10

English
Quarter 3
Module 2 – Lesson 1:
Using a Variety of Informative,
Persuasive, and Argumentative
Writing Techniques
English – Grade 10
Alternative Delivery Mode
Quarter 3 – Module 2: Using a Variety of Informative, Persuasive, and Argumentative
Writing Techniques
First Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education – Region III

Regional Director: May B. Eclar, PhD, CESO III
Assistant Regional Director: Rhoda T. Razon, EdD, CESO IV

Development Team of the Module

Author: Abigail D. Sigua
Editor: Teresita M. Circa
Reviewer: Marlyn Gerio, Glenn Agustin, Aisee Almario,
Erwin Iruma, Roland Suarez
Illustrator: Abigail D. Sigua
Layout Artist: Abigail D. Sigua
Management Team:
Librada M. Rubio, PhD
Ma. Editha R. Caparas, EdD
Ramil G. Ilustre, PhD
Veronica B. Paraguison, PhD
Sheralyn E. Allas, RGC, PhD
Marcos C. Vizon

Printed in the Philippines by Department of Education – Region III

Office Address: Diosdado Macapagal Government Center, Maimpis,

City of San Fernando (P)
Telefax: (045) 598-8580 to 89; (045) 402-7003 to 05
E-mail Address: [email protected]
10

English
Quarter 3
Module 2 – Lesson 1:
Using a Variety of Informative,
Persuasive, and Argumentative
Writing Techniques
Introductory Message
For the facilitator:

Welcome to the English 10 Alternative Delivery Mode (ADM) Module on Using

a Variety of Informative, Persuasive, and Argumentative Writing Techniques!

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:

Notes to the Teacher

This contains helpful tips or strategies

that will help you in guiding the learners.

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.

i
For the learner:

Welcome to the English 10 Alternative Delivery Mode (ADM) Module on Using

a Variety of Informative, Persuasive, and Argumentative Writing Techniques!

The hand is one of the most symbolized parts 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.

ii
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.

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. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instructions 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.
7. Write all your answers on a separate sheet of paper.

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!

iii
What I Need to Know

This module was designed and written for the learners. After going through
this module, you are expected to:
1. identify different structures of an informative text and its signal words;
2. use graphic organizers to represent facts, ideas, and concepts in a
given text; and
3. write an informative essay using different structures and appropriate
transitions.

What I Know

Directions: Match the definition being described in column A with its appropriate
term in column B. Write the letter that corresponds to your answer on
a separate sheet of paper.

Column A Column B

_____1. A topic is described by listing characteristics, A. Cause and Effect

features, attributes, and examples. B. Compare and Contrast
_____2. Items or events are listed in numerical or C. Description
chronological sequence, either explicitly or D. Example
implied. E. Problem and Solution
_____3. Ideas, events in time, or facts are presented F. Sequence
as causes of the resulting effects or facts that
happen as a result of an event.
_____4. A problem and one or more solutions to the
problem are outlined.
_____5. Information is presented by detailing how
two or more events, concepts, theories, or
things are alike and/or different.

1
Lesson Structures of an
1 Informative Text
Informative text is a kind of text that offers data, definitions, and
descriptions of phenomena or details about a fact. It introduces a clearly stated topic
and creates an organizational structure in which related information is grouped
logically to support the purpose of writing. It develops evidence with relevant facts,
definitions, concrete details, quotations, and examples with references. It also uses
appropriate linking ideas within and across paragraphs to smoothly and purposefully
connect the controlling idea to evidence and provides a satisfying conclusion related
to the topic.

What’s In

Articles, textbook chapters, passages, paragraphs or sentences have topics

and main ideas. Locating the topic, main idea, and supporting details is important in
helping you understand what the writer is attempting to express. Moreover,
identifying the relationship between these will also increase your comprehension.

In writing an informative essay, you have to keep in mind that the main idea is
the point of the paragraph and it is the most important thought about the topic. The
main idea is usually a sentence and it can be in different places within a paragraph.

Here’s a sample paragraph and let’s try your skill in finding the main idea. Try
to locate the topic first, and then look for the main idea.

Most teenagers and young adults do not know what they want to do for the rest
of their lives. It is a big decision. There are things you can do to narrow the choices. For
example you can take an interest test, do some research on your own about a career,
try volunteer work in the field in which you are interested, or “job shadow” in which
you spend a day with a person who is working in the field that interests you. These
are just a few helpful ideas as you begin to choose a career.

The topic is _______________________________________________________.

The main idea is __________________________________________________.

2
What’s New

Identifying the topic, main idea, and supporting detail is important as well as
understanding a structure of a text. This will give you a better shot at determining
important information when reading a text. If you know what to look for in terms of
text structure, you can grasp the meaning more easily.

Look at the sample paragraph below then try to identify how the information is
organized. Choose your answer from the box.

Cause and Effect Description Sequence

Compare and Contrast Problem and Solution

No one knows the true origin of ice-cream, but the first published ice-cream
recipe appears in “Mrs. Mary Eales's Receipts,” a cookbook that was printed in London
in 1718. Sometime around 1832, an African American confectioner named Augustus
Jackson created multiple ice cream recipes and invented a superior technique to
manufacture ice cream. Ice cream soda was invented around 1874, but the real
breakthrough may have been at the 1904 World’s Fair in St. Louis, Missouri, when the
American ice-cream cone was unveiled!

I guess the structure of the text is ____________________________.

What is It

STRUCTURES OF AN INFORMATIVE TEXT

Structure Description Examples Signal Words
Cause and Names the event/  A trouble- as a result
Effect occurrence and then shooting guide for because of
tells the effects it has the office copy consequently
(on the events, on machine that
due to
people, etc.) or the outlines possible
for this reason
writer names the causes of
event/occurrence and malfunctions if…then
then tells what  Warning not only, but
caused it to happen. labels naming so that
possible side therefore
effects of using a this led to
product thus

3
Compare and Describes similarities  News articles alike also
Contrast or differences explaining as well as
between objects, candidates’
although
places, or events, and positions on
but just as
the similar or issues
 Sports pre- different from
different qualities are
linked back and games stories in the same way
forth. about two in comparison
opposing teams however
likewise
nevertheless
whereas
Description Explains a topic,  Information another
often in considerable sheets about described as
detail. Often the text products for sale, for example
is broken into such as a car, an for instance
sections and details appliance, a
in addition
that elaborate on it. gadget, etc.
in particular
 Articles on
things to do at a to illustrate
vacation
destination
Problem and Presents a problem  A newspaper a solution
Solution and several possible outlining a as result
solutions. The author current difficulty, because
may also describe the proposing some
consequently
pros and cons of each solutions and
however
solution. advocating for one
of them since
 A political so that
speech proposing therefore
a remedy for a
troubling
situation
Sequence Constructs the  Directions in after before
information in a a manual for finally
chain, so that the using an first, second, third
writer can lay out appliance
following
steps in a process,  A timeline
in conclusion
series of events, or a for product
hierarchy. development last next
 Recipes preceding
previously
then

4
Text structures are organizational patterns found within the text types. An
author often chooses main text structure for a piece but may incorporate several
graphic organizers.

Structure Graphic Organizer

Cause and Effect
Effect 1

Cause Effect 2

Effect 3

Compare and Contrast Venn Diagram T-Chart

Description Concept Map

Problem and Solution Fish Bone

Problem

Sequence Timeline

1 2 3 4 5
Steps/ Directions
Step 1
Step 2
Step 3

5
What’s More
Activity 1
Directions: Identify the structure of each paragraph if cause and effect, compare
and contrast, description, problem and solution, or sequence, and then look for
the signal word/s used. Write your answers on a separate sheet of paper.

1. Ice-cream is a delicious frozen treat that comes in many different colors and
flavors. Two of my favorite flavors are strawberry and chocolate. Though both of
these flavors are delicious, strawberry may contain pieces of fruit while
chocolate usually will not. Even though more chocolate ice-cream is sold than
strawberry, each flavor tastes great inside of a milk shake.
Structure: ____________________________________________
Signal Words: ________________________________________
2. Making ice-cream is not easy. Cream and sugar have to first be mixed in a
frozen container. Ingredients may be added at this point, if desired. The mixture
must be stirred and whipped until the cream and sugar mixture is frozen.
Depending on the equipment, this may take as long as an hour. After the ice-
cream is prepared, it must be kept frozen until it is ready to be enjoyed. Making
ice-cream is difficult, but most people would agree that it is worth the trouble.
Structure: ____________________________________________
Signal Words: ________________________________________

Activity 2
Directions: Read the excerpt explaining a significant difference between two flying
creatures – bats and birds. Use a Venn diagram to show some basic differences
between these animals and answer the questions below the paragraph.

The Cave of Bats

Richard Conniff

Birds lay eggs and spare themselves from having to fly around with all that
extra weight. But a bat gives birth to a single offspring weighing a quarter of her
normal body weight, or sometimes to twins (To ease birth with the help of gravity, she
may hang upside down and catch her newborn in the wing membrane between her
legs.) Her young may then latch on to a nipple and cling to her in flight for several
days afterward. Birds can gather food and regurgitate it for their young back at the
nest; bats can’t. The mother must continue to eat for two, nursing her offspring until
it is capable of taking flight to forage for its own food. Since a young bat starts to fly
when it reaches 80 to 90 percent of its adult weight, this is the equivalent of a
nursing teenager.
1. At the end of the passage, Conniff makes a surprising shift in his comparison.
What is he comparing bats to in the final sentence?
2. What insight about bats do you think he is trying to give his readers?
6
What I Have Learned

Directions: Choose and write the letter of the correct answer on a separate
sheet of paper.
A. Cause and effect C. Sequence E. Description
B. Compare and contrast D. Problem and solution F. Example

1. The text introduces and describes a problem and presents one

or more solutions.
2. Authors use similarities and differences to describe ideas or concepts.
3. The text describes events and identifies reasons for why the event happened.
4. Sensory and descriptive details help readers visualize information.
5. The text describes events in order or explains the steps one must follow to do
something or make something.

What I Can Do

Directions: Imagine that the counselors have asked for your career profile to be kept
as a resource to be read by students interested in that career. Your profile will be an
important resource because it is more than just facts about a career. It is a lively,
entertaining account that highlights your individual attitude and point of view while
presenting important information.

Your Task!

Write an informative essay about a career in which you have an interest,

ideally a career you hope to have some day. You will present information about this
career by highlighting the experiences – perhaps a typical day on the job of an
individual currently engaged in this career. Some possible subjects for this essay
include a doctor, a small business owner, a teacher, etc. While any career profile will
include a discussion of the work itself and the work environment, you should present
these elements through the individual’s perspective. Make sure to present the
information of your chosen career using different structures of an informative text
and using its appropriate signal words.

7
Assessment

Directions: Read and answer the questions carefully. Write the letter of the correct
answer on a separate sheet of paper.

_______1. What term refers to a style of writing that provides factual information?
A. Argumentative C. Narrative
B. Informative D. Persuasive
_______2. Which of the following answers the questions what happened and why?
A. Cause and effect C. Sequence
B. Compare and contrast D. Problem and solution
_______3. Which type of text structure describes events in order?
A. Cause and effect C. Sequence
B. Compare and contrast D. Description
_______4. Which of the following shows how two or more things are
alike and different?
A. Cause and effect C. Description
B. Compare and contrast D. Problem and solution
_______5. What is the purpose of informative writing?
A. To describe how a scene might look in novel
B. To persuade you to buy a product
C. To provide clear facts about something
D. To tell you how to do something
_______6. Which of the following is NOT an example of informative text?
A. A recipe book C. An editorial
B. An obituary in local newspaper D. A church newsletter
_______7. What words or phrases help the writer move from one idea to another?
A. Adjectives C. Opinions
B. Evidences D. Transitions

For items 8-10, identify the structure of the text then choose the letter of your
answer from the box below.

A. Cause and effect C. Sequence E. Description

B. Compare and contrast D. Problem and solution F. Example

_______8. Goose bumps make me shiver. First I get cold. Then I shake all over.
_______9. Goose bumps make me shiver. I get little bumps on my skin. They look
like sesame seeds.
_______10. Goose bumps make me shiver, but they disappear as soon as I cover up
with a jacket or sweater.

8
Additional Activities

Informing about Your Own Wonder

Directions: Write an essay that informs your readers about a type of technology or
service that is free or reasonably priced and beneficial to many students especially
during this time of pandemic. In this short essay, you need to use strong examples
and provide detailed explanation as to how it is a “wonder”. Use different
structures of an informative text in writing.

Rubric for Scoring in Writing Informative Essay

Criteria 5 4 3 2
Introduction The The The introduction There is no
introduction is introduction states the main clear
inviting, states clearly states topic or position, introduction of
the main topic
the main topic but does not the main topic,
and previews
the structure of and previews adequately preview position or
the text. the structure of the structure of structure of
the text but is the paper nor is it the text.
not particularly particularly
inviting to the inviting to the
reader. reader.
Focus on There is one Main idea is Main idea is The main idea
the topic clear, well- clear but the somewhat clear is not clear.
and details focused topic. supporting but there is a need There is a
Main idea
information is for more seemingly
stands out and
is supported by general. supporting random
detailed information. collection of
information. information.
Conclusion The conclusion The conclusion The conclusion is There is no
is strong and is recognizable recognizable, but clear
leaves the and ties up does not tie up conclusion, the
reader with a
almost all the several loose ends. paper just
feeling that
they loose ends. ends.
understand
what the writer
is “getting at”.
Grammar Writer makes Writer makes Writer makes 3-4 Writer makes
and Spelling no 1-2 inconsistencies in more than 4
inconsistencies inconsistencies grammar or inconsistencies
in grammar or
in grammar or spelling that in grammar or
spelling that
distracts the spelling that distract the reader spelling that
reader from the distract the from the content. distracts the
content. reader from the reader from
content. the content.

9
10
What’s More What I Know
Assessment Activity 1 1. C
1. B 1. Compare and contrast 2. F
2. A
- both, while 3. A
3. C 2. Sequence - until, after 4. E
4. B Activity 2 5. B
5. C
*Answers may vary
6. C What’s In
7. D What I Have Learned 1. Jobs or career
8. C
1. D choices
9. E
2. B 2. Few ideas to help
10.D 3. A the reader choose a
4. E career
Additional Activity
5. C
*answers may vary What’s New
What I Can Do Sequence
*answers may vary
Answer Key
References

Websites

Examples of informative essays. Retrieved on December 30, 2020 from

https://examples.yourdictionary.com/examples-of-informative-essays.html

Finding the main idea. Retrieved on January 3, 2021 from

https://www./landmarkoutreach.org/strategies/finfing-main-idea/

Informative writing. (n.d.). Retrieved from

https://www.pearson.com/content/dam/one-dot-com/one-dot-
com/us/en/higher-ed/en/products-services/course-products/taylor-1e-
info/pdf/sample-chapter--ch08.pdf

Kyne, M. Informative text activities. Retrieved on January 4, 2021 from

https://www.storyboardtaht.com/articles/e/informational-text-activities

Spencer, D. (n.d.). 5 types of informational text structures. Retrieved on January 3,

2021 from https://wwwprestwickhouse.com/blog/post/2019/05/5-types-of-
informational-text-structures

Text structure quiz. (n.d.). Retrieved on January 4, 2021 from

https://www.ereadingworksheets.com/text-structure-worksheets/text-
structure-quiz-form-a.pdf

For inquiries or feedback, please write or call:

Office Address: Diosdado Macapagal Government Center,

Maimpis, City of San Fernando (P)
Telefax: (045) 598-8580 to 89; (045) 402-7003 to 05
E-mail Address: [email protected]