English  

Quarter 2  - Module 3
Argumentative Essay: Writing It Right
 

Department of Education ● Republic of the Philippines

English- Grade 10
Alternative Delivery Mode
Quarter 2 - Module 3: Argumentative Essay: Writing It Right
First Edition, 2020
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Published by the Department of Education – Division of Bukidnon

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Reviewer: Sarah M. Mancao, PhD
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Members Elbert R. Francisco, PhD, Chief ES, CID

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 10
English
Quarter 2 - Module 3
Argumentative Essay:
Writing It Right
 Table of Contents
Page
COVER PAGE
COPYRIGHT PAGE
TITLE PAGE
TABLE OF CONTENTS

What This Module is About

What I Need to Know i
How to Learn from this Module ii
Icons of this Module ii
What I Know iii
Lesson 1:
Taking Sides: Affirming and Negating 1
What I Need to Know 1
What I Know
Task 1. Affirm or Negate 1
What’s New
Task 2. Read to Learn 1
What Is It
Task 3. Agree or Disagree 2
What’s More
Task 4. Yes or No 3
What I Have Learned
Task 5. Both Sides 4
What I Can Do
Task 6. Drop Your Comment 4
Assessment
Task 7: Now I Know 4
Additional Activity
Task 12. Adverb Plus 6
Lesson 2:
Using patterns of Developing an Argument 7
What I Need to Know 7
What I Know
Task 1. Be a Matchmaker 7
What’s In
Task 2. Comment Here 7
What’s New
Task 3. Give Your Opinion 8
What Is It
Task 4. Learn to Argue 8
What’s More
Task 5. Think More 9
 What I Have Learned
Task 6. My Options 9
What I Can Do
Task 7. Standing Up For What Is Right 11
Assessment
Task 8. Now I Know 11
Additional Activity
Task 9. Reasonable Position 11
Lesson 3:
Prewriting 14
What I Need to Know 14
What I Know
Task 1. Steps to Follow 14
What’s In
Task 2. See the Patterns 14
What’s New
Task 3: Find Me 15
What Is It
Task 4. The Writing Process 15
What’s More
Task 5. Brace for Words 16
What I Have Learned
Task 6. Laying Out the Stratagem 16
What I Can Do
Task 7. Pros and Cons 17
Assessment
Task 8. Soul Search 17
Additional Activities
Task 9. End With a Bang! 17
Lesson 4:
Drafting, Revising and Publishing 18
What I Need to Know 18
What I Know
Task 1. Read to Learn 18
What’s In
Task 2. Hit the Goal 20
What’s New
Task 3. Write Again 20
What Is It
Task 4. What the Veterans Say 20
What’s More
Task 5. Write Now 21
What I Have Learned
Task 6. Attack and Defend 22
What I Can Do
Task 7. For the Win 22
Assessment
Task 8. Check Me 23
Additional Activities
Task 9. Celebrating Your Victory 23
Assessment: (Post-Test) 24
Key to Answers 27
References 32
What This Module is About
This module intends to help learners gain mastery of three competencies in
the Second Quarter. This provides reading texts and language tasks to help learners
compose an argumentative essay. Four lessons are sequenced as follows:
Lesson 1: Taking Sides: Affirming or Negating
Lesson 2: Using Patterns of Developing an Argument
Lesson 3: Prewriting
Lesson 4: Drafting, Revising and Publishing
As a tool for Alternative Delivery Mode, this module includes activities which
students can work on with very minimal teacher support. They are arranged in
increasing complexity to meet the varying needs of the learners.

Notes to the Teacher:

This module is designed for self-learning; however, you have an important
role to play. You are the learner’s most reliable reference. It is you who knows who
among the learners need more scaffolding to do the tasks. By frequently monitoring
the learners’ progress, you can provide the needed intervention.

Notes to the Learner:

Be sure to religiously do the activities in this module. They are intended to
help you master the competency at your own pace. Answer keys are provided at the
end to help check your own answers. Should you find that your answer is wrong,
think carefully why it is so. In so doing, your mistakes are not wasted because you
will learn from them. If you have other concerns, do not hesitate to ask help from
your teacher. You can also use other references to further enhance your learning.
Lastly, do not forget to have fun.

Note to Parents/Guardians:
Your main role is to make sure your child has a conducive place and enough
time to work on this module at home. To maximize learning, you can also help your
child if he/she encounters some difficulties but make sure it is really your child who
does all the required tasks. Finally, just feel free to contact your child’s English
teacher if needed.

What I Need to Know

In this module, you are expected to do the following:
1. Use words and expressions to affirm or negate (EN10G-IIe-28)
a. Use adverbs of negation and affirmation; and
b. Affirm or negate a given statement or situation.
2. Use patterns and techniques in developing an argument (EN10WC-IIc-
13.3)
a. Identify different patterns and techniques of developing an
argument
b. Outline the flow of an argument using appropriate pattern and
techniques

i
 3. Compose an argumentative essay (EN10WC-IIh-13)
a. Write a thought provoking introduction
b. Present reasons and evidence in a logical manner
c. Write a strong conclusion
d. Finalize a copy of the argumentative essay

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
Module each day/lesson.

What I know This is a pre-test assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
Knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you.

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

ii
 What I Know
Pre-test

Directions: Read each item carefully. Write the letter of the correct answer in your
activity notebook.

1. Which sentence expresses affirmation?

A. That has nothing good to offer.
B. It will never solve the problem.
C. That is really the answer.
D. This TV has scarcely been used.

2. Which sentence expresses negation?

A. You are absolutely correct.
B. I’m sorry but that’s expensive.
C. That issue was rarely talked about.
D. He can certainly answer your question.

Choose the appropriate expression to affirm or negate.

3. The poor man was _______ able to provide the needs of his family so he
worked harder.
A. absolutely B. hardly C. exactly D. really

4. Just continue studying hard. Your diligence will _______ take you to greater
heights.
A. indefinitely B. never C. rarely D. surely

5. The Department of Social Welfare and Development says that the poorest of
the poor will _______ be given cash assistance.
A. rarely B. definitely C. not D. incorretly

6. Suicide is _______ not the solution to your problems. As long as there is life,
there is hope.
A. absolutely B. obviously C. certainly D. undoubtedly
For items 7-10
Author’s Position: The proposed law on curfew for minors should be
junked because it has two serious flaws.
I. The law is based on feelings instead of facts and it violates the rights
of young people and their parents.
II. There are no reasons for youth to be outside late at night.
III. There is almost no evidence that curfews lowered crime rates.
IV. The law will prevent crimes committed by and against juveniles.
V. Teenagers have many good reasons to be out at night.

7. Which sentences support the author’s position?

A. I & II B. II & III C. I & V D. III & IV

8. Which sentences are contradictory to the author’s position?

A. I & II B. II & IV C. II & V D. III & IV

9. Which sentence can be supported by this evidence?

Authorities reported that most juvenile crimes take place
iii
 between 3:00 P.M. and 6:00 P.M. – not at night.
A. I B. II C. III D. IV

10. Which sentence can be supported by this evidence?

Some teenagers have part-time jobs that don’t end until 9:00 or
10:00 P.M. Some participate in activities sponsored by youth or church
groups. Some may be responding to family emergencies.
A. II B. III C. IV D. V

11. Given this pattern of developing an argument, what is the best arrangement of
the sentences?
Writer’s opinion Writer’s reasons Other opinion

Evidence refuting reasons for other opinion and

showing strengths of writer’s opinion

A. Author’s Position, I, II, III, IV, V B. Author’s Position, I, II, IV, III, V
C. Author’s Position II, III, IV, V, I D. Author’s Position, III, IV, V, I, II

For items 12-15

Author’s Position: The motorcycle helmet law should not be relaxed.
I. Motorcycle helmets help save lives and reduce injuries.
II. Helmet laws save taxpayers’ money.
III. Relaxed helmet laws are difficult for authorities to enforce.
IV. Motorcyclists should have the right to decide whether or not they
will wear helmets.

12. Which sentences support the author’s position?

A. I, II, III B. I, II, IV C. I, III, IV D. II, III, IV

13. Which sentence contradicts the author’s position?

A. II B. III C. IV D. V

14. Which evidence can be used to support the claim that helmet laws save
taxpayers’ money?
A. Statistics show that helmeted riders had lower fatality rates, ranging from
28 percent to 73 percent lower.
B. Studies show intensive care costs spent by the government for non-
helmeted riders averaged three times those of helmeted riders.
C. Studies show that public funds pay up to 82% of the costs to
hospitalizations of cancer patients.
D. Statistically, there is negligible difference in death injury rates between
places with no helmet laws and those with relaxed laws.

15. Given this pattern of developing an argument, what is the best arrangement of
the sentences?
Other opinion Reasons Writer’s opinion

Reasons supporting your opinion and pointing out the weaknesses of the other side

A. I, II, III, IV, V B. I, III, IV, II, V

C. V, II, IV, I, III D. V, III, I, II, IV

iv
 Lesson

1
Taking Sides:
Affirming and Negating

What I Need to Know

In this lesson, you will learn to use words and expressions to affirm or negate.
Specifically, you are expected to
a. use adverbs of negation and affirmation; and
b. affirm or negate a given statement or situation.

What I Know
Task 1: Affirm or Negate

Directions: Each sentence below has an adverb of

affirmation or negation. Identify the adverb and tell
whether it is used to AFFIRM or NEGATE. The first one
is done for you. Do this in your activity notebook.

1. She could hardly find any answer to the query. __hardly__ - _negate___
2. The island is scarcely visited by tourists these days. Scarcely - negate
3. You will surely receive rewards for your good work. Surely - affirm
4. There is no available COVID-19 vaccine as of this time. No - negate
5. That is exactly what we expect from you. Exactly - affirm

What’s New
Task 2. Read to Learn

Directions: Read the portion of John’s interview with Dave presented in the box and
answer the questions that follow. Do this in your activity notebook.
John: Do you think cyberbullying will become more rampant as online classes
become part of the new normal?
Dave: Cases of cyberbullying will definitely increase as more and more students
Will be using the social media for information and communication.
John: Does that mean online learning should be discouraged?
Dave: No. That is not the solution. Online learning has to continue but students,
parents and teachers should be taught how to prevent and manage
cyberbullying cases.

1
1. What word did Dave use to express affirmation to John’s questions?
Definitely
2. What words did Dave use to express negation to John’s second question?
a. no b. not
3. Try to answer John’s two questions.
a. ______________________________________________________________
b. ______________________________________________________________

What Is It
Task 3: Agree or Disagree

Adverb of Affirmation
When you say that something is true like agreeing with someone’s idea, you
express affirmation. To express affirmation, you can use an adverb of affirmation.
Example: definitely
Cases of cyberbullying will definitely increase as more and more students will
be using the social media for information and communication.
The word definitely affirms the listener that the speaker believes that
cyberbullying cases will increase. Definitely is therefore an adverb of affirmation.
Adverb of Negation
Negation is simply the opposite of affirmation. When you say that something
is not true like disagreeing with someone’s idea, you are negating and you can use
an adverb of negation.
Example: no, not
No. That is not the solution.

Words no and not are used to negate to an idea. They are examples of
adverbs of negation.

Directions: Write AFFIRM if the word/statement is used to affirm an idea, and

NEGATE if it is used to negate an idea. Write your answers in your activity notebook.

A.
1. Affirm absolutely 10. Negate scarcely 19. Affirm clearly
2. Affirm truly 11. Affirm definitely 20. Affirm doubtlessly
3. Negate no 12. Affirm exactly 21. Negate never
4. Negate hardly 13. Affirm obviously 22. Affirm positively
5. Affirm really 14. Affirm sure 23. Negate rarely
6. Affirm surely 15. Affirm verily 24. Negate nothing
7. Negate contradictorily 16. Affirm undoubtedly 25. Negate not at all
8. Affirm yes 17. Affirm certainly 26. Affirm by all means
9. Negate nowhere 18. Negate not or words ending n’t such as haven't

B.
27. Affirm That’s right. 30. Negate Pardon me, but…
28. Affirm That is indeed great. 31. Affirm I respect you for that, but…
29. Affirm No doubt about it. 32. AffirmThat is absolutely right.

2
33. Negate Maybe you’re right, but… 37. Affirm I have nothing against it.
34. Affirm Definitely. 38. Negate I’m sorry, but…
35. Affirm Certainly. 39. Affirm Yes, you’re right.
36. NegateI understand that. However…40. Affirm That is absolutely correct.

What’s More
Task 4: Yes or No

Directions: Choose the appropriate answer to complete each sentence. Write the
letter of your answer in your activity notebook.

Adverbs of Affirmation
1. It was ________ a heroic act to serve as a medical frontliner.
A. definitely B. never C. not D. not at all
2. Nelson Mandela is _______ the most prominent personality for equality rights in
African nations.
A. almost B. certainly C. never D. rarely
3. After the presentation, the teachers are ______ going to their classes.
A. also B. never C. not D. surely
4. China will _______ emerge as the world’s largest economy in few years.
A. may B. never C. not D. undoubtedly
5. ______, I will give you points for this as promised.
A. Never ever B. No C. Yes D. Today

Adverbs of Negation
6. Rico _______ have a car, so we go together.
A. also B. certainly C. definitely D. doesn’t
7. Approaching cars were _______ visible because of the storm.
A. clearly B. exactly C. rarely D. surely

8. The old man has ________ eaten anything at all so his health is deteriorating.
A. absolutely B. evidently C. never D. truly

9. During the lockdown, _______ a single person was seen on that street.
A. many B. not C. nothing D. nowhere
10. Wild mushrooms are _______ available at this time of the year.
A. always B. rarely C. surely D. verily

Directions: Read and comment on each situation below. Use expressions that affirm
or negate. The first one is done for you. Do this in your activity notebook.

a. John believes that he is helping his classmates when he lets them copy his
answers.
Your comment: I respect John’s belief but I think it is not correct to just let a classmate
copy his answers during a test. His classmate will never learn.

3
b. Marco steals from his mother’s Sari-Sari Store so that he can help his classmate
who is in financial need.
Your comment: ___________________________________________________
_______________________________________________________________.

c. Joana has decided not to have a boyfriend yet while studying. She thinks she can
focus more if she is single.
Your comment: ___________________________________________________
________________________________________________________________.

What I Have Learned

Task 5. Both Sides

Directions: Write down words or phrases that express affirmation or negation. Do this
in your activity notebook.

For affirmation For negation

What I Can Do
Task 6. Drop Your Comment

Directions: Choose a current controversial issue, a trending Twitter or Facebook post

may do. Write a one-paragraph summary on other people’s opinion about it and
another paragraph for your comment. Be sure to use words or expressions that
affirm or negate. Do this in your activity notebook.

The issue and other people’s opinion about it:

Your comment:

4
 Assessment
Task 7: Now I Know
Directions: Read each item carefully. Write the letter of the correct answer in your
activity notebook.
1. Which word is used to express negation?
A. absolutely B. affirmatively C. clearly D. scarcely

2. Which word is used to express affirmation?

A. nothing B. never C. rarely D. undoubtedly

3. Which sentence expresses affirmation?

A. That idea is absolutely right.
B. Anything wrong can never be right.
C. Maybe you’re right but that’s not practical.
D. I respect you for that, but I think we can’t do that.

4. Which sentence expresses negation?

A. That is exactly true and wonderful.
B. It can definitely solve the existing problem.
C. He will surely come to attend the assembly.
D. I can hardly find any reason to leave the company.

Directions: For items 5-10, choose the appropriate expression to complete

each sentence. Write the letter only.

5. Netizens should _______ post any irresponsible statement online.

A. always B. doesn’t C. never D. rarely

6. I will _______ attend the batch party because I am excited to see my long lost
friends.
A. not B. nothing C. scarcely D. surely

7. It’s too dark outside. I could __________ see the way.

A. clearly B. exactly C. hardly D. nothing

8. The old man has ________ eaten anything at all so his health is deteriorating.
A. absolutely B. evidently C. never D. truly

9. During the lockdown, _______ a single person was seen on that street.
A. many B. not C. nothing D. nowhere

10. It is ________ a heroic act to serve as a medical frontliner. There are a lot of
sacrifices to make.
A. definitely B. never C. not D. not at all

5
 Additional Activity
Task 8. Adverb Plus
Directions: Complete the following sentences by adding appropriate adverbs of
affirmation or negation. The first one is done for you. Do this in your activity
notebook.

1. She is definitely going to attend the meeting today.

2. I have nothing to do with that. So, please leave me alone.

3. The manager can not,never be here because he is out of town.

4. You can always,certainly,absolutely ask for a second opinion if you’re not

satisfied.

5. The artist’s performance was absolutely, definitely amazing. The audience

gave him a standing ovation.

6. I am not,never,rarely going to a crowded place to avoid COVID-19 infection.

7. Too bad, the poor people were not,never,hardly given proper treatment just
because they were poor.

8. It’s too dark outside. I could hardly,not,never see the way.

9. During drought, water is scarcely hardly,not available in this city. So, a truck
had to ration the people with water.

10. The teacher came early but the students were nowhere to be found. They
were probably absent.

Yes, you did it! Congratulations! Now, you can proceed to the next lesson in this
module.

6
 Lesson

2
Using Patterns of
Developing an Argument

What I Need to Know

At the end of this lesson, you are expected to:

a. identify different patterns and techniques of
developing an argument;
b. outline the flow of an argument using
appropriate pattern and techniques.

What I Know
Task 1: Be a Matchmaker

Directions: The basic components of an argument and the questions to

consider in developing an argument are presented below. Match Column
A (basic components) and Column B (Questions to consider). Write the letter of your
answer in your activity notebook.
Column A Column B
___C__ 1. The claim A. What makes you say that?
___B__ 2. The evidence B. How do you know that?
___A__ 3. The reason C. Is it not the best?

What’s In
Task 2: Comment Here
Directions: Read and comment on each statement below. Use expressions that
affirm or negate. Do this in your activity notebook.

1. We should lower criminal age responsibility because teenagers themselves

abused this law knowing they could not be imprisoned.
Your comment: ____________________________________________________
2. Early morning classes for high school should be rescheduled since teenagers
sleep late due to the shift in their biological clock; they need to sleep 8-10 hours
for health reasons.
7
 Your comment: ____________________________________________________

3. SK elections should be stopped to prevent young people to meddle in dirty

politics.
Your comment: ____________________________________________________

What’s New
Task 3. Give Your Opinion
Directions: Suppose your friend has been addicted to smoking and
thinks smoking makes him feel better. How will you persuade him to
quit smoking? How will you present your ideas in the most convincing
manner? Which ideas should be presented first? Try to write your ideas using the
outline below. Do this in your activity notebook.
Your friend’s opinion:
His reasons:
Your opinion:
Why your opinion is better:

What Is It
Task 4. Learn to Argue

An argument is a presentation of your opinion and reasons on a certain

debatable issue. When you argue, your main purpose is to convince your reader or
listener to agree and support with your idea or opinion.

How to Develop an Argument

To develop an argument, you need to confirm your own position, formulate a
claim, and build your case. You must also use evidence, like facts from statistical
data, to support your claims. You can appeal to your reader’s rational and logical
thinking by using your evidence based from gathered facts or research. The
convincing power of your argument largely depends on your skill in presenting sound
reasoning and evidence.
Basic Components of an Argument

 Claim. This refers to what you believe to be true or good.

High school life is the best part of a student’s education is a claim, while I like
high school life is not. People can argue the pros and cons of high school life,
but nobody can dispute what you like or what you don’t like.
 Reason. This refers to your explanation and support to your claim.
High school life is the best part of a student’s education (claim) because it is
here where the learners learned much in life (reason).
8
  Evidence. This refers to the details, such as researches and expert opinions
that support your reason and makes your claim acceptable.
Example: Based from researches, most high school graduates became
successful than those who finished college.
McDougal Littell’s The Language of Literature suggested the following patterns to
organize your argumentative essay.
1. Reasons for Your Option: The main focus of your argument is only to present
your position and reasons. In this pattern, you start by presenting your position or
claim on an issue. Then, you proceed with a discussion of the reasons and
supporting evidence.
Your opinion Reason 1 Reason 2 Reason 3

Example:
Your position: Universal wearing of masks in public places should be imposed.
Reason 1: Wearing face mask prevents the spread of COVID-19.
Reason 2: Wearing face mask protects you from viruses.
Reason 3: Wearing face mask is cheaper than hospitalization.

2. Why Your Opinion Is Stronger: Here, you present your position or claim on an
issue as well as the supporting reasons and evidence. Then, you present the
opinion of other people and make your argument stronger by attacking the
reasons for the other opinion and building the merit of your own opinion.
Your opinion Your reasons Other opinion
Evidence refuting reasons for other opinion and
showing strengths of your opinion
Example:
Your opinion: The congressmen have done a good job in denying ABS-CBN’s
franchise renewal.
Your reason: ABS-CBN has numerous issues relating to taxes, citizenship of its
owner, labor malpractice, and bias reporting.
Other opinion: It should continue its operation for the sake of its 11,000 employees.

Evidence refuting reason for other opinion:

About 40% of the company’s employees are not regular and are not
receiving benefits. The employees can surely find other ways to earn a
living like looking for other jobs or starting a new business.
3. Why Another Opinion Is Weaker: In this pattern, you start by a presentation or
a discussion of a popular opinion that is contrary to your position. Then, you
present your opinion with its reasons and evidences and at the same time point
out the weakness of the other side.
Other opinion Reason Your opinion
Reasons supporting your opinion and pointing out
the weaknesses of the other side

Example:
Other opinion: Sending home locally stranded individuals should be stopped.

9
Reason: The arrival of locally stranded individuals has caused the increase in
COVID-19 cases in the provinces.
Your opinion: The government should send them home and follow strict quarantine
protocols.
Reasons: They have been away from home for many months without any income.
Sending them home will decongest crowded places in the cities so it can
help prevent the spread of the virus.

What’s More
Task 5. Think More
Directions: Read the sentences in the box. Try to sort them out and determine the
writer’s position, the reasons and evidence, and the opposing opinion. Write them
down in your activity notebook.

 The use of animal testing in laboratories must be stopped.

 It is wrong to make living things suffer.
 Animal testing affects the environment.
 The use of animals in laboratory tests should continue for medical advances.
 Animals have feelings and they suffer more because they can’t understand
what’s happening to them.
 Using animals for laboratory testing is not reliable.
 Many drugs that are advantageous to animals cause harm to people.
 Many drugs that are advantageous to people cause harm to animals.
 Drug testing can be done using other available methods.

Pattern: Why Your Opinion Is Stronger

Writer’s opinion:
The use of animal testing in laboratories must be
stopped.

Writer’s reasons:
It’s wrong to make living things suffer. Animal testing
affects the environment.

Other opinion/Opposing opinion:

The use of animals in laboratory tests should continue

for medical advances.

Evidence refuting reasons for other opinion and showing strengths of writer’s
opinion:
refuting reasons for other opinion and showing strengths of writer’s opinion:
Animals have feelings and they suffer more because they can’t understand what’s happening
to them.
Using animals for laboratory testing is not reliable.
Many drugs that help animals are harmful to people.
Many drugs that help people kill animals.
There are other research methods available.

10
What I Have Learned
Task 6. My Options

Directions: In developing an argument, you are given suggested patterns to choose

from. Enumerate the three patterns.
1.
2.
3.

What I Can Do
Task 7. Standing Up For What is Right

Directions: Choose any debatable topic you are familiar with. It must be something
that you strongly feel about. Make a position on the issue and come up with reasons
and evidence to support your claim. Do a research to substantiate your ideas. Then,
decide what pattern you will use in developing your argument. Write your outline in
your activity notebook.

Assessment
Task 8. Now I Know

Directions: Study the sentences in the box and answer the questions that follow. Do
this in your activity notebook.

Author’s Opinion: It is wrong to replace libraries with electronic gadgets.

I. Public physical libraries should be shut down and be replaced with an iPad.
II. Shutting down public libraries will save money because libraries are expensive to
maintain.
III. Digital books and resources are associated with less learning and more problems
than print resources.
IV. Libraries with physical location have many benefits.
V. Replacing public libraries with iPads will also encourage more readers because
electronic gadgets offer easier access to materials.

A. Write the letter only.

11
1. Which sentences support the author’s opinion?
A. I & II B. II & III C. III & IV D. IV & V

2. Which is the opposing opinion?

A. I B. II C. III D. IV

3. Which sentences support the opposing opinion?

A. I & II B. I & III C. II & IV D. II & V

4. Which sentence can be supported by this evidence?

A recent study comparing tablet versus book reading reveals that people read
30% slower on tablets. They also have 20% less retention of the information and
10% less comprehension of the reading material than those who read the same
text in print.
A. I B. II C. III D. IV

5. Which sentence can be supported by this evidence?

It was found out in a certain neighborhood that more than one third of
residents reported a feeling of connectedness in their community after
a local library held events like play times for families, job fairs for the
unemployed, and meetings for senior citizens.
A. II B. III C. IV D. V

B. Present in an outline the opinions and reasons cited in the box above.
Other opinion:
Public physical libraries should be shut down and be replaced with iPads.

Reasons:
Shutting down public libraries will save money because libraries are expensive to
maintain.
Replacing public libraries with iPads also encourage more readers because
electronic gadgets offer easier access to materials.
Author’s opinion:
It is wrong to replace libraries with electronic gadgets.

Reasons supporting the author’s opinion and pointing out the weaknesses of the
other side:
Digital resources are associated with less learning and more problems than print materials.
Libraries with physical location have many benefits.

Additional Activity
Task 9. Reasonable Position
Directions: Study the statements in the box and determine the author’s position and
reasons on the issue. Then, in your activity notebook, answer the questions that
follow.
A. Bicycle accidents often result in serious injuries.
B. Cities should create bike lanes on all major streets to encourage safety.
C. Bicycle lanes would separate bike traffic from car traffic, making travel
for everyone safe. 12
D. Safe bike paths would encourage people to ride bicycles for recreation
 What is the author’s position/opinion?
Cities should create bike lanes on all major streets to encourage safety.

Which are the reasons?

Reason 1: Bicycle accidents often result in serious injuries.

Reason 2: Bicycle lanes would separate bike traffic from car traffic,
making travel for everyone safe.

Reason 3: Safe bike paths would encourage people to ride bicycle for
recreation.

Great job! You are now ready to write argumentative essays in the next lesson.

13
Lesson

Prewriting
3
What I Need to Know

At the end of this lesson, you are expected to

a. choose an appropriate topic;
b. formulate a thesis statement; and
c. prepare an outline for an essay

What I Know
Task 1. Steps to Follow

Directions: Arrange the steps of the writing process. Number the steps
from 1-5. Do this in your activity notebook.

___4__ Revising ___5__ Publishing

__3___ Writing the first draft ___1__ Choosing a topic
___2__ Formulating thesis statement

What’s In
Task 2. See the Patterns
Directions: Recall the three patterns in developing an argument. Then arrange the
following sentences to produce a comprehensive idea. Label each as Claim, Reason
and Evidence. Write your answers in your activity notebook.

A. Experiments show the virus can spread even in casual conversation. Claim

B. Wearing mask should be done by everybody. Reason

C. Wearing mask can prevent the spread of virus. Evidence

14
 What’s New
Task 3. Find Me

Direction: From the pool of letters below, find the important words and phrases to
consider in writing an argumentative essay. They may be written diagonally,
backward, or in a straightforward manner. Example is TOPIC. Look for 10 more
words or phrases. List these words or phrases you find in your activity notebook.

Q G S B K L B T I M R T K L
W F T O P I C N G I E Y J M
E D A D J A V M J A W U H N What’s New
topic fact
R S T Y F B C L I L Q I G B
conclusion
T A I N T R O D U C T I O N
reason
N O S A E R X K H U A O F V opinion
Y P T F C O N C L U S I O N main idea
M A I N I D E A J G S P D C statistics
U E C N E D I V E F D A S X evidence claim
I O S G H Z O P I N I O N Z body
introduction

What Is It
Task 4. The Writing Process
Directions: Read the discussion below to prepare yourself for the series of writing activities.
Be sure to take note of the things that you need to do in the writing process.
Writing an argumentative essay is just like going into battle; you need to arm
yourself with good ideas and appropriate words. A good writer follows the writing
process which involves three key stages: prewriting, drafting, and revising and
editing.
 Prewriting
In the prewriting stage, you need to find a suitable issue that matters to you
and your readers. You also need to formulate your thesis statement and gather data
to support your claim.
 Drafting
In the drafting stage, you need to decide what pattern or technique of
developing argument you will use in writing your essay. As you write the three major
parts of the essay – introduction, body, and conclusion, it is important to use
persuasive language and to support your opinion with logical reasons, research
studies, statistics, and expert opinions. Using these writing weapons skillfully will
make your essay truly convincing.
 Revising and Editing
After drafting the introduction, body, and conclusion of your essay, you need
to read, revise and edit it. In this stage, you must be keen at spotting errors in
reasoning, unsupported claims, vague or overused words. It is also important to look
for errors in sentence structure, spelling, punctuation, and grammatical structures.

15
 What’s More
Task 5: Brace for Words

Directions: Do the indicated tasks for each step of the writing process. Write your
outputs in your activity notebook.

Steps Your Output

1. Choose a topic that really matters to Your topic: (You may use any topic you
you. It may be an issue in your explored in the previous lessons.)
school, community, or the country in
general. The issue must be a
suitable topic for an argumentative
essay. It must have two sides.
Your thesis statement / claim / position on the
2. Formulate a working thesis
issue:
statement. This is your claim – a
forceful statement of your position.
3. Gather support material. You need Write the facts and statistics you have gathered
facts and statistics to have strong through research.
reasons and evidence to support
your position.

What I Have Learned

Task 6. Fill It

Directions: Fill the blanks to complete the paragraphs. Write your output in your
activity notebook.
1. Writing an 1 argumentative essay is may not really be that easy. As a 2 writer,
you need to arm yourself with 3_good ideas and appropriate 4 words. A good
writer follows the writing process which involves three key stages: 5
prewritting, drafting, and 6 reversing and editing.
In the 7 prewritting stage, you need to find a suitable issue that matters to you
and your 8 reader. You also need to formulate your thesis statement and gather data
to support your 9 claim.
In the 10drafting stage, you need to decide what pattern or technique of
developing argument you will use in writing your essay. As you write the three major
parts of the essay – introduction, 11body, and conclusion, it is important to use
persuasive language and to support your opinion with logical reasons, research
studies, statistics, and expert opinions. Using these writing weapons skillfully will
make your essay truly convincing.
After 12 writing the introduction, body, and 13 conclusion of your essay, you
need to read, revise and 14 edit it. In this stage, you must be keen at spotting errors
in reasoning, unsupported 15evidence, vague or overused words. It is also important
to look for errors in sentence structure, spelling, punctuation, and grammatical
structures.

16
 What I Can Do
Task 7. Pros and Cons

Directions: Make a long list of opposing ideas on an arguable topic (example: the
approval of death penalty). Then write your draft. Do this in your activity notebook.

Pros Cons
1. Discourage individuals to commit crime. 1. Inhuman, cruel
2. Most suitable punishment 2. No proof that it deters criminality
3. Gives peace to family of victims 3. Justice system is not perfect.
4. Economical 4. Expensive
5. Maximize 5. Life imprisonment is better

Assessment
Task 8. Soul Search

Directions: Do a self-check on your preliminary writing tasks using this checklist. Do

this in your activity notebook.

For my argumentative essay… Is it evident in your draft?

Check the appropriate place.
Yes No
a. I have an interesting, relevant, controversial
topic.
b. I have formulated a strong claim.
c. I have logical reasons to support my claim.
d. I have gathered enough evidence.
e. I have decided what pattern of developing an
argument is appropriate.

Additional Activity
Task 9. End with a Bang!
Directions: Do the indicated task. Write your output in your activity notebook.

Write a strong conclusion. Be sure Your conclusion:

your conclusion includes a call to
action. It can also include a concise
restatement of your claim or position.

17
 Congratulations! You have reached halfway to the completion of the first draft of
your essay.
Lesson

4
Drafting, Revising and
Publishing

What I Need to Know

At the end of this lesson, you are expected to

a. write a though-provoking introduction
b. present reasons and evidence in a logical manner
c. write a strong conclusion
d. finalize a copy of the argumentative essay

What I Know
Task 1. Read to Learn

Directions: Read the model argumentative essay in the box. Then, answer the
questions that follow. Write the letter of the correct answer in your activity notebook.

Some people believe that everyone needs a college degree. Education

is important, but I don’t think a four-year university education is needed to
be successful in our society.
Electricians, plumbers, and carpenters go through specialized training
in their fields. They don’t need to be college graduates to do their work.
Blue-collar workers are the backbones of our society. Where would we be if
no one took vocational training? Who would repair our cars and unclog our
sinks? The college-educated professional won’t do it. Unskilled work is
important too. Dishwashers and taxi drivers may not have even a high
school education, but many people rely on the services they provide.
On the other hand, a practical education combined with college
courses in business administration might mean the difference between
being an electrician and owning a successful electrical contracting
business. Bill Gates is a good example. He started building computers from
kits when he was in high school. He went to Harvard for a while, but he
dropped out so that he could pursue his own idea of creating an operating
system for personal computers. He invented DOS (disk operating system)
and founded Microsoft.
In conclusion, people should have a chance to receive the highest
level of education that their potential and effort allow. It’s great to have
some college experience, because it exposes you to new people and
ideas, but it is not necessary for everyone to receive a four-year university

18
education.
Source: Literature. Evanston: McDougal Littell’s, 2008.

1. What is the topic of the essay?

A. the benefits of having a college degree
B. the necessity of education and a college degree
C. the reasons why people should have a college degree
D. the relationship between joblessness and college degree

2. Which is the thesis statement of the essay?

A. Education is important but it is not necessary for success.
B. Education and a college degree are both necessary for success.
C. Education and a college degree are both not necessary for success.
D. Education is important but a college degree is not necessary for success.

3. What reason does the writer cite in the second paragraph?

A. Blue-collar workers play a very important role in the society and they don’t
need to be college graduates.
B. People who do not have a college degree always land on blue-collar jobs
because they have no choice.
C. Blue-collar jobs such as taxi drivers, dishwashers, plumbers, electricians,
and carpenters do not need any education at all.
D. Our society cannot exist with the blue-collar workers so students should
pursue college education to land on such kind of jobs.

4. What type of evidence does the writer use in the second paragraph to prove
his claim?
A. examples B. expert opinion
C. scientific studies D. statistics

5. What is the main idea of the third paragraph?

A. Practical education and a business course in college can help a person
achieve a higher goal.
B. Practical education and a business course in college are not necessary for
a person to achieve a higher goal.
C. Graduating from a practical education and a business course in college is
necessary for success in business.
D. Graduating from a practical education and a business course in college is
not necessary for success in business.

6. How does the writer support his claim in the third paragraph?
A. by citing a quotation from Bill Gates
B. by citing statistics about business success
C. by citing the life story of Bill Gates as an example
D. by citing studies conducted in business enterprise

7. How does the writer conclude the essay?

A. by citing a new evidence
B. by making a call to action
C. by summarizing his main points
D. by repeating the thesis statement word for word

19
 What’s In
Task 2. Hit the Goal
Directions: In the previous lesson, you have already chosen a topic and formulated
your stand on it. Write the topic, your claim, the reasons and supporting evidence
you have gathered. Do this in your activity notebook.

Topic: Relevance of technology to us

Claim: Technology is a great help to all of us these days.
Reasons/Evidence: Reason: We are able to reach out to each other virtually.
Evidence: Facebook, Twitter, Tiktok, google, messenger

What’s New
Task 3. Write Again
Directions: Write again the outline of your topic. Do this in your activity notebook.

Intro/Thesis Statement: Swimming lesson should be part of our curriculum.

Body/Claim: Learning how to swim makes one have self-confidence.
Reason: A swimmer can protect him/herself from flood and high waters.
Our country is an archipelago so we are surrounded by the sea.
Opposition: Most schools do not have swimming pools.
Refutation: Local swimming pools can be used.
The nearest beach can be used.
Conclusion: Learning how to swim has a long lasting positive impact to one’s life. It is
also good physical exercise and boast one’s self confidence.

What Is It
Task 4. What the Veterans Say

Directions: Read the short discussion below to better prepare yourself for the
exciting writing activity. Take note what to write in every part of the essay.
Writing your argumentative essay
Remember that your essay must have the following parts:
1. Introduction. The first part is the introductory paragraph. This presents the
issue, gives initial information necessary to develop the argument, and the
thesis statement or main idea of the essay.
2. Body. The body of the argumentative essay contains the reasons. Each
paragraph talks about one reason which includes facts or opinions. The
20
 reason is included in the topic sentence and is supported by details or
materials. These supporting materials can be examples, statistics, personal
experiences, quotations, etc.
3. Conclusion. This is the last part of the essay. This can provide a restatement
of the main claim and a concise summary of the argument.
Revising and editing

1. Read your essay.

2. Be alert for errors in reasoning. Avoid vague statements that are difficult to
prove. Such statements have words and phrases like no one, none, everyone,
every time, etc.

3. Develop the supporting material. Look for the key idea in each paragraph.
Reread the material supporting each key idea. Add reasons, facts, or statistics
if needed.

4. Use precise vocabulary. Replace vague or overused words and phrases with
language that is precise and reflects your strong feelings about the subject.

5. Evaluate your completed essay based on these criteria.

What’s More
Task 5. Write Now
Directions: Look at your outline and the information you have gathered about your
chosen topic (suggested topic: corporal punishment). For your introduction,
remember that you need to present background information on the controversial
topic. Then, most importantly, present your thesis statement – your claim or position
on the issue. One paragraph is enough for this. Do this in your activity notebook.

21
Check if you have done these:
________ Provided background information
________ Presented the thesis statement

What I Have Learned

Task 6. Attack and Defend

Directions: Fill the blanks with appropriate words from the box to complete the
sentences you can use for your argumentative essay. Then arrange these sentences
to produce a coherent paragraph. Do this in your activity notebook.

a. ineffective d. tendency to test f. go unpunished

b. means of discipline e. undisciplined g. controlling
c. inflicted

A. Adults believe when children ____f______ they may grow up _____e_____.

B. Children have ______d______ their parents or teachers’ parents.
C. Corporal punishment is a way of _____g_____ children’s problem behavior.
D. But in shocking conclusion to one study, most teachers find corporal punishment
an _____a_____ means of discipline.
E. Most children grew up _____c_____ with corporal punishment at home by
parents
and school by teachers.
F. Corporal punishment is done as ____b______.

What I Can Do
Task 7. For the Win

22
 Directions: Based from the activity above, write a one-paragraph
conclusion in your activity notebook. Remember that you need to end
with a bang in order to win the argument.

After drafting your conclusion, rewrite your essay on a clean sheet of paper.

Assessment
Task 8. Check Me
Directions: Read the argumentative essay that you have written and evaluate it using
the criteria below. Do this in your activity notebook.
A strong argumentative essay… Is it evident in your essay?
Check the appropriate
place.
Yes No
a. Has thought-provoking introduction
b. States the issue and the writer’s opinion in
a thesis statement
c. Is sensibly organized
d. Supports opinions with reasons and
evidence
e. Raises and refutes opposing arguments
and objections
f. Addresses the audience directly
g. Uses persuasive language that shows the
writer’s commitment
h. Concludes with a summary or a call to
action
If you have checked “Yes” in all items, you surely have a winning
argumentative essay. If not, you can still find a way to improve it.

23
Additional Activity
Task 9. Celebrate Your Victory
Directions: Send your trusted classmate a copy of the argumentative essay you have
composed. Request him/her to evaluate it using the criteria given below.
A classmate might also send you a copy of his/her essay which you will
evaluate using the same criteria.
A strong argumentative essay… Is it evident in the
essay? Check the
appropriate place.
Yes No
a. Has thought-provoking introduction
b. States the issue and writer’s opinion in a thesis
statement
c. Is sensibly organized
d. Supports opinions with reasons and evidence
e. Raises and refutes opposing arguments and objections
f. Addresses the audience directly
g. Uses persuasive language that shows the writer’s
commitment
h. Concludes with a summary or a call to action
Suggestions for improvement:

Classmate’s Name:
Classmate’s Signature:

Consider your classmate’s suggestions. If you think they are sensible, revise
your essay incorporating the suggestions before submitting it to your teacher.

Your teacher will send you feedback on the essay you have submitted. Use
your teacher’s suggestions to polish your work once more. Finally, you can celebrate
your success by posting your well-written argumentative essay on your Facebook
account. Enjoy!

Assessment
Post-Test
Directions: Read each item carefully. Write the letter of the correct answer in your
activity notebook.

1. Which sentence expresses affirmation?

A. He rarely knows such things.
B. It will never solve the problem.
C. That is surely a good offer.
D. This TV has scarcely been used.

2. Which sentence expresses negation?

24
 A. We can always believe him.
B. That issue was rarely talked about.
C. That’s right.
D. He can certainly answer your question.

Choose the appropriate expression to affirm or negate.

3. The poor man was _______ able to provide the needs of his family so he
worked harder.
A. absolutely B. hardly C. exactly D. really

4. Just continue studying hard. Your diligence will _______ take you to greater
heights.
A. scarcely B. never C. rarely D. definitely

5. The Department of Social Welfare and Development says that the poorest of
the poor will _______ be given cash assistance.
A. exactly B. surely C. not D. mistakenly

6. Suicide is _______ not the solution to your problems. As long as there is life,
there is hope.
A. Absolutely B. obviously C. certainly D. undoubtedly

For items 7-10

Author’s Position: The proposed law on curfew for minors should be
junked because it has two serious flaws.
I. The law is based on feelings instead of facts and it violates the rights
of young people and their parents.
II. There are no reasons for youth to be outside late at night.
III. There is almost no evidence that curfews lowered crime rates.
IV. The law will prevent crimes committed by and against juveniles.
V. Teenagers have many good reasons to be out at night.

7. Which sentences support the author’s position?

A. I & II B. II & III C. I & V D. III & IV

8. Which sentences are contradictory to the author’s position?

A. I & II B. II & IV C. II & V D. III & IV

9. Which sentence can be supported by this evidence?

Authorities reported that most juvenile crimes take place
between 3:00 P.M. and 6:00 P.M. – not at night.
A. I B. II C. III D. IV

10. Which sentence can be supported by this evidence?

Some teenagers have part-time jobs that don’t end until 9:00 or
10:00 P.M. Some participate in activities sponsored by youth or church
groups. Some may be responding to family emergencies.
A. II B. III C. IV D. V

25
 11. Given this pattern of developing an argument, what is the best arrangement of
the sentences?
Writer’s opinion Writer’s reasons Other opinion

Evidence refuting reasons for other opinion and

showing strengths of writer’s opinion

A. Author’s Position, I, II, III, IV, V B. Author’s Position, I, II, IV, III, V
C. Author’s Position II, III, IV, V, I D. Author’s Position, III, IV, V, I, II

For items 12-15

Author’s Position: The motorcycle helmet law should not be relaxed.
I. Motorcycle helmets help save lives and reduce injuries.
II. Helmet laws save taxpayers’ money.
III. Relaxed helmet laws are difficult for authorities to enforce.
IV. Motorcyclists should have the right to decide whether or not they
will wear helmets.

12. Which sentences support the author’s position?

A. I, II, III B. I, II, IV C. I, III,IV D. II, III, V

13. Which sentence contradicts the author’s position?

A. I B. II C. III D. IV

14. Which evidence can be used to support the claim that helmet laws save
taxpayers’ money?
A. Statistics show that helmeted riders had lower fatality rates, ranging from
28 percent to 73 percent lower.
B. Studies show intensive care costs spent by the government for non-
helmeted riders averaged three times those of helmeted riders.
C. Studies show that public funds pay up to 82% of the costs to
hospitalizations of cancer patients.
D. Statistically, there is negligible difference in death injury rates between
places with no helmet laws and those with relaxed laws.

15. Given this pattern of developing an argument, what is the best arrangement of
the sentences?
Other opinion Reasons Writer’s opinion

Reasons supporting your opinion and pointing out the weaknesses of the other side

A. I, II, III, IV, V B. I, III, IV, II, V

C. V, II, IV, I, III D. V, III, I, II, IV

26
 Answer Key

page iii Lesson 1

page 1 page 1

Pre-test What I Know

1. C 16. Hardly-negate
2. B 17. Scarcely-negate What’s New
3. B 18. Surely-affirm 1. Definitely
4. D 19. Certainly-affirm 2. A. no b. not
5. B 20. No-negate 3. (Answers vary)
6. B 21. Exactly-affirm
7. B
8. D
9. C
10. D
11. A
12. A
13. C
14. A
15. D

page 2

What Is It
1. Affirm 11. Affirm 27
21. Negate 31. Negate
 page 3 page 5 page 6

What’s More Assessment

1. A
1. D Additional Activity
2. B
2. D (possible answers)
3. D
3. A 1. definitely
4. D
4. D 2. nothing
5. C
5. C 3. not, never
6. D
6. D 4. always, certainly,
7. C
7. C absolutely
8. C
8. C 5. absolutely, definitely
9. B
9. B 6. not, never, rarely
10. B
10. A 7. not, never, hardly
8. hardly, not, never
9. scarcely hardly, not
10. nowhere

Lesson 2
page 7

What I Know
1. C
2. B
3. A 28
 page 10

What’s More
Writer’s opinion: The use of animal testing in laboratories must be stopped.
Writer’s reasons: It’s wrong to make living things suffer. Animal testing affects the
environment.
Other opinion: The use of animals in laboratory tests should continue for medical
advances.
Evidence refuting reasons for other opinion and showing strengths of writer’s opinion:
Animals have feelings and they suffer more because they can’t understand what’s
happening to them.
Using animals for laboratory testing is not reliable.
Many drugs that help animals are harmful to people.
Many drugs that help people kill animals.
There are other research methods available.

page 11

Assessment
A. 1. C 2. A 3. D 4. C 5. C
B. Other opinion: Public physical libraries should be shut down and be replaced with iPads.
Reasons: Shutting down public libraries will save money because libraries are
expensive to maintain.
Replacing public libraries with iPads also encourage more readers because electronic
gadgets offer easier access to materials.
Author’s position: It is wrong to replace libraries with electronic gadgets.
page 12
Reasons supporting author’s opinion: Digital resources are associated with less
learning and more problems than print materials.
Libraries with physical location have many benefits.

Additional Activity
Author’s position: Cities should create bike lanes on all major streets to encourage
safety.
Reason 1: Bicycle accidents often result in serious injuries.
Reason 2: Bicycle lanes would separate bike29 traffic from car traffic, making travel for
 Lesson 3
page 14 page 14

What I Know What’s In

4 – Revising 5 – Publishing B. Claim
1 – Choosing a topic 3 – Writing the first C. Reason
draft A. Evidence
2 – Formulating thesis statement

page 15 page 15

What’s New What I Have Learned

topic fact conclusion 1. argumentative essay
reason opinion 2. writer
main idea statistics 3. good
4. words
evidence claim
5. prewriting
body introduction 6. revising
7. prewriting
8. reader
9. claim
10. drafting
11. body
12. writing
13. conclusion
14. edit
15. evidence

page 17

What I Can Do (Possible Answers)

Pros Cons
1. Discourage individuals to commit crime. 1. Inhuman, cruel
2. Most suitable punishment 2. No proof that it deters criminality
3. Gives peace to family of victims 3. Justice system is not perfect.
4. Economical 4. Expensive
5. Maximize justice 305. Life imprisonment is better
 Lesson 4
page 18 page 20

What I Know
1. B
What’s In (Possible Answers)
2. D
3. A
Topic : Relevance of technology to us
4. A Claim: Technology is a great help to all of us these days.
5. A Reason: We are able to reach out to each other virtually.
6. C Evidence: Facebook, Twitter, Tiktok, google, messenger
7. C

page 20
What’s New (Possible Answers)
Outline
Intro/Thesis Statement: Swimming lesson should be part of our curriculum.
Body/Claim: Learning how to swim makes one have self-confidence.
Reason: A swimmer can protect him/herself from flood and high waters.
Our country is an archipelago so we are surrounded by the sea.
Opposition: Most schools do not have swimming pools.
Refutation: Local swimming pools can be used.
The nearest beach can be used.
Conclusion: Learning how to swim has a long lasting positive impact to one’s life. It is
also good physical exercise and boast one’s self confidence.

page 22 page 24

What I Have Learned Post Test

A. f,e 1. C
B. d 2. B
C. g 3. B
D. a 4. D
E. c 5. B
F. b 6. B
7. B
EFBACD 8. D
9. C
10. D
31 11. A
References
Allen, Janet. Literature. Illinois: McDougal, 2008.

Almonte, Liza et al. Celebrating Diversity through World Literature: English G10
Learner’s Material. Pasay City: Department of Education, 2016.

Applebee, Arthur. The Language of Literature: Teacher's Edition. Illinois: McDougal

Littel, 2006.

Mishra, Kanak. Adverbs of Affirmation and Negation. 2020.

https://www.teachingbanyan.com/grammar/adverbs-of-affirmation-and-negation

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