GOVERNMENT PROPERTY

NOT FOR SALE

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ENGLISH FOR ACACADEMIC
AND PROFESSIONAL
PURPOSES
Quarter 2 : Module

SDO Taguig City and Pateros

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 Lesson

1 Factual Evidence

Let’s Recall

Directions: Deduce the facts presented in each picture. Caption each picture
by forming opinions based on facts.

A.

B.

C.

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 Let’s Explore

Directions:

1. Find 10 things you have in common as a class.

2. Justify your claims.

3. Use a separate sheet of paper for your answer.

The commonalities must have nothing to do with:

*study habits
*body parts
*clothing/accessories

Let’s Elaborate

What is a Fact?
 A fact is a thing that is known or proven to be true
 A fact is an occurrence in the real world.

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For examples:
"This sentence contains words." (a linguistic fact)

"The sun is a star." (an astronomical fact)

"Abraham Lincoln was the 16th President of the United States."

"Abraham Lincoln was assassinated."

(are also both facts of history). (Wikipedia)

 If something is factual, it can be proven, like your mother's story about

the bear that is factual because she took a picture of it standing next to
the family car.
 Something factual is real. It is based in fact, meaning it can be proven,
repeated or observed. ... Evidence makes something factual

What is evidence?
 Evidence is the available body of facts or information indicating whether
a belief or proposition is true or valid.
 Evidence, broadly construed, is anything presented in support of an
assertion, because evident things are undoubted.

Factual Information
 Factual information is information that solely deals with facts.
 It is short and non-explanatory.
 The best place to find factual information is in reference books such as
encyclopedias and almanacs. You can also find it in governmental
statistics such as the NSO Census.

Factual Arguments
 Attempt to establish whether something is or is not so.
 Facts become arguments when they're controversial in themselves or
when they're used to challenge or change people's beliefs.

Arguments of Fact
 The definition of factual is true or concerned with actual details or
information rather than ideas or feelings about it.

Factual Claim
It was 20 degrees yesterday (as long as it is true).

Factual Information
Statistics on weather over the past five years.

Factual Questions
 They can be about a variety of things, such as:
1. Figure-based facts : date, age, weight
2. Events : pregnancy, marriage
3. Behaviors : smoking or media consumption.
Example: Do you smoke?

Factual Issues
 Are unclear information or issues with a statement of claim that
are factual in nature, such as numbers of acres irrigated or quantity of
water used.
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  Such issues result in issue remarks being added to claims during
examination.

What is a Fact in Issue?

 Evidence must be relevant to a 'fact in issue.
 A fact in issue is a fact which is to be determined as a matter of
substantive law (the elements of the offence or the cause of action).
 Evidence will not be relevant if the only issue to which it relates is a
question of law.

What is persuasion?
 It is when the author tries to convince the reader that a claim is true by
giving supporting reasons or evidence.

Claim
 State or assert that something is the case, typically without providing
evidence or proof.
Example:
“He claimed that he came from a wealthy, educated family"
 An assertion of the truth of something, typically one that is disputed or
in doubt.
Example:
"He was dogged by the claim that he had CIA links"
 A demand or request for something considered one's due.
Example:
"The court had denied their claims to asylum"

Types of Claims
1. Claim of Fact
 Statement that can be proven or verified by observation or research
Example:
“Within ten years, destruction of rain forests will cause hundreds of
plant and animal species to become extinct.”

2. Claim of Value
 States that one thing or idea is better or more desirable than another.
Example:
“Requiring community service in high school will produce more
community-aware graduates.”

3. Claim of Policy
 Suggests that should or ought to be done to solve a problem.
Example:
“To reduce school violence, more gun and metal detectors should be
installed in public schools.”
You may also find this word online by following this link:
wts.indiana.edu › writing-guides › using-evidence
www.quora.com › What-is-the-meaning-of-factual-evid...

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 Let’s Dig In

Directions:

1. Collect three (3) advertisements for each meduim that you think are
effective.
Get from:
1. Print advertisement
2. Radio advertisement
3. Television commercial

2. Discuss why you think each advertisement is persuasive and

effective, and break down the advertisement using the worksheet below.

3. Use a separate paper for the worksheet.

4. What are your insights about persuasion?

What makes the

Claim Assumption Evidence advertisement
effective?

Advertisement 1

Advertisement 2

Advertisement 3

Let’s Remember
 A fact is a thing that is known or proven to be true
 A fact is an occurrence in the real world.
 If something is factual, it can be proven, like your mother's story about
the bear that is factual because she took a picture of it standing next to
the family car.

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  Something factual is real. It is based in fact, meaning it can be proven,
repeated or observed. ... Evidence makes something factual

 Evidence is the available body of facts or information indicating whether

a belief or proposition is true or valid.
 Evidence, broadly construed, is anything presented in support of an
assertion, because evident things are undoubted.

 Factual information is information that solely deals with facts.

 It is short and non-explanatory.
 The best place to find factual information is in reference books such as
encyclopedias and almanacs. You can also find it in governmental
statistics such as the NSO Census.

 Factual arguments attempt to establish whether something is or is not

so.
 Facts become arguments when they're controversial in themselves or
when they're used to challenge or change people's beliefs.
 Argument of fact is true or concerned with actual details or information
rather than ideas or feelings about it.
 Factual questions can be about a variety of things, such as:
4. Figure-based facts : date, age, weight
5. Events : pregnancy, marriage
6. Behaviors : smoking or media consumption.

 Factual issues are unclear information or issues with a statement of

claim that are factual in nature, such as numbers of acres irrigated or
quantity of water used.
 Such issues result in issue remarks being added to claims during
examination.

 Fact in issue in evidence must be relevant to a 'fact in issue.

 A fact in issue is a fact which is to be determined as a matter of
substantive law (the elements of the offence or the cause of action).
 Evidence will not be relevant if the only issue to which it relates is a
question of law.

 Persuasion is when the author tries to convince the reader that a claim is
true by giving supporting reasons or evidence.
 Claim- a state or assert that something is the case typically without
providing evidence or proof.
 Claim- assertion of the truth of something, typically one that is disputed
or in doubt.
 Claim- demand or request for something considered one's due.

Types of Claims
1. Claim of Fact- statement that can be proven or verified by observation or
research
2. Claim of Value- states that one thing or idea is better or more desirable
than another.
3. Claim of Policy- suggests that should or ought to be done to solve a problem.

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 Let’s Apply

Directions:

1. Form a group consists of (5) members and tackle (through

online communication) the following issues and the positions that you
believe are discussed regarding these issues.

2. Try to find the positions that are for and against each issue.

3. Discuss what your group feels about these issues and what your
positions are regarding each one.

Issues:
A. Spanking Children as Form of Discipline
B. Sex Education in the School
C. Discrimination Against Homosexuals

As a group, share positions and beliefs regarding each issue.

Listen to what everyone has to say.
Take notes regarding interesting or insightful observations or comments
that were made by your group members.

Let’s Evaluate

Directions: Read the following texts carefully. Then answer the given
questions. Use a separate sheet of paper for your answer.

RUBRIC:

CRITERIA EVIDENT QUITE EVIDENT NOT EVIDENT

(3) (2) (1)
Argumentation
(quality of logic,
evidence,
explanation)

Persuasion
Language
Organization
Mechanics
(spelling, grammar
and punctuation)

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 The Importance of Being Persuasive
Marikit Tara Alto Uychoco

The world we live in is filled with people, products, and movements that
aim to persuade individuals and groups toward their own ends. This is seen in
television commercials, political speeches, election campaigns, homilies in
church. This is done even in the institutions that are closest to s, such as the
school and the family. Everywhere, everyone wants us to do something,
whether it is to follow the Ten Commandments, to buy the latest gadget, or to
go against an ideology.

The truth is, many of the arguments and positions that we are given can
be unreasonable, deceitful, or just plain wrong. Sometimes, we can have the
uneasy feeling that we are being forced into believing or doing something that
isn’t right, and many times that feeling would be proven to be true. It is
important to be able to fully articulate the problems and concerns one may
have when it comes to grappling with several positions to discover their societal
and political significance and to be able to use this skill in every instance of our
lives. According to “Walter Lipman”, we need to hear the opinion of others since
“freedom of discussion improves our own opinions” (Malaya and Uychoco 1999:8)

You are at the point in your life where your parents can no longer shelter
you from the evils of this world, and the best weapon you have in this
competitive and chaotic society is your mind. The ability to appreciate and
create sophisticated positions in this world is one that will guide you in evry
endeavour, whether it is in choosing the right university, profession, and later
marriage partner.

One does not have to be a lawyer or a politician to be able to analyse

arguments and positions. These skills regarding argumentation and persuasion
have been put to good use by parents, teachers, priests, reporters, writers, and
businessmen. Among the Greeks, the art of argumentation, rhetorike, was an
essential part of a liberal education.

As citizens of the nation, it is imperative that we are equipped with the

skills necessary in understanding, analysing, and constructing these different
positions. This is an academic exercise that, when acquired correctly, should
be applicable to your understanding of the world. According to former US
president Bill Clinton, “For any country to succeed in the long term, it is
imperative that citizens understand the workings of government and also
become active participants in it… We must take every opportunity to examine
our political life and to debate the grand issues of our time”
(qtd. in Malaya and Uychoco 1999:13).

Comprehension Questions:

1. Do you agree with the essay? Why or why not?

2. What are the instances when you felt you were doing or believing
something wrong, but was not able to fully explain or say what you felt
that way?

3. What issues do you think are important to your life? Why is it important
to analyse them?

4. Why is it important for citizens of the nation to be able to analyse an

argument?

5. Do you think that you should analyse the positions or arguments that
come from one’s parents, teachers, or religion? Why or why not?

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 Let’s Extend

Take A Stand!

Given the following issue and claims, write an argumentative thesis statement.

ISSUE Use of Social Media in school

STAND In favor

CLAIMS quick announcements, venue to air

concerns, classroom applications

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References
Grace M. Saqueton, and Marikit A. Uychoco. English For Academic And
Professional purposes. C.M. recto Ave., Manila: Rex Book Store, 2016 Edition.
writingcenter.ashford.edu
https://www.brainfuse.com/jsp/alc/resource.jsp?s=gre&c=37192&cc=108840
https://www.slideshare.net/ashleytroxell/analyzing-and-evaluating-arguments
https://courses.lumenlearning.com/boundless-writing/chapter/incorporating-
objections-and-opposing-views/
wts.indiana.edu › writing-guides › using-evidence
https://writingcenter.unc.edu/tips-and-tools/argument/
https://www.webpages.uidaho.edu/eng207-td/Logic%20and%20Analysis/
five_steps_to_analyzing.htm
slideshares.net/instructorperry/evaluating argumentslesson
https://www.google.com/search?
q=photo+of+philippine+academic+journals&tbm

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 Development Team of the Module
Writers: JULIET SATO
Content & Language Evaluator: ANGELIQUE P. TAGUBA

Management Team: DR. MARGARITO B. MATERUM, SDS

DR. GEORGE P. TIZON, SGOD Chief
DR. ELLERY QUINTIA, CID Chief
DR. MARIVIC T. ALMO, EPS in-charge of Learning Area
DR DAISY L. MATAAC, EPS – LRMS/ALS

For inquiries, please write or call:

Schools Division of Taguig city and Pateros Upper Bicutan Taguig City

Telefax: 8384251

Email Address: sdo.tapat@deped.gov.ph

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