English for Academic and Professional Purposes

1. Stand on Issues
Supported by
Factual Evidences
English for Academic and
Professional Purposes

2. What I Need to Know
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

4. opinion vs. argument

5. Supported Facts
and
Unsupported Facts

6. facts not supported with evidence
Example:
Many students seek assistance
with their writing skills at
university.

7. facts supported with evidence
Example:
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.

8. facts not supported with evidence
Example:
Writing academic paragraphs is
the most important skill in
academic writing.

9. facts supported with evidence
Example:
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.

10. 1.Quotations
(e.g. direct quotes,
paraphrases, summaries)
3 most common
ways to support
your claims
2. Examples
(e.g. illustrations of your
points)
3.Statistics
(e.g. facts, figures,
diagrams)

11. In its research project, the
Literacy Foundation (2014, p.
167) argues that “common
punctuation errors cause
problems with meaning-making
in student writing”.
1.Quotations
(e.g. direct quotes,
paraphrases, summaries)

12. 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.
2. Examples
(e.g. illustrations of
your points)

13. 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.
3.Statistics
(e.g. facts, figures,
diagrams)

14. Using supporting
and
opposing ideas

15. 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.

16. Supporting Argument
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).

17. Writing oppose
statements
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.

18. opposing Argument
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).

19. propaganda
information, ideas, opinions, or images,
often only giving one part of an
argument, that are broadcast, published,
or in some other way spread with the
intention of influencing people's opinions.
- Cambridge Dictionary

20. 7
Propaganda
devices
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.

21. NAME CALLING
1.
It is a form of argument in which insulting or
demeaning labels are directed at an individual or
group.

22. NAME CALLING
1.
Example:

23. NAME CALLING
1.
Example:

24. 2. GLITTERING GENERALITIES
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. It is designed to connect with
audience members by speaking to the beliefs and/or values
that are dear to them.

25. 2. GLITTERING GENERALITIES

26. 2. GLITTERING GENERALITIES

27. 3. transfer
Transfer is when a symbol that carries respect, authority,
sanction, and prestige is used along with and idea or argument
to make it look more acceptable. Examples: American Flag,
University Seal, Medical Association Symbol (or something
that looks like it). This method is also called GUILT- or
VIRTUE-BY-ASSOCIATION.

28. 3. transfer

29. 4. testimonial
When some respected celebrity (or alternatively someone
generally hated) claims that an idea or product is good (or
bad). This technique is used to convince us without examining
the facts more carefully.

30. 4. testimonial

31. 4. testimonial

32. 5. 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.”

33. 5. plain folks

34. 5. plain folks

35. 6. CARD-STACKING
- a technique of persuasion that attempts to influence opinion
through deliberate distortions, as in suppressing information,
overemphasizing selected facts, manipulating statistics, and
quoting rigged or questionable research.

36. 6. CARD-STACKING

37. 6. CARD-STACKING

38. 7. bandwagon
- is a device to make us follow the crowd, to accept the
propagandist’s program en masse. The theme is: “Everybody’s
doing it.”

39. 7. bandwagon