Grade 10 English Module: Argumentative Essay
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
This module was designed and written with you in mind. It is here to help you write your argumentative essay with its parts and features. 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 – Terms in Argumentative Writing
- Lesson 2 – Parts and Features of Argumentative Essay
After going through this module, you are expected to:
1. Get familiar with terms used in argumentation/debate;
2. Identify the parts and features of argumentative essay.
Notes to the Teacher:
Prior to understanding of the lesson on noting details, the student is given a brief background about reading comprehension. The students should be able to get familiar with this term used for plain text and innovative text.
Grade 10 English Quarter 3 Self-Learning Module: Argumentative Essay
Can't find what you're looking for.
We are here to help - please use the search box below.
2 thoughts on “Grade 10 English Module: Argumentative Essay”
may i ask permission to doenload this? I’ll be using it in my Grade 10 English Class
Leave a Comment Cancel reply
Academia.edu no longer supports Internet Explorer.
To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser .
Enter the email address you signed up with and we'll email you a reset link.
- We're Hiring!
- Help Center
Download Free PDF
Sample Lesson Plan for Argumentative Writing
This lesson plan for Grade 10 English was presented during a final demonstration for a DepEd Teaching Application.
Related papers
Scientific argumentation is increasingly seen as a key inquiry practice for students in science classrooms. This is a complex practice that entails three overlapping, instructional goals: Participants articulate their understandings and work to persuade others of those understandings in order to make sense of the phenomenon under study (L. K. Berland & B. J. Reiser, 2009). This study examines the argumentative discussions that emerged in two middle school science classrooms to explore variation in how the goals of sensemaking and persuasion were taken up. Our analyses reveals that each classroom engaged with these two goals but that they did so quite differently. These differences suggest that the students in each class had overlapping but different interpretations of argumentation. In addition, comparing across the class’ arguments suggests these two goals of scientific argumentation may be in tension with one another.
It is generally acknowledged that counterargumentation is a key factor contributing to the persuasiveness of argumentative essays; however, recent research has revealed that students tend to neglect alternative viewpoints when responding to argumentative writing prompts. This study used a pretest-posttest design on experimental and control groups with 125 participants at a Chinese university. The control group received instruction in argumentative writing (which typically ignores counterargumentation in mainland China), while the experimental group received instruction in argumentation which included counterarguing and refuting. The results of the study demonstrate the efficacy of explicit classroom instruction in counterargumentation. Text analysis on posttest scripts showed that the inclusion of counterarguments and rebuttals was significantly positively correlated with the overall score of an argumentative essay using the evaluative rubric of a high-stakes test. These findings may have important implications for writing prompts and rubrics as well as argumentative writing pedagogy in China and beyond. It is proposed that counterargumentation be considered in the writing prompts and rubrics of high-stakes English tests, and included in classroom instruction on argumentative writing.
In the present case study, 125 high school students in Hong Kong wrote argumentative essays following a modified Toulmin model that included claims, counterargument claims and rebuttals. From these, 6 exemplary essays in terms of their surface structure by the standards of the modified Toulmin model were selected and analyzed for their perceived quality of reasoning. This evaluation of quality was arrived at via questionnaire responses from 46 doctoral students who rated the 20 most common reasons advanced in the 125 essays. Findings revealed several patterns of inadequacies in the reasoning of the 6 cases, exposing the need to bring greater attention to the quality of reasoning in students’ persuasive writing. An integrated assessment framework and analytic scoring rubric for argumentative writing are thus developed and recommended as a general guide for classroom use, taking into account both argumentative structure and substance.
Reading Research Quarterly
Acquiring argumentative reading and writing practices reflects a key component of recent curricular reforms in schools and universities throughout the United States and the world as well as a major challenge to teachers of reading and writing in K-12 and college writing classrooms. In this review, we consider the contributions of two research perspectives, cognitive and social, that researchers have employed in the study of the teaching and learning of argumentative reading and writing. We address two basic questions: How do these perspectives with their own disciplinary frameworks and logics of inquiry interactively inform how researchers study argumentative reading and writing, and consequently, how have these orientations informed pedagogical knowledge that may support teachers' understanding of what argumentation is and how it may be taken up in the educational contexts? We analyze relevant conceptual and empirical studies by considering assumptions underlying the cognitive ...
Reading Research Quarterly, 2011
Abstract: Acquiring argumentative reading and writing practices reflects a key component of recent curricular reforms in schools and universities throughout the United States and the world as well as a major challenge to teachers of reading and writing in K-12 and college ...
This study examined how students’ science-specific argumentative writing skills and understanding of core ideas changed over the course of a school year as they participated in a series of science laboratories designed using the Argument-Driven Inquiry (ADI) instructional model. The ADI model is a student-centered and writing-intensive approach to laboratory instruction. The study was conducted in two middle school and two high school courses offered at a university-affiliated laboratory school located in the southeast USA. The intervention took place over two semesters and consisted of at least eight laboratory activities in each course.
Pertanika Journal of Social Sciences and Humanities, 2013
"The paper demonstrates how the notion of ‘performance as kinesis’ or ‘activist performance’ (Navera 2007) can be applied to the teaching of argumentative writing. In order to achieve this, the author first revisits his earlier work based on Dwight Conquergood’s (1991, 1992, 1995, 2002) notion of ‘performance as kinesis’ and how such notion may be used to conceptualize facilitation in the teaching and learning context. In this earlier piece, the author argues that when facilitation is seen as performance as kinesis, the teaching learning situation becomes a site of negotiation, students become responsible co-creators of content and process in the teaching and learning context, and classroom participants exercise self-reflexivity. Following this brief discussion is a sample lesson that aims to demonstrate how the approach is realized in an argumentative writing class. This sample lesson is then subjected to two levels of analysis. The first looks into the significance of the specific activity-based lesson to the teaching of argument while the second points out how the overall framework of organizing the writing lesson enacts the notion of performance as kinesis. In both levels, teachers and students engage in a dialectics of action and reflection (Freire 1972, 1997) that can potentially bring about a change in their ways of thinking and acting. I conclude that the teaching of argumentation becomes transformative when the notion of performance as kinesis is materialized in the teaching-learning context. This is significant to 21st century pedagogy as it encourages the development of critical citizenship crucial to a fast-changing world."
Proceedings of the ERCIMWG UI4ALL one-day joint …, 2000
Moving the Social. Journal of Social History and the History of Social Movements, 2024
History of Humanities, 2019
Coulson-Thomas, Colin (2023), Boards, Governance and Integrating the Elements of ESG, Effective Executive, Vol. 26 No. 1, pp 5-25, 2023
A - Rivista Anarchica n. 391, 2014
Indian Journal Of Science And Technology
Kobe Bryant: Mamba Mentality , 2020
T. Kiousopoulou and V. Foskolou (eds), Grata Dona. Μελέτες προς τιμήν της Όλγας Γκράτζιου. Crete University Press, Heraklion , 487-520, 2023
Solid State Sciences, 2019
arXiv (Cornell University), 2010
Journal of Biotechnology, 2015
Deleted Journal, 2024
International Journal of Health Science, 2022
Journal of Evolutionary Medicine, 2015
Revista Científica Cognitionis, 2022
- We're Hiring!
- Help Center
- Find new research papers in:
- Health Sciences
- Earth Sciences
- Cognitive Science
- Mathematics
- Computer Science
- Academia ©2024
IMAGES
VIDEO
COMMENTS
Detailed Lesson Plan in English for Grade 10 Students. Identifying the Parts and Features of an Argumentative Essay Time Frame: 1 hour Prepared by: Madeleine B. Marcial. Objectives. At …
A SEMI-DETAILED LESSON PLAN IN ENGLISH. I. Level: Grade 10. II. Objectives: At the end of the lesson, the learners are expected to: understand the different parts of an argumentative essay; recognize the value of the selection …
4A's Semi-Detailed Lesson Plan in English for Grade 10 Teacher: Evangeline A. Blaza Date: February 12, 2024 Grade Level: Grade 10 Time Frame: 45min/2 days I. …
Argumentative Essay Presents evidences for a claim in order to let the reader know why it is more favorable. It also shows why the other side of an issue is unfavorable or less favorable.
The module is divided into two lessons, namely: Lesson 1 – Terms in Argumentative Writing; Lesson 2 – Parts and Features of Argumentative Essay; After going through this module, you are expected to: 1. Get familiar …
Like other academic essays, an argumentative essay begins with an introduction. The first paragraph of your essay should outline the topic, provide background information necessary to understand your argument and state …
How is argumentative writing different from persuasive writing? Which part of the argumentative essay provides the main standpoint of the writer? What is the importance of providing counterclaim to one’s essay? How can you strengthen …
In this unit, students are introduced to the skills, practices, and routines of argument writing by working collaboratively with their peers to examine argument models, plan for their writing, and gather evidence.
dissect the argument from the clip and fill in the graphic organizer. The next day, we will begin with an inquiry lesson to review what we learned the day before. We will then have a direct …