MODULE 2 (LESSONS IN ENGLISH 10)

2ND QUARTER
Prepared by: RANDOLF N. CRUZ

LESSON: EN10RC-IIa-11: Transcode information from linear to non-linear texts and vice-versa.

A written material without any images or pictures or illustrations is called linear text. We follow the common
convention in reading, from left to right, and top to bottom.

Non-linear texts are materials that provide information with the use of images or visuals. Some common types of
non-linear texts are graphs, charts and diagrams.

There are also different types of graphs:

 Line Graph is a graph that uses lines to show information. It is usually used to show trends, such as the increase
or decrease in population or price of commodities.
 Bar Graph is a graph that uses bars or columns arranged either vertically or horizontally. It is usually used to
show a frequency of events.
 Pie Chart is used to show a percentage, or parts of a whole.
A pie chart looks just like a pizza, divided into several parts. However, unlike a pizza which you usually divide
equally, pie charts may have different sizes, depending on the percentage of each part.
 Tables are made out of information or data arranged in rows and columns for easier understand.
 Venn Diagram shows the relationship between different sets.

Some texts also include illustrations to add meaning to the text. Story books, and encyclopedias have illustrations to
give the reader an idea of what the topic is about.
Illustrations, graphs, charts, and diagrams are added into a text to let the readers understand it better.
Non-linear texts are also used in some fields like statistics to show data and information more effectively.

Steps in Reading Non-linear Text

1. Read title and the subtitles.
2. Read the labels, captions, keys
3. Find out the purpose of the non-prose or visual information
4. Identify the organization of details
5. Determine the relationship of details by looking at changes and trends

Formula in Transcoding Information From Non-linear to Linear Text.

1. I. Overview OV
2. II. Controlling Idea CI
3. III. Key Features KF
4. IV. Prediction P(i)
5. V. Proposal P(ii)

Example of Transcoded Information from Non-linear to Linear Text:

Time Spent by Students Per After-Class Activities

(PERCENTAGE)

10%10%
35%
20%
25%

Outdoor Activities Going for movies Studying Socializing Indoor Activities

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 The pie chart shows the percentages of how students spend their time after classes consisting of outdoor activities,
going for movies, studying, socializing and indoor activities.
According to the pie chart, the highest percentage of how students spend their time after classes is 35% which is indoor
activities while the lowest percentage is 10% that is outdoor activities. This is due to the less energy consume while doing
the indoor activities compared to the outdoor activities.
Socializing is the second popular activities among students. It shows that 25% of students tend to spend their time by
chatting online like Facebooking. They find socializing activities are fun and interesting.
Based on the pie chart, there is a difference percentage between studying and going for movies which is 10%. It shows
that 20% of the students choose studying while 10% of the students choose going for movies. This is because studying does
not need high cost compared to watch movies.
In future, if most students choose indoor activities, then it will lead to unhealthy lifestyle. Therefore, the government
should make campaigns to encourage the students to balance their activities.

LESSON: EN10WC-IIa-13.1: Identify parts and features of argumentative essays

An argumentative essay tries to change the reader’s mind by convincing the reader to agree with the writer’s point
of view.

Characteristics of an Argumentative Essay

An argumentative essay 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, an argumentative essay
should be written objectively and logically.
An argumentative essay has the following characteristics:
 presents and explains the issue or case
 gives reasons and supports these reasons to prove its point
 refutes (proves wrong) opposing arguments.

Parts
1. Introduction
First is the introductory paragraph. It introduces the problem and gives the background information needed for the
argument and the thesis statement.
2. Body
The body of the essay contains the reasons. Each paragraph talks about one reason. The reason is included in the topic
sentence and is supported by details or materials. These supporting materials can be examples, statistics, personal
experiences, or quotations.
3. Conclusion
The conclusion restates the main claim and gives one or two general statements which exactly summarize the arguments
and support the main premise.

Example:

Mining in Aurora

There have been opposing views as Gold Vision Industries are set to launch their drilling operations in the town of Pilta, Aurora. The
National Government has just provided clearance to Gold Vision which has recently hired 50 locals to work in the hills of Pilta.

The mayor of the town, Jesse Hernandez has opposed the mining operations. He has been leading a number of townsfolk who believe
that the operation would bring destructive results to the environment. Gold Vision would initially need to cut down trees to set up their
machinery. The actual drilling will then cause soil erosion and flooding. The mayor is also concerned of the health hazards that may
occur. There have been a number of recorded respiratory disease cases brought about by mining.

The president of Gold Vision, Mr. Rene Santos on the other hand believes that they are the savior of the town, and mining would be
mutually beneficial for both their company and the people of Pilta. The predominantly agriculture-based towns would now have
additional means of income. Hiring additional miners would allow them to further feed their family and improve how they support the
education of their children.

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LESSON: EN10WC-IIb-13.2: Formulate claims of fact, policy, and value.

If fact can be proven true or false, an opinion is what someone believes or thinks.

The topics lead to your opinion by asking three specific types of questions: questions of fact, value, and policy.

Questions of Fact are those which ask you to answer whether or not something is. These questions are always
answered with either “Yes” or “No” and then you must construct paragraphs to support the facts.

Example: Is the wall blue? (Yes or No, and then your evidence)

Questions of Value address the relative merit (goodness or badness) of something. Here you are usually asked to
choose between things, ideas, beliefs, or actions and explain why you did so.

Example: Which is more valuable, love or money? (Which and then why?)

Questions of Policy ask the writer to explain what they would do. The key word in these topics is usually “should” as
in “what should we do...?” The question asks the writer to make a plan of action to solve some sort of problem. The
answer is a breakdown of the plan and a justification that it fixes the problem.

Example: What should be done to combat the drug problem? (Plan and justify.)

LESSON: EN10WC-IIc-13.3: Use patterns and techniques of developing an argumentative claim

When you develop your argument, you are confirming your own position and building your case. Use empirical
evidence, such as facts and statistics to support your claims. Appeal to your audience’s rational and logical thinking. Argue
using your evidence and research.

Techniques on Appealing to Your Readers

The success of your argument depends on your skill in convincing your reader through sound reasoning, persuasion, and
evidence. There are three fundamental types of appeal in presenting an argument: reason, ethics, and emotion.

Write Your Conclusion

Your conclusion should state your conviction strongly. Review your main points and tell your audience what action you
would like them to take; address and resolve the main points in your introduction.

Basic Components of an Argument

- The claim (typically answers the question: “What do I think?”)

Claim should be a debatable thesis statement.
Claim is needed to be narrowed.

- The reasons (typically answer the question: “Why do I think so?”)

- The evidence (typically answers the question: “How do I know this is the case?”)

Types of Evidence
First hand research is research you have conducted yourself such as interviews, experiments, surveys, or personal
experience and anecdotes.
Second hand research is research you are getting from various texts that has been supplied and compiled by others such
as books, periodicals, and Web sites.
Suggested Organization for a Classic Argument

1. Introduction: Give the context and background of your issue. Establish the style, tone, and significance of your issue.

2. State Your Case: Clarify your issue here. Give any necessary background for understanding the issues. Define important
terms or conditions here.

3. Proposition: State your central proposition. Be sure that your hook presents an issue that is open to debate. Present
the subtopics or supportive points to forecast your argument for your reader.
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4. Refutation: Analyze the opposition’s argument and summarize it; refute or address the points; point out faulty
reasoning and inappropriate appeals.

5. Substantiation and Proof: Present and develop your own case. Carefully plan your disclosure; avoid logical fallacies.
Rely primarily on reasoning for your appeal and use emotional appeals carefully; use examples, facts, experts, and
statistics. Develop your argument using the appropriate prose strategy, e.g., causal analysis, comparison, analogies,
or definitions.

6. Conclusion: Conclude with conviction. Review your main points and state your claims strongly. Make a strong plea for
action, or invite your readers to refute your argument.

LESSON: EN10OL-IIb-5: Employ appropriate pitch, stress, juncture, intonation, etc.

Prosodic features of speech are (sometimes known as suprasegmental phonology) are those aspects of speech
which go beyond phonemes and deal with the auditory qualities of sound. Some of these are intonation, stress, pitch,
volume, and juncture. But the focus of the discussion would only be the stress and intonation.
Intonation refers to the movement of the voice up or down along the line of sound. It does not change the meaning
of the individual word but shows various moods and attitudes of the speaker.

Examples:

Where is my car? ( As your feelings rise in an emotional situation, your intonations rises up along with them)
Are you happy? (rising for yes-no question)
What makes you happy? (falling for information question)

Stress refers to the accent given to a syllable or word to give it more importance and to make it stand out among
other syllables or words. Stressed syllables, words or sentences are characterized by the volume (louder), length longer
duration), and pitch (higher). In spoken English, if you stress the wrong syllable, you can totally lose the meaning of a word.

Examples: Hello? (when answering the telephone)

Hello, my name is Jhen. (when making a presentation in front of a crowd)

My name is (standard, no intention to give more information)
My name is (it sounds as if you are going to continue with more personal information)

1. Indicate that you were not the person to say it.

I didn’t say he stole the money. Someone else said it.
(It’s true that somebody said it, but I wasn’t that person.)
2. Indicate that you are denying having said that he stole it.
I didn’t say he stole the money. That’s not true at all.
(Someone has accused me and I’m protesting my innocence.)
3. Indicate that you didn’t say it outright, but did suggest it in some way.
I didn’t say he stole the money. I only suggested the possibility.
(Maybe I hinted it. Maybe I wrote it. In some way, I indicated that he stole the money but I didn’t say it.)
4. Indicate that you don’t think that he was the person who stole it.
I didn’t say he stole the money. I think someone else took it.
(I think someone stole the money., only not the person you suspect did it.)
5. Indicate the he borrowed the money and didn’t steal it.
I didn’t say he stole the money. Maybe he just borrowed it.
(I agree that he took it, but I think his motive was different.)
6. Indicate that he may have stolen a different amount of money.
I didn’t say he stole the money, but rather some other money.
(We agree that he stole some money, but I don’t think it’s this money.
7. Indicate that you think he stole something besides money.
I didn’t say he stole the money. He may have taken some jewelry.
(We agree that he’s a thief, but we think he stole different things.)

LESSON: EN10OL-IIb-5: Employ appropriate pitch, stress, juncture, intonation, etc. (News Writing &
Reporting)
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 Key Components of a Good News Story
 Attention-getting headline
 A strong lead containing 5 Ws and H (who, what, when, where, why, and how)
 Use of quotes
 Real facts (truth and accuracy matter)
 A strong summary
 Organization of the news (presenting information from most to least important)
What makes a story newsworthy?
Some key elements when considering “newsworthiness” are:
Timing: If it happened today, it’s news, if it happened last week, it’s not; with 24-hour news access, “breaking” news is
important.
Significance: How many people are affected?
Proximity: The closer a story hits home, the more newsworthy it is.
Prominence: When famous people are affected, the story matters (i.e., car accident involving your family vs. a car accident
involving the President).
Human Interest: Because these stories are based on emotional appeal, they are meant to be amusing or to generate
empathy or other emotions. They often appear in special sections of the newspaper or at the end of the newscast as a
“feel good” story or to draw attention to something particularly amusing, quirky, or off-beat.

Tips on Presenting Your News

Use an introduction. Make sure these sentences are easy to understand and should be delivered no longer than 20
seconds.
Check if you are saying the names of people and places correctly.
When you read your introduction, speak clearly and be enthusiastic.
You can emphasize important words by pausing before you say them or saying them a little louder. Mark these words on
your script so you won’t forget.
Speak in a normal voice. You don’t have to shout and you shouldn’t whisper.
Stand or sit up straight. Be natural. Try not to move too much or it will distract your audience.
Practice with the camera and microphone to get used to what it feels like to present a news.
Have fun and enjoy yourself!

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