English for Academic and
Professional Purposes
Quarter 2 – Module 2:
Stand on Issues Supported
by Factual Evidences

SENIOR HS MODULE DEVELOPMENT TEAM
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Introductory Message
For the facilitator:
Welcome to the English for Academic and Professional Purposes– Grade 11
Alternative Delivery Mode (ADM) Module on Stand on Issues Supported by Factual
Evidences!
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:
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.
Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.

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For the learner:
Welcome to the English for Academic and Professional Purposes– Grade 11
Alternative Delivery Mode (ADM) Stand on Issue Supported by Factual Evidences!
The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!
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.
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.

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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. This also tends retention of
learned concepts.
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 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!

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What I Need to Know
In this lesson, you will be engaged with different tasks that will help you acquire
strategies on how to champion your position on a certain issue.
After going through this module, you are expected to:
Defend a stand on an issue by presenting reasonable arguments supported by
properly cited factual evidences. (CS_EN11/12A-EAPP-IIa-d-4)

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What I Know
Complete the table by categorizing which of the arguments are supported with
properly cited factual evidences and which are not.
Supported with Factual Evidences Not Supported with Factual
Evidences
1. Tests are unnecessary and should be eliminated. Tests only increases
the burden of the students.
2. According to a pilot study done by the Animals and Society Institute, dog
owners laugh significantly more frequently than cat owners (1999).
3. Most countries have animal rights laws that are too lenient. For this
reason, people still do what they want to do with the poor creatures.
4. Corona Virus can be flushed out by drinking lots of water every day.
5. Similar to single parented children, adopted children tend to show
negative behavioral patterns (Barcons-Castel, Fornieles-Deu, &
CostasMorgas, 2011; Hoksbergen, Rijk, Van Dijkum, & Laak, 2004; Tan,
2004).

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Lesson
1
Stand on Issues Supported
by Factual Evidences
For every claim that you voice out or write about, you are required to prove your
judgement. Sufficiency of evidences to support your conclusion is essential in
advocating your position on a topic. These supplementary details can be obtained
from various resources that you need to dig out.
What’s In
Source:https://www.tutorialspoint.com/reasoning/reasoning_statement_and_argu
ments_online_quiz.htm
Each of the following question consists of one statement followed by two arguments.
You have to decide which one of them is stronger and which one of them is weak.
1. Should privately owned vehicles be banned in city centers
to avoid the problem of congestion?
Arguments:
I. No, this is an unrealistic solution as privately owned
vehicles have become a part and parcel of life.
II. Yes, people must use public transports as it will reduce
congestion and also reduce air pollution
Options:
A - Only argument I is strong.
B - Only argument II is strong.
C - Either I or II is strong.
D - Neither I nor II is strong.

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2. Should there be capital punishment for those who are found
guilty of rape charges?
Arguments:
I. Yes, this is the only way to eliminate such atrocities on
women.
II. No, this will lead to more violence as culprits may even
kill the rape victims
Options:
3. Should alcohol be banned to reduce the crime rate?
Arguments:
I. Yes, over the past decades, researchers have examined
the relationship between alcohol, drugs and crime
II. Yes, excessive drinking has the ability to lower
inhibitions, impair a person’s judgment and increase the
risk of aggressive behaviors.
Options:

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4. Should artists receive funding from the government in
order for them to continue their work?
Arguments:
I. Yes, arts preserve unique culture and heritage, passing
a country’s precious cultural character and traditions
along to future generations.
II. No, the country have to deal with other immediate
pressures that are more important than the field of arts.
Options:
5. Should there be topics on sex education for high school students?
Arguments:
I. Yes, because it can reduce chances of AIDS.
II. No, students mind will divert.
Options:
Notes to the Teacher
This module was designed for the students to learn about
defending a stand on an issue by presenting reasonable
arguments supported by properly cited factual evidences.

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What’s New
Let us test your logic through answering these riddles. Write all your answers first
in a separate sheet of paper before looking at the answer key to check if they are
correct. Have fun!
Source: https://www.youtube.com/watch?v=BRtVRUN_8Cw
1. A man in a car can see three doors:
A bronze door, a silver door, and a golden door. Which door should he open
first?
2. Imagine you are in a sinking boat surrounded by sharks. How can you
survive?
3. All five sisters are busy. Rose is drawing, Ann is cooking, Liza is playing
chess, and Tanya is doing a puzzle. What’s Samantha doing?
4. Can you rearrange the letters OOUSWTDNEJR to spell just one word?
5. What’s the most popular book among teens and adults these days?

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What is It
A claim without evidence is merely an opinion. In order to defend a stand on a
particular issue or topic, your claim must be embedded with adequate evidences.

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Supported Facts and Unsupported Facts
https://aso-resources.une.edu.au/academic-writing-course/information-
basics/supporting-evidence/
Facts not supported
with evidence
Facts supported with evidence
Many students seek
assistance with their
writing skills at university.
Wonderland University (2016, p. 36) reports that
during the academic year, lecturers recommended
that 396 internal and 267 external students should
seek assistance with their writing.
Writing academic
paragraphs is the most
important skill in academic
writing.
The Australian Association of Essay Writing (2012, p.
129) claims that their research in five universities
shows that students are required to write academic
paragraphs in 90% of their assessment tasks.
There are a number of ways you can support your claims in writing by using
information/evidence from the work of (significant) writers and researchers. The
following are three of the most common techniques:
1. Quotations (e.g. direct quotes, paraphrases, summaries)
In its research project, the Literacy Foundation (2014, p. 167) argues that
“common punctuation errors cause problems with meaning-making in
student writing”.
2. Examples (e.g. illustrations of your points)
Many student writers have difficulty with some aspects of punctuation. For
example, researchers (George et al., 2016; Jones & Brown, 2013; Smith,
2012) find that many students misuse commas, mix up colons and
semicolons and use capital letters incorrectly.
3. Statistics (e.g. facts, figures, diagrams)
The literacy Reference Group (2017, para.10) finds that more than 60% of the
students who were assessed on their literacy scale made errors in their
punctuation.

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A number of researchers have noted that assignment tasks help
students to learn the language of their subject (your statement). For
instance, Smith and Jones (2014, p. 27) find that students who do
assignments demonstrate a better use of the terminology of their
subject when they write in their exams than students who do only
exam assessment (evidence to support your statement).
Some educators argue that assignments are time consuming to mark (your
opposing statement). However, evidence from student feedback surveys finds
that students value this feedback more than any other learning experience in
their courses (Jackson & Peters, 2015) (counter evidence to support your
opposing position).
Using supporting and opposing ideas
When you have sorted out the position you will take in your essay, you will write a
number of paragraphs to provide support for your stance. It is also equally valuable
to find information that does not support your stance and argue against those
opposite points of view. Statements that you use to do this can follow a simple
pattern:
Writing support statements
1. write support statement (sentence)
2. write the reasons /evidence to support what you say (a number of sentences).
Put your most important reasons first.
Supporting Argument
Writing about the opposing ideas
1. write a statement with the idea you disagree with (the opposing idea)
2. write the reasons/evidence you have showing how your position is better (a
number of sentences). Put your most important reasons first.
Opposing Argument
In defending your position, it is necessary to avoid the different propaganda
techniques that mostly used by people as a trick. Being aware of these could also

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help a lot in determining which argument is anchored with facts and which is not.
How to Detect Propaganda
Institute for Propaganda Analysis
(1) We are fooled by propaganda chiefly because we don’t recognize it when we
see it. It may be fun to be fooled but, as the cigarette ads used to say, it is
more fun to know. We can more easily recognize propaganda when we see it if
we are familiar with the seven common propaganda devices.
These are:
1. The name-calling device.
2. The glittering-generalities device.
3. The transfer device.
4. The testimonial device.
5. The plain-folks device
6. The card-stacking device.
7. The band-wagon device.
(2) Why are we fooled by these devices? Because they appeal to our emotions
rather than to our reason. They make us believe and do something we would
not believe or do if we thought about it calmly, dispassionately. In examining
these devices, note that they work most effectively at those times when we are
too lazy to think for ourselves; also, they tie into emotions that sway us to be
“for” or “against” nations, races, religions, ideals, economic, and political
policies and practices, and so on through automobiles, cigarettes, radios,
toothpastes, presidents, and wars, With our emotions stirred, it may be fun to
be fooled by these propaganda devices, but it is more fun and infinitely more
in our own interests to know how they work.
NAME CALLING
(3) “Name calling” is a device to make us form a judgment without examining the
evidence upon which it should be based. Here the propagandist appeals to our
hate and fear. He does this by giving “bad names” to those individuals, groups,
nations, races, policies, practices, beliefs, and ideals that he would have us
condemn and reject. For centuries, the name “heretic” was bad. Thousands
were oppressed, tortured, or put to death as heretics. Anybody who dissented
from popular or group belief or practice was in danger of being called a heretic.
In the light of today’s knowledge, some heresies were bad and some were good.
Many of the pioneers of modern science were called heretics; witnesses the
cases of Copernicus, Galileo, Bruno. Today’s bad names includes: fascist
demagogue, dictator, red, financial oligarchy, communist, muck-raker, alien,
outside All rights reserved. No part of this material may be reproduced or
transmitted in any form or by any means - electronic or mechanical including
photocopying – without written permission from the DepEd Central Office.
First Edition, 2016. DEPED COPY 187 agitator, economic royalist, utopian
rabble-rouser, trouble-maker, Tory, constitution wrecker.

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(4) “Al” Smith called Roosevelt a communist by implication when he said in his
Liberty League speech, “There can be only one capital, Washington, or
Moscow.” When Smith was running for the presidency many called him a tool
of the pope, saying in effect, “We must choose between Washington and
Rome.” That implied that Smith, if elected president, would take his orders
from the pope. Recently Justice Hugo Black has been associated with a bad
name – Ku Klux Klan. In these cases some propagandists have tried to make
us form judgments without examining essential evidence and implications. “Al
Smith is a Catholic. He must never be president.” “Roosevelt is a red. Defeat
his program.” “Hugo Black is or was a Klansman. Take him out of the Supreme
Court.”
(5) Use of bad names without presentation of their essential meaning, without all
their pertinent implications, comprises perhaps the most common of all
propaganda devices. Those who want to maintain the status quo apply bad
names to those who would change it. For example, the Hearst press applies
bad names to communists and socialists. Those who want to change the
status quo apply bad names to those who would maintain it. For example, the
Daily Worker and the American Guardian apply bad names to conservative
Republicans and Democrats.
GLITTERING GENERALITIES
(6) “Glittering generalities” is a device by which the propagandist identifies his
program with virtue by use of “virtue words.” Here he appeals to our emotions
of love, generosity, and brotherhood. He uses words such as truth, freedom,
honor, liberty, social justice, public service, the right to work, loyalty,
progress, democracy, the American way, constitution defender. These words
suggest shinning ideals. All persons of good will believe in these ideals. Hence,
the propagandist, by identifying his individual group, nation, race, policy,
practice, or belief with such ideals, seeks to win us to his cause. As name-
calling is a device to make us form a judgment to reject and condemn, without
examining the evidence, glittering generalities is a device to make us accept
and approve, without examining the evidence.
(7) For example, use of the phrases, “the right to work” and “social justice may
be a device to make us accept programs for meeting the labor – capital problem
which, if we examined them critically, we would not accept at all.
(8) In the name-calling and glittering-generalities devices, words are used to stir
up our emotions and to befog our thinking. In one device “bad words” are used
to make us mad; in the other “good words” are used to make us glad. The
propagandist is most effective in the use of these devices when his words make
us create devils to fight or gods to adore. By his use of the bad words, we

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personify as a “devil” some nation, race, group, individual, policy, practice, or
ideal; we are made fighting mad to destroy it. By use of good words, we
personify as a god-like idol some nation, race, group, and so on. Words that
are bad to some are good to others, or may be made so. Thus, to some the New
Deal is “a prophecy of social salvation” while to others it is “an omen of social
disaster.”
(9) From consideration of names, “bad” and “good”, we pass to institutions and
symbol, also “bad” and “good.” We see these in the next device.
TRANSFER
(10) “Transfer” is a device by which the propagandist carries over the
authority, sanction, and prestige of something we respect and revere to
something he would have us accept. For example, most of us respect and
revere our church and our nation. If the propagandist succeeds in getting
church or nation to approve a campaign on behalf of some program, he
thereby transfers its authority, sanction, and prestige to that program. Thus,
we may accept something that otherwise we might reject.
(11) In the transfer device, symbols are constantly used. The cross represents
the Christians Church. The flag represents the nation. Cartoons such as Uncle
Sam represent a consensus of public opinion. Those symbols stir emotions.
At their very sight, with the speed of light, is aroused the whole complex of
feelings we have with respect to church or nation. A cartoonist, by having
Uncle Sam disapprove a budget for unemployment relief, would have us feel
that the whole United States disapproves relief costs. By drawing an Uncle
Sam who approves the same budget, the cartoonist would have us feel that
the American people approve it. Thus, the transfer device is used both for and
against causes and ideas.
TESTIMONIAL
(12) The “testimonial” is a device to make us accept anything from a patent
medicine or a cigarette to a program of national policy. In this device the
propagandist makes use of testimonials. “When I feel tired, I smoke a Camel
and get the grandest ‘lift’.” “We believe the John Lewis plan of labor
organization is splendid; C. I. O. should be supported.” This device works in
reverse also; counter-testimonials may be employed. Seldom are these used
against commercial products such as patent medicines and cigarettes, but
they are constantly employed in social, economic, and political issues. “We
believe that the John Lewis plan of labor organization is bad; C. I. O. should
not be supported.”

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PLAIN FOLKS
(13) “Plain folks” is a device used by politicians, labor leaders, business men, and
even by ministers and educators to win our confidence by appearing to be people
just like ourselves – “just plain folks among the neighbors.” In election years
especially candidates show their devotion to little children and the common,
homey things of life. They have front-porch campaigns. For the newspaper men
they raid the kitchen cupboard, finding there some of the good wife’s apple pie.
They go to country picnics; they attend service at the old frame church; they
pitch hay and go fishing; they show their belief in home and mother. In short,
they would win our votes by showing that they’re just as ordinary as the rest of
us – “just plain folks,’ – and, therefore, wise and good. Business men are often
“plain folks” with the factory hands. Even distillers use the device. “It’s your
price.”
CARD-STACKING
(14)“Card-stacking” is a device in which the propagandist employs all the arts of
deception to win our support for himself, his group, nation, race, policy,
practice, belief or ideal. He stacks the card against the truth. He uses under-
emphasis and over-emphasis to dodge issues and evade facts. He resorts to
lies, censorship, and distortion. He omits facts. He offers false testimony. He
creates a smoke-screen of clamor by raising a new issue when he wants an
embarrassing matter forgotten.” He draws a red herring across the trail to
confuse and divert those in quest of facts he does not want revealed. He makes
the unreal appear real and the real appear unreal. He lets half-truth
masquerade as truth. By the card-stacking device, a mediocre candidate,
through the “build-up,” is made to appear an intellectual titan; an ordinary
prize fighter a probable world champion; a worthless patent medicine a
beneficent cure. By means of this device propagandists would convince us
that a ruthless war of aggression is a crusade for righteousness. Some
member nations of the Non-Intervention Committee send their troops to
intervene in Spain. Card-stacking employs sham, hypocrisy, effrontery.
THE BAND WAGON
(15)The “band wagon” is a device to make us follow the crowd, to accept the
propagandist’s program en masse. Here his theme is: “Everybody’s doing it.”
His techniques range from those of medicine show to dramatic spectacle. He
hires a hall, fills a great stadium, marches a million men in parade. He
employs symbols, colors, music, movement, all the dramatic arts. He appeals
to the desire, common to most of us, to “follow the crowd.” Because he wants
us to follow the crowd in masses, he directs his appeal to groups held together
by common ties of nationality, religion, race, environment, sex, vocation. Thus
propagandists campaigning for or against a program will appeal to us as
Catholics, Protestants, or Jews: as members of the Nordic race or as Negroes;

17
as farmers or as school teachers; as housewives or as miners. All the artifices
of flattery are used to harness the fears and hatreds, prejudices and biases,
convictions and ideals common to the group; thus emotion is made to push
and pull the group on to the band wagon. In newspaper articles and in the
spoken word this device is also found. “Don’t throw your vote away. Vote for
our candidate. He’s sure to win.” Nearly every candidate wins in every election
– before the votes are in.
PROPAGANDA AND EMOTION
(16)Observe that all in these devices our emotion is the stuff with which
propagandists work. Without it they are helpless; with it, harnessing it to
their purposes, they can make us glow with pride or burn with hatred, the y
can make us zealots in behalf of the program they espouse. Propaganda as
generally understood is expression of opinion or action by individuals or
groups with reference to predetermined ends. Without the appeal to our
emotion – to our fears and to our courage, to our selfishness and
unselfishness, to our loves and to our hates – propagandists would influence
few opinions and few actions. To say this is not to condemn emotion, an
essential part of life, or to assert that all predetermined ends of propagandists
are “bad.” What we mean is that the intelligent citizen does not want
propagandists to utilize his emotions, even to the attainment of “good” ends,
without knowing what is going on. He does not want to be “used in the
attainment of ends he may later consider “bad.” He does not want to be
gullible. He does not want to be fooled. He does not want to be duped, even
in a “good” cause. He wants to know the facts and among these is included
the fact of the utilization of his emotions.
(17)Keeping in mind the seven common propaganda devices, turn to today’s
newspaper and almost immediately you can spot examples of them all. At
election time or during any campaign, “plain folks” and “band wagon” are
common. “Card-stacking” is hardest to detect because it is adroitly executed
or because we lack the information necessary to nail the lie. A little practice
with the daily newspapers in detecting these propaganda devices soon
enables us to detect them elsewhere – in radio, newsreel, books, magazines,
and in expressions of labor unions, business groups, churches, schools,
political parties.
Summary:
The different propaganda devices are intended to fool people into buying products
they may not really need, so one should be wary of general words. These words do
not really inform much about the product, and are used only to make the reader
respond emotionally and mindlessly into buying the product.

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Citing Your Sources
Source: https://wts.indiana.edu/writing-guides/pdf/using-evidence.pdf
It is important to cite your sources. It signifies that you are giving credit to the owner
of information and ideas you want to include in your essay.
Ways on How to Do Citations:
• Quoting: According to Source X, “[direct quotation]” ([date or page #]).
• Paraphrasing: Although Source Z argues that [his/her point in your own words], a
better way to view the issue is [your own point] ([citation]).
• Summarizing: In her book, Source P’s main points are Q, R, and S [citation].
What’s More
Source:https://philosophy.hku.hk/think/arg/goodarg.php
These are some arguments/premises that students have given to support the idea
that there is nothing wrong with eating meat. Write 1 if you agree that it support
the conclusion that it is acceptable to eat meat and write 2 if it is not.
1=
2 =
1. Meat contains protein and we need protein to survive.
2. We are created higher than animals.
3. It is ok to eat meat because lots of people eat meat; because everyone around me
eat meat
4. Eating meat can help me avoid certain diseases.

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5. We are animals, and it is ok for animals to eat animals.
What I Have Learned
Answer the following questions on a separate sheet of paper:
❖ What is the difference between an argument and an opinion?
1-2 _______________________________________________________________
________________________________________________________________.
❖ Name the three ways to support your claim.
3 ____________________________
4 ____________________________
5 ____________________________
❖ Why is it important to be aware with the different propaganda techniques?
6-7 _____________________________________________________________
_____________________________________________________________.
❖ Enumerate the three ways on how to do citations.
8 ____________________________
9 ____________________________
10 ___________________________

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What I Can Do
This article illustrates an example on how to argue or support a stand or position
by shooting down the arguments of the opposite side and presenting alternatives
such as causes and effects other than those claimed by the other.
Read the given manifesto and answer the questions that follow.
The Great Global Warming Swindle
S. Fred Singer
(1) Al Gore’s An Inconvenient Truth has met its match: a devastating documentary
recently shown on British television, which has now been viewed by millions of people
on the Internet. Despite its flamboyant title, The Great Global Warming Swindle is
based on sound science and interviews with real climate scientists, including me. An
Inconvenient Truth, on the other hand, is mostly an emotion presentation from a
single politician.
(2) The scientific arguments presented in The Great Global Warming Swindle can be
stated quite briefly:
(3) 1. There is no proof that the current warming is caused by the rise of greenhouse
gases from human activity. Ice core records from the past 650,000 years show that
temperature increases have preceded-not resulted from-increases in CO2 by
hundreds of years, suggesting that the warming of the oceans is an important source
of the rise in atmospheric CO2. As the dominant greenhouse gas, water vapour is
far, far more important than CO2. Dire predictions of future warming are based
almost entirely on computer climate models, yet these models do not accurately
understand the role of water vapour – and, in any case, water vapour is not within
our control. Plus, computer models cannot account for the observed cooling of much
of the past century (1940-75), nor for the observed patterns of warming – what we
call the “fingerprints.” For example, the Antarctic is cooling while models predict
warming. And where the models call for the middle atmosphere to warm faster than
the surface, the observations show the exact opposite.
(4) The best evidence supporting natural causes of temperature fluctuations are the
changes in cloudiness, which correspond strongly with regular variations in solar
activity. The current warming is likely part of a natural cycle of climate warming and
cooling that’s been traced back almost a million years. It accounts for the Medieval
Warm Period around 1100 A.D., when the Vikings settled Greenland and grew crops,

21
and the Little Ice Age, from about 1400 to 1840 A.D., which brought severe winters
and cold summers to Europe, with failed harvests, starvation, disease, and general
misery. Attempts have been made to claim the current warming is “unusual” using
spurious analysis of tree rings and other proxy data. Advocates have tried to deny
the existence of these historic climate swings and claim that the current warming is
“unusual” using spurious analysis of tree rings and other proxy data, resulting in
the famous “hockey-stick” temperature graph. The hockey-stick graph has now been
thoroughly discredited.
(5) 2. If the cause of warming is mostly natural, then there is little we can do about
it. We cannot control the inconstant sun, the likely origin of most climate variability.
None of the schemes for greenhouse gas reduction currently bandied about will do
any good; they are all irrelevant, useless, and wildly expensive:
• Control of CO₂ emissions, whether by rationing or elaborate capand-trade schemes
• Uneconomic “alternative” energy, such as ethanol and the impractical “hydrogen
economy”
• Massive installations of wind turbines and solar collectors
• Proposed projects for the sequestration of CO₂ from smokestacks or even from the
atmosphere
(6) Ironically, even if CO2 were responsible for the observed warming trend, all these
schemes would be ineffective-unless we could persuade every nation, including
China, to cut fuel use by 80 percent!
(7) 3. Finally, no one can show that a warmer climate would produce negative impacts
overall. The much-feared rise in sea levels does not seem to depend on short-term
temperature changes, as the rate of sea-level increases has been steady since the
last ice age, 10,000 years ago. In fact, many economists argue that the opposite is
more likely-that warming produces a net benefit, that it increases incomes and
standards of living. Why do we assume that the present climate is the optimum?
Surely, the chance of this must be vanishingly small, and the economic history of
past climate warnings bear this out.
(8) But the main message of The Great Global Warming Swindle is much broader.
Why should we devote our scarce resources to what is essentially a non-problem,
and ignore the real problems the world faces: hunger, disease, denial of human
rights-not to mention the threats of terrorism and nuclear wars? And are we really
prepared to deal with natural disasters; pandemics that can wipe out most of the
human race, or even the impact of an asteroid, such as the one that wiped out the
dinosaurs? Yet politicians and the elites throughout much of the world prefer to
squander our limited resources to fashionable issues, rather than concentrate on
real problems. Just consider the scary predictions emanating from supposedly
responsible world figures: the chief scientist of Great Britain tells us that unless we
insulate our houses and use more efficient light bulbs, the Antarctic will be the only
habitable continent by 2100, with a few surviving breeding couples propagating the
human race. Seriously!

22
(9) I imagine that in the not-too-distant future all the hype will have died down,
particularly if the climate should decide to cool-as it did during much of the past
century; we should take note here that it has not warmed since 1998. Future
generations will look back on the current madness and wonder what it was all about.
They will have movies like An Inconvenient Truth and documentaries like The Great
Global Warming Swindle to remind them.
Questions:
1. Is S. Fred Singer’s position on the great global warming swindle positive (yes-
it-is-swindle) or negative (no-it-is-not-a-swindle)?
2. How you ascertain (make known, learn, find out with certainty) his stand?
Consider the following:
a. Title
b. The introductory first paragraph, which mentions Singer’s inclusion, as a
climate scientist, in interviews for documentary film The Great Global
Warming Swindle vs. “an emotion presentation” from a single politician of
an earlier documentary film, An Inconvenient Truth
c. The concluding last paragraph with his prediction about the attitude of
future generations?
3. According to the writer, is global warming beneficial or harmful? Has sea
level risen due to human-caused global warming or to natural cause?
4. Are the rhetorical questions in paragraph 8 effective? Why?

23
Assessment
Write your stand on this issue: Philippines’ claim on the South China Sea
Defend it by writing a short paragraph containing Introduction, Body and
Conclusion.
Example:
Introduction (Claim)
Body:
Reason 1:
Evidences: ___________________________________________
___________________________________________
___________________________________________
Reason 2:
Evidences: ___________________________________________
___________________________________________
Conclusion (Restatement of Claim)
Rubrics for Position Paper
Criteria Description Points Points
Obtained
Position
Statement
The author’s position/stand
was strongly and clearly
stated.
5
Premises
Organization
The outline was thoroughly
developed and in logical order
that makes it easy to follow the
writer’s train of thought.
10
Properly Cited
Evidences
Two or more properly cited
evidences were given based on
facts, statistics, real-life
experience and examples.
5
Total Score 20

24
Additional Activities
Let us check your knowledge about these propaganda techniques that mostly used
by people in defending their position or convincing others to believe in what they
are advocating.
Arrange the jumbled letters to come up with the correct word being defined in each
number.
1. IMENATISOLT
- A device that makes us accept anything from a patent medicine or a
cigarette to a program of national policy. In this device the propagandist
makes use of testimonials.
2. RINTGLEGIT ENALESEGRETI
– a device by which the propagandist identifies his program with virtue by
use of “virtue words”. It makes us accept and approve without examining the
evidence.
3. LINPA KOSFL
- A device used by politicians, labor leaders, business men, and even by
ministers and educators to win our confidence by appearing to be people
just like ourselves.
4. NBNA GWONA
- A device to make us follow the crowd, to accept the propagandist’s
program en masse.
5. SFANTRE
- A device by which the propagandist carries over the authority, sanction,
and prestige of something we respect and revere to something he would
have us accept.

25
Answer Key
What
I
Know:
Su-
pported
Not
1
2
3
4
5
What’s
In:
1.
A.
2.
C.
3.
C.
4.
D.
5.
C.
What’s
New:
1.Open
his
car
2.Stop
imagining
right
now!
3.Playing
chess
with
Liza
4.JUST
ONE
WORD
5.
Facebook
What’s
More:
1.
1
2.
2
3.
2
4.
1
5.
2
What
I
Have
Learned:
Answers
Vary.
What
I
can
Do:
Answers
vary
Assessment:
Answers
vary
Additional
Activities:
1.
TESTIMONIAL
2.
GLITTERING
GENERALITIES
3.
PLAIN
FOLKS
4.
BAND
WAGON
5.
TRANSFER

26
References
English for Academic and Professional Purposes Teacher’s Guide
English for Academic and Professional Purposes Learner’s Guide
https://scholar.utc.edu/cgi/viewcontent.cgi?article=1329&context=mps
University of New England. Supporting Evidence. Retrieved September 22, 2020
https://aso-resources.une.edu.au/academic-writing-course/information-
basics/supporting-evidence/
https://www.youtube.com/watch?v=BRtVRUN_8Cw
https://philosophy.hku.hk/think/arg/goodarg.php
https://www.tcyonline.com/Analyse/decideURL.php?rqstP=analytics&type=Brief&t
estid=223343&testtakenid=28857171&action_retake=&WhichCategory=100000&pa
ge=&ielts_final_review=#
https://www.umt.edu/writingcenter/docs/resourcesforwriters/waystosupportanar
gument.pdf
https://wts.indiana.edu/writing-guides/pdf/using-evidence.pdf
https://www.youtube.com/watch?v=yTsFAiH0qeU

27
For inquiries or feedback, please write or call:
Department of Education – Region III,
Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)
Provincial Capitol Compound, Balanga City,
Bataan Telefax: (047) 237-2102
Email Address: bataan@deped.gov.ph

Here are my analyses of the arguments:1. Argument II is stronger. It provides a factual evidence from research that privately owned vehicles contribute to congestion and air pollution problems in city centers. Argument I does not support its claim with facts.2. Argument II is stronger. It cites a potential consequence (culprits killing victims) supported by reasoning/logic. Argument I only makes a claim without providing factual support. 3. Both arguments I and II are strong since they cite research/facts that establish the relationship between alcohol and increased crime rates. Argument I cites decades of research linking alcohol and drugs to crime. Argument II discusses facts about how alcohol lowers inhibitions and impairs judgement, increasing risky and aggressive

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