This material is intended for Grade 10 students attending English and Communication Arts Program.

3. A topic for discussion will be flashed on screen.
Students are then asked to write the topic/question down on
their sheet of paper and next to their heading, they will be
asked to answer in one word – yes, no, unsure.
The room will be divided into three stations representing
each students’ answer. Students will be asked to move to
their chosen side.
One student at a time will be picked to speak and defend his
chosen side.
After hearing some statements, students may be given an
option to switch side.

5. ARGUMENTATION
BY: Roanne R. Anuran

6. define argumentative writing;
differentiate persuasion from argumentation;
recognize argumentative techniques in a variety
of text;
formulate an argument with a claim and
counter-claim; and
reach a logical conclusion.

7. is a reasoned, logical way of
demonstrating that the writer’s position,
belief, or conclusion is valid.

8. is a genre of writing that requires students to investigate
a topic; collect, generate, and evaluate evidence; and
establish a position on the topic in a concise manner.

11. Argumentation Persuasion
 Makes claims based on factual
evidence
 Makes counter-claims. The
author takes opposing views
into account.
 Neutralizes or “defeat”
serious opposing ideas
 Convinces audience through the
merit and reasonableness of the
claims and proofs offered
 Often compares texts or ideas to
establish a position
 Logic-based
 May make claims based on opinion
 May not take opposing ideas into
account
 Persuades by appealing to the
audience’s emotion or by relying on
the character or credentials of the
writer – less on the merits of her or
his reasons and evidence.
 Emotion-based

13. Introduction
- gives the background information or the thesis
statement, and claim.
Example
As far as most of the immigrants in the United
States speak Spanish due to the neighborhood with
Latin America, Spanish should be made the second
official language in the United States. The research
shows that immigrants from Latin America feel
uncomfortable with studying in English schools as
they require more time to learn this language. This
is important to work on the question of the second

14. Claim
- supports the argumentative essay’s thesis and
basically serves as the writer’s belief about an issue
or topic.
Example
Making Spanish the second language in
the US would positively impact the economic
relationships between Mexico and the United
States.

15. Body
- contains evidence that supports your claim.
Example
“12 % increase in trade between the US
and Mexico was a notice in 2014 when
Arizona’s local government send people wjho
spoke Spanish to take part in the deal.”
Based on credible facts and statistics the writer
finds during the research process.

16. Counterclaim
- A solid and reasonable argument that opposes or
disagrees with your claim
Example
“But why are there still some who do not
like the idea of any other language except for
English? Based on a survey conducted in
2015, majority of the American citizens were
hesitant to study one more language as they
strongly asserted that it was too difficult to
cooperate with the Mexican population.”

17. Conclusion
- this gives the recap of the central topic by
restating the thesis statement.
Example
“Without meeting the needs of the Latin
American population, the local government
risks facing another Civil War like it was with
USSR.”

19. The class will be divided into groups of 5.
Each member is assigned to a question which will be traded
with another student from the same group to have it
answered.
A student shall answer at least three questions, which
means he needs to trade with at least three students from
the group.

20. What is an argument?
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 your claim or argument on the
topic?

21. Making a Coherent Argument
is like….
…..Taking your Reader on a
Rollercoaster
Claim/Reason:
Stating your opinion
Sitting them in a
rollercoaster
Claim/Reason:
Giving a fact
Putting on one strap
Reasoning:
Connecting your evidence back
to your claim
Putting on the other strap

22. SILENCE
is never empty. It has all the answers.

25. This will be done in groups of three.
Each team will be instructed to construct an argumentative
essay collaboratively about the given topics.
Each member of the group is assigned to work on a specific
part of the essay.
The groups’ output will be checked using the rubric provided
to the class.

26. Rubric
Argumentation - 10 pts
Logical presentation of ideas – 5
pts
Grammar Usage – 5
pts
Other writing conventions – 5
pts

27. Are pageants exploitive?
Does social media destroy personal
relationship?
Should death penalty be legalized?
Is cheating out of control in school?
Should teachers be blamed for
students’ low scores?