11/12

English for Academic and

Professional Purposes
Quarter 2/4
Module 3: Writing Various
Kinds of Position Paper
11/12

English for Academic and

Professional Purposes

Quarter 2/4
Module 3: Writing Various
Kinds of Position Paper
 Republic of the Philippines
Department of Education
REGION VII, CENTRAL VISAYAS
SCHOOLS DIVISION OF SIQUIJOR

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This material has been developed through the initiative of the Curriculum Implementation Division (CID) of the Department of
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It can be reproduced for educational purposes and the source must be clearly acknowledged. The material may be modified for
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their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Dr. Neri C. Ojastro

Assistant Schools Division Superintendent: Dr. Edmark Ian L. Cabio

Development Team of the Learning Module

Writer: Nicole Steffe Baena - Duhaylungsod

Evaluators: Chona B. Aque, Carren C. Daug, Johna T. Laranjo, and Joel E. Pabinguit

Management Team: Dr. Marlou S. Maglinao

Curriculum Implementation Division Chief

Maria Enin R. Cuevas

Education Program Supervisor (English)

Edesa T. Calvadores
Education Program Supervisor (LRMS)

Printed in the Philippines by___________________________

Department of Education – Region VII, Central Visayas, Division of Siquijor
Office Address: Larena, Siquijor
Telephone No.: (035) 377-2034-2038
E-mail Address: [Link]@[Link]
 Introduction
Welcome to the Alternative Delivery Mode module on Writing Various Kinds of
Position Papers.

This time, you’ll get to learn how to create logical arguments to build up your
position. Remember, the term argument, doesn’t mean throwing plates across the room
and screaming against each other. Rather, it is grounded with facts through research, the
gathering of evidence, and the creation of plausible assertions that can be backed up by
evidence.

You are going to need these things to make a change in the world. The ability to
influence people and drag them to action is what the society needs. Are you ready? Begin
making change today by accomplishing this module.

This module is divided into the following sections:

This part contains the skills that you are to

What I Need to Know gain and accomplish at the end of the module.

This involves activities that will determine

What I Know your prior learning on the topic discussed.

This will help you recall pieces of information

What’s In you previously learned to make connections
with the topic of the module.

This involves activities that give you vivid ideas

What’s New of what the topic is about.

This equips you with the necessary knowledge,

What It Is principles and attitude which will enable you
to attain the specified learning outcomes.

What’s More This include activities that’ll help you

demonstrate your learning.

What I Have Learned This part sums up the learning you have
acquired through the module.

This part enables you to apply the knowledge

What I Can Do and skills gained from this module.

This part will measure the extent of learning

Assessment you have acquired from the lesson.

This contains the list of sources used for this

References module.
\
What I Need to Know
At the end of this lesson, you will be able to:

write various kinds of position papers

(CS_EN11/12A-EAPP-IIa-d-5)

What I Know

Let’s try to see what you know about the topic of this module by answering
the questions below.

Directions: Write TRUE if the statement is correct. If the statement is

incorrect, write FALSE.

___________1. A position paper presents an arguable opinion about an issue.

___________2. The goal of a position paper is to convince the audience that the opinion is
valid and worth listening to.

___________3. In choosing a topic, one has to carefully examine the

development of the argument and organizing
the paper.
___________4. It is very important to ensure that all sides of the issue are
examined and presented in a manner that isn’t easy for the
audience to understand.
___________5. It is very important to take both sides of the argument and persuade your
audience that you have well-founded knowledge of the topic being
presented.

___________6. It is important to support the argument with evidence to

ensure the validity of the claims.
___________7. One has to address the counterclaims to show that one isn’t well informed
about both sides.

___________8. Once the topic for the position paper is presented, one should write the
paper immediately.

___________9. Listing out the pro and con sides of the topic will help writers
examine the ability to support counterclaims, along with a list
of supporting evidence for both sides.
___________10. Supporting evidence includes the factual knowledge, statistical inferences,
informed opinion, and personal testimony.
___________11. Factual knowledge is an information that is verifiable and agreed upon by
almost everyone.

___________12. The introduction should lead up to a thesis that organizes the rest of your
paper.

___________13. The thesis is located in the two strongest places, first and
last.
___________14. Writers should make the audience know his/her stand.

___________15. In writing position papers, it is very important to have

enough material to support the opinion.
___________16. Counter argument is a part of a position paper which can be omitted, as
preferred by the writer.

Hold on to your idea of a position paper. Later, we’re

going to buzz on to supplement such! Enjoy learning!

What’s In
In the previous lesson, you learned that in defending a stand on an issue, it is very
important to present reasonable arguments supported by properly cited pieces of factual
evidence. Let’s try to refresh your learning through accomplishing the activity below.

Directions: Match column A to column B. Write the letter of the correct answer in your
notebook.

Column A Column B
_________1. Generalization a. It aims to win readers’ agreement
with an assertion or claim by
_________2. argument engaging their powers of
reasoning.
_________3. facts and examples b. It is essential especially when
clarification between the link of
_________4. statistics assertion and the evidence is
needed.
_________5. analysis c. It is stated at the beginning of the
essay, making a play for readers’
_________6. thesis attention while giving clues for
the purpose of the writer.
_________7. evidence d. It may include facts, statistics,
 expert opinions , examples,
_________8. further explanation reported experience.
e. It begins by classifying the
subject, or comparing it with
something else, or figuring out
what caused it.
f. “In 1996, as American missiles
bombed military sites in Iraq.”
g. “Americans who rely on television
for their news (two-thirds,
according to recent polls) exist on
a starvation diet.”
h. Generally, means “judging the
quality of work.”

What’s New
A. Have you ever tried convincing people to believe that your favorite fast food
offers the best burger in the world?

How did you convince them? How did they react?

B. Have you been compelled to buy ointments because you were persuaded by
the salesman?

What made you decide to do so?

Even in simple situations like these, the use of persuasion is very evident.
The ability to persuade others to believe you, when put in good use, will
definitely be beneficial not only for you but for the majority.
 What Is It
Practically everyday, we try to persuade ourselves or someone else. In writing as
well, we set forth an opinion - as in writing a letter to a friend or a protest to a landlord
who wants to raise your rent, pointing out that the bathroom faucet doesn’t work.

Everyday, we make arguments, and out of these arguments, we can make various
position papers.

What is a Position Paper?

A position paper presents an arguable opinion about an issue. The goal of a

position paper is to convince the audience that your opinion is valid and worth listening
to. Ideas that you are considering need to be carefully examined in choosing a topic,
developing your argument, and organizing your paper. It is very important to ensure that
you are addressing all sides of the issue and presenting it in a manner that is easy for
your audience to understand. Your job is to take one side of the argument and persuade
your audience that you have well-founded knowledge of the topic being presented. It is
important to support your argument with evidence to ensure the validity of your claims,
as well as to address the counterclaims toshow that you are well informed about both
sides.

Analyzing an Issue and Developing an Argument

Once your topic is selected, you should do some research on the subject matter.
While you may already have an opinion on your topic and an idea about which side of the
argument you want to take, you need to ensure that your position is well supported.
Listing out the pro and con sides of the topic will help you examine your ability to support
your counterclaims, along with a list of supporting evidence for both sides.

Supporting evidence includes the following:

• Factual Knowledge - Information that is verifiable and agreed upon by

almost everyone.

• Statistical Inferences - Interpretation and examples of an

accumulation of facts.

• Informed Opinion - Opinion developed through research and/or

expertise of the claim.

• Personal Testimony - Personal experience related by a knowledgeable

party.
 Once you have made your pro and con lists, compare the information side by side.
Considering your audience, as well as your own viewpoint, choose the position you will
take.

In considering the audience, ask yourself the following questions:

Who is your audience?

What do they believe?

Where do they stand on the issue?

How are their interests involved?

What evidence is likely to be effective with them?

Organization

Your introduction should lead up to a thesis that organizes the rest of your paper.
There are three advantages to leading with the thesis:

1. The audience knows where you stand.

2. The thesis is located in the two strongest places, first and last.

3. It is the most common form of academic argument used.

Stating Your Thesis

A thesis is a one-sentence statement about your topic. It's an assertion about your
topic, something you claim to be true. It's a statement of fact, pure and simple, and
requires little or nothing added. A good thesis asks to have more said about it. It demands
some proof. Your job is to show your reader that your thesis is true.

To make your topic into a thesis statement, you need to make a claim about it,
make it into a sentence.

Example:
Original Subject: an important issue in my major field
Focused Topic: media technology education for communication majors
Thesis: Theories of media technology deserve a more prominent place in this University’s
Communication program
 Remember, you can't just pluck a thesis out of thin air. Even if you have
remarkable insight concerning a topic, it won't be worth much unless you can logically
and persuasively support it in the body of your essay. A thesis is the evolutionary result of
a thinking process, not a miraculous creation. Formulating a thesis is not the first thing
you do after reading the essay assignment.

Sample Outline for Position Paper

The University of Hawaii provided the sample outline of concept paper below.

I. Introduction
A. Introduce the topic
B. Provide background on the topic
C. Assert the thesis (your view of the issue)

[Link] Argument
A. Summarize the counterclaims
B. Provide supporting information for counterclaims
C. Refute the counterclaims
D. Give evidence for argument

[Link] Argument

A. Assert point #1 of your claims

1. Give your opinion
2. Provide support
B. Assert point #2 of your claims
[Link] your opinion
[Link] support
C. Assert point #3 of your claims
[Link] your opinion
[Link] support

[Link]

[Link] your argument

[Link] a plan of action

 Below is a sample of a position paper titled ‘r u online?’: The Evolving Lexicon of
Wired Teens Kris Axtman. Notice how each paragraph develops and adheres to the outline
presented.
‘r u online?’: The Evolving Lexicon of Wired Teens Kris
Axtman

The Conversation begins on the computer, nothing too

atypical for a pair of teenage boys bored on a Friday night:
I. Introduction
Garret : Hey
Josh : sup [Link] the
topic
Garret : j/cu
Josh : same
Garret : wut r u doing 2nite
Josh : n2m
Garret : cool

Need a translation? Not if you’re a 13-year-old who’s

B. Provide
been Internet-connected since birth. For the rest of us, background on
welcome to the world of Net Lingo—the keyboard generation’s the topic
gift to language and culture. “sup” is not a call to supper, but
a query: “What’s up?” And Josh’s “n2m” reply? “Not too
much.”

As in every age, teenagers today are adapting the

English language to meet their needs for self- expression. But C. Assert the
this time, it’s happening online—and at lightning speed. To thesis (your
view of the
some, it’s a creative twist on dialogue, and a new, harmless issue)
version of teen slang. But to anxious grammarians and
harried teachers, it’s the linguistic ruin of Generation IM
(instant messenger).

Whatever it is, the result fills Internet chat rooms, e-mail, [Link]
and the increasingly popular instant messenger, of which Argument

correspondents fire off confessions, one-liners, and blather in

A. Summarize the
real-time group chats or, more often, fleet-fingered tete-a- counterclaims
tetes.

“This is really an extension of what teenagers have

always done: recreate the language in their own image. But
this new lingo combines writing and speaking to a degree that
we’ve never seen before,” says Neil Randall, an English
professor at the University of Waterloo and author of “Lingo
Online: A Report on the Language of the Keyboard
Generation.”

The result, he says, is the use of writing to stimulate

speech—a skill not formally taught. In the process, typed B .Provide supporting

communication has entered a new era of speed. information for

counterclaims

In a third-floor bedroom in Houston, Garret Thomas has

three online conversations going at once. That’s nothing, he
says. Sometimes he chats with as many as 20 people at a
time—chosen from his 200-plus “buddy list” that shows
which of his friends are online and available. “I’m a really fast
typer,” says the redhead.

Though creating unique speech patterns is nothing new

for the younger set, this generation is doing it in a novel way.

New acronyms, abbreviations, and emoticons—keyboard

characters lined up to resemble human gestures or
expressions, such as smiling --are coined daily.

Indeed, almost 60 percent of online teenagers under age

17 use IM services, offered free by Internet providers such as
Yahoo and America Online, according to Nielsen/Net Ratings.

“All of my friends are on instant messenger,” says

Garret, not looking up from his cryptic chat with Josh. “It’s
just easier to talk to them this way.”

Not like the fate of the universe depends on what they’re

saying. With one friend, he’s talking about his rotten Spanish
teacher who actually expects the class to participate. With
another, he’s debating the evening’s options: the mall, a
movie, chillin’ at his house. With a third, he’s deep in a
discussion about how he never gives more than one-word
answers. “who cares,” Garret types.

“Instant messaging has just replaced the phone… for their [Link] the
generation,” says Mary Anne Thomas, a Houston mother on counterclaims

the other side of town, with two teen boys addicted to IM. She
D. Give evidence
has noticed that her oldest son, who’s normally quite shy for the argument
(reported
around girls, feels more comfortable talking to them online—a experience)
positive, she thinks.

A negative, though, is that their grammar is becoming

[Link] Argument
atrocious, and Net lingo is starting to show up on school
assignments: “They talk with these abbreviated words and A. Assert point #1
run-on sentences with no punctuation. I call it speed talking, of your claims

and it’s starting to carry over into their homework,” she says. [Link] your opinion
That’s an issue that teachers around the country have been
struggling with recently as instant messaging grows in
[Link] support
popularity.

Another doubled-edge consequence comes in a culture

of multitasking. Mrs. Thomas’s oldest son spends about three B. Assert point
hours on instant messenger each night. He’ll talk to friends, #2 of your claims

download music, do homework, surf the internet---all at the 1. Give your

same time. opinion

2. Provide
Because of the Internet, experts say, kids today are able support
to multitask like no other generation. But with that frenetic
multitasking, others say, comes easy distraction---and the
shrinking of already-short attention spans.

Experts say the intent of lingo---in any generation—is to

signify “inness” with a particular group. And while teens have
long pushed the boundaries of language, they are now doing
it in written form. B. Assert point
#3 of your claims

“This is a new kind of slang, a written slang. We’ve never 1. Give your

had anything like it before,” says Robert Beard, professor opinion

emeritus of linguistics at Bucknell University in Lewisburg, 2. Provide

Pa., and creator of [Link] support

Some parents worry that teens could get into trouble by

talking to so many different—and sometimes unknown—
buddies. Certainly, that’s happened. But Dr. Randall says he
found in his study that teens are quite aware of that issue
and know how to protect themselves.

Even with his large buddy list, Garret gets it. He begins
chatting with someone he hasn’t talked to in awhile, and IV. Conclusion

when that person attacks him and uses profanity, he quickly

ends the conversation.

“I’m not talking to him anymore,” he says, slightly shaken

and then uses the software to block all incoming messages
from the screen name.

“I guess it’s time to clean out my buddy list.

Hi! Let’s try to demonstrate what you have

learned.
 What’s More
ENRICHMENT ACTIVITY

Directions: Below is a sample of a position paper. Read the essay and answer the
questions that follow.

Women Talk Too Much

Do women talk more than men? Proverbs and sayings in many languages express
the view that women are always talking:

Women’s tongues are like lambs’ tails – they are never still. – English

The North Sea will sooner be found wanting in water than a woman at a loss for
words. – Jutlandic

The woman with active hands and feet, marry her, but the woman with overactive
mouth, leave well alone. – Maori

Some suggest that while women talk, men are silent and patient listeners.

When both husband and wife wear pants it is not difficult to tell them apart – he is
the one who is listening. – American

Nothing is so unnatural as a talkative man or a quiet woman. – Scottish

Others indicate that women’s talk is not valued but is rather considered noisy,
irritating prattle: Where there are women and geese there’s noise. – Japanese

So, what are the facts? Do women dominate the talking time? Do men struggle to
get a word in edgewise, as the stereotype suggests?

Despite the widespread belief that women talk more than men, most of the
available evidence suggests just the opposite. When women and men are together, it is the
men who talk most. Two Canadian researchers, Deborah James and Janice Drakich,
reviewed sixty-three studies which examined the amount of take used by American
women and men in different contexts. Women talked more than men in only two studies.

In New Zealand, too, research suggests that men generally dominate the talking
time. Margaret Franken compared the amount of talk used by female and male “experts”
assisting a female TV host to interview well-known public figures. In a situation where
each of three interviewers was entitled to a third of the interviewers’ talking time, the men
took more than half on every occasion.

I found the same pattern analyzing the number of questions asked by participants
in one hundred public seminars. In all but seven, men dominated the discussion time.
Where the numbers of women and men present were about the same, men asked almost
two-thirds of the questions during the discussion. Clearly women were not talking more
than men in contexts.

There is abundant evidence that this pattern starts early. Many researchers have
compared the relative amounts that girls and boys contribute to classroom talk. In a wide
range of communities, from kindergarten through primary, secondary and tertiary
education, the same pattern recurs – males dominate classroom.

Although some teachers claim that boys are “by nature more spirited and less
disciplined,” there is no evidence to suggest that males are biologically programmed to
talk more than females. It is much more likely that the explanation involves social factors.

After Reading Questions:

1. Is the stand/view of the writer clearly stated?

2. How are the arguments presented?
3. Do the arguments support the proposition effectively?
4. Are the arguments logical and convincing?
5. Do they contain emotional words?
6. Are these enough proofs to support each argument?
7. Are the pieces of evidence based on reliable data?
8. Are the arguments sufficient to prove the proposition?

What I Have Learned

Directions: Pick out the statement which bears your learning for this module.
List them down in your notebook.

1. I learned that arguments are vital in creating effective position

papers.
2. I demonstrated competence in writing position papers
through the outline presented in this lesson.
3. I fully grasped the very essence of position paper writing, that
is to forward an opinion and convince people that such
opinions are worth listenning to.
4. With exercises provided, I have thought of ample topics of
everyday life ideal for writing various kinds of position paper.
 What I Can Do
Directions: Arrange the paragraphs accordingly to form a position paper. Write the letter
that corresponds to its correct order.

Example: 1. b 3. d
2. c 4. a
Violence against Women

________________(1) Education remains perhaps the most useful tool in protecting victims
of gender-based violence. Governments, UN agencies, and nongovernmental organizations
(NGOs) can plan a coordinated campaign that educates national populations on the
various ways women are violently targeted.

________________(2) Violence against women pervades all states and it is the duty of the
international community to ensure that all persons are afforded equality and respect.
Despite cooperative efforts at combating gross human rights abuses, such as the adoption
of the Declaration on the Elimination of Violence against Women, the United Nations has
not been able to alleviate the injustice women worldwide experience daily.

________________(3) The Universal Declaration of Human Right states, “no one shall be
subjected to torture or to cruel, inhuman or degrading treatment or punishment.”
Although this doctrine was adopted in1948, the world has fallen quite short of this goal.

________________(4) In 2002, the Danish Government launched an extensive action plan to

combat domestic violence against women. The plan includes measures to help treat
abused women, identify and prosecute the perpetrators, and incorporate professional
medical and psychological staff into the rehabilitation process. The action plan currently
reaches out to both governmental and nongovernmental groups on the local level
throughout the nation.

_______________(5) Denmark has no record of committing major human rights violations,

most importantly any targeted at women. In its 2003 Annual Report, Amnesty
International also found no human rights violations against Danish women.

________________(6) Women are invaluable to Denmark’s society and have achieved

significant economic and social gains in the 20th [Link], 75 percent of
medicalstudents in Denmark are [Link] is confident that this Commission can
bring about an end to violence against women without compromising the sovereignty of
member states.

________________(7) The Danish Centre for Human Rights in Copenhagen, Denmark’s

foremost national human rights institutionalso promotes and protects human rights.

________________(8) Based on the Centre’s research, Denmark’s parliament can promote

human rights-based legislation and education/awareness programs throughout the
nation. The Centre also addresses the UN Commission on Human Rights annually
regarding human rights developments in Denmark and internationally.6
________________(9) Similarly, harmful traditions, such as honor killings and female genital
mutilation, must be stopped by reforming traditional views of women in society. Children
of both sexes need to be taught at an early age to value the rights of women in order to
prevent such violence in their generation.

________________(10) In order to prevent gender violence, nations must work together to

build a culture of support, equality and community. As such, the Kingdom of Denmark
looks forward to offering its support, in whatever form possible, to nations firmly
committed to ending violence against women in all its forms.

________________(11) The Kingdom of Denmark believes that in order to end violence

against women, nations must look to empower women in all aspects of society. This
includes promoting equal gender roles in government, civil society, education and
business. However, Denmark also recognizes the need to combat human rights abuses
against women as they occur, and no nation is immune to gender violence.

________________(l2) Another way to stop gender violence would be to reproach member

states that consistently violate treaties such as the Convention on Political Rights of
Women (1952), the Convention on the Elimination of All Forms of Discrimination against
Women (1979), and the Declarationon the Elimination of Violence against Women (1993).
Although this Committee cannot impose sanctions, it can pass resolutions verbally
condemning states that commit human rights violations. The UN High Commissioner for
Human Rights can also meet with representatives of governments that violate the above
treaties to discuss possible solutions.

Hurray!

Now that we’re almost done with our venture, let’s try to assess what you have
learned from this lesson!
 Assessment
Directions: In light of the COVID-19 pandemic and its effects on the socioeconomic
conditions of the country, write a position paper expressing your stand on
whether the long-term implementation of community quarantine in Siquijor
and its surrounding provinces has been a wise decision.

Rubrics in evaluating the position paper:

Criteria Excellent Proficient Adequate Limited Score

(4) (3) (2) (1)
Always supports Usually supports Sometimes Rarely supports
argument with argument with supplements argument with
evidence evidence argument with evidence
Argumentation evidence

Introduction, Introduction, detail Introduction, detail Introduction, detail

detail, arrangement, arrangement, arrangement,
arrangement, transitions, transitions, transitions,
Organization transitions, conclusions and
conclusion and conclusion and
conclusion and coherence are very
coherence are good. coherence are coherence are
superior. satisfactory. limited.

Purpose is clearly Purpose is clearly Purpose is established Purpose is vaguely

established and established and but may not be established and may
effectively generally sustained. not be sustained
Persuasion sustained. sustained.

Precise and Carefully chosen Generally precise and Vague, imprecise or

sophisticated and complex straightforward inappropriate
vocabulary used. vocabulary is vocabulary is used. vocabulary is used.
Language Sentences vary in used. Sentences Sentences sometimes Mainly simple
pattern and often vary in vary in pattern and sentences, lacking
length. pattern and length. in variety are used.
length.
TOTAL SCORE (Highest possible score = 16 )

Congratulations! You have successfully accomplished this module!

Always remember these lessons and I am sure you are going

to BEE a great writer!

 References

Deped. English for Academic and Professional Purposes Reader. First Ed.
Quezon City: Sunshine Interlinks Publishing House Inc., 2016.

Deped. English for Academic and Professional Purposes Teacher’s Guide.

First [Link] City: Sunshine Interlinks Publishing House Inc.,
2016.
“Digital Image.” Accessed: July 15, 2020.
[Link]

Kennedy, X.J. Dorothy M. Kennedy, Jane E. Aaron. The Bedford Reader.

United States of America: Bedford/St. Martin’s, 2000.

“Position Paper.” Slideshare. Accessed: September 8, 2020.

[Link]

“Sample Position Paper.” Accessed: September 8, 2020.

[Link]

Saqueton,Grace, and Marikit Tara [Link] for Academic and

Professional [Link] City: Rex Book Store, Inc., 2016.

“Writing Position Paper.” Blog. Accessed July 25, 2020.

[Link]
Writing_a_Position_Paper.pdf