SENIOR HIGH SCHOOL

English for Academic

and Professional
Purposes
Quarter 2 – Module 12
Creating Arguments and Citing Sources

Department of Education – Region IV-A CALABARZON

English for Academic and Professional Purposes – Senior High School
Alternative Delivery Mode
Quarter 2 – Module 12: Creating Arguments and Citing Sources
First Edition, 2020

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over them.

Development Team of the Module

Authors: Jay Anne F. Salles
Editor:
Reviewers:
Illustrator:
Layout Artist:
Management Team: Elpidia Bergado
SDO Cavite Province
Romyr L. Lazo, EPS In-charge of LR
Ferdinand V. Marquez, EPS In-charge

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta Rizal
Landline: 02-868-257-73, Local 420/421
Email Address: [Link]@[Link]

i
 SENIOR HIGH SCHOOL

English for Academic

and Professional
Purposes

Quarter 2 – Module 12

Creating Arguments and

Citing Sources

Department of Education ● Republic of the Philippines

ii
 TABLE OF CONTENTS
Page No.
Introductory Message iv
Lesson 1 Creating Arguments
What I Need to Know 1
What I Know 2
What’s In 3
What’s New 4
What is It 5
Lesson 2 Citing Evidence
What’s In 9
What’s More 10
What is It 11
What’s More 17
What I Have Learned 19
What I Can Do 21
Assessment 22
References 25

iii
Introductory Message
For the facilitator:

Welcome to the English for Academic and Professional Purposes Alternative Delivery Mode
(ADM) Module on Creating Arguments and Citing Sources!
This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

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

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

Notes to the Teacher

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

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

For the learner:

Welcome to the English for Academic and Professional Purposes Alternative Delivery Mode
(ADM) Module on Creating Arguments and Citing Sources!
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.

iv
 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.

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

v
 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. Do not 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!

GOOD LUCK AS YOU BEGIN MODULE 12!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master how to defend a stand on an issue. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence of
the course. But the order in which you read them can be changed to correspond with the
textbook you are now using.

The module is divided into two lessons, namely:

Lesson 1 – Creating arguments

Lesson 2 – Citing evidence

After going through this module, you are expected to:

✓ make a stand on an issue;

✓ create reasonable arguments to support a stand on an issue;

✓ identify different types of logical fallacies

✓ identify different types of evidence;

✓ identify sources of evidence;

✓ determine ways to incorporate evidence to a paper; and

✓ cite factual evidence to support arguments

1
 What I Know

General Instructions. Read each item carefully and write the most appropriate answer
on a separate sheet of paper. Take note of the item/s that you missed and learn about
them as you go through this module.

1-5 The following are situations you may experience as you are integrating
evidence in your argument. Choose among summarizing, paraphrasing,
quoting and using tables, graphs and illustrations should you use in each.

__________1. When you are using a particularly authoritative source and you need the
author’s expertise to back up your point
__________2. When you want to introduce a writer’s position, but his or her original
words aren’t special enough
__________ 3. When you want to comment on a particular example that another writer
uses.
__________ 4. When you are providing background information, grounding your own
argument, or mentioning a source as a counterargument
___________ 5. When you can’t say it any better and the author’s words are particularly
brilliant.

6-10 Write T if the statement is TRUE, otherwise write F.

__________ 1. To successfully convince audience to believe in your stand, you must
provide supporting evidence.
__________ 2. You must avoid logical fallacies in refuting opposing arguments.
__________ 3. Our voice matters. We should always express our informed opinion on
relevant issues.
__________ 4. Sharing opinions of celebrities in social media is a good academic practice.
__________ 5. Research is the first step in making a stand on an issue.

11-15 Identify the term being described in each statement. Choose from the words
in the box.

Primary evidence Secondary evidence credible reference

list accurate reliable

__________ 1. Samples of this are analysis and reviews of a literary work.

__________ 2. Samples are photographs, finding of research, interview etc.
__________ 3. It contains all the sources used by the author.
__________ 4. It means the evidence is dependable.
__________ 5. It means that the evidence that the evidence is exact and elaborate.

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 Lesson
Creating Arguments
1

What’s In

Last time, you tried your best to analyze arguments provided by the author of
manifestoes. Now, it is time for you to create your own arguments to defend your stand
on pressing issues in the society. Let us begin with this activity. Write your answers on a
separate sheet of paper.

Photos are taken from [Link]

1. What do the pictures show?

2. Do you agree with them?
3. Choose 1 picture and examine the statement. Is it valid? Why or why not?

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 What’s New

Are you familiar with the segment fast talk in the show Tonight with Boy
Abunda? Our activity is inspired from it. If you are not familiar, follow the steps
below.

1. Look for a partner in your house (your other half) for this activity.
2. Both of you will prepare seven (7) random questions (like those given in
Tonight with Boy Abunda).
3. During the fast talk proper, one must quickly ask while the other instantly
answers each question, uttering the first choice that comes into his/her mind.
4. Do the activity in just one minute per round.

Based on the activity you performed, answer the questions below. Write your
answers on a separate sheet of paper.

1. What skill/s are practiced in the previous activity?

2. What is a stand or position?

3. Why are firm stands or choices important?

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 What is It

When you choose between the two sides of an issue, you are making a stand. A
stand is a choice that you make and an opinion that you express. Is it important to make
a stand? Of course! Everyone is entitled for his/ her own opinion. It is a manifestation of
our freedom of expression. Your voice matters.

When you express your thoughts on an important issue, you may be able to
influence the people around you. It can be your seatmate, your friend or a relative; and if
that person shares your opinion, more people might also be influenced. Is it not amazing?

This is also one of the reasons why there is a proliferation of vloggers and social
media influencers. With just a click of the upload button, thousands and even millions of
people may be reached by your message. This may be advantageous, but it also poses
dangers. Since, you have the right to express your ideas, others too can share their views
which may support or debunk yours. So, the question is, how can you defend your stand
on an issue?

You can do it by providing reasonable arguments supported by factual evidence.

Let us talk about creating arguments. It is a must that your argument should have four
important parts.

The Four Pillars of Arguments

I. Thesis Statement

A. Must be one to two sentences

B. Must take a firm stand
C. Must be debatable

II. Evidence

A. Expect skeptical audience

B. Be equipped with established support to your argument
C. An evidence may be in the form of:
1. facts and statistics; and
2. experts’ opinions

(*Citing evidence will be further discussed in the next lesson)

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 III. Refutation

A. Anticipate objections
B. Counter opposing arguments
C. Shows that you are a credible academic researcher
D. Shows that you are a credible academic writer
E. Shows that you are unbiased and fair-minded

IV. Concluding Statement

A. Reiterate your thesis statement

B. Bring the argument back to your main point
C. Suggest a plan of action (if possible)

Further, you may also check the effectiveness of your argument by answering the
following guide questions.

Does your argument Stand Up?

Do you have an argumentative thesis?

Do you include solid and convincing evidence to support your thesis?

Do you include a refutation of the most compelling arguments against your position?

Do you include a strong concluding statement?

Here are the steps you need to follow to be able to express your stand with reasonable
arguments.

Basics Steps in Creating your arguments

1. Research on the issue.

2. Weigh both pros and cons.

3. Make a stand.

4. Think of strong arguments

5. Provide evidence as support.

6. Organize your content and make it logical.

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What to avoid in making logical arguments?
Avoid logical fallacies. Fallacies are statements commonly used in argumentation
and debate which may seem right because these were uttered correctly, but if you try to
analyze, the idea is nonsensical or not connected to the topic. Below are the most
common logical fallacies with their examples.
1. Ad hominem- also called as “personal attack”
Rather than refuting the argument, the attack is on the individual which can be
directed towards character, reputation, credentials, intelligence or morals.
Ex. He also has a relative who is a senator. How could he go against political
dynasty?

2. Straw Man- arguing against ridiculous and weak position which was just created by
the speaker and then proceed to knock it down.
Ex. Person 1:
I think pollution from humans contributes to climate change.
Person 2:
So, you think humans are directly responsible for extreme weather, like hurricanes,
and have caused the droughts in the southwestern U.S.? If that’s the case,
maybe we just need to go to the southwest and perform a “rain dance.”

3. False dilemma fallacy - sometimes called the “either-or” fallacy, presents only two
options or sides when there are many options or sides.
Ex. We can either stop using cars or destroy the earth.

4. Hasty Generalization Fallacy- sometimes called the over-generalization fallacy. It

is basically making a claim based on evidence that it just too small. Essentially, you
cannot make a claim and say that something is true if you have only an example or two
as evidence.
Ex. Some teenagers in our community recently vandalized the park downtown.
Teenagers are so irresponsible and destructive.

5. Appeal to Fear Fallacy- one that, as noted in its name, plays upon people’s fear.
This fallacy presents a scary future if a certain decision is made today. It is also often
exaggerated.

Ex. Pres. Rodrigo Duterte is a friend of China. If he continues to be our president, he

will sell Philippines to China and we will be one of its provinces.

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6. Slippery Slope Fallacy- occurs when someone makes a claim about a series of
events that would lead to one major event, usually a bad event. In this fallacy, a person
makes a claim that one event leads to another event and so on until we come to some
awful conclusion. Along the way, each step or event in the faulty logic becomes more
and more improbable.

Ex. If we allow the government to implement community quarantine, eventually we

will no longer have freedom to do whatever we want and there will be martial law
again; so, we should not allow community quarantine to happen.

7. Bandwagon Fallacy- sometimes called the appeal to common belief or appeal to the
masses because it’s all about getting people to do or think something because “everyone
else is doing it” or “everything else thinks this.”

Ex. Almost everyone is doing Tiktok videos now. Why aren’t you?

8. Guilt by Association Fallacy- occurs when someone connects an opponent to a

demonized group of people or to a bad person in order to discredit his or her argument.
The idea is that the person is “guilty” by simply being similar to this “bad” group and,
therefore, should not be listened to about anything.

Ex. Your friends are womanizers and so you are too.

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 Lesson
Citing Evidence
2

What’s In

In the last lesson, you learned that it is important to make a stand on

relevant issues in the society. However, others might not share the same ideas
with you, so you also learned about defending your stand through providing
reasonable arguments. Let us make a short recapitulation on what is argument,
its parts and the logical fallacies.

A. Identify if the statement is true or false. Write “Correct, Mars” if the statement
tells a correct idea about arguments and “Nothing like that, Mars” if otherwise.
Write your answers on a separate sheet of paper.
___________ 1. Freedom of expression is both a right and a responsibility.

___________ 2. Making a stand means taking a side on relevant issues after doing
enough research.

___________ 3. An academic writer must be ready on possible opposing ideas by

careful consideration of both sides of the issue and preparation of
refutation.

___________ 4. All assertions or claims made by an academic writer shall build

one coherent idea which will serve as thesis statement.

___________ 5. A good conclusion of an argument is reiteration of thesis

statement and recommendation of possible action.

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B. Identify what type of logical fallacy is each statement below. Choose from the
pool of fallacies inside the box. Write your answers on a separate sheet of paper.

Hasty generalization False Analogy Bandwagon

Ad Hominem Straw Man False Dilemma Fallacy

___________ 1. All the government officials in the Philippines are corrupt. Look at
the senator who is famous of his Budots dance election campaign
advertisement.
___________ 2. Women should not be fired because of getting pregnant. They do
not fire a man for fathering a child.
___________ 3. DepEd: We should persist and continue learning despite the
situation. We will find ways to make it possible.
Parents: So, you are saying the lives of our children do not matter?
We will not risk our children. The school can await. Safety first.
___________ 4. Most parents already enrolled their children. I think, it is the right
decision.
____________ 5. We can either choose to have mass testing, or just let us all get
infected by COVID- 19. There is no other choice.

What’s More

Directions. Examine the pictures below. What do the pictures suggest? What
usually happens inside a courtroom? Imagine that you are a lawyer, how can you
sure win your case? Write your answers on a separate sheet of paper

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 What is It

In the previous activity, your answers to questions should emphasize the use of
evidence. In the past lesson, you have realized that evidence is an essential part of an
argument. It is simply because it serves as a support for the reasons offered and helps
convince audience. Now, let us learn more about it in this lesson.

Supporting Evidence
Evidence comes in different sorts, and it tends to vary from one academic field or
subject of argument to another. Evidence answers challenges to the reasons given thus
strengthens your claims. However, you should also consider if the type of evidence is
considered credible or valid in your academic field.

Table 1

Types of Evidence Based on Discipline

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Table 2

List of Possible Sources of Evidence

The two tables above present different types of evidence based on fields and
possible sources. Evidence comes in variety, however what remains constant is that
evidence does not speak for itself. You should be able to integrate it in your argument and
show that it supports your thesis. It is important to remember that evidence is not is not
the piling up of facts or quotes; it is just an integral element of a well-supported and well-
written text.

Evaluating Evidence
In creating your argument, you must determine if the evidence you will provide
as support is credible, accurate, and reliable. If the evidence does not meet these
criteria, then your argument is (more) likely to fail.
credible - is an adjective that comes from the Latin credibilis, meaning “worthy to
be believed.”
reliable – an adjective that comes from Scottish raliabill which means worthy of
being depended on
accurate - an adjective from Latin accuratus "prepared with care, exact and
elaborate
1. Who/what is the source of the evidence?
2. Is the evidence found in a primary or secondary source?
primary source is an original source, such as a literary work, historical
document, photo, etc.
secondary source provides content that has already been interpreted such as
literature reviews and review articles (e.g., movie reviews, book reviews);
works of criticism and interpretation etc.

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 3. How does the evidence from one source compare with the evidence from another
source?
4. How current is the evidence?
5. Is the evidence specific to the reasons for which it is being provided, and does it
ultimately support the claim?
6. Why is the evidence important to the argument?
7. What does the evidence perhaps suggest, but not explicitly show?
8. What is interesting about the evidence that will make it catch the attention of the
reader and be memorable?

Incorporating Evidence
There are numerous approaches to introduce your proof. Frequently, your proof
will be incorporated as content in the body of your paper, a quotation, paraphrase, or
summary. In some cases, you may incorporate Sometimes you might include graphs,
charts, or tables; excerpts from an interview; or photographs or illustrations with
accompanying captions.

Quotations
At the point when you quote, you are imitating another author’s words precisely
as they show up on the page. Here are a few hints to enable you to choose when to utilize
quotations:
1. Quote if you cannot say it any better and the author’s words are particularly brilliant,
witty, edgy, distinctive, a good illustration of a point you’re making, or otherwise
interesting.
2. Quote if you are using a particularly authoritative source and you need the author’s
expertise to back up your point.
3. Quote if you are analyzing diction, tone, or a writer’s use of a specific word or phrase.
4. Quote if you are taking a position that relies on the reader’s understanding exactly
what another writer says about the topic.

Paraphrasing

When you paraphrase, you take a particular segment of a text and put it into your
own words. Placing it into your own words doesn't mean simply changing or reworking a
couple of the writer's words: to paraphrase well and avoid plagiarism, restate the sentence
as if you are saying it to someone else without looking at the original. Paraphrasing is
different from summarizing because it aims to maintain the length of the original text and
it only focuses on specific segments of the text.
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When might you want to paraphrase?
1. Paraphrase when you want to introduce a writer’s position, but his or her original words
are not special enough to quote.
2. Paraphrase when you are supporting a particular point and need to draw on a certain
place in a text that supports your point—for example, when one paragraph in a source is
especially relevant.
3. Paraphrase when you want to present a writer’s view on a topic that differs from your
position or that of another writer; you can then refute writer’s specific points in your own
words after you paraphrase.
4. Paraphrase when you want to comment on a particular example that another writer
uses.
5. Paraphrase when you need to present information that’s unlikely to be questioned.

Summary

When you summarize, you are offering an overview of an entire text, or at least a
lengthy section of a text. Summary is useful when you are providing background
information, grounding your own argument, or mentioning a source as a
counterargument. It is useful when you have a lot of sources to incorporate in limited
space. When you are summarizing make it clear to the reader and cite your source
appropriately.

Statistics, data, charts, graphs, photographs, illustrations

Sometimes the best evidence for your argument is a fact or visual representation
of a fact. This type of evidence is strong, but you need to provide context for readers to
draw interpretation. Remember that statistics, data, charts, graph, photographs, and
illustrations are all open to interpretation. Guide the reader through the interpretation
process. Do not forget to cite the origin of your evidence.

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Citation and Referencing

American Psychological Association (APA) 6th Edition

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16
 What’s More

Activity 1.1: Loop a Word

Loop the important concepts you have learned in the module; then use them to
identify the terms being described in the next activity.

Activity 1.2: Identification

Identify the term being described in each statement below. Your choices are the
words you found from Activity 1.1. Write your answers on a separate sheet of paper.

____________ 1. It usually refers to a main idea, often called a “claim” or “thesis

statement,” backed up with evidence that supports the idea.
_____________ 2. It states the idea that the author wants you to believe in.
_____________ 3. It serves as a support to the explanation you provided to your
opinion.
_____________ 4. It serves as the logical explanation of your opinion.
_____________ 5. It serves as the central idea or main argument of your paper
wherein all claims are based on.
_____________ 6. It means the act of proving or saying that a person or statement
opposing your opinion is false.
_____________ 7. It shall contain a restatemnet of your main argument and a plan
of action if possible.
_____________ 8. It means a subject that people are talking about.
_____________ 9. It refers to the opinion you make on a relevant topic.
_____________ 10. It means an idea that a lot of people think is true but is in fact
false.

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Activity 2: Logical Fallacy
Directions. Identify what type of logical fallacy is each statement below. Choose
from the pool of fallacies inside the box. Write your answer on a separate sheet of
paper.

Hasty generalization Slippery Slope Fallacy Bandwagon

Ad Hominem Straw Man False Dilemma
Fallacy

___________1. We either suspend opening of classes or the students will get

infected by COVID 19.
___________ 2. If we approve anti- terror bill, we will no longer be allowed to
exercise our freedom of expression. We can no longer question the
government.
___________ 3. PUP is the cradle of NPA. PUPians are rebels of the country.
___________ 4. Other countries are conducting rallies in the streets now. It is
time for us to do the same and fight for our rights.
___________ 5. What does she know about farming? That senator’s business is
turning farmlands into residential area.

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 What I Have Learned

1. Making a stand on an issue is important because it influences and molds other

people’s opinions too.
2. To defend your stand on an issue, you must provide reasonable arguments.
3. An argument is composed of four pillars: thesis statement, evidence, refutation
and concluding statement.
Thesis statement – contains your firm stand on an issue
Evidence – serves as support to your stand which can be in the
form of facts and statistics, expert’s opinion and credible documents.
Refutation – contains your counterarguments to possible opposing
ideas to your stand
Concluding statement- restatement of your thesis statement
4. In creating logical arguments, you must avoid logical fallacies.

5. Logical fallacies are statements commonly used in argumentation which seem

impressive, but irrelevant or nonsensical.
a. Ad Hominem
b. Straw Man
c. False Dilemma Fallacy
d. Hasty Generalization Fallacy
e. Appeal to Fear Fallacy
f. Slippery Slope Fallacy
g. Bandwagon Fallacy
h. Guilt by Association Fallacy
6. Evidence has an integral function to support the claim in the text and should
not only be piled up facts or quotes.
7. The three characteristics that an evidence must possess are credibility,
reliability, and accuracy.

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8. Evidence can be identified as:
a. Primary – an original source, such as a literary work, historical document, photo,
etc.

b. Secondary - provides content that has already been interpreted such as

literature reviews and review articles (e.g., movie reviews, book reviews); works of
criticism and interpretation etc.

9. Evidence can be cited either through direct or indirect quotations.

a. Direct quoting – uses of quotation marks and includes page number
b. Indirect quoting – paraphrasing/ summarizing; without the use of
quotation marks
10. Evidence can also be incorporated to a paper through:
a. Quoting – lifting the exact words of other authors and enclosing them
with quotation marks
b. Paraphrasing – rewording a specific segment of a text; maintains the
same or almost the same number words as the original text
c. Summarizing – providing overview of a text which is usually long; useful
in incorporating many sources in limited space
d. graphs, pictures, and illustrations – solid facts; context for interpretation
is essential to guide readers

20
 What I Can Do

Let us apply what you have learned!

Make a stand on a relevant issue in our country nowadays. Defend it by

providing reasonable arguments supported by properly cited evidence. Choose one
from the issues given and do the activity using the graphic organizer below.
Remember to research and read about your chosen topic first before deciding on
your stand. Write and present your answer on a separate sheet of paper.

1. Anti- terror Bill

2. Freezing of School Year 2020-2021

3. Mass Testing for COVID-19

4. PM is the Key” strategy of online sellers

21
 Assessment

Let us see what you have got!

Directions. Choose the letter of the best answer. Write your answers on a separate sheet
of paper.

1. Recently, the public is in uproar with the incident of a Black American who
was killed during an arrest. Netizens condemn the act. How would you
respond to the issue?
A. Share the video of the arrest in social media.
B. Never mind. I am not related to the victim.
C. Research and read about the issue before making an action.
D. Join rallies on racial discrimination.
2. Another controversial issue nowadays is the Anti-Terrorism Bill. Many
people even celebrities already expressed their disagreement about it. As a
responsible citizen, what will you do?
A. I’ll just let it be. My opinion does not matter.
B. Tell my friends about it.
C. Read the draft of the bill and decide on my opinion.
D. Share the thoughts of my favorite actress.
3. Your teacher asked your class to do a debate about Anti-Terrorism Bill. It
is a new issue and you do not know anything about it. What will you do
first?
A. Brainstorm with my classmates.
B. Browse on Facebook and read the posts of known people.
C. Research on the issue and try to read as many articles representing
both sides of the issue.
D. Write whatever I think it is based on the title of the bill since the
activity is asking for own opinion about the issue.
4-10 To successfully convince the audience about your stand on an issue, what
should you do? Arrange the statements in a correct order. Use the letters a-g.
______ Research about the topic
______ Weigh both sides of the issue, then make a stand
______ Express claims clearly
______ Make a logical explanation
______ Back explanation by evidence.
______ Think of refutation to possible opposing arguments
______ Write a conclusion which restates thesis statement

22
11. As you are writing your paper, you decided to use a very long article as a
source though you have limited space. Which technique in integrating sources
should you use?
a. paraphrasing
b. quoting
c. summarizing
d. tables, graphs and illustration
12. You wanted to incorporate the idea of an authority in your field on your
paper. You found that his statement was well-crafted, and you do not want to
lose its meaning, how would you do it?
a. paraphrase
b. quote
c. summarize
d. use tables, graphs and illustration
13. In refuting opposing arguments, which of the following should you avoid?
a. Use logical fallacy
b. Check credibility of evidence used
c. Check the logical connection between claims and explanation
d. Use the same sources of the opposing arguments
14. “No to oppression. No to Anti-Terrorism Bill”. Is this an acceptable
argument?
a. No, it is a logical fallacy.
b. No, I do not share the same opinion.
c. Yes, the claim is clear and there is implied message.
d. Yes, I share the same idea.
15. Why is there a need to acknowledge sources of information?
a. To avoid plagiarism
b. To practice academic honesty
c. To make the work credible
d. To make the paper longer

It’s time to check your work. Turn to page 26for the answer key.
Remember, if you got 15/15, you are AWESOME!
If your score is 12-14, then you PASSED the test.
However, if you got 11 and below, you need to go back and read again.
It is just fine!
Take your time and master the lesson.

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Answer Key

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References
Argument: Claims, Reasons, Evidence. University of Pittsburg. Retrieved from:
[Link]
Evaluating Evidence. Lumen Writing and Research in the Discipline. Retrieved from:
[Link]
evidence/
Evidence. The University of North Carolina at Chapel Hill. Retrieved from:
[Link]
Jeffrey, R. & Bruce, Y. Retrieved from: [Link]
rhetoric/chapter/types-of-evidence-in-academic-arguments/
Mercado, Felix (2016), Session Presentation for Mass Training of Grade 11 Teachers on
Content and Pedagogy
Online Etymology Dictionary. Retrieved from: [Link]
q=reliable

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Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta Rizal

Landline: 02-8682-5773 local 420/421

Email Address: [Link]@[Link]

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