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G8 - Emphasis Markers &activities

The document provides information about emphasis markers used for persuasive purposes. It defines emphasis and emphasis markers. It then classifies emphasis markers into four categories: additive, adversative, causal, and sequential. Examples are provided for each category to illustrate their functions in establishing logical connections between ideas and presenting information clearly.

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Mira Quiñones
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1K views

G8 - Emphasis Markers &activities

The document provides information about emphasis markers used for persuasive purposes. It defines emphasis and emphasis markers. It then classifies emphasis markers into four categories: additive, adversative, causal, and sequential. Examples are provided for each category to illustrate their functions in establishing logical connections between ideas and presenting information clearly.

Uploaded by

Mira Quiñones
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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WELCOME

to “In order to carry a positive


action we must develop here a
ENGLISH positive vision.”
— Dalai Lama
CLASS
What are the
citation
styles?
What are the
parts of citation?
What is
an citation ?
TARGETS
1.identify the different 3a. answer exercises about
markers for persuasive emphasis markers for
purposes; persuasive purposes;
2.show logical connection 3b.utilize the different emphasis
in writing sentences markers for persuasive
through the use of purposes in oral and written
activities;
emphasis markers;
4.raise comments or
clarifications regarding the
topic discussed.
EMPHASIS MARKERS
FOR
PERSUASIVE PURPOSES
Systematic logical connection or consistency in
sentences and texts are important to establish clear
presentation of information.
Let Us Define!

EMPHASIS is a form of exaggeration or implication


making things bigger in some way than they really are.

• An EMPHASIS MARKER is a word


or affix that expresses a speaker's
stress upon the predicate of a
sentence.
Classifications of Emphasis Markers

1. Additive
2. Adversative
3. Causal
4. Sequential
1. ADDITIVE
Additive markers are used to add a similar idea,
introduce an additional idea, introduce an example
or illustration, introduce a restatement or
explanation, and/or draw to close or summarize.

FUNCTIONS EXAMPLES
To add a similar idea comparatively , coupled with,
correspondingly, identically ,likewise
similar to, together with , equally
To introduce an additional idea also, furthermore, additionally,
in addition, moreover, as well as,
another, too
To introduce an example or for example ,such as , for instance
illustration
To introduce a restatement or that is, in fact, indeed
explanation
To draw to a close or summarize to conclude, as a final point ,in
brief ,in conclusion
Example!
• There are various health protocols that the government
mandates. Social or physical distancing, for example, must
be strictly observed especially in public places.
(To introduce an example)
The government reminds the people on the
existing policies on community quarantine. Also, it
advises them to always observe appropriate
health protocols.
(To introduce an additional idea)
2.ADVERSATIVE
Adversative markers are used to introduce an
opposition to an idea, contrast and/or emphasize
or clarify a point. .

FUNCTIONS EXAMPLES
To introduce an opposite idea or in contrast , conversely ,
contrast alternatively , yet , although , even
though, nevertheless ,however , on
the other hand ,whereas ,while ,
instead, otherwise
To emphasize or clarify a point even more , above all ,indeed, more
importantly , besides
Example!
• Even though the country is experiencing great economic
loss due to this pandemic, it has continued helping other
countries by sending our medical front liners and other
essential materials.(To introduce an opposite idea)
Despite our limited resources due to this
pandemic, Glenda still managed to distribute relief
goods to some of our neighbors. Indeed, she is a
helpful and wonderful person. (To emphasize a
point)
3. CAUSAL
Causal markers indicate a consequence or result. .

FUNCTION EXAMPLES
consequently ,accordingly ,
To indicate a consequence or as a result , hence ,
result subsequently , therefore ,
thus , thereupon ,as a
consequence , for this,
reason
Example!

The students reviewed their lessons


well before their exams. As a result,
they passed the school’s assessment
process.
4. SEQUENTIAL
Sequential markers indicate the sequence of
ideas, events or actions.

FUNCTION EXAMPLES
first(ly) ,second(ly) ,
To sequence your ideas third(ly), next , then ,after ,
last(ly) ,finally, accordingly,
meanwhile, henceforth
Example!

My mother cooked our favorite


breakfast. After eating, she washed
the dishes and other utensils. Then,
she swept the floor and cleaned the
whole house.
ACTIVITY TIME!
DIRECTIONS: Examine the sentences below. Identify the
appropriate emphasis marker for each statement.

1. My mom refused the salesman’s offer. __________, she


changed her mind and went back to him the following
day.
A. However B. Next C. Similarly D. Besides

2. The citizens refused to follow the community quarantine


protocols. __________, the COVID-19 cases in their city
increased.
A. While B. As a result C. Finally D. Therefore
DIRECTIONS: Examine the sentences below. Identify the
appropriate emphasis marker for each statement.

3. The medical front liners were given complete sets of


personal protective equipment. __________, those who
acquired the disease were given additional financial
incentives. A. If B. Below C. In addition D. Beside

4. Troy is authoring a book. __________, he acts as its


editor and publisher.
A. However B. Also C. In contrast D. Thus
DIRECTIONS: Examine the sentences below. Identify the
appropriate emphasis marker for each statement.

5. The man was caught driving under the influence of


alcohol. __________, he was released after paying fines
A. However B. Therefore C. Thus D. Similarly
MORE!MORE!
DIRECTIONS: Write the appropriate emphasis markers
placed inside the parentheses to complete the meaning
that the paragraph portrays.

Communicative Language Teaching Today:


A Reflection
English language teaching aims to produce communicatively competent learners. As the
21st century learning skills aim to enrich learners’ communication skills to prepare them in
facing the challenging globalized society, the tasks of enhancing their skills to be
communicatively competent in both local and global scenarios are placed on the shoulders of
our second language teachers. [1] (To illustrate / To tell the truth), English teachers should
hone learners’ abilities in becoming competent in using the target language focusing on the
five (5) macro skills [2] (notably, such as) reading, writing, speaking, listening and viewing.
[3] (Like / While) global standards in English increases, our performance gradually decreases.
[4] (Considering / Besides) a lot of factors, inaccessibility to alternative materials is one of
the known considerations that play an important role in our poor language performance.
[5] (Moreover / Thus), the government has to revisit its existing policies [6] (or at least / for
instance) provide essential materials that our learners may access and use.
TAKE
NOTE!
• EMPHASIS MARKERS are used
depending on the meaning or
context portrayed. A change in
emphasis signal may result to
incomprehensible concept or
absence of connection in your
written or oral activities.

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