WHOLE BRAIN LEARNING SYSTEM

OUTCOME-BASED EDUCATION

GRADE
ENGLISH 11

2
LEARNING QUARTER

MODULE WEEK 2

WBLS-OBE MELC-Aligned Self-Learning Module SHS- EAPP 0

 MODULE IN
ENGLISH FOR ACADEMIC AND
PROFESSIONAL PURPOSES

QUARTER 2
WEEK 2

Defending a Stand and Presenting

Reasonable Arguments
Development Team
Writers: Bryan B. Ecija Carrie Alyss P. Ibacarra
Rodel Bryan C. Valdez Princess Khey E. Agbayani
Editors: Vrenie Joy C. Pedro Maria Corazon H. Retutal
Reviewer: Adelyn C. Domingo
Illustrator: Wynnelord Rainier E. Tibay
Layout Artist: Wynnelord Rainier E. Tibay
Management Team: Vilma D. Eda Arnel S. Bandiola
Lourdes B. Arucan Juanito V. Labao
Adelyn C. Domingo

WBLS-OBE MELC-Aligned Self-Learning Module SHS- EAPP 1

 What I Need to Know

Most Essential Learning Competency:

1. Defends a stand on an issue by presenting reasonable arguments supported by
properly cited factual evidences (CS_EN11/12A-EAPP-IIa-d-4)

Objectives:
In your journey through the discussions and different tasks, you are expected to:
1. evaluate the validity of an argument;
2. identify strong and weak arguments;
3. discern credible sources of information from unreliable ones; and
4. use appropriate and factual evidence to defend a claim.

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Day 1

What I Know

Direction: Write the letter of the correct answer.

1. Which of the following statements best define logic?

a. It is the science that deals with the principles of criteria and validity of inference.
b. It the process of borrowing ideas from credible source of information.
c. It is a term that pertains to the primary sources of information.
d. It is a scientific term that refers to conducting experiment.

2. These are common errors in reasoning that weakens the logic of an argument.
a. citations
b. claims
c. fallacies
d. reasons

3. Which of the following make an argument stronger?

a. Using fallacies in reasoning.
b. Using strong or sweeping arguments that are hard to defend.
c. Ensuring the integrity of the websites you get information from.
d. Using good premise that logically support the conclusion.

4. Why are evidence important in crafting argument?

a. They promote copyright.
b. They preserve the logic of the argument.
c. They conceal the fallacies used by the writer.
d. They strengthen the reasons that back up the writer’s claim.

5. Anna likes to ensure the credibility of the information she is citing. Which of the
following online sources of information is most credible?
a. commercial websites
b. education websites
c. video streaming websites
d. wiki websites

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 Lesson Defending a Stand and
Presenting Reasonable
2 Arguments
Arguments are the foundation of persuasion. To convince people to take your side of
claim on an issue/topic, you must be able to present believable reasons that are logically
organized to defend your thesis. A well-constructed thesis statement does not guarantee a
successful writing; hence, a writer should sustain his/her claim and substantially elaborate
each claim in the body of the text he/she is writing.

What’s In

In the previous module you have learned the basic structure of an argument. You were
also able to examine and identify the claim, reasons, and evidence in the arguments you have
analyzed. Moreover, the different types of claims were also discussed.
Before you proceed to the next lesson, let’s check how well you have learned the
lesson. Answer the following questions:

1. What are the 3 facets of argumentative writing that you should consider to be
successful in writing an argumentative texts/essays?
2. In writing an argumentative essay, which part of the text should a writer include a
realization and call for readers to take actions?
3. What is the difference between claim of fact and claim of value?
4. What is a claim of policy?
5. Are evidences important in developing arguments? Why/why not?

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 What’s New

Read the statements that follow. Evaluate each argument and tell whether it
is bad or good . Tick the box that corresponds to your answer.

Arguments
1. The government should not legalize Marijuana for medical use because
the Philippines is a Christian nation.
2. Mrs. Morales always buys vegetable in the market. She must a be a
vegan.
3. Corona virus is highly contagious and can stay in mid-air for a while so
maintaining social distancing and avoiding the crowd could lessen the
possibility of catching it.

Explanation:
• Argument 1 is not a sound argument because the claim is not logically supported by
the reason (Philippines is a Christian nation).
• Argument 2 is not a sound argument because the conclusion is false. The evidence
presented is weak and not enough to back up the claim.
• Argument 3 is a good argument. The reason gives strong support and logically back
up the claim. This makes the argument valid.

What is It

A good argument comes with logical reasoning and seasoned with credible and valid
evidence. Since arguments are designed to convince readers, a writer should be able to
properly construct his/her arguments in a sensible way to sway readers to believe in the
arguments he/she is crafting. Moreover, arguments should also be relevant to the target
readers.

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Crafting Logical and Valid Arguments
How can you ensure that your argument is logical? Logic by definition “is a science that
deals with the principles of criteria and validity of inference and demonstration,” (Meriam-
Webster, 2020). Inference in laymen’s term is pertained to judgment. Hence, logic is achieved
when your judgment is consistent with the reasons. To be able to understand this, examine
the parts of an argument identified by Rosdatter (n.d.) of Kentucky University. Rosdatter
describes argument as a logical statement that is made up of one or more premise and a
single conclusion. Conventionally, premises are established first before the conclusion.
Examine these examples:

Premise- Communication is essential in the information age.

Premise- Internet could accessed conveniently from different devices which are readily
available in the market.
Conclusion- Therefore, electronics and communications device are essential in daily life.

Do not be confused with terms in logic. In academic writing these terms are equivalent to
claim and reasons. Conclusions refer to the writer’s claim and premise is tantamount to
reasons. In the example above, are the premises/reasons consistent with each other? Do they
logically support the conclusion/claim? This is called validity. An argument should be valid
otherwise it is invalid. There is no percentage to measure the validity and you cannot allocate
a level of validity. To explain it further, take this another example from Internet Encyclopedia
of Philosophy (n.d.):

Premise 1- Elizabeth owns either a Honda or a Saturn. (50%-50% posibility)

Premise 2- Elizabeth does not own a Honda. (determines the right choice)
Conclusion- Therefore, Elizabeth owns a Saturn. (100% true)

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 This is a valid argument. As there is no way that Elizabeth does not own a Saturn for
the second premise has eliminated any possible truth rather the ones concluded. “An
argument is valid if the truth of the premises logically guarantees the truth of the conclusion,”
Encyclopedia of Philosophy (n.d.). The success of an argument depends on its validity. The
reasons should logically support the claim. Likewise, the conclusion should also be accurate
and true.

False Arguments
False arguments are bad arguments because they are misleading, bias and invalid.
Wynson (2016) defined fallacy as “error in reasoning”. It is a faulty assumption on the
relationship of ideas. Wynson listed seven commonly committed fallacies in making
arguments.
1. Sweeping Generalization
This happens when the conclusion is based only on a limited number of examples.
Example: Two of their family members graduated with honors. Their family is indeed
academically gifted. This is a faulty assumption because the reason only talks about a
limited sample not enough to generalize the whole family.

2. Post hoc, ergo propter hoc

Arnauld & Nicole (1962) described this as faulty argument based on the temporal
ordering of the events, that confuses co-occurrence with causality: A happened just before
B, so A caused B. For example: "Nearly all heroin addicts used marijuana before they tried
heroin. Clearly marijuana use leads to heroin addiction." You cannot conclude that an
incident is caused by the occurrence that preceded it.

3. Ad Hominem
It is also called positioning the well. This refers to creating a bias and misleading
judgment by attacking the opponent’s character. This appeal to feelings is a terrible form
of argument. Example: The guidance counselor should not be talking about teen
responsibility because he was a delinquent teenager.

4. Appeal to authority
This argument creates a false and bias judgment using the account of an esteemed
person. An argument is not necessarily correct if an authority says it. It has to be properly
evaluated. Example: According to person A who is an expert on the issue X, X is true.
Therefore, X is true.

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5. Ad populum
This Latin term means ‘appeal to the people’. While it is true that the view of majority
(like results of surveys) could be good source of reasons for an argument, it is not always
safe to rely on the ‘majority’. Palomar College (n.d.) states that “A position is not
necessarily true merely because it is held by a lot of people, nor is a position necessarily
false merely because it is held by only a few.”

6. False Analogy
When two unlike concepts are compared and assumed to be similar, it is a false
analogy. Example: Obliging the people to register for the National Id System is like forcing
them to subscribe to channels they are not interested in.
7. False Dichotomy
Sometimes this is called false dilemma. The one making the argument is forcing the
audience to choose into dichotomy as if these are the only choices. This is an example
from BestGEDClasses.org (2020) “You should go to that party with me; if you don’t, you’ll
just sit bored at home.”

These are the commonly identified fallacies. Some may even go unnoticed. As an
academic writer make sure to review your arguments and make sure that they are valid.
According to Hansen (2020) “Being able to detect and avoid fallacies has been viewed as a
supplement to criteria of good reasoning.”

Strong vs Weak Argument

Ensuring the consistency of claim to its reasons and using true premises (reasons)
leads to a valid argumentation. This is just one of the requirements in making an effective
argumentative text. Now, the challenge is that how to make it a strong argument. Study the
following arguments from criticalthinkeracademy.com.
Example A This is a valid argument as the reasons
1. All actors are robots. suffice the certainty of the conclusion.
2. Tom is an actor.
Conclusion- Therefore, Tom is a robot.
Example B In this example, the conclusion does not give
Changing “all” to “most” a 100% certainty, but the word most makes
1. Most actors are robots. it reasonable to believe to the claim. This is
2. Tom is an actor. still a strong argument.
Therefore, Tom is a robot.
Example C This sentence, even if the premises are true,
Changing “most” to “some” there is a very little chance to support the
1. Some actors are robots. claim. The odd is too small to validate that
2. Tom is an actor. Tom is a robot. This is weak argument.
Therefore, Tom is a robot.

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 Criticalthinkeracademy (n.d.) explained that the strength and weakness are logical
properties of arguments that characterize the logical relationship between the premises and
the conclusion. The strength of an argument depends on then level of its certainty. As an
argumentative writer you must maintain a valid (consistency of reasons to conclusions) and
strong (high probability of certainty) arguments to satisfy the logical properties. Weak
arguments are considered bad arguments.

Gathering Evidence
After you have made a point for your argument, find materials to back up the claim and
reasons. University of North Carolina (2020) stressed that the “strength of your evidence, and
your use of it, can make or break your argument.” At times, this is one of the reasons why
some argumentative writers fail in justifying their claim/thesis. There are three criteria to
achieve.

Day 2
A. Evidence Should be Logical to the Claim
It is always noted that logic between claim and reason is important. Now, evidence is not
an exemption to this logic. Reasons should also be logically connected to evidence. In short,
you should use the right evidence for your claim and reason. It is already discussed what a
false argument is. It goes with evidence too. Here is an example of a weak evidence from
Gleick as cited by Indiana University (2020) “Today, we are too self-centered. Most families
no longer sit down to eat together, preferring instead to eat on the go while rushing to
the next appointment. Everything is about what we want.” As explained by Indiana
University, this is weak evidence because the claim “self-centeredness” is not related to
“eating on the go.” Consider this example:

Most People nowadays have become digital zombies. They have developed an
uncontrollable desire to stay online and dependence on the use of internet. In the
Philippines for example, studies show that people spend almost 10 hours on social
media. Thus, limiting people’s personal interactions. They have been engrossed too
much to online activities and socializations and they forgotten the real sense of a true
and personal relationship.
The claim that “people becoming digital zombies” is logically supported by the evidence.
University of North Carolina (2020) states that a writer must explain how the evidence support
the argument. You have to sure that the pieces of evidence have a function in your paper.

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B. Sources of Evidence Should be Credible
1. Print and Electronic Sources
The internet has given wide range of information sources where people can easily
download pieces of information. With this, information from print media are now are
being sold or given away online. Websites and social media are everywhere on the
internet. Whilst the internet is seen as an advantage especially in academic writing,
information should also be treated with utmost care. Mark Robison (2020) of University
of Alabama Universities listed types of refutable and non-refutable print media.

a. Refutable print sources:

• national newspapers (New York Times, Philippine Daily Inquirer, etc.).
• large popular magazines (Official Gazette, Forbes, etc.)
• scholarly journals (peer-reviewed).
• and academic books (most of our non-fiction books in Gorgas are written by
academics and scholars).
b. Print sources to avoid:
• newspapers and magazines with obvious political leanings
• smaller newspapers and magazines, which might not go through rigorous
editing
• books published by smaller publishers or that include bad/no research or
citations.

c. Refutable online source listed by Custom-Writing.org (2020):

• large and credible news websites
• websites of scientific/research organization
• online university catalogues and Educational websites
• government websites

d. Online sites you must avoid listed by University of Texas at El Paso (n.d.)
• commercial websites
• wiki (means fast) websites
• Individual blogs
• online forums
• chat rooms, etc.

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 Regardless if it is print, electronic, or online, always be vigilant with the information you
are using. This is a responsibility that 21 st century writers should be aware of especially that
the information in this digital age are equally misleading as much they are accessible. The
University of Texas El Paso (n.d.) provides tips on how to make sure the credibility of
information sources. Always take note of the following when getting evidence that you may
use to defend your argument.

a. The material should have a reliable author. Nothing is more important than knowing
that the proprietor of the information is dependable.
b. The material or the website provides current information. The world is fast
changing. What might be true a decade ago could be obsolete and inapplicable today.
c. The material pays attention to its links. The website or material is linked to other
credible source or cited information from other reliable sources.
d. Make sure that the purpose of the material you are citing is to inform, not to sell
or to entertain.
e. Grammatical correctness is observed. Unreliable sources are often published
quickly without thorough editing.
f. The material should not be isolated from the world. It is cited by many and has
been proven credible.

2. Other Sources of Information

Sourcing out evidence for your argumentative essay is not limited to books, articles, and
other published materials. You can include data from your observations or information that
you personally gathered through interviews or surveys. First-hand information are
compelling evidence as they tell authentic experiences. Nonetheless, you should not rest on
a single source of information. Try to bring together different sources from books to online
resources and first-hand information because the more inclusive your data are, the greater its
credibility.

C. Citing Borrowed Ideas

You have already learned how to cite the information sources in your previous
lesson in writing a concept paper (module 8 in quarter 1). The same rules apply in
writing an argumentative essay. Everything idea that you have copied whether it is
directly quoted, paraphrased, or summarized should be attributed to the owner of
the information. Use the APA citation style.

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Example

Original Text
Introduction to Primary Research: Observations, Surveys, and Interviews
Dana Lynn Driscoll (2010)

Observations have led to some of the most important scientific discoveries in human
history. Charles Darwin used observations of the animal and marine life at the Galapagos
Islands to help him formulate his theory of evolution that he describes in On the Origin of
Species. Today, social scientists, natural scientists, engineers, computer scientists,
educational researchers, and many others use observations as a primary research method.

Direct Quotation:
“Observations have led to some of the most important scientific discoveries in
human history,” (p.160) asserted by Driscoll (2010).
Paraphrase:
Since the beginning, people have used observations to understand different
phenomena in their environment. Charles Darwin, an evolutionist, used observations to
gather data and formulate assumptions of the origin of species. This research method is
considered a plausible approach is by scientists, engineers, researchers, and the like to
gather information (Driscoll, 2010, p.160).
Summary:
Discroll (2010) stated that Observation as a data gathering method is a tested and
reliable process of collecting information used for years up to the present (p.160).
Making a Reference List:
Driscoll, Dana Lynn. “Introduction to Primary Research: Observations, Surveys, and
Interviews.” Colorado State University, 2010,
wac.colostate.edu/books/writingspaces2/driscoll--introduction-to-primary-
research.pdf.
Note: Please refer to Quarter 1 Week 8 Lesson for more rules in APA citation and referencing.

Presenting Counterarguments

Writing an academic text require objectivity and fairness in presenting ideas. In

argumentative writing you are expected to propose a thesis, defend it through reasons and
strengthen reasons using pieces of credible evidence. Now, you have to present a
counterargument. Shoreline Community College (n.d.) defined counterargument is an idea
that other people might think as opposed to your position. One question that you might ask if
it does weaken your own argument. It does not. Showing the other side of an issue allows you
as a writer to make your positions more credible as readers tend to have an impression that

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you are an unbiased person. Presenting the counterargument does not mean you are turning
away from your claims. This is how you do it. Harvard Writing Center (2020) identified two
stages to show a counterargument. First, you turn against your argument to challenge it
(counterargument). After which, you must turn back (defend your claim back) to re-affirm it.
Harvard Writing Center (2020) explained further what to write in a counterargument and how
to refute it.

Turn Against
Show counterarguments that could possibly refute your claim. This could be:
• a problem with your demonstration (different conclusion that could be drawn from the
same facts, a key assumption is unwarranted, a key term is used unfairly, certain
evidence is ignored or played down);
• a disadvantage or drawback of your proposal/claim; or
• an alternative explanation or proposal that makes more sense

Turn Back (Defend you claim)

After presenting the other side of the argument, it is time for you to weigh it and solidify
your own argument. You may:
• refute it, showing why it is mistaken—an apparent but not real problem;
• acknowledge its validity or plausibility but suggest why it is relatively less important or
less likely than what you propose;
• show that it doesn't overturn your argument;
• restate your thesis in a more exact, qualified, or nuanced way that takes account of
the objection;
• or start a new section in which you consider your topic in light of it (This will work if
the counterargument concerns only an aspect of your argument; if it undermines your
whole case, you need a new thesis).
•
Sample Essay
Students Who Study Abroad Achieve Greater Success Introductory Paragraph

(yourdictionary.com, n.d.) The introduction starts with

a 2- sentence catchy
INTRO
statement that is later
Much of our learning takes place outside the
hooked to the background
classroom. We learn how to maintain budgets, forge
information introducing the
friendships, develop business relationships, and more.
topic in the 3rd sentence.

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Imagine extending those skills on a global level. We would The last two sentences of
immediately cease to believe the world only contains the the introduction show the
people and things we can see but, rather, a wide variety of thesis the argumentative
opinions, customs, beliefs, and ethics. This is why every text
college-level student must study abroad during their
undergraduate years. They will learn more in that semester
abroad than in any other academic year.
Body Paragraph 1
BODY
The underlined word is the
According to IES Abroad, a company that encourages
first reason/premise (the
students to become international leaders, students who study
ability of international
abroad are more likely to be accepted into the graduate
graduates to be accepted
degree program of their choice. In fact, 90% of students who
in graduate degree
studied abroad with IES are admitted to their first or second
program) provided by the
choice for graduate school.
writer to support his claim
that is later back up with
an evidence which is a
statistical data
(highlighted sentence).

Imagine walking into an interview and being able to Body Paragraph 2

discuss preparing the most popular dish in India or organizing
the best route to take from Sydney, Australia to Perth. Not The 3rd paragraph opens

only does this strike up a memorable conversation, but it also another premise to defend

demonstrates a student’s fierce independence and the argument. This time its

determination. All this makes someone who has studied talks about the

abroad a more desirable candidate for their dream job. As if employability of students

IES Abroad’s statistic above was not astounding enough, it who graduated abroad.

has been proven that 97% of students who study abroad find Same as with the first

employment within 12 months of graduation (Smith, 2019, p. premise it is again backed

17). with statistical data.

Beyond college, students who study abroad will be better Body Paragraph 3
equipped to succeed in the workplace. Their broadened Moving on in the 3rd
worldview will help them relate to their co-workers, especially paragraph of the body, the
in a worldwide organization. This increased scope of writer now strengthen is its
knowledge allows 25% of students who study abroad to claim even more by
stressing the capability of

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 receive higher starting salaries. That is clear evidence that students who graduated
their experiences and views are valued by employers. abroad to excel and
succeed in the workplace.
Body Paragraph 4

In spite of all these benefits, some parents simply will not

In the fourth paragraph
allow their children to study abroad. A portion will argue that there is a sudden shift of
it is not safe. Others will argue that studying abroad costs too the tide. This is the
counterargument. It
much money. In these cases, it is important to take a look at
presents a dispute of the
one semester’s financial aid statement. How much does it claim by underscoring the
cost to be a student at a local university? When tuition, concerns on the financial
housing, textbooks, transportation, and meal plans are aspect of being an
international student.
considered, it becomes difficult to argue that there’s a stark Later, the writer turns back
difference in the cost of a semester at home versus a to defending his/her claim
semester abroad. by stressing that studying
abroad and in local
universities does not have
much of a difference in
terms of cost.

Concluding Paragraph
As you may have studies
Studying abroad will have long-lasting, positive implications in your previous lesson,
on a student’s future as an academic and a professional. New the concluding paragraph
simple summarizes all
windows of opportunity will be flung open the moment an arguments without
undergraduate board a plane. Why not make an appointment repeating the exact words
with the study abroad center at your university? You have used in the body
paragraph. The last two
nothing to lose by starting a conversation today.
sentences show
persuasive sentences that
call for an action.

What’s More
Direction: Identify the arguments that are logically crafted. Write a
checkmark (/) before the
number of the statements that are logical and valid and cross mark (x) for those
that are false, illogical, or invalid arguments.

___1. All teachers at ABC High School are working from home due to the pandemic. They all
have home internet connections. Therefore, Internet companies provide all teachers
fast internet speed.

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__2. Ana’s parents are multi-awarded artists. Two of her 4 siblings are members of fine arts
organizations in college. Ana must be a good artist too.
__3. Senator X have filed a bill that encourages the use of sustainable and clean energy. The
senate should not approve the said bill because the senator himself is the owner of a
coal-driven private electric utility corporation.

__4. The ex-envoy who have maltreated his Filipina housekeeper should be pardoned. The
former ambassador, Mr. X has done a lot of good things in the past. He also has
contributed to promoting the welfare of OFWs.

__5. Smoking is the leading cause of preventable deaths in the world. According to studies,
average to chain smokers die 10-20 years earlier than nonsmokers. American Lung
Association estimates a 2.5 million people died from exposure to secondhand smoke
between 1964-2014. Therefore, banning public smoking is a good move by the
government.

Day 3

What I Have Learned

Direction: Write TRUE if the statement is factual and FALSE if otherwise.

1. A strong argument is not valid.

2. An argument is invalid if the premise/reason does not satisfy the claim.
3. Validity comes in degrees- you can have arguments that are "very valid", "moderately
valid", etc.
4. Direct quotation refers to presenting other person’s ideas using your own words.
5. Ana have summarized an argument from writer X. Since she did not copy the text directly,
she can brand it as her own.
6. It’s not good to use online resources.
7. Wiki websites are fast, readily available, easy to access information on the web that
provide 100% accurate information.
8. A good argument should be both valid and strong.
9. You can use first-hand information gathered from other people’s personal experience as
evidence for an argument.
10. Fallacies in arguments are misleading and bias.

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 What I Can Do
(writing 1 paragraph argument about relevant topics) at least 3-items

Direction: You are given 2 topics. Write a claim for each topic then create 3 premises/reasons
to validate a claim that you have given. Include 1-2 pieces of credible evidence for
each reason and do not forget to cite the sources.

I. Topic: The popularity of K-pop and K-dramas among Filipinos

Claim:
_________________________________________________________________________
_________________________________________________________________________

Reason 1
_________________________________________________________________________
_________________________________________________________________________

Evidence (cite the source)

_________________________________________________________________________
_________________________________________________________________________

Reason 2
_________________________________________________________________________
_________________________________________________________________________

Evidence (cite the source)

_________________________________________________________________________
_________________________________________________________________________

Counterargument
_________________________________________________________________________
_________________________________________________________________________

II. Topic: How the administration handles the pandemic

Claim:
_________________________________________________________________________
_________________________________________________________________________

Reason 1
_________________________________________________________________________
_________________________________________________________________________

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Evidence (cite the source)
_________________________________________________________________________
_________________________________________________________________________

Reason 2
_________________________________________________________________________
_________________________________________________________________________

Evidence (cite the source)

_________________________________________________________________________
_________________________________________________________________________

Reason 3
_________________________________________________________________________
_________________________________________________________________________

Evidence (cite the source)

_________________________________________________________________________
_________________________________________________________________________

Counterargument
_________________________________________________________________________
_________________________________________________________________________

Rubric in Assessing Arguments

4 3 2 1
Claim and The claim is The claim is The claim is a The claim is
Reason relevant to the relevant to the bit relevant to irrelevant to the
topic. It presents topic and is the topic, but topic and the
a sensible basis relatively the two reasons reasons are
for a valid sensible to hardly support invalid.
argumentation. argue however the claim.
The reasons one of the
have logical reasons is a little
connections to illogical
the claim.
Evidence Evidence Most pf the There is no
Evidence strongly support somewhat evidence evidence
the argument support the presented are presented to
and they are argument not connected support the
properly however there to the crafted claim.
borrowed and are few argument.
cited. unrelated Some
information information is

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 borrowed and not properly
cited. attributed.
Counterargument The counter The counter The counter There is no
argument argument argument is counter
provides a sound provides a weak, and it argument
and reasonable sound and does not have presented.
objection of the reasonable enough
claim that that objection of the evidence.
has potent claim but lacks
evidence. evidence.

Day 4

Assessment

Direction: Now that you have a blueprint of your arguments, choose one of the topics you
have argued in What I Can Do. Write a 5-paragraph essay by putting together the
reasons and pieces of evidence you have gathered. Do not include yet the
refutation (counter argument). Follow the format below:
Introductory Paragraph Background of the topic/problem; Thesis statement
Body Paragraph 1 Main Point 1
Body Paragraph 2 Main Point 2
Body Paragraph 3 Counter Argument
Concluding Paragraph Summary/Realizations/Call for action
Rubric in Assessing an Argument Essay

4 3 2 1
INTRODUCTION Well-developed Introductory Introduction states The topic is
introductory paragraph the thesis but does unclear, and
paragraph contains contains some not adequately the thesis is
detailed background explain the vague.
background, a clear information and background of the
explanation or states the problem/topic.
definition of the

WBLS-OBE MELC-Aligned Self-Learning Module SHS- EAPP 19

 problem/topic, and problem/topic
a thesis statement with few details.
The thesis is
stated.
BODY / MAIN Two main points Two main points Only a single point There is no
POINTS are well developed are presented is presented and clear point
with supporting but one is developed. The presented.
details and is well lacking details counterargument A counter
argued with a and was not is weak and argument is
counter argument. developed well. somewhat not
There is a irrelevant. presented.
probable
counter
argument but
lacks evidence.
CONCLUSION Conclusion Conclusion Conclusion Conclusion
summarizes the summarizes summarizes main does not
main topics without main topics. topics but is adequately
repeating previous Some repetitive. No summarize
sentences; writer’s suggestions/reali suggestions/realiz the main
opinions and zations evident. ations are points. No
suggestions/realiza included. suggestions
tions are evident. /realizations
included.
WORKS CITED Source material is Source material Source material is Lacks
smoothly integrated is used. All used, but sources
into the text. All sources are integration may be and/or
sources are accurately awkward. All sources are
accurately documented, but sources are not
documented in the a few are not in accurately accurately
desired format both the desired documented, but documented
in the text and on format. Some many are not in . Format is
the Works Cited sources lack the desired format incorrect for
page. credibility. or lack credibility. all sources.

WBLS-OBE MELC-Aligned Self-Learning Module SHS- EAPP 20

 Answer Key

B 5. 10. True the output

D 4. 9. True Rubric to assess
D 3. 8. True vary. Use the
C 2. 7. False Answers may -
A 1. 6. False
5. False 15)
What I Know (Page 3) 4. False Assessment (Page
3. False
2. True
😊 3. 1. False the output
Rubric to assess
☹ 2. (Page 14) vary. Use the
What I have Learned Answers may -
☹ 1.
/ 5. 14)
What’ New (Page 5) X 4. What I Can Do (Page
X 3.
X 2.
X 1.

What’ More (Page 13)

References
Beth Rosdatter (n.d.) University of Kentucky. “LESSON # 1.” 2020. Uky.Edu. 2020.
Accessed October 20, 2020.
https://www.uky.edu/~rosdatte/phi120/lesson1a.htm#ass1.

Turner, Dale. n.d. “Scholarship at UWindsor Scholarship at UWindsor Fallacies and the
Concept of an Argument Fallacies and the Concept of an Argument Title: Fallacies
And The Concept Of An Argument.” Accessed October 20, 2020.
https://scholar.uwindsor.ca/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1781
&context=ossaarchive.

Palomar College. “Post Hoc Ergo Propter Hoc.” 2020. Palomar.Edu. 2020. Accessed
October 20,
2020.https://www2.palomar.edu/users/bthompson/Post%20Hoc%20Ergo%20Propte
r%20Hoc.html.

Palomar College. “Appeal to Popularity (Ad Populum).” 2016. Palomar.Edu. 2016. Accessed
October 25, 2020. https://www2.palomar.edu/users/bthompson/Ad%20Populum.html.

Buroker, Jill. 2017. “Port Royal Logic.” Edited by Edward N. Zalta. Stanford Encyclopedia of
Philosophy. Metaphysics Research Lab, Stanford University. 2017. Accessed
October 25, 2020. https://plato.stanford.edu/entries/port-royal-logic/.

WBLS-OBE MELC-Aligned Self-Learning Module SHS- EAPP 21

GED. “False Dichotomy-Explanations and Examples.” Best GED Classes. 2017. Accessed
October 25, 2020. https://bestgedclasses.org/false-dichotomy/.

The Writing Center, University of North Carolina “Argument - The Writing Center.” 2011. The
Writing Center. 2011. Accessed October 26, 2020. https://writingcenter.unc.edu/tips-
and-tools/argument/.
Indiana University.Using Evidence. 2019. “Using Evidence: Writing Guides: Writing Tutorial
Services: Indiana University Bloomington.” Writing Tutorial Services. 2019. Accessed
October 26, 2020. https://wts.indiana.edu/writing-guides/using-evidence.html.
“Evidence.” n.d. The Writing Center • University of North Carolina at Chapel Hill. Accessed
October 26, 2020. https://writingcenter.unc.edu/tips-and-
tools/evidence/#:~:text=Statistics%2C%20data%2C%20charts%2C%20graphs.
“What Is Considered a Reputable Print Source? - Ask A Librarian.” n.d. Ask.Lib.Ua.Edu.
Accessed October 27, 2020. https://ask.lib.ua.edu/faq/232313.

“List of Credible Sources. Examples of Credible Websites.” n.d. Study Blog. Accessed
October 27, 2020. https://custom-writing.org/blog/signs-of-credible-sources#2.

“4 Ways to Differentiate a Good Source from a Bad Source.” 2017. Utep.Edu. 2017.
Accessed October 27, 2020.
https://www.utep.edu/extendeduniversity/utepconnect/blog/march-2017/4-ways-to-
differentiate-a-good-source-from-a-bad-source.html.

Wyson, John Daryl. 2016. Writing Position Paper. In English for Academic and Professional
purposes. Quezon City.

Internet Encyclopedia of Philosophy. “Validity and Soundness” n.d. Accessed October 30,
2020. https://iep.utm.edu/val-
snd/#:~:text=A%20deductive%20argument%20is%20said.

Criticalthinkeracademy.com. “4. Strong versus Weak Arguments.” n.d.

Criticalthinkeracademy.com. Accessed November 2, 2020.
https://criticalthinkeracademy.com/courses/what-is-a-good
argument/lectures/1105074.

Harvard Writing Center. “Counterargument.” Harvard.Edu. 2019. Accessed November 7,

2020. https://writingcenter.fas.harvard.edu/pages/counter-argument.

Shoreline Community College. “What is a counterargument?” n.d. Accessed: November 9,

2020 https://app.shoreline.edu/doldham/101/html/what%20is%20a%20c-a.htm#why.

“Students Who Study Abroad Achieve Greater Success” n.d. Accessed: November 10, 2020.
https://examples.yourdictionary.com/argumentative-essay-examples.html

WBLS-OBE MELC-Aligned Self-Learning Module SHS- EAPP 22

 For inquiries or feedback, please write or call:

Department of Education-Schools Division of Laoag City

Curriculum Implementation Division (CID)

Brgy. 23 San Matias, Laoag City 2900

Contact Number: (077)771-3678

Email Address:laoagcity@deped.gov.ph