/upper/exposition_text_information_and_overview-[Link].

[Link]
smart-future/English_Yr9/documents/lang_feat_expos.pdf

[Link]
[Link]

Parts of an Argument. Retrieved on November 2, 2020, [Link]

watch?v=04UA2YwDpc4.

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