NOT

10
English
Quarter 3 - Module 1:
Write to Express

Department of Education ● Republic of the Philippines

English- Grade 10
Alternative Delivery Mode
Quarter 3 - Module 1: Write to Express
First Edition, 2020

Republic Act 8293, Section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalty.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Published by the Department of Education – Division of Bukidnon

Development Team of the Module

Author: Jelsin L. Dumape

Editor: Ma. Glaiza M. Macamay
Reviewers: Sarah M. Mancao, PhD, EPS in English
Vergilia O. Pancho, PhD, SSP I
Illustrator: Dave L. Generalao

Management Team
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director

Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V

Asst. Regional Director

Randolph B. Tortola, PhD, CESO IV

Schools Division Superintendent

Shambaeh A. Usman,PhD
Assistant Schools Division Superintendent

Mala Epra B. Magnaong, Chief ES, CLMD

Neil A. Improgo, EPS-LRMS
Bienvenido U. Tagolimot, Jr., EPS-ADM

Members: Elbert R. Francisco, PhD, Chief ES, CID

Sarah M. Mancao, PhD, EPS in English
Rejynne Mary L. Ruiz, PhD, LRMDS Manager
Jeny B. Timbal, PDO II
Shella O. Bolasco, Division Librarian II
Daryl Rey T. Macario, Division ICT Coordinator
Printed in the Philippines by
Department of Education – Division of Bukidnon
Office Address: Fortich St., Sumpong, Malaybalay City
Telephone: (088) 813-3634
E-mail Address: [email protected]
Website: depedbukdinon.net.ph
10
English
Quarter 3 - Module 1:
Write to Express

This module was collaboratively developed and reviewed by educators

from public schools. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations to the
Department of Education at [email protected].

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

TABLE OF CONTENTS

Page
COVER PAGE
COPYRIGHT PAGE
TITLE PAGE
TABLE OF CONTENTS

WHAT THIS MODULE IS ABOUT

Note to the Teacher/Facilitator
Note to the Learner
Note to the Parents/Guardian
Module Icons

WHAT I NEED TO KNOW 1

WHAT I KNOW (Pretest) (Monday) 1

Lesson 1: Principles of Cohesion and Coherence

What I Need to Know 4
What I Know 4
Task 1: Self - Check
What’s In 6
Task 2: See the Links
What’s New 7
Task 3: Connect Me If I Am Right
What Is It 7
Task 4: Quick Writes
What’s More 9
Task 5: Follow the Order
Task 6: Get connected
What I Have Learned 10
Task 7: My Reflection
What I Can Do 10
Task 8: Let’s Write
Assessment 11
Task 9: Test Yourself
Additional Activities 12
Task 10: Complete Me

Lesson 2: Informative, Persuasive and Argumentative Writing Techniques

(Tuesday)
What I Need to Know 14
What I Know 14
Task 1: Self Check
What’s In 16
Task 2: I Remember
What’s New 16
Task 3: See the Difference
What Is It 17
Task 4: Learn and Write
What’s More (Wednesday) 18
Task 5: True or False
Task 6: Write It Right
What I Have Learned 19
Task 7: Compare and Contrast
What I Can Do 20
Task 8: Write and Speak
Assessment 20
Task 9: Test Yourself
Additional Activities 22
Task 10: Write From A Photo

Lesson 3: Critique Writing (Thursday)

What I Need to Know 23
What I Know 23
Task 1: Self - Check
What’s In 25
Task 2: Remember Me
What’s New 26
Task 3: Mystery Words
Task 4: Read Me
What Is It 27
Task 5: Quick Writes
What’s More 29
Task 6: Yes or No
Task 7: Writing Fix
What I Have Learned 31
Task 8: My Reflection
What I Can Do 31
Task 9: Act It Out
Assessment 32
Task 10: Test Yourself
Additional Activities 33
Task 11: Judgmental

Assessment (Posttest) (Friday) 34

Key to Answers 36
References 38
Appendices 40
What This Module Is About

Hello, learner! Welcome to

Quarter 3. In this module, I will be Good day, Teacher.
your English teacher and I will be It’s my pleasure meeting you.
guiding you as you go through your I am excited about what
journey. awaits me in this module.
Please keep in mind on how to I am sure I will be
use this module. Please read the notes learning great things like I did
and reminders stated below for you to in the previous quarter.
be guided in achieving your goals.
Good luck!

For the facilitator:

Welcome to the English 10 Alternative Delivery Mode (ADM) Module on Write to
Express!
This module was collaboratively designed, developed and reviewed by educators
from public schools 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.
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.
For the learner:
Welcome to the English 10 Alternative Delivery Mode (ADM) Module on Write to
Express!
The hand is one of the most symbolized parts 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!

How to Learn from this Module

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.

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.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

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.
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!
What I Need to Know

Before starting the lesson,

take note of the competencies you
need to develop as you charter
your journey in this module.

This module was designed and written with you in mind. It is here to help you
master the skills in English. 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.
The module is divided into three lessons, namely:
 Lesson 1 – Principles of Cohesion and Coherence
 Lesson 2 – Informative, Persuasive and Argumentative Writing Techniques
 Lesson 3 – Critique Writing

After going through this module, you are expected to:

 expand ideas using principles of cohesion and coherence
(EN10WC-IIIa-14.1.1);
 use a variety of informative, persuasive and argumentative writing techniques
(EN10WC-IVb-14.1.2); and,
 compose an independent critique of a chosen selection (EN10WC-IIIg-14).

Now, take the Pretest to check

your knowledge on the lessons covered
in this module. Do your best and good
luck!

What I Know

Directions: Read carefully the questions in each item and choose the letter of the
correct answer. Write the letter of the most appropriate answer on a
separate sheet of paper.

1. What is cohesion?
A. Cohesion introduces new ideas in a text.
B. It is a special type of argument used in writing.
C. Cohesion is a special type of glue that writers use to make ideas stick
together.

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D. It is the way in which an author uses sentence structure to make the text
more understandable to the reader and the way the sentences relate to
each other.

2. Which of the following is NOT a good technique for ensuring coherence?

A. using topic sentences
B. repeating key terms
C. crafting transitions carefully
D. ensuring that thesis statement is persuasive

3. This refers to the “grammatical” aspects of writing and is focused on the degree to
which sentences (or even different parts of a sentence) are connected so that the
flow of ideas is easy to follow.
A. Organization B. Language Use
B. Writing Mechanics D. Coherence and Cohesion

4. Coherence applies to ______________.

A. paragraphs B. sentences
C. whole arguments D. all of the above

5. What is coherence?
A. Coherence is the sound a speech makes when it’s read aloud.
B. Coherence is how easily the entire text is understood by the reader.
C. Coherence is a writer’s way of making a text less understandable to the
reader.
D. Coherence introduces new ideas in a text that have never been discussed
or introduced.

6. What is the purpose of an informative essay?

A. to tell a story
B. to persuade the reader
C. to entertain the readers
D. to provide information, or explain steps in a process

7. A writer uses persuasion attempts to _________________.

A. tell a story
B. teach you how to make or do something
C. influence you to do or believe something
D. inform you about historic or current events

8. What is a thesis statement?

A. It is a summary of the main idea.
B. It is a general idea of what the essay is about.
C. It is a suggestion that you should read the essay.
D. It is a statement that explains the main idea of an essay.

9. Every argument begins with one of these.

A. claim B. evidence
C. explanation D. reason

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10. What is argumentative writing?
A. It is the trustworthiness of a source.
B. It is the evidence that supports a claim.
C. It is the writer’s position on an issue or problem.
D. It is a form of writing that expresses a position on a problem and supports
with reasons and evidence.

11. A critique essentially refers to what for an article review?

A. how clever the title is
B. how strong your thesis is
C. how many questions you can ask about the article
D. how you evaluate the accuracy, strengths and weaknesses of an article

12. What is the first step in critiquing a book or article?

A. Write your reactions.
B. Note the author’s main point/thesis statement.
C. Begin by reading the book or article and annotate as you read.
D. Divide the book/article into sections of thought and write a brief summary of
each thought in your own words.

13. What goes into body paragraphs?

A. information about the topic
B. information about the material
C. evidences/examples that are funny
D. evidences/examples that prove the thesis

14. The following are recommended to be included in writing your book review
introduction EXCEPT ______________.
A. thesis of the book
B. new material to read
C. link of the title to the subject matter
D. book title, theme and author’s name

15. What academic writing is both an evaluation and description of a book?

A. book report B. book review
C. research report D. literature review

Did you get them all right?

Great! If not, it’s okay. The activities
and exercises prepared for you will
help you get through with this module.
Let’s get started!

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Lesson
Principles of Cohesion and
1 Coherence

What I Need to Know

In this lesson, you will be able to enhance your skills in expressing your ideas
clearly and logically. You will develop your writing skills as well as you go through
with the activities and exercises prepared in this lesson.
In charting the course of your journey in this lesson, you are expected to:
 expand ideas using principles of cohesion and coherence
(EN10WC-IIIa-14.1.1);
 identify cohesive devices used in written discourse; and,
 use cohesive devices to achieve well-written paragraphs

What I Know
.

Now, let’s check if you are

familiar with the topics presented in
this lesson.

Task 1: SELF CHECK

Directions: Read carefully the questions in each item and choose the letter of the
correct answer. Write the letter of the most appropriate answer on a
separate sheet of paper.

1. What is cohesion?
A. Cohesion introduces new ideas in a text.
B. It is a special type of argument used in writing.
C. Cohesion is a special type of glue that writers use to make ideas stick
together.
D. It is the way in which an author uses sentence structure to make the text
more understandable to the reader and the way the sentences relate to
each other.
2. What is coherence?
A. Coherence is the sound a speech makes when it is read aloud.
B. Coherence is how easily the entire text is understood by the reader.
C. Coherence is a writer’s way of making a text less understandable to the
reader.
D. Coherence introduces new ideas in a text that have never been discussed
or introduced.
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3. Which shows an example of coherence?
A. An author uses word choices that describe an image or scene.
B. Sentences flow together and make sense when stick together.
C. Words cause a reader to use a dictionary to understand them.
D. An author pays attention to how the organization of an essay might make
it more understandable to the reader.

4. Cogent means ______________.

A. coherent B. persuasive
C. unified D. all of the above

5. Coherence applies to ______________.

A. paragraphs B. sentences
C. whole arguments D. all of the above

6. Which of the following is NOT a good technique for ensuring coherence?

A. using topic sentences
B. repeating key terms
C. crafting transitions carefully
D. ensuring that thesis statement is persuasive

7. Coherence is _________________.
A. always objective, especially in formal essays
B. always subjective, especially in creative writing
C. objective in creative writing but subjective in formal essays
D. subjective in creative writing but objective in formal essays

8. Which of the following is not a property of a well-written text?

A. organization B. paragraphing
C. writing mechanics D. coherence and cohesion

9. A well-written text is _________________.

A. the writer’s knowledge of the fundamental properties of grammar
B. formed by proper paragraphing and logical order of presentation of ideas
C. built around effective paragraphing, on coherence and on established
conventions
D. shown by the interplay of both the physical aspects of organization and
deeper textual aspects

10. Which property of a well-written text constitutes proper paragraphing and logical
order of presentation of ideas?
A. Organization B. Language Use
B. Writing Mechanics D. Coherence and Cohesion

11. Which property of a well-written text constitutes features that facilitate textual
continuity?
A. Organization B. Language Use
B. Writing Mechanics D. Coherence and Cohesion

12. Which property of well-written text refers to the appropriate language to be used
in writing/speaking?

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A. Organization B. Language Use
B. Writing Mechanics D. Coherence and Cohesion

13. Which property of a well-written text refers to the established writing conventions
for words that you use?
A. Organization B. Language Use
C. Writing Mechanics D. Coherence and Cohesion

14. This refers to the overall understandability of what you write or say and involves
summarizing the overall argument; putting separate, major points into separate
paragraphs; and beginning each paragraph with a ‘topic sentence’, followed by
supporting sentences.
A. Organization B. Language Use
B. Writing Mechanics D. Coherence and Cohesion

15. This refers to the “grammatical” aspects of writing and is focused on the degree
to which sentences (or even different parts of a sentence) are connected so that
the flow of ideas is easy to follow.
A. Organization B. Language Use
B. Writing Mechanics D. Coherence and Cohesion

What’s In

Task 2: SEE THE LINKS

In both oral and written communication, we are better understood if we use a
sentence in the right context. The use of words and sentences to convey ideas to
someone else is called discourse.

Read the paragraph and see how the sentences relate to each other to bring
out the main idea.
Another difference among the world’s seas and oceans is that the salinity varies in
different climate zones. For example, the Baltic Sea in Northern Europe is only one-fourth as
saline as the Red Sea in the Middle East. There are two reasons for this. First of all, in warm
climate zones, water evaporates rapidly; therefore, the concentration of salt is greater.
Second, the surrounding land is dry and, consequently, does not contribute much fresh
water to dilute the salty sea water.
In cold climate zones, on the other hand, water evaporates slowly. Furthermore, the
runoff created by melting snow adds a considerable amount of fresh water to dilute the
saline sea water.

Source: https://www.coursehero.com/file/p4hvjf0o/Paragraph-1-A-difference-among-the-
worlds-seas-and-oceans-is-that-the-salinity/

Process Questions:

1. How are the sentences linked together?

2. What are the links that made the paragraph clear and logical?

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What’s New

Task 3: CONNECT ME IF I AM RIGHT

Select appropriate words from the list below, and write them in the proper
places to come up with a coherent paragraph. There can be more than one word that
fits in some places. Select the one that you think fits best.

meanwhile as a result of first once upon a time

while through next under
beside then

(1) ______________________________________ there lived a family of

bears in a lovely wooded area. Their home was (2) _______________ some trees
(3)_________________________________ a small stream. One day
(4)__________________________________ the bears were not at home, a little girl
came to the house. (5)_______________________________, she knocked on the
door. (6)____________________________, even though no one answered her
knock, she entered the house. (7)__________________________, she ate some of
the bears' food, and she napped on one of their beds.
(8)__________________________________, the bears returned home. They were
surprised to see their door open. Their roars woke up the girl, and she fearfully ran
from the house, (9)___________________________________ the woods, and back
to her own home. (10)__________________________________ her experiences,
she never again went into the woods alone.

What Is It

Task 4: QUICK WRITES

 COHESION refers to connection within and between sentences.

 COHESIVE WRITING refers to the connection of your ideas both at the

sentence level and the paragraph level.

 COHERENCE in writing means that all ideas in a paragraph flow smoothly

from one sentence to the next sentence.

Cohesion and coherence apply to spoken and written discourse. Coherence may
be achieved with the use of the following cohesive devices:

1. Repetition of a Key term or Phrase – This helps to focus your ideas and to
keep your reader on track.

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Example: The problem with contemporary art is that it is not easily
understood by most people. Contemporary art is deliberately abstract, and
that means it leaves the viewer wondering what she is looking at.

2. Synonyms – Synonyms are words that have essentially the same meaning,
and they provide some variety in your word choices, helping the reader to stay
focused on the idea being discussed.

Example: Myths narrate sacred histories and explain sacred origins.

These traditional narratives are, in short, a set of beliefs that are a very real
force in the lives of the people who tell them.

3. Pronouns – this, that, these, those, he, she, it, they, and we are useful
pronouns for referring back to something previously mentioned. Be sure,
however, that what you are referring to is clear.

Example: When scientific experiments do not work out as expected,

they are often considered failures until some other scientist try them again.
Those that work out better the second time around are the ones that promise
the most rewards.

4. Transitional Words – There are many words in English that cue our readers
to relationships between sentences, joining sentences together.
Examples of transitional words are however, therefore, in addition, also, but,
moreover, again, besides, and then, in addition to, compared with, in
comparison with, similarly, again, likewise, nevertheless, instead, granted,
certainly, it may be the case, on the contrary, etc.

Example: I like autumn, and yet autumn is a sad time of the year, too.
The leaves turn bright shades of red and the weather is mild, but I can’t help
thinking ahead of the winter and the ice storms that will surely blow through
here. In addition, that will be the season of chapped faces, too many layers
of clothes to put on, and days when I’ll have to shovel heaps of snow from my
car’s windshield.

Did you now grasp the discussion

on cohesion and coherence? Are you now
ready to answer the activities? Let’s try!

What’s More

Task 5: FOLLOW THE ORDER

Rearrange the sentences in each group to form a logical paragraph using all
the cohesive devices as your guide. Write your answer on a separate sheet of paper.

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Paragraph 1
____ A. The U.N. affirms this when it states that the first right of every child is the
right to be wanted.
_____B. A child should never be the result of chance, but should always be the
product of a responsible gift of love of its parents to each other, and to all
of humanity and the Creator Himself.
_____C. Likewise, all parents should prepare their own little world – their home.
_____D. God prepared the world for the coming of His only begotten son.

Paragraph 2
_____A. During this critical stage, a child is no longer a child but not yet an adult.
_____B. At this stage, responsible parenthood demands that parents learn to
gradually “let go” of their parental authority and learn to be their child’s
best friends.
_____C. From age 13 to 19, a child needs much understanding from its parents in
order to overcome the difficult tensions and crises of adolescence.
_____D. In this process, the child learns a sense of true love, since friendship is
really nothing more than a form of unselfish love.

Task 6: GET CONNECTED

Choose the correct connector from the choices enclosed in parentheses to
create cohesive paragraphs. Write your answer on a separate sheet of paper.

Dear Sir,

I am writing concerning last week’s editorial, ‘Discipline in our Schools’. 1

(Generally speaking, Sometimes, Of course), I do not write letters to newspapers,
but I feel that I have to write on this occasion. 2 (Frankly, Literally, In my opinion), I
got extremely angry when I read the editorial, which virtually maintained that
discipline is the same as cruelty.

3. (Strictly, Quite properly, Personally), when I was at school, we were told

what to do, and we did it. 4 (Undoubtedly, In short, Naturally), if we did not we were
punished. And if we repeatedly refused to obey, we were punished severely. 5 (As a
matter of fact, Indeed, Of course), this may seem hard to some people, and 6
(evidently, in brief, understandably), we resented it at the time. But we did not really
suffer, and we learnt certain values and a certain self-respect. 7 (Apparently, As far
as I am concerned, To be precise), I am convinced that discipline is essential if
children are to have a sense of security. 8 (Technically, With respect, Obviously), a
child needs to know what is right and what is wrong, i.e. he needs moral guidance. 9
(Unjustly, Practically, Clearly), to judge their behavior in public, many children
nowadays have no such guidance. 10 (Really, Admittedly, Officially), physical cruelty
would be going too far, but good and sound discipline would make these young
people happier with themselves and better members of society.

9
What I Have Learned

Task 7: MY REFLECTION
Write a reflective log following the guide below. Write your answers on a
separate sheet of paper.

1. The lesson we tackled enabled me to __________________________________.

2. I feel that _________________________________________________________.
3. Working alone with the activities gives me a realization that _________________.
4. I have learned that _________________________________________________.
5. In the future, ______________________________________________________.

Here’s to another activity!

What I Can Do

Task 8: LET’S WRITE

Write an essay about any of the topics below. Use cohesive devices to
strengthen your essay.

a sport eating healthy foods curfew

a holiday living with a disability COVID-19

Wow! Congratulations for

trying your best. Now do the
assessment to see how well you
understood the lesson.

Assessment

Task 9: TEST YOURSELF

A. Choose the most appropriate word or phrase to complete each sentence. Write
the letter of your answer only.

1. Younger students often need guidance regarding their studies. _________, adults
also have problems that need addressing.
A. Despite B. Similarly
C. So D. Therefore

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2. Learning a trade when you are older can improve job prospects. __________, it
gives people a sense of achievement.
A. In addition B. In general
C. Because of D. Even though

3. At the end of your learning journey, you will want to have useful qualifications.
________ student wants to believe that their studies were a waste of time.
A. All B. And
C. Every D. No

4. Expenses prevent some students from returning to education. ___________

reason is family commitments.
A. Also B. Another
C. But D. So

5. Many parents cannot get a stable and fast internet connection nowadays.
__________ this, modular learning is more preferable than ever.
A. Despite B. Therefore
C. Because of D. As a result

6. Many food establishments were forced to close __________ the sales rapidly
declining.
A. also B. since
C. therefore D. as a result of

7. ___________ the evidence being presented by experts, some people still do not
agree with the decision.
A. Despite B. However
C. Whereas D. While

8. The fire started at the weekend. _________ the office was empty, no one was
hurt.
A. However B. Nevertheless
C. Owing to D. Since

9. Pablo sells antique furniture __________ selling rare books.

A. as well as B. in contrast to
C. in addition to D. because of this

10. I recommend reviewing your lecture notes before the test. _________ helps you
remember the points our teacher highlighted.
A. This B. That
C. These D. Those

B. Choose the sentence which follows logically from the given sentence in each
item. Write the letter of your answer on a separate sheet of paper.

11. Studying when you’re older should not be a problem.

A. Despite this, there are many benefits to being a mature student.
B. In fact, some say that the additional experience older people have is a plus.

11
12. I would like to write about bullying.
A. First, my friend stopped going to school.
B. I have three reasons to support my opinion.

13. To be self-centered does not mean to disregard the worth of other people.
A. We are all self-centered.
B. In fact, most psychologists would probably accept this position.

14. Rewriting is something that most writers find they have to do.
A. They rewrite to discover what they have to say.
B. There are a few writers who do little formal rewriting.

15. History has made us very conscious of our past.

A. In fact, it has made us conscious of the world as a machine.
B. The machine generates successive events out of foregoing ones.

Additional Activities

Task 10: COMPLETE ME

Complete the sentences with ideas of your own. Write your answers on a
separate sheet of paper.

1. I had some difficulty with one of my subjects. Then I _______________________

_________________________________________________________________.

2. Studying can put a big strain on us, especially when _______________________

_________________________________________________________________.

3. The internet has many applications in education, such as ___________________

_________________________________________________________________.

4. Going to Senior High School may be stressful. For this reason, I ______________
_________________________________________________________________.

5. Becoming a working student is a major challenge. Consequently, _____________

_________________________________________________________________.

Good job! Now, you are ready

to take Lesson 2!

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Lesson
Informative, Persuasive and
2 Argumentative Writing
Techniques
What I Need to Know

In this lesson, you will be able to apply what you have learned in cohesion and
coherence through writing informative, persuasive and argumentative texts. You will
be exposed to more writing activities and learn more writing techniques that will help
enhance your writing skills.
In charting the course of your journey in this lesson, you are expected to:
 differentiate informative, persuasive and argumentative texts;
 use a variety of informative, persuasive and argumentative writing
techniques(EN10WC-IVb-14.1.2); and,
 write an informative, persuasive and argumentative text.

Just like the previous lesson, you will

begin with a test that is meant to assess prior
knowledge of some writing lessons you might
have learned in the past.

What I Know

Task 1: SELF CHECK

Directions: Read carefully the questions in each item and choose the letter of the
correct answer. Write the letter of the most appropriate answer on a separate sheet
of paper.

1. What is the first paragraph of a text called?

A. conclusion B. introduction
C. rough draft D. body paragraph

2. What important statement goes in your introduction?

A. a quote B. a thesis
C. a question D. a transition
3. What is a thesis?
A. It is the theme of the writing. B. It is the concluding paragraph.
C. It is the main idea of the writing. D. It is the position of an argument.

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4. What goes into body paragraphs?
A. funny evidence/examples
B. information about the topic
C. information about random material
D. evidence/examples that prove a thesis

5. What is a thesis statement?

A. a run-on sentence B. the theme of the essay
C. an incomplete sentence D. the main idea of the essay

6. What do you call the sentence that starts and explains what a body paragraph will
be about?
A. hook B. thesis
C. topic sentence D. supporting details

7. Unity means _______________.

A. the same B. separated
C. hangs together D. added together

8. When attempting to persuade is it necessary to use what type of order?

A. logical B. spatial
C. chronological D. order of importance

9. Change over time is an example of __________ order.

A. chronological B. elaboration
C. logical D. unity

10. All supporting sentences work together to support what?

A. The main idea B. The paragraph
C. The elaboration D. Thesis statement

11. Complete the following statement: A well-written paragraph should

___________________.
A. focus on a single, coherent idea
B. consist of logically connected sentences
C. both a and b
D. none of the above

12. How long should a paragraph be?

A. It is okay for paragraphs to vary in length.
B. Good paragraphs must be at least one - page long.
C. Every paragraph should be at least five sentences long.
D. Both a and b

13. Which statement about a paragraph length is TRUE?

A. In written dialogue, start a new paragraph with each new speaker.
B. Use short paragraphs when you are analyzing complex ideas or data.
C. Use long paragraphs when you are presenting facts in a technical manual.
D. Both b and c

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14. Complete the following sentence: Most paragraphs can function as __________.
A. thesis statements, summarizing the key arguments in the body of the paper
B. miniature essays, each with a main topic and related sentences to support it
C. both a and b
D. none of the above

15. The smooth logical flow of sentences within a paragraph is called ___________.
A. paragraph unity B. paragraph deduction
C. paragraph coherence D. paragraph personality

I hope you got all of them right. But if

not, don’t worry. The answers will become
clearer as you take up the activities.
So, let’s start!

What’s In

Task 2: I REMEMBER
Recall your previous lesson on cohesive devices. Identify each transition word
used in the following sentences. Write your answer on a separate sheet of paper.
1. I was anxious to leave. However, we had to wait until Uncle Pete arrived.
2. Mother told us to hurry onto the bus. Otherwise, we all would have been caught in
the rain.
3. I make my sandwich in the same way that Shawna does. We both use food that is
peanut free because of our food allergies.
4. I asked about the homework, but neither Todd nor Antonio knew what had been
assigned.
5. Even though it was very cold, Mary Beth did not wear a jacket.

What’s New

Task 3: SEE THE DIFFERENCE

Read the following texts below. Take note of the writing techniques used and
evaluate their similarities and differences in terms of style and structure.

Text 1
On July 16, 1969, the Apollo 11 spacecraft lifted off from the Kennedy
Space Center in Florida. Where was it going? To the moon! The crew consisted of
Neil Armstrong, Michail Collins, and Buzz Aldrin. They landed on the moon in the
Sea of Tranquility on July 20, 1969. The moonwalk took place the following day.
On July 21, 1969, at precisely 10:56 EDT, Commander Neil Armstrong emerged
from the spacecraft and took his famous first step onto the moon’s surface and
declared, “That’s one small step for man, one giant leap for mankind.” What a
glorious moment in human history!
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Text 2
Are you tired of seeing your paychecks slashed by unjust tax deductions?
We work hard to provide for our families and then wind up only being able to live
paycheck to paycheck. If you vote for me, I’ll make sure your taxes are lowered
and you get the government services that you depend on. Imagine everything
you’ll be able to do with more wiggle room in your monthly income. Cast your
vote today.

Text 3
“We’ve become accustomed to a new way of being “alone together”.
Technology-enabled, we are able to be with one another, and also elsewhere,
connected to wherever we want to be. We want to customize our lives. We want
to move in and out of where we are because the thing we value most is control
over where we focus our attention. We have gotten used to the idea of being in a
tribe of one, loyal to our own party.”
- A dialogue by Sherry Turkle

Process Questions:

1. What kind of text is paragraph 1? paragraph 2? paragraph 3?

2. How do the three texts differ from each other?
3. What writing techniques were used in each text?

What Is It

Task 4: LEARN AND WRITE

 Paragraph 1 is an example of an informative text. It is given for the purpose
of providing information about a topic to the audience. It is to give the audience
a new understanding or new appreciation of some topics with which they might
be familiar. Paragraph 1 tries to explain the expedition of Neil Armstrong to the
moon with the use of unusual terms or ideas to give description to the subject.
It relates the subject directly to the specific purpose and uses conversational
tone e. g. Where was it going? To the moon! which is easy to understand. It
also uses specific descriptive language and creative thinking to make the topic
more alive for the audience.

 Paragraph 2 is an example of a persuasive text. Persuasive text provides the

opportunity to convince someone to adopt a particular viewpoint. The aim is to
inform, educate and convince or motivate an audience to do something.
Paragraph 2 is an example of a political campaign which tries to convince the
audience to vote for the speaker. It uses thought provoking, daring and clear
opinion. The speaker tries to change audience opinion by providing facts and
evidences. When writing persuasive text, you should speak about something
you are knowledgeable about and can argue your opinion for, as well as
objectively discuss counter arguments. It is very common in ad campaigns

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where marketing want to convince you to buy something but it can also be
used in several other situations as well.

 Paragraph 3 is an example of argumentative text. Argumentative text tries to

change the reader’s mind by convincing him or her to agree with the writer’s
point of view. It presents arguments about both sides of an issue. It could be
both sides are presented equally balanced, or it could be that one side is
presented more forcefully than the other. This attempts to be highly persuasive
and logical. It usually assumes that the reader disagrees with the writer, but it
should be noted that the reader is no less intelligent than the writer. Hence,
argumentative writing should be written objectively, logically and respectfully.

What’s More

Task 5: TRUE OR FALSE

Write TRUE if you agree with the statement and FALSE if you disagree with it.
Write your answers on a separate sheet of paper.

_______1. The main purpose of informative writing is to persuade the audience.

_______2. Argumentative writing tries to change the reader’s mind by convincing
him or her to agree with the writer’s point of view.
_______3. Persuasive writing is very common in ad campaigns.
_______4. The basic formula of an argumentative writing consists of introductory
paragraph, body, and conclusion.
_______5. When writing a text, knowing the audience is not necessary.
_______6. Examples and evidences give support to every argument.
_______7. To tell a story is the main purpose of an informative text.
_______8. Thesis statement explains the main idea of the essay.
_______9. In informational writing, you will begin with supporting details.
_______10. A thesis statement appears at the first paragraph of an essay.

Task 6: WRITE IT RIGHT

Do the following activities for informative, persuasive and argumentative
writing. Use a separate sheet of paper for your writing tasks.

A. Write a short informative essay that explains to your fellow students, ways to
counteract cyberbullying.

B. Imagine you are a sales representative persuading the customers to buy the latest
gadget or product you’re promoting / selling. Write a paragraph convincing the
public about the advantages of buying the gadget.

C. Choose one statement and use it to begin your paragraph. It is your statement of
opinion or argument. Provide evidences to support your argument.

o We want peace. We do not want war.

o Love your neighbour as you love yourself.

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What I Have Learned

Task 7: COMPARE AND CONTRAST

Compare and contrast informative, persuasive and argumentative texts
through the Venn Diagram below.

Informative Persuasive

Argumentative

What I Can Do

Task 8: WRITE AND SPEAK

Write a short speech using your understanding of the principles of cohesion
and coherence and writing techniques. Choose your speech whether informative,
persuasive or argumentative. Use a separate sheet of paper for your write-up.

Topics for Speech Writing

 Informative Speech – Tree Planting

 Persuasive Speech – Why people Should Connect More with Nature
 Argumentative Speech – Nature vs. Nurture

 You will be rated based on the rubric found on pages 45-48. Please be guided.

Did you enjoy answering all

the activities? Now, let’s check how far
you have learned by answering the
assessment. Good luck!

Assessment

Task 9: TEST YOURSELF

Directions: Read carefully the questions in each item and choose the letter of the
correct answer. Write the letter of the most appropriate answer on a separate sheet
of paper.

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1. What are the three main parts of an essay?
A. Introduction, Hook, Body
B. Claim, Counterclaim, Rebuttal
C. Introduction, Body, Conclusion
D. The hook, the topic sentence, and conclusion

2. What is the purpose of an informative essay?

A. To tell a story
B. To persuade the reader
C. To entertain the readers
D. To provide information, or explain steps in a process

3. In informational writing, you will begin with _________________.

A. Body Paragraph B. Supporting Details
C. Conclusion Paragraph D. Introduction Paragraph

4. When writing an informational text, the next thing you will write after the
introduction is?
A. Body Paragraph B. Conclusion
C. Evidences D. Introduction

5. To inform means to _________________.

A. give in a form B. take the form
C. give information D. give informal speech

6. A writer uses persuasion attempts to __________________.

A. tell a story
B. teach you how to make or do something
C. influence you to do or believe something
D. inform you about historic or current events

7. What are the components of a persuasive writing?

A. Arguments, Details, Thesis
B. Introduction, Body, Conclusion
C. Topic Sentence, Details, Concluding Sentence
D. Introduction, Thesis Statement, Body Paragraphs, Conclusion

8. What is the purpose of persuasive writing?

A. to argue B. to inform
C. to entertain D. to persuade

9. Where should a thesis statement appear?

A. last paragraph B. first paragraph
C. anywhere in the essay D. first sentence of every paragraph

10. What is a thesis statement?

A. It is a summary of the main idea.
B. It is a general idea of what the essay is about.
C. It is a suggestion that you should read the essay.
D. It is a statement that explains the main idea of an essay.

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11. What are transitions used for?
A. helps add depth B. support your thesis
C. support your evidence D. guide you through the reading

12. What is the first thing you put in the introduction of an argumentative essay?
A. argument B. hook
C. rebuttal D. three reasons

13. Every argument begins with one of these.

A. claim B. evidence
C. explanation D. reason

14. Facts, quotations, statistics, and case studies are all types of:
A. appeals B. evidences
C. opinions D. reasons

15. What is argumentative writing?

A. It is the trustworthiness of a source.
B. It is the evidence that supports a claim.
C. It is the writer’s position on an issue or problem.
D. It is a form of writing that expresses a position on a problem and supports
with reasons and evidences.

Additional Activities

Task 10: WRITE FROM A PHOTO

Write a short paragraph based on the picture shown below. Use one from the
three text types (informative, argumentative, persuasive) you learned. Use a separate
sheet of paper for your output.

Source: https://today.rtl.lu/your-luxembourg/your-voice/a/1511684.html

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Lesson

3 Critique Writing

What I Need to Know

Specifically, in this lesson, you will be able to learn how to critique a book, an
article or any literary works that will better improve your writing skills and critical
thinking skills which a 21st century learner must acquire.
In charting the course of your journey in this lesson, you are expected to:
 define and describe critique writing;
 identify features and elements of critique writing; and,
 compose an independent critique of a chosen selection
(EN10WC-IIIg-14).

Now, take the pre test.

Please do your best.

What I Know

Task 1: SELF CHECK

Directions: Read carefully the questions in each item and choose the letter of the
correct answer. Write the letter of the most appropriate answer on a separate sheet
of paper.

1. It refers to the final paragraph of any writing piece.

A. body B. claim
C. conclusion D. introduction

2. It is the interesting use of words intended to grab the reader’s attention at the
beginning of a writing piece.
A. body B. conclusion
C. counter claim D. hook/lead

3. It is an analysis of a particular piece of writing.

A. article B. critique
C. editorial D. essay

4. What does a critique aim to?

A. Inform the reader
B. Summarize the original text
C. Prove how flawed the literary work is
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D. Analyze how well the points in the article are made

5. A critique must be written ________ based on observations of the text.

A. emotionally B. mentally
C. objectively D. subjectively

6. Which of the following states how critiques benefit the writer of the text being
critiqued?
A. Critiques make the reader to be entertained.
B. Critiques help the writer make his work better.
C. Critiques give the writer concrete ideas for a new text.
D. Critiques encourage the writer to pursue a different line of work.

7. Which of the following follows the correct steps in writing a critique?

A. State a conclusion as well as reasons for it.
B. Read and understand the text.
C. Review the ideas and their flow in the text.
D. Orient the reader regarding the text.

A. BCDA B. BDAC
C. BDCA D. ABCD

8. Which of the following is considered a good critique?

A. One that is subjective and bias.
B. One that is objective and does not have any bias.
C. One that only dwells on the good point of the text.
D. One that discusses only the weaknesses of the text.

9. Which of the following is not true?

A. Critique helps the writer make his work better.
B. Critiques benefit only the writer of the original text.
C. Critique writing involves critical thinking and analytical skills.
D. Good critiques state both the good points and the weaknesses of the text.

10. Lindsay needs to write a critique of an essay, but she does not know how. Which
of the following should she do?
A. Read the essay. B. Rewrite the essay.
C. Analyse the essay. D. Write a continuation of the essay.

11. Barry is writing a critique, but he is having trouble with how to start it. Which of the
following should he do?
A. Start with observations. B. Write down the good points.
C. Write down the bad points. D. Orient the readers about the work.
12. Portia is critiquing a persuasive text. Which of the following should she include in
her critique?
A. if the text is interesting B. if the text is convincing
C. if the arguments are logical D. if the text is for kids or adults

13. Book report and book review are the same? This statement is _________.
A. False B. True
C. Maybe D. Not sure

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14. What academic writing is both an evaluation and description of a book?
A. book report B. book review
C. article review D. article critique

15. What type of writing focuses on summarizing the work that you read?
A. book report B. book review
C. article critique D. literature review

Did you get a perfect score?

That’s great, study the lesson well to
improve your skills. Now, you are ready
to start.

What’s In

Task 2: REMEMBER ME
Recall an interesting text that you have read. Complete the following tasks by
supplying the blanks with the needed information.

I read a text titled ______________, written by ________________. I like the story

because_____________________________________________________________
__________________________________________________________________
I don’t like the story because ____________________________________________
___________________________________________________________________.

What’s New

Task 3: MYSTERY WORDS

In the box is a pool of words you will come across as you read “The Training of
a Knight”. Read the definition and then choose the defined word from the box. Write
your answer on a separate sheet of paper.

knight valet/varlet esquire noble

page arduous reverence

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_________1.hard to accomplish or achieve
_________2. possessing outstanding qualities
_________3. honor or respect felt or shown
_________4. a youth being trained for the medieval rank of a knight
_________5. a man’s male servant
_________6. a candidate for knighthood
_________7. a man ceremonially inducted into special military rank usually
after completing service as page and esquire

Task 4: READ ME
Read the excerpt “The Training of a Knight” and take note its strengths and
weaknesses on how it was written by the writer.

The Training of a Knight

Excerpts from The Age of Chivalry or Legends
of King Arthur by Thomas Bulfinch (1858)

The preparatory education of candidates for knighthood was long and

arduous. At seven years of age the noble children were usually removed from their
father's house to the court or castle of their future patron, and placed under the care
of a governor, who taught them the first articles of religion, and respect and
reverence for their lords and superiors, and initiated them in the ceremonies of a
court. They were called pages, valets or varlets, and their office was to carve, to wait
at table, and to perform other menial services which were not then considered
humiliating. In their leisure hours they learned to dance and play on the harp, were
instructed in the mysteries of woods and rivers, that is, in hunting, falconry, and
fishing, and in wrestling, tilting with spears, and performing other military exercises
on horseback. At fourteen the page became an esquire, and began a course of
severer and more laborious exercises. To vault on a horse in heavy armor; to run, to
scale walls, and spring over ditches, under the same encumbrance; to wrestle, to
wield the battle-axe for a length of time, without raising the visor or taking breath; to
perform with grace all the evolutions of horsemanship,- were necessary preliminaries
to the reception of knighthood, which was usually conferred at twenty-one years of
age, when the young man's education was supposed to be completed. In the
meantime, the esquires were no less assiduously engaged in acquiring all those
refinements of civility which formed what was in that age called courtesy. The same
castle in which they received their education was usually thronged with young
persons of the other sex, and the page was encouraged, at a very early age, to
select some lady of the court as the mistress of his heart, to whom he was taught to
refer all his sentiments, words, and actions. The service of his mistress was the glory
and occupation of a knight, and her smiles, bestowed at once by affection and
gratitude, were held out as the recompense of his well-directed valor. Religion united
its influence with those of loyalty and love, and the order of knighthood, endowed
with all the sanctity and religious awe that attended the priesthood, became an
object of ambition to the greatest sovereigns.

The ceremonies of initiation were peculiarly solemn. After undergoing a

severe fast, and spending whole nights in prayer, the candidate confessed, and
received the sacrament. He then clothed himself in snow-white garments, and
repaired to the church, or the hall, where the ceremony was to take place, bearing a
knightly sword suspended from his neck, which the officiating priest took and
blessed, and then returned to him. The candidate then, with folded arms, knelt
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before the presiding knight, who, after some questions about his motives and
purposes in requesting admission, administered to him the oaths, and granted his
request. Some of the knights present, sometimes even ladies and damsels, handed
to him in succession the spurs, the coat of mail, the hauberk, the armlet and
gauntlet, and lastly he girded on the sword. He then knelt again before the president,
who, rising from his seat, gave him the "accolade," which consisted of three strokes,
with the flat of a sword, on the shoulder or neck of the candidate, accompanied by
the words: "In the name of God, of St. Michael, and St. George, I make thee a
knight; be valiant, courteous, and loyal!" Then he received his helmet, his shield, and
spear; and thus the investiture ended.

Process Questions:
1. Describe briefly the training of a page, an esquire, and a knight.
2. What aspects of the training are relevant to our youth?
3. Is chivalry still true today? Explain briefly.

What Is It

Task 5: QUICK WRITES

What is a critique?
 A critique is a paper that gives a critical assessment of a book or article.
 A critique is a systematic analysis of a piece of literature that discusses its
validity and evaluates its worth.
 Its main purpose is not informational, but analytic and persuasive.
 In analyzing the content and context within which the book (or article) was
written, the writer of a critique argues whether it is worth reading or not.

CRITICAL ANALYSIS TEMPLATE

 State the title of the work, the author’s name and the date of
publication.
 Outline main ideas of the book and identify the author’s thesis.
 State your own thesis statement and your main idea about the
Introduction work.
Examples:
The novella, The Metamorphosis, by Frank Kafka is an excellent
story because the author…
The article “Narratives of intercultural transformation” by Ingrid
Adams is informative and insightful because the author…
 Briefly outline the main ideas of the book, article or film.
 It should involve who, what, where, when, why and how.
 You may also choose to discuss the structure, style or point of
view.
Body Examples:
This book is about… The author argues that…
The setting is… The research was…
The main character… The main points are…
The theme is… The authors conclude…
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 Critically state what you like and do not like about the book,
article or film.
 Explain your ideas with specific examples from the book, article
or film.
 Assess whether the author has achieved their intended goal.
Analysis  The analysis may look at whether the work is:
▪ focused, understandable, persuasive, clear, informative
▪ original, exciting, interesting, well-written
▪ directed at the appropriate audience, meeting, and purpose
▪ well researched, with appropriate conclusions, and more…
 The analysis is made up of several different paragraphs.
 Restate your thesis in new words.
 Summarize your main ideas if possible with new and stronger
words.
Conclusion  Include a call to action for your reader.
Example:
You must read this book because … or This article is not useful
because…

Read the sample critique to get to know more about critique writing.

Book Review: The Little Prince

Today’s book review will be on ‘The Little Prince’ by Antoine De Saint-

Exupéry. Growing up as a child, this was one of my favorite books with a very
important life lesson to learn. (introduction)
‘The Little Prince’ tells the story of a pilot stranded in the desert fixing his
aeroplane, until one day he meets a little boy – the Little Prince. The Little Prince
tells the pilot many stories of his magical journey from his little planet and of his
encounters with different grown-ups. The story focuses on how grown-ups are only
interested in figures or matters of very little importance in life, in which the Little
Prince cannot understand. The story highlights how most grown-ups miss out on the
simple things in life, such as friendship, love and the beauty of the world because
they are too occupied with gaining wealth and power. They are tricked into believing
that figures or having money is important, but their life has no meaning. (body)
What I like most about ‘The Little Prince’ is the key message of: “It is only with
the heart that one can see rightly, what is essential is invisible to the eye.” It teaches
the reader that it is important to look beneath the surface to truly understand
something, which most people fail to do as they are only interested in the face-value
of something, as demonstrated at the very beginning of the story. This is a very
important message for any child or grown-up to understand, in which the book
demonstrates very beautifully.(analysis)
The story writing itself is kept very simple with no rhythm or rhyme, but the
imagination and maturity of the story keeps the reader interested along with the use
of drawings by the author to help the reader visualize some things which may be
unfamiliar. Not everyone knows what ‘Baobabs’ are? (analysis)
Overall I would recommend ‘The Little Prince’ to all children over the age of
8, as younger readers may fail to understand certain words or the key message
being portrayed. They may also find the book too serious, lacking any fun or humor,

26
while older readers will definitely appreciate the beautiful message in this old tale.
(conclusion)

Let’s see how well you understood

the discussion on critique writing. Let’s try
practicing what you have just learned. Do
the practice activities below.

What’s More

Task 6: YES OR NO
Write YES if you agree with the statement and NO if you disagree with it.
Write your answers on a separate sheet of paper.
_____ 1. Fictitious data are allowed in crafting your literature review.
_____ 2. Book report and book review are the same.
_____ 3. Critiques benefit only the writer of the original text.
_____ 4. A book report focuses on summarizing the work that you read.
_____ 5. A book review is both an evaluation and description of a book.
_____ 6. A critique must be written emotionally based on observations of the text.
_____ 7. A critique aims to analyze how well the points in the article are made.
_____ 8. Book title, theme and author’s name are found in the body paragraph.
_____ 9. General idea of the work is found in the conclusion.
_____ 10. Criticism is not mere fault finding but an analysis of strengths and as well
as weaknesses.

Task 7: WRITING FIX

Considering its intellectual and emotional appeal, write a critique of the
selection “The Training of a Knight”. Use the following guide. Write your critique on a
separate sheet of paper. Refer to pages 48-49 for the rubric of assessment.

CONTEXT: What genre is it? Adventure? Science fiction? Fantasy? Literary?

AUTHOR’S INTENTION: What is the author trying to accomplish with the story? If
the story is meant to be funny and isn’t, or is meant to be a morality tale but doesn’t
quite pull it off, then it has failed in at least one respect.

YOUR REACTIONS: Note your reactions as you read. Either keep a spare piece of
paper with you or mark your reactions on the margins of the text.

LITERARY DEVICES: Figures of speech used in the story and their purpose.

LITERARY TECHNIQUE: Ask yourself if these literary techniques make the reading
experience more enjoyable or strengthen the story.

ENDING OF THE STORY: Decide how the ending relates both to the story as a
whole and its beginning. Does the ending resolve the plot and bring closure to the
crisis of the characters?

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What I Have Learned

Task 8: MY REFLECTION
Fill in the table below with the insights you had in this lesson. Write your
answers on a separate sheet of paper.

The Best Part of the Topics You Want to

Insights from the Lesson
Lesson Continue Learning

What I Can Do

Task 9: ACT IT OUT

Answer the following questions that follow. Write your answer on a separate
sheet of paper.

The story “The Training of a Knight” describes the chivalry of a page,

esquire and a knight. As a youth of today, what relevant experience can you
relate to chivalry? What qualities of a page, esquire and a knight that are
essential to the youth?

Assessment

Task 10: TEST YOURSELF

Directions: Read carefully the questions in each item and choose the letter of the
correct answer. Write your answers on a separate sheet of paper.

1. What academic writing requires you to analyse a book, identify its arguments, and
evaluates its strength and weaknesses?
A. book report B. book review
C.article critique D. literature review

2. What academic writing requires you to gather a comprehensive body of

knowledge that has bearing on the research study?
A. book report B. book review
C. research report D. literature review

3. Are fictitious data allowed in crafting your literature review?

A. Maybe B. No
C. Not sure D. Yes
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4. The following are recommended to be included in writing your book review
introduction EXCEPT ______________.
A. thesis of the book B. new material to read
C. link of the title to the subject matter D. title, theme and author’s name

5. Writing is tame enough that younger teens could also read it, but most of the
characters are adults or on the verge of adulthood. What does tame mean?
A. gentle B. harsh
C. lose D. wild

6. A critique essentially refers to what for an article review?

A. how clever the title is
B. how strong your thesis is
C. how many questions you can ask about the article
D. how you evaluate the accuracy, strengths and weaknesses of an article

7. What is the main difference between an article review and a formal essay?
A. Formal essays need titles.
B. When writing an essay, you’re more focused on the conclusion.
C. Article reviews don’t require the same formatting as formal essays.
D. When writing an article review, you’re focused solely on the content of that
particular article.

8. What is a good way to analyze and evaluate an article for an article review?
A. plagiarize B. ask questions
C. use big words D. use lots of quotations

9. What information can be found in the body of critique writing?

A. summary B. thesis statement
C. recommendations D. book title and author’s name

10. What is a thesis statement?

A. a summary B. an incomplete sentence
C. the theme of the essay D. the main idea of the essay

11. What goes into body paragraphs?

A. Information about the topic B. Information about the material
C. funny evidences/examples D. evidences that prove the thesis

12. What is the first paragraph called?

A. Conclusion B. Introduction
C. Rough Draft D. Body Paragraph

13. What is the main purpose of a critique?

A. To argue B. To inform and entertain
C. To persuade D. To analyse and persuade

14. What is the first step in critiquing a book or article?

A. Write your reactions.
B. Note the author’s main point/thesis statement.
C. Begin by reading the book or article and annotate as you read.

29
D. Divide the book/article into sections of thought and write a brief summary of
each thought in your own words.

15. What can be found in the conclusion?

A. Quotations B. Evidences/examples
C. General idea of the work D. Book title and author’s name

Additional Activities

Task 11: JUDGMENTAL

Select an article, or any literary piece that you are interested in. Read and
compose a critical analysis. Follow the steps in writing a critique paper. Write your
critique on a separate sheet of paper.

You are almost finished with the

module. To determine the extent of the
benefits you got from it evaluate your gains
by taking the posttest.

Assessment (Post-test)

Directions: Read carefully the questions in each item and choose the letter of the
correct answer. Write the letter of the most appropriate answer on a separate sheet
of paper.

1. The word cohere means _________________.

A. to read clearly B. to not understand
C. to stick to something D. to be a free of thought

2. Coherence means ________________.

A. to summarize B. to separate your ideas
C. to conclude your paragraph D. to make sentences stick together

3. When sentences stick together, it _________________.

A. confuses the reader B. makes the ideas unclear
C. makes all your ideas one D. makes your ideas flow logically

4. What is one way to create coherence in your writing?

A. Use adjectives. B. Use transitions.
C. Use conjunctions. D. Use ‘I’ throughout your essay.

5. In which functional category do the following logical linking words belong: in order
to, to, so as to?
30
A. addition B. contrast
C. purpose D. time

6. What is the purpose of an informative essay?

A. to tell a story B. to persuade the reader
C. to entertain the readers D. to provide information

7. A writer uses persuasion attempts to _____________.

A. tell a story
B. teach you how to do something
C. influence you to do or believe something
D. inform you about historic or current events

8. What are the components of a persuasive writing?

A. Arguments, Details, Thesis
B. Introduction, Body, Conclusion
C. Topic Sentence, Details, Concluding Sentence
D. Introduction, Thesis Statement, Body Paragraphs, Conclusion

9. What is a thesis statement?

A. It is a summary of the main idea.
B. It is a general idea of what the essay is about.
C. It is a suggestion that you should read the essay.
D. It is a statement that explains the main idea of an essay.

10. What is argumentative writing?

A. It is the trustworthiness of a source.
B. It is the evidence that supports a claim.
C. It is the writer’s position on an issue or problem
D. It is a form of writing that expresses a position on a problem and supports
with reasons and evidence.

11. What academic writing requires you to analyze a book, identify its arguments,
and evaluates its strength and weaknesses?
A. book report B. book review
C. article critique D. literature review

12. The following are recommended to be included in writing your book review
introduction EXCEPT ______________.
A. thesis of the book
B. link of the title to the subject matter
C. book title, theme and author’s name
D. new material to read link of the title to the subject matter

13. What is the first step in critiquing a book or article?

A. Write your reactions.
B. Note the author’s main point/thesis statement.
C. Begin by reading the book or article and annotate as you read.
D. Divide the book/article into sections of thought and write a brief summary of
each thought in your own words.

31
14. What is the main difference between an article review and a formal essay?
A. Formal essays need titles.
B. When writing an essay, you’re more focused on the conclusion.
C. Article reviews don’t require the same formatting as formal essays.
D. When writing an article review, you’re focused solely on the content of that
particular article.

15. What information can be found in the body of critique writing?

A. summary B. thesis statement
C. recommendations D. book title and author’s name

Now, go check your

answers if you got them right from all the
activities and assessments of this module.

32
Answer Key

33
Great! I am excited
Congratulations! for the next module. I am
Now you are ready to sure fun and exciting
move on to the next activities are waiting for me.
module. Keep on learning! I can’t wait to learn them all.

34
References
Ahmad, M. “How to Write a Crtique”. Slideshare.net. Published on March 23, 2013.
https://www.slideshare.net/walijakhan3/how-to-write-a-critique-17540832

Almonte, L. R. et.al. Celebrating Diversity through Literature – Grade 10 English

Learner’s Material. Philippines: Rex Book Store, Inc. 2015.

Almonte, L. R. et.al. Celebrating Diversity through Literature – Grade 10 English

Teacher’s Guide. Philippines: Rex Book Store, Inc.2015.

Berdos, P. “How to Write a Critique”. Slideshare.net. Published on January 22, 2014.

https://www.slideshare.net/potchiby/how-to-write-a-critique-30296010

Cohesive Devices. Retrieved on June 21, 2014. Retrieved from http://home.ku.edu.tr/-

doregan/Writing/Cohesion.html

Gentiles, J. “We Salute You, Frontliners”. RTL Today. Update: 04.05.2020 09:39
https://today.rtl.lu/your-luxembourg/your-voice/a/1511684.html

Imagine Forest. “Book Review: The Little Prince”. Accessed June 2020.
https://www.imagineforest.com/blog/book-review-the-little-prince/

Literary Devices Editors. “Argumentative Essay” LiteraryDevices.net. 2013. Accessed June

2020. https://literarydevices.net/argumentative-essay/

“Literary Terms.” Literary Terms. June 1, 2015. Accessed November 3, 2016.

https://literaryterms.net/.

Live Worksheets. “Coherene”. Live Worksheet.com. Accessed June 2020.

https://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(E
SL)/Cohesion_and_Coherence/Coherence_ky4042qe

Mizell, L. “Aggressive driving, road & travel”.Retrieved September 2009 from:

http://www.aaafoundation.org. (2007).

Muñoz, A.M. S.et.al. Functional English for Today IV Textbook in English.

Quezon City, Philippines: Dane Publishing House, Inc. 2000.

Quizizz. “Argumentative Writing”. Quizizz.com. Accessed June 2020.

https://quizizz.com/admin/quiz/58769ccf8b06a30002f0f7db/argumentative-writing

Quizizz. “Elements of Persuasive Writing ”. Quizizz.com. Accessed June 2020.

https://quizizz.com/admin/quiz/56d84632558224210d128819/elements-of-
persuasive-writing

Quizizz. “Informative Writing”. Quizizz.com. Accessed June 2020.

https://quizizz.com/admin/quiz/58dab95d831a94fb5ac07d27/informative-writing

Quizizz. “Writing a Critique”. Quizizz.com. Accessed June 2020.

https://quizizz.com/admin/quiz/59bb8babd4f04b110085eb86/writing-a-critique

Rankin, K. & Wolfe, S. “Critical Analysis Template” Thompson Rivers University.

https://www.tru.ca/__shared/assets/Critical_Analysis_Template30565.pdf
35
Santos, B. V., et al. 1999. Moving Ahead in English IV - English Textbook for Fourth Year
High School, Public School Edition. First Edition. Quezon City, Philippines: FNB
Educational Inc.

Study.com. “How Ideas are Connected in a Text”. Study.com.net. Accessed June 2020.
https://study.com/academy/practice/quiz-worksheet-textual-coherence-cohesion.html

Your Dictionary. Persuasive Writing Examples. Updated 2020.

https://examples.yourdictionary.com/persuasive-writing-examples.html

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Appendix A

INFORMATIVE WRITING RUBRIC

5 4 3 2 1
INTRODUCTION
 It creatively captures audience attention.
 Thesis and topic are clearly stated.
 A clear point overview is provided.
BODY AND ORGANIZATION
 A clear, logical and informative pattern was used
making the text clear and easy to follow overall
and the topic adequately covered.
 Clear transitions and topic sentences were used.
 Each main point is well structured and thoroughly
developed with needed information and analysis to
support the speaker’s claims and give the
audience a solid understanding of the topic.
SUPPORT
 At least three credible sources were mentioned in
the text.
 Points and arguments are sufficiently supported
with outside sources and analysis.
CONCLUSION
 It reviewed main points and reiterated thesis
 It provided memorable, creative conclusion that
brought a sense of closure to the text.
Total

Legend: Rating - Description

5 - Excellent
4 - Very Impressive
3 - Impressive
2 - Convincing
1 - Beginning

Formula = I + BO + S + C = Total / 4 =
4

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Appendix B

PERSUASIVE WRITING RUBRIC

Criteria 5 4 3 2 1 Total
Focus/Content
(states clear position at the beginning until the end of the
work; topic captures the reader’s attention)
Persuasive Techniques Used
(uses strong and effective persuasive techniques; details
support the thesis and the stand of the writer)
Development/ Organization
(has strong organizational plan; has logically arranged
statements from the most important to the least
important or vice versa; develops the topic thoroughly
with examples and supports)
Clarity of Ideas
(presents clear and sound arguments, and evidences are
authentic)
Emphasis
(has interesting and attention-grabbing introduction; has
strong conclusion that includes a call to action)
Language Mechanics and Convention
(displays minor spelling, punctuation, and grammatical
errors)
Total

Legend: Rating - Description

5 - Excellent
4 - Very Impressive
3 - Impressive
2 - Convincing
1 - Beginning

Formula =F + T + PT + C + R + L = Total / 6 =
6

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Appendix C

ARGUMENTATIVE WRITING RUBRIC

4 3 2 1
INTRODUCTION Well-developed Introduction Introduction Background
introduction creates and adequately details are a
Background/History engages the contains explains the random collection
Defining the reader and background background of the of information,
Problem Claim creates interest. It information. The problem, but may are unclear, and
Statement contains detailed claim clearly lack clarity. The may be loosely
background states a problem claim states a related to the
information and a and the writer’s problem, but topic.
clear explanation position is writer’s position Claim/position is
of the problem. evident. may not be vague or not
The claim clearly evident. stated.
states a
significant and
compelling
position.
ARGUMENTATIVE Well- developed Most More than one Most
POINTS argumentative argumentative argumentative argumentative
points directly points are related point lacks points are poorly
Body Paragraphs support the to the thesis, but sufficient details developed.
Refutation writer’s one may lack and support. Counter claims
Conclusion claim/position. sufficient support Writer attempts to are missing or
Supporting or deviates from address one or vague.
examples are claim. Counter more opposing Commentary is
concrete and claims arguments, but not present.
detailed. acknowledge the writer may not Conclusion does
Commentary is opposing refute the not revisit the
logical and well viewpoint(s) with opposition clearly claim or
thought-out. some logic and or adequately. summarize key
Counter claims clarity. Conclusion argumentative
acknowledge Conclusion mirrors point(s).
opposing summarizes the introduction too
viewpoints clearly claim and key closely, with little
and skilfully. points with some or no new
Conclusion re- “fresh” commentary on
visits the claim in commentary the writer’s
a new way and present. claim/position.
applies the
writer’s position
universally.
ORGANIZATION There is a logical There is a logical Organization is There is no
progression of progression of clear. Transitions discernable
Structure ideas with a clear ideas. Transitions are present, but organization.
Transitions structure that are present may not lend to Transitions are
enhances the throughout essay coherence not present.
claim. Transitions and provide between and
are smooth and adequate among ideas.
provide coherence
coherence between and
between and among ideas.
among ideas.
STYLE AND Writing is smooth, Writing is clear Writing is clear Writing is
CONVENTIONS skilful, and and sentences but sentences confusing and
coherent. have some varied may lack variety. hard to follow. It
Syntax Sentences are structure. Diction Diction is contains
Diction strong and is appropriate. sometimes fragments and/or
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Tone expressive with Tone is generally inconsistent run-on sentences.
Spelling, varied structure. consistent with and/or Diction is
punctuation, & Diction is writer’s position/ appropriate at inappropriate and
capitalization consistent and claim and various points in inconsistent with
words are well- appropriate essay. Tone may writer’s
chosen. The tone throughout essay. be inconsistent position/claim.
is highly Punctuation, with writer’s Many errors in
consistent with spelling, & position/ claim. punctuation,
writer’s position / capitalization are Several errors in spelling, &
claim and generally punctuation, capitalization
appropriate accurate with spelling, and distract reader.
throughout essay. some errors. capitalization.
Punctuation,
spelling, &
capitalization are
accurate with few
or no errors.

TOTAL / 16

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Appendix D

RUBRIC FOR CRITICAL ANALYSIS ESSAY

5 4 3 2
INTRODUCTION There is a well- Introduction Introduction Background
and CONCLUSION developed creates interest. adequately details are a
(Background introduction with Thesis states explains the random, unclear
History/Thesis an attention the position. background, but collection of
Statement) grabber that Conclusion may lack detail. information.
hooks the effectively Thesis states the Thesis is vague
reader’s interest summarizes the topic, but key and unclear.
and continues to topic. elements are Conclusion is not
engage the missing. effective and does
reader up until not summarize
the thesis main points.
statement which
clearly states
the experience
or event that will
be described as
well as the effect
on the writer.
Conclusion
effectively wraps
up and re
stresses the
importance of
the thesis.
MAIN POINTS Well-developed Three or more Three or more Less than three
(Body Paragraphs) main main points main points are ideas/main points
points/topic relate to the present, but lack are explained
sentences relate thesis, but some details in and/or they are
directly to the may lack details. describing the poorly developed.
thesis. The analysis event. Little The story tells; it
Supporting shows events descriptive doesn’t show
examples are from the language is used.
concrete and author’s point of
detailed. The view, but could
analysis is use more
developed with descriptive
an effective language.
point of view.
ORGANIZATION There is a There is a Organization is Writing is not
(Structure and logical logical clear. Transitions organized. The
Transitions) progression of progression of are present at transitions
ideas with a ideas. times, but there is between ideas are
clear structure Transitions are very little variety. unclear or non
that enhances present existent.
the thesis. throughout the
Transitions are essay, but lacks
effective and variety.
vary throughout
the paragraph,
not just in the
topic sentences.
STYLE (Sentence Writing is Writing is clear Writing is clear, Writing is
Flow, Variety, smooth, skillful, and sentences but could use a confusing and
Diction) and coherent. have varied little more hard to follow.
Sentences are structure, sentence variety Contains
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strong and Diction is to make the fragments and/or
expressive with consistent. writing more run-on sentences.
varied structure. interesting.
Diction is
consistent and
words are well
chosen.
MECHANICS Punctuation, Punctuation, There are only a Distracting errors
(Spelling, spelling, and spelling, and few (3- 4) errors in in punctuation,
Punctuation, capitalization capitalization punctuation, spelling, and
Capitalization) are all correct. are generally spelling, and capitalization.
No errors. correct with few capitalization.
errors (1-2).

Total Points: _______ x 4 = ______/100 Points

Source:http://drosplans.weebly.com/uploads/1/3/4/4/13445761/rubricforcriticalanalysisessay.pdf

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