KEY STRUCTURAL ELEMENTS AND LANGUAGE FEATURES OF AN ARGUMENTATIVE TEXT

🧱 Structural Elements

Introduction – Presents the topic or issue and states the writer’s thesis or position.

Body/Arguments – Provides reasons, evidence, and examples that support the main claim. Each paragraph focuses on one main point.

Counterargument – Acknowledges opposing views and refutes them with logical reasoning or evidence.

Conclusion – Summarizes the main arguments and restates the thesis, reinforcing the writer’s stance or call to action.

💬 Language Features

Formal tone and style – Uses objective and respectful language.

Connectors and transition words – e.g., however, therefore, on the other hand, in conclusion to show relationships between ideas.

Modal verbs – e.g., must, should, could to express degree of certainty or obligation.

Evidence-based language – Includes facts, statistics, expert opinions, and examples.

Persuasive language – Uses strong, convincing words to influence the reader’s opinion.

Present tense – Commonly used when discussing current issues or general truths.

1. Study the dialogue Carla : That was a lousy performance! Jimmy : Why? Carla : The background music was inappropriate and the performers lacked facial expressions. Jimmy : I thought that was good enough because all the cast have mastered their lines. Carla : Yes, they have mastery but their actions were obviously not internalized which made the overall performance unrealistic.

2. Process Question 1. What are the two students talking about?

3. Process Question 2. What are they doing in the entire conversation?

4. Process Question 3. What was Carla’s stand about the performance?

5. Process Question 4. What about Jimmy’s stand? Did he agree with Carla?

6. Process Question 5. What was Carla trying to prove?

7. Process Questions & Answers What are the two students talking about? → They are talking about a performance in a talent show. What are they doing in the entire conversation? → They are expressing and exchanging their opinions about the performance. What was Carla’s stand about the performance? → Carla believed the performance was lousy because of inappropriate background music, lack of facial expressions, and unrealistic actions. What about Jimmy’s stand? Did he agree with Carla? → Jimmy thought the performance was good enough since the cast had mastered their lines. No, he did not fully agree with Carla. What was Carla trying to prove? → Carla was trying to prove that even though the performers had mastered their lines, the performance was still unrealistic because their actions were not internalized.

8. Introduction → Thesis Statement Body → Arguments + Evidence + Counterclaim Conclusion → Restatement of Thesis

9. Sample 1: Students should wear school uniforms because they promote equality and discipline. What is the topic? What is the writer’s position? What are the reasons given?

10. The three main parts of an argumentative:  Introduction – presents the thesis statement (the writer’s stand on the issue).  Body – presents the arguments and evidence , and may also include the counterclaim .  Conclusion – provides the restatement of the thesis and a brief summary of arguments.

11. The introduction or sometimes also called exposition usually introduces the problem and gives necessary background information. This part also contains the thesis statement or the claim which states the position of the writer about a particular topic or issue. The thesis statement is usually the last sentence of the introduction.

12.   The body is the part of the argumentative text where you work on your arguments. It presents your reasons about your stated position. Every reason is usually the topic sentence in each paragraph which is backed up with evidences in the form of examples, statistics, personal experiences or quotations. You can have 2-3 strong arguments in your body. You may also add a paragraph to discredit opposing arguments or counterclaim . This part is called refutation which you also need to back up with evidences.

13. a A B “Match the parts of an argumentative text.” Therefore, banning plastic bags will reduce waste. Some say plastic bags are cheap and convenient. Plastic bags should be banned. They cause pollution in rivers and seas. Thesis . Argument Counterclaim: Conclusion

14. Choose the letter of the correct answer. 1. Which of the following is NOT part of the body of an argumentative text? a. Evidence b. Arguments c. Counterclaim d. Background information 2. What is the main purpose of the thesis statement? a. To end the essay b. To state the writer’s position c. To provide examples d. To summarize the arguments 3. Which part of the essay restates the position of the writer? a. Introduction b. Body c. Conclusion d. Refutation 4. What do you call the paragraph that disproves the opposing side? a. Thesis statement b. Counterclaim c. Refutation d. Background

15. Issue/Topic Thesis Statement Reason 1 Reason 2 Reason 3 Counterclaim Conclusion Activity 1.4 Choose one topic inside the box and make an outline of an argument by filling in the table. ✔ Teaching financial literacy to children ✔ Rehabilitation of Manila Bay ✔ Providing more benefits to medical workers ✔ Banning violent video games

16. Modal Verbs and Adverbs in Argumentative Text

17. Fill in the blanks with the correct modal verbs. We ___ wear our ID cards inside the campus. You ___ eat fruits and vegetables every day. It ___ rain later, so bring your umbrella. Students ___ cheat during exams.

18. What is an argumentative text? It is a kind of writing that aims to convince the readers to agree with the author’s point of view. What are the structural elements of an argumentative text An argumentative text has three basic parts which contain some specific elements. The introduction introduces the topic or problem, gives background information, and presents the thesis statement which states the position of the writer. The body discusses the arguments that support the writer’s position. Every reason is backed up with evidences like statistics, opinion of experts, personal experiences, examples, or quotations. It may also include a refutation to discredit opposing arguments or counterclaims . The conclusion restates the thesis statement in other terms and gives a general statement that summarizes the arguments that support the main claim.

19. The conclusion is found in the final paragraph of an argumentative text. It restates the position and gives one or two general statements to summarize the arguments which support the main claim.

20. Task: “Rewrite these weak statements by adding appropriate modal verbs to make them stronger and more persuasive. People eat healthy food if they want to. Students hand in their assignments on time. Citizens follow traffic rules sometimes. We use less electricity . Young people participate in community projects .

21. Task: “Rewrite these weak statements by adding appropriate modal verbs to make them stronger and more persuasive. Weak: People eat healthy food if they want to. Stronger: People should eat healthy food to stay strong and avoid diseases. Weak: Students hand in their assignments on time. Stronger: Students must hand in their assignments on time to develop responsibility. Weak: Citizens follow traffic rules sometimes. Stronger: Citizens ought to follow traffic rules at all times to prevent accidents. 4. Weak: We use less electricity. Stronger: We can use less electricity by turning off lights and appliances when not in use. 5. Weak: Young people participate in community projects. Stronger: Young people should participate in community projects to help improve their community.

22. A modal is a type of auxiliary (helping) verb that is used to express: permission, ability, obligation, prohibition, lack of necessity, advice, possibility, and probability.

23. “Modals are special verbs that show the strength of our statements. They can express obligation, advice, possibility, and prohibition . One of the key jobs of adverbs is to add to the meaning of verbs, it makes sense that modal adverbs add meaning to modal verbs.

24. Modal Verb Expressing must Strong obligation logical conclusion /certainty must not Prohibition Can Ability Permission Possibility could ability in the past polite permission Possibility may Permission possibility, probability might polite permission possibility, probability need not lack of necessity/absence of obligation should/ought to 50 % obligation Advice logical conclusion had better Advice

25. For obligation , we use words like must or have to . Example: Students must wear their uniforms every day. This shows a rule or requirement. For advice , we use words like should or ought to . Example: You should eat vegetables to stay healthy. This suggests what is best to do. For possibility , we use may or might . Example: It might rain later. This means something could happen, but it is not certain. For prohibition , we use cannot or must not . Example: You cannot cheat during the exam. This means something is not allowed.

26. Compares weak vs. strong modals: Students may wear their ID cards inside the school. Students must wear their ID cards inside the school. “Which sentence sounds stronger? Which one shows a rule that cannot be ignored?”

27. The law might change next year. The law will undoubtedly change next year. “ Which is stronger? Why?

28. Write 3 sentences about COVID-19 safety protocols using modals and modal adverbs.”

29. Element Extracted from the Text Statement of Position (Thesis Statement) Freedom of speech is the most important human right, and people should be able to express their opinions—whether good or bad—without limitations. Argument 1 Freedom of speech reinforces all other human rights, enabling society to progress and change (historical leaders and thinkers brought progress through free expression). Argument 2 Free speech allows people to hear others and be heard, creating dialogue and reducing misunderstandings that lead to hate speech. Counterclaim Hate speech is harmful, insulting, and often targets groups (anti-Semitic, anti-Muslim, anti-gay marriage, etc.); some argue it should not be protected under freedom of speech. Conclusion (Restatement of Position) Instead of limiting free speech, society should focus on dialogue and listening to different beliefs; this builds bridges and avoids fear of expression.

30. should needn’t would can don’t have to must mustn’t shouldn’t shall can’t Activity 2.1 Read the statement and choose the correct term that will complete the sentence. If you are sick, you ________ go to work. You’ll infect everyone there. Drivers _______ stop at red lights. You _______ finish the proposal today. You can finish it tomorrow. She ______ hear much better with her new hearing aids. ______ I order us a bottle of wine? Sam ______ pick his daughter up from school. She’s taking the bus home. You _____________ finish your tasks. You ________ eat so many sweets. They are bad for you. _________ you mind walking a little faster? We’re going to be late. I’m sorry. I _______ help you. I don’t know how to do it.

31. Evaluative Language and Conjunctions in Argumentative Text

32. Argumentative Text ( LANGUAGE FEATURES ) Modals Transitions Declarative Statements Evaluative Language Rhetorical Questions Passive Constructions Adverbs

33. The use of modal verbs like should and must to express suggestion and obligation, respectively, contributes to the achievement of sentences that provide support to the main argument. The public should consider wearing face shields as additional protection against COVID-19 infection. Every Filipino must conserve water, energy, and other natural resources. Modals

34. The use of adverbs contributes to the attainment of the author’s purpose for writing. usually | probably | necessarily | actually | apparently | certainly | definitely | essentially | in fact | possibly | inarguably Adverbs

35. The use of evaluative language, usually in the form of adjectives, reflects the writers attitude towards a certain idea. These words express feelings, opinions, or judgments on what they are describing. appalling | awful | disgusting | dreadful | horrendous | incredible | revolting | ridiculous | shocking | terrible | wonderful Evaluative Language

36. 1. Why do talented teachers choose to work abroad? 2. Are the opinions of the essayist best? Explain your answer concisely. 3. What is the function of the underlined words in every paragraph?

37. Modal verbs include must not, can, could, may, might, should, ought to, etc. Modal adverbs on the other hand, add meaning to modal verbs. Examples are probably, possibly, evidently, undoubtedly, precisely, and, etc. Evaluative Language

38. On the other hand, once you develop an argument, conjunctions are also important.

39. Play a great part in maintaining the smooth flow of ideas. Also known as connectives , they help achieve coherence in writing. (Moreover, furthermore, again, further, what is more, in addition, besides, above all, as well (as), Either, neither… nor, not only…) Transitional Devices

40. Writing in lists (First ( ly ), second( ly ), yet another, in addition, finally, to begin with, in the second place, moreover, additionally, also, next, then, lastly, finally). • Putting the same idea in a different way (In other words, rather, or, better, in that case, to put it (more) simply, in view of this, with this in mind, to look at this another way) • Introducing examples (that is to say, in other words, for example, for instance, namely, as follows, as in the following examples, such as, particularly, in particular, notably) • Introducing an alternative viewpoint (by contrast, another way of viewing this, alternatively, again, rather, on the other hand, in comparison, on the contrary, in fact, though, although) Transitional Devices

41. Children are not able to separate the virtual and real world fully. That distinction is very blurry for the undeveloped young mind. They often confuse the two concepts, thus, believing that what is acceptable in virtual world would be also fine in the real one. 1.____________ (Likewise, Therefore), they carry that aggressive violent attitude into their daily lives, harming the people around themselves. And afterwards, when they have to pay for the consequences of their actions, they cannot understand what they have done wrong. 2._____________ (Likewise, Thus), the opponents strongly disapprove the use of violent video games by children as dangerous and unpredictable. 3.______________ (Thus, Although), the two opposing sides of this argument would never agree to compromise, the parents of young people still must make the decision that would work the best for their children. It is true that video games are just games, Should Children be Allowed to Play Violent Video Games? (An excerpt)

42. 4. _____________ (moreover, however), it is a fact that they can be harmful if used thoughtlessly and without parental attention. It would be desirable to try reaching a certain balance in this matter. Games should be regarded as games, which must be playing sparingly. 5.______________ (Despite, Moreover), the parents have to understand that instead of forbidding such video games, they must provide enough alternative, such as travelling, time outside, family board games, movies, reading, arts and sports. ("Argumentative Essay Sample: Children and Video Games" 2020) You got it! It’s time to move on to the next segment of your learning journey. Should Children be Allowed to Play Violent Video Games ? (An excerpt)

43. __________________________links words or ideas in an argument. ________________________ are words and structures that add judgment and help develop an argument. For instance, namely, such as, as follows, and particularly are expressions used to __________________________________________. First( ly ), Second( ly ), Next, Then, Last( ly ), and Finally are used when___________________________________________________________________________________________. Learning the use of conjunction of conjunction is important because ___________________________________________________________________________________________.

44. A thesis statement is a declarative sentence. A sentence that makes a statement, provides a fact, offers an explanation, or conveys information. Declarative Statement

45. A rhetorical question is a statement formed as a question. It is used to start a discourse, or as a means of putting across the speaker's or author's opinion on a topic. Rhetorical Question

46. 1. It may answer itself and require no answer. Do people want to be successful? 2. It may be used to provoke thought. What if this generation could solve hunger? 3. It may be used to state the obvious. Can a student try a bit harder next time? Rhetorical Question

47. It usually comes in the form (verb be + past participle of the main verb) depending on the tense, like was formulated, were discussed, and will be presented, has been raised, etc. Highlights the action and what is acted upon rather than the agent performing the action. Passive Voice

48. Practice 1: Identify what is being described in each number by choosing the corresponding shape inside the box. ____ 1. Express the writer’s attitude to the topic ____ 2. Link ideas in an argument ____ 3. Join one part of a sentence to another ____ 4. Examples are people think, agree, and believe ____ 5. Suggest the degree of approval

49. Practice 2: Classify the underlined word/s based on Language Features. ____ 1. However , twice as many males than females reported having their nude body or sexual activities, whether real or falsified, shown on the internet or cellphone. ____ 2. What is the meaning of life? ____ 3. This can create lasting emotional and psychological scars, even physical harm. ____ 4. Communication has been revolutionized by the Internet. ____ 5. An information campaign at the grassroots probably will also help, to promote voluntary compliance with the rules.

50. Practice 3: Arrange the editorial according to the structure of an exposition . Indicate the numbers 1-5 before the number.