MODULE 2 (LESSONS IN ENGLISH 10)

Prepared by: Mrs. Jennefer G. Aranilla

LESSON: EN10RC-IIa-11: Transcode information from linear to non-linear texts

and vice-versa.

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

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

There are also different types of graphs:

Line Graph is a graph that uses lines to show information. It is usually used to show
trends, such as the increase or decrease in population or price of commodities.

Bar Graph is a graph that uses bars or columns arranged either vertically or horizontally.
It is usually used to show a frequency of events.

Pie Chart is used to show a percentage, or parts of a whole.

A pie chart looks just like a pizza, divided into several parts. However, unlike a pizza which
you usually divide equally, pie charts may have different sizes, depending on the
percentage of each part.

Tables are made out of information or data arranged in rows and columns for easier
understand.

Venn Diagram shows the relationship between different sets.

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

Steps in Reading Non-linear Text

1. Read title and the subtitles.
2. Read the labels, captions, keys
3. Find out the purpose of the non-prose or visual information
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4. Identify the organization of details

5. Determine the relationship of details by looking at changes and trends

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

1. I. Overview
OV
2. II. Controlling Idea CI
3. III. Key Features
KF
4. IV. Prediction
P(i)
5. V. Proposal
P(ii)
Example of Transcoded Information from Non-linear to Linear Text:
Time Spent by Students Per After-Class Activities
(PERCENTAGE)

Outdoor Activities

35%
Going for movies

10%
10%
Studying Socializing
20%

Indoor Activities

25%

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

LESSON: EN10G-IIa-29: Observe correct grammar in making definitions.

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Definitions are a core part of any dictionary. Writing basic definitions requires skill, practice, and
sometimes help.
Basic guidelines to follow when writing a definition:

Just the (dictionary) facts. A definition should contain the information about the word and
what the word refers to. Do not include usage notes in a definition. Get to the point.
Clarity, brevity, and conciseness are better when writing definitions.
Avoid complicated terms Avoid terms that are more complicated or more technical than
the term being defined. The purpose of a definition is to clarify meaning.
Avoid specific terms. Use conventional English words in explanations whenever possible.
The more widespread a term is, the more users will benefit.
Stay away from jargon. Highly technical terms will most likely require a user to look up
many terms in the definition just to understand what it says. Although there are cases
which involve the use of a technical term in a specialized field, it should be minimal.
Avoid circularity. It is not good to define a word with that same word in the definition. Use
different terms.
Avoid defining a term solely using etymologically or morphologically related terms.
Adverbs are especially prone to being defined by the adjective from which they derive.
Make it simple. Write with simple grammatical structures rather than complex ones. Place
key terms and short explanations near the start of the definition.

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

essays
An argumentative essay tries to change the readers mind by convincing the reader to
agree with the writers point of view.
Characteristics of an Argumentative Essay
An argumentative essay attempts to be highly persuasive and logical. It usually assumes
that the reader disagrees with the writer, but it should be noted that the reader is no less
intelligent than the writer. Hence, an argumentative essay should be written objectively and
logically.
An argumentative essay has the following characteristics:
presents and explains the issue or case
gives reasons and supports these reasons to prove its point
refutes (proves wrong) opposing arguments.
Parts
1. Introduction
First is the introductory paragraph. It introduces the problem and gives the background
information needed for the argument and the thesis statement.

2. Body
The body of the essay contains the reasons. Each paragraph talks about one reason. The reason
is included in the topic sentence and is supported by details or materials. These supporting
materials can be examples, statistics, personal experiences, or quotations.
3. Conclusion
The conclusion restates the main claim and gives one or two general statements which exactly
summarize the arguments and support the main premise.
Example:
Mining in Aurora
There have been opposing views as Gold Vision Industries are set to launch their drilling
operations in the town of Pilta, Aurora. The National Government has just provided clearance to
Gold Vision which has recently hired 50 locals to work in the hills of Pilta.
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The mayor of the town, Jesse Hernandez has opposed the mining operations. He has been
leading a number of townsfolk who believe that the operation would bring destructive results to
the environment. Gold Vision would initially need to cut down trees to set up their machinery.
The actual drilling will then cause soil erosion and flooding. The mayor is also concerned of the
health hazards that may occur. There have been a number of recorded respiratory disease cases
brought about by mining.
The president of Gold Vision, Mr. Rene Santos on the other hand believes that they are the savior
of the town, and mining would be mutually beneficial for both their company and the people of
Pilta. The predominantly agriculture-based towns would now have additional means of income.
Hiring additional miners would allow them to further feed their family and improve how they
support the education of their children.

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

If fact can be proven true or false, an opinion is what someone believes or thinks.
The topics lead to your opinion by asking three specific types of questions: questions of fact,
value, and policy.
Questions of Fact are those which ask you to answer whether or not something is. These
questions are always answered with either Yes or No and then you must construct
paragraphs to support the facts.
Example: Is the wall blue? (Yes or No, and then your evidence)
Questions of Value address the relative merit (goodness or badness) of something. Here
you are usually asked to choose between things, ideas, beliefs, or actions and explain why
you did so.
Example: Which is more valuable, love or money? (Which and then why?)
Questions of Policy ask the writer to explain what they would do. The key word in these
topics is usually should as in what should we do...? The question asks the writer to make
a plan of action to solve some sort of problem. The answer is a breakdown of the plan and a
justification that it fixes the problem.
Example: What should be done to combat the drug problem? (Plan and justify.)

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

argumentative claim
When you develop your argument, you are confirming your own position and building your
case. Use empirical evidence, such as facts and statistics to support your claims. Appeal to your
audiences rational and logical thinking. Argue using your evidence and research.
Techniques on Appealing to Your Readers
The success of your argument depends on your skill in convincing your reader through sound
reasoning, persuasion, and evidence. There are three fundamental types of appeal in presenting
an argument: reason, ethics, and emotion.
Write Your Conclusion
Your conclusion should state your conviction strongly. Review your main points and tell your
audience what action you would like them to take; address and resolve the main points in your
introduction.
Basic Components of an Argument

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

2
3

Claim should be a debatable thesis statement.

Claim is needed to be narrowed.

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

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7 - The evidence (typically answers the question: How do I know this is the

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

1. Introduction: Give the context and background of your issue. Establish the style, tone, and
significance of your issue.
2. State Your Case: Clarify your issue here. Give any necessary background for understanding
the issues. Define important terms or conditions here.
3. Proposition: State your central proposition. Be sure that your hook presents an issue that is
open to debate. Present the subtopics or supportive points to forecast your argument for your
reader.
4. Refutation: Analyze the oppositions argument and summarize it; refute or address the points;
point out faulty reasoning and inappropriate appeals.
5. Substantiation and Proof: Present and develop your own case. Carefully plan your disclosure;
avoid logical fallacies. Rely primarily on reasoning for your appeal and use emotional appeals
carefully; use examples, facts, experts, and statistics. Develop your argument using the
appropriate prose strategy, e.g., causal analysis, comparison, analogies, or definitions.
6. Conclusion: Conclude with conviction. Review your main points and state your claims strongly.
Make a strong plea for action, or invite your readers to refute your argument.

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

etc.
Prosodic features of speech are (sometimes known as suprasegmental phonology) are
those aspects of speech which go beyond phonemes and deal with the auditory qualities of
sound. Some of these are intonation, stress, pitch, volume, and juncture. But the focus of the
discussion would only be the stress and intonation.
Intonation refers to the movement of the voice up or down along the line of sound. It does
not change the meaning of the individual word but shows various moods and attitudes of the
speaker.
Examples:
Where is my car?
( As your feelings rise in an emotional situation, your intonations
rises up along with them)
Are you happy?
(rising for yes-no question)
What makes you happy? (falling for information question)
Stress refers to the accent given to a syllable or word to give it more importance and to
make it stand out among other syllables or words. Stressed syllables, words or sentences are
characterized by the volume (louder), length longer duration), and pitch (higher). In spoken
English, if you stress the wrong syllable, you can totally lose the meaning of a word.
Examples: Hello? (when answering the telephone)
Hello, my name is Jhen. (when making a presentation in front of a crowd)
My name is (standard, no intention to give more information)
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My name is (it sounds as if you are going to continue with more personal
information)
1. Indicate that you were not the person to say it.
I didnt say he stole the money. Someone else said it.
(Its true that somebody said it, but I wasnt that person.)
2. Indicate that you are denying having said that he stole it.
I didnt say he stole the money. Thats not true at all.
(Someone has accused me and Im protesting my innocence.)
3. Indicate that you didnt say it outright, but did suggest it in some way.
I didnt say he stole the money. I only suggested the possibility.
(Maybe I hinted it. Maybe I wrote it. In some way, I indicated that he stole the money but I
didnt say it.)
4. Indicate that you dont think that he was the person who stole it.
I didnt say he stole the money. I think someone else took it.
(I think someone stole the money., only not the person you suspect did it.)
5. Indicate the he borrowed the money and didnt steal it.
I didnt say he stole the money. Maybe he just borrowed it.
(I agree that he took it, but I think his motive was different.)
6. Indicate that he may have stolen a different amount of money.
I didnt say he stole the money, but rather some other money.
(We agree that he stole some money, but I dont think its this money.
7. Indicate that you think he stole something besides money.
I didnt say he stole the money. He may have taken some jewelry.
(We agree that hes a thief, but we think he stole different things.)

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

etc. (News Writing & Reporting)
Key Components of a Good News Story
Attention-getting headline
A strong lead containing 5 Ws and H (who, what, when, where, why, and how)
Use of quotes
Real facts (truth and accuracy matter)
A strong summary
Organization of the news (presenting information from most to least important)
What makes a story newsworthy?
Some key elements when considering newsworthiness are:
1 Timing: If it happened today, its news, if it happened last week, its not; with 24-hour
news access, breaking news is important.
2 Significance: How many people are affected?
3 Proximity: The closer a story hits home, the more newsworthy it is.
4 Prominence: When famous people are affected, the story matters (i.e., car accident
involving your family vs. a car accident involving the President).
5 Human Interest: Because these stories are based on emotional appeal, they are meant
to be amusing or to generate empathy or other emotions. They often appear in special
sections of the newspaper or at the end of the newscast as a feel good story or to draw
attention to something particularly amusing, quirky, or off-beat.
Tips on Presenting Your News
1 Use an introduction. Make sure these sentences are easy to understand and should be
delivered no longer than 20 seconds.
2 Check if you are saying the names of people and places correctly.
3 When you read your introduction, speak clearly and be enthusiastic.
4 You can emphasize important words by pausing before you say them or saying them a
little louder. Mark these words on your script so you wont forget.
5 Speak in a normal voice. You dont have to shout and you shouldnt whisper.
6 Stand or sit up straight. Be natural. Try not to move too much or it will distract your
audience.
7 Practice with the camera and microphone to get used to what it feels like to present a
news.
8 Have fun and enjoy yourself!
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