S.Y.

2020-2021

Week 5
Sept. 21-25, 2020
Week 6
Sept. 28-30, 2020
Oct. 1-2, 2020
Prepared by Mme. Maricel C. Martinez

Name: __________________________________________________________

Section: ______________________ Mobile No.: __________________

Email Add: ______________________________________________________

Facebook Acct: __________________________________________________

Page | 1
 Quarter 1, School Year 2020-2021

Subject: English 8 (African-Asian Literature)

Teacher: Mme. Maricel C. Martinez
Grade Level: 8

This module covers African Literature that reflects the culture, values, customs and traditions
of Africa. The learners are expected to learn how to note context clues to improve their
vocabulary in the English Language. They will also learn how to cite sources, use persuasive
markers for emphasis and observe the proper use of modals and note implicit signals that
indicate coherence.

Noting Signals that Indicate Coherence, Using Emphasis Markers for Persuasive
Purposes, Preparing for a Persuasive Speech
Citing Sources, Creating Bibliography

Lesson 5 Reading Comprehension

 Noting Signals that Note implicit signals used by the writer to indicate coherence
(Q4 EN8RC-IVc-13.1)
Indicate Coherence
 Using Emphasis Markers for Grammar Awareness
persuasive purposes Use emphasis markers for persuasive purposes (Q3 EN8G-IIIe-12)
 Preparing a Persuasive *Writing and Composition
Speech
Develop paragraphs that illustrate persuasive text
Lesson 6 (Q2 EN8WC-IIi-2.2)
 Citing Sources Writing and Composition
 Creating Bibliography Use conventions in citing sources (Q3 EN8SS-IIIg1.6.4)

Emphasis At the end of the lessons, you are expected to:

Markers
1. note implicit signals used by the writer to
indicate coherence;
Signal 2. use emphasis markers for persuasive
Citing Words for
Sources
Coherence
purposes;
Writing a
Persuasive 3. develop paragraphs that illustrate
Speech persuasive text; and
4. use conventions in citing sources.

Page | 2
I. Supply the missing word to complete the sentence. Choose your answer from the word
box.

coherence cohesion Emphasis markers persuasive speech

Persuasion Emphasis Bibliography transition

1. When sentences in a paragraph connect, there is ____________.

2. When ideas and details fit together making a reading material easy to understand, there is

______________.

3. Cohesive devices are used for ________________ and good flow of ideas.

4. ___________________ is a form of exaggeration or giving special importance or value to

something.

5. _______________________ are words or phrases that emphasize a point or an idea.

6. A _________________________ is intended to convince an audience to do something or

decide on something that is favourable to the speaker.

7. _____________________ is the art of convincing someone to agree with your point of view.

8. _____________________ is a list of all of the sources you have used (whether referenced or
not) in the process of researching your work. It includes the authors' names, the titles of the
works, the names and locations of the publishing companies.

II. Match the information in column B to its corresponding term in column A. Write the letter
of the corresponding answer on the blank before each number.

_____ 1. Emotive Words A. words used to arouse emotion

_____ 2. Personal Pronouns B. we" "you" and "us" are used to create a connection
between writers and readers

_____ 3. Exaggeration C. making something seem much better or much

worse than it really is

_____ 4. Repetition D. saying the same word or phrase more than once
for emphasis

_____ 5. Imperatives E. using commands or instructions

_____ 6. Rhetorical questions F. asking questions that make the audience think

_____ 7. Generalizations G. using broad sweeping statements

Page | 3
Comprehension is greatly affected by the quality of the reading material. This is the reason
why your teachers keep telling you to write your sentences cohesively so you can have
achieve a coherent composition.

Do you still remember what coherent and cohesive mean?

When sentences in a paragraph are connected, there is cohesion, and when ideas and
details fit together to make a reading material easy to understand, there is coherence.

Study the following table. It gives a list of cohesive devices you can use to write effectively.
These devices are used for transition and good flow of ideas.

Addition Example Sequence Consequence Summary

 in addition  for example  first, second ….  therefore  in summary
 additionally  for instance  finally, lastly ….  as a result  in conclusion
 further  such as  at first  thus  in other words
 furthermore  in particular  to begin with  so  in short
 also  particularly  initially  so that  overall
 again  namely  then  depending on  to sum up
 moreover  specifically  next  consequently  all in all
 what’s more  a good example  from there  to put it
 besides of this is  and then differently
 as well as  following this  to summarize
 on the whole
Emphasis Comparison Contrast Reason Agreement
 indeed  in comparison to  on the other hand  because  granted
 certainly  likewise  however  since  naturally
 in fact  similarly  despite this  as  of course
 of course  in the same way  conversely  so
 undoubtedly  in contrast  due to
 plainly  on the contrary  the reason why
 obviously  although
 while
 though
 rather
 whereas
 but
 instead of
 in spite of
 nevertheless
 regardless
 otherwise

I will certainly take responsibilities of my actions.

 certainly - shows emphasis in the statement

Provide an appropriate cohesive device for each sentence below. Be guided by the uses
enclosed in the parentheses.
1. Selena would rather work on future projects than attend the party ____________ she is shy.
(reason)
2. _______________ Bruce forgot his lines, the audience still loved how he acted. (contrast)
3. Alfred was the only witness to the theft, ____________ the policemen protected him.
(consequence)

Page | 4
 Using Emphasis Markers for Persuasive Purposes

Emphasis is a form of exaggeration or giving special importance or value to something.

The use of emphasis in speech is very common. It sends subtle (and sometimes not so
subtle) signals to tell the listeners where the important parts are and to focus their
attention. Emphasis is used to draw attention to things. Emphasis markers are words or
phrases that emphasize a point or an idea.

Here are some examples of emphasis markers that are used for persuasive purposes.

1. Emotive Words –using words that arouse emotion; examples: accurate, advantage
2. Personal Pronouns – using "we" "you" and "us" to create a connection between
writers and readers; examples: "I urge" or "I demand"
3. Exaggeration - making something seem much better or much worse than it really is
example: "Joel was thirsty enough to drink a river dry."
4. Repetition - saying the same word or phrase more than once for emphasis
example: "Not yet Rizal, not yet."

5. Imperatives - using commands or instructions; example: "Buy now pay later."

6. Rhetorical questions - asking questions that make the audience think
example: "Who knows?" "Did you hear me?"

7. Literary Devices - using similes, rhyme, alliteration, assonance

8. Generalizations – using broad sweeping statements; examples: "Every person in this
room needs money." and "The world out there is never safe."
9. Play on the reader's sympathy - making the audience or readers feel sorry for
someone or something

10. Clusters of Three - using two or more phrases; example: "Buy Keso - now cheesier,
creamier, and tastier."

The title uses

imperative (a
command) and the
The opening word choice ‘now’
sentence Save Lives Now! adds a sense of
indicates what urgency.
the essay is going
to be about. The gap between the world’s rich and poor has never
Rule of three:
been wider. While wealthy individuals are relishing in a used to gain the
Alliteration –
the consonant lavish life of luxury, millions are being forced to endure reader’s
attention and for
letter ‘L’ is an insufferable daily reality of poverty, conflict and lack ease of memory
repeated.
Concise phrasing
of food. For these disadvantaged people, the hunger is
and emotive unrelenting and the desperation is overwhelming. The Powerful, emotive
language. time for drastic change has arrived. It is up to you and I language.

The use of to make a difference before a significant proportion of A metaphor is

personal the world’s population drown in an ocean of poverty. used to illustrate
pronoun “we” the extent of
is an effective We must save lives. suffering.
persuasive
technique.
Page | 5
 Highlight the emphasis markers in the paragraph and draw an arrow towards its
corresponding type. The first one is done for you.

1. Emotive Word Shockingly, a child dies every three

seconds from AIDS and sever starvation.
I’m sure you’ll agree with me when I say
2. Personal Pronouns that this infant mortality rate is 4. Imperative
unacceptably high. Something must be
3. Exaggeration done in order to help countless families.
How do we sort this out? What’s the first 5. Rhetorical
step? questions

Here are some persuasive words that will help you out in writing a persuasive essay.

accurate aggravate
advantage agony
always/never atrocious
best confusing
certain cruel
confident damaging
convenient disadvantages
definitely displeased
effective dreadful
emphasize harmful
expect harsh
interesting horrible
magnificent inconsiderate
most inferior
most important irritate
popular offend
profitable ordeal
should outrageousness
strongly recommend provoke
superb repulsive
superior severe
tremendous shameful
truly shocking
trustworthy terrible
workable unreliable
worthwhile unstable
Page | 6
 Here are other examples of Emphasis Markers according to category.

To show contrast between ideas

o contrary
o however
o notwithstanding To bring attention to details
o especially
To denote time o specifically
o after o in particular
o at last
o before To show consequence or a result
o with the result that
To add previous point in the essay o so that
o furthermore o consequently
o besides
o moreover To illustrate a point or provide
examples
To show similarity between ideas o for instance
o likewise o for example
o similarly o to illustrate
o in like fashion
To make a suggestion in the essay
To concede a point in the essay o to this end
o although o for this purpose
o at least o with this in mind
o at any rate
To sum up the points
To emphasize a point o finally
o indeed o therefore
o above o consequently
o truly

Choose the most appropriate emphasis marker for each statement.

although consequently rather than indeed on the contrary

1. If you are not healthy, ________________ your mind is not healthy, either.

2. Keep yourself busy and exercise a lot ____________________ fret and worry.

3. She went out _________________ it was raining cats and dogs.

4. It was not expected to last long, and _______________ it took less than two weeks.

5. I know he is doing his job well. ______________________, he is not producing a good output.

Page | 7
 At the end of this unit, you are expected to deliver a persuasive speech. A
persuasive speech is a specific type of speech in which the speaker has a goal
of convincing the audience to accept his or her point of view. A persuasive
speech is intended to convince an audience to do something or decide on
something that is favourable to the speaker. By persuasion, you may get people
to vote on your favor, stop doing something, or sway them to change their mind
on a given issue.

There are a number of approaches a persuasive speaker may consider: the

appeal to the audience’s emotions (which is the most popular technique), the appeal to the
audience’s intellect, or a combination of these strategies.

As you can see, it is very important to know your audience when delivering a persuasive
speech. It is very important that you understand them in order to transport your message
effectively and win them. You have a tailor your content to your goal and the type of audience
you have.

Persuasion is the art of convincing someone to agree with

your point of view. According to the ancient Greek philosopher
Aristotle, there are three basic tools of persuasion: ethos, pathos,
and logos.
Ethos is a speaker’s way of convincing the audience that
she is a credible source. An audience will consider a speaker credible if she seems trustworthy,
reliable, and sincere. This can be done in many ways. For example, a speaker can develop
ethos by explaining how much experience or education she has in the field. After all, you would
be more likely to listen to advice about how to take care of your teeth from a dentist than a
firefighter. A speaker can also create ethos by convincing the audience that she is a good
person who has their best interests at heart. If an audience cannot trust you, you will not be
able to persuade them.
Pathos is a speaker’s way of connecting with an audience’s emotions. For example, a
speaker who is trying to convince an audience to vote for him might say that he alone can
save the country from a terrible war. These words are intended to fill the audience with fear,
thus making them want to vote for him. Similarly, a charity organization that helps animals might
show an audience pictures of injured dogs and cats. These images are intended to fill the
viewers with pity. If the audience feels bad for the animals, they will be more likely to donate
money.
Logos is the use of facts, information, statistics, or other evidence to make your argument
more convincing. An audience will be more likely to believe you if you have data to back up
your claims. For example, a commercial for soap might tell you that laboratory tests have shown
that their soap kills all 7,000,000 of the bacteria living on your hands right now. This piece of
information might make you more likely to buy their brand of soap. Presenting this evidence is
much more convincing than simply saying “our soap is the best!” Use of logos can also increase
a speaker’s ethos; the more facts a speaker includes in his argument, the more likely you are
to think that he is educated and trustworthy.

Page | 8
 Although ethos, pathos, and logos all have their strengths, they are often most effective
when they are used together. Indeed, most speakers use a combination of ethos, pathos, and
logos to persuade their audiences. The next time you listen to a speech, watch a commercial,
or listen to a friend try to convince you to lend him some money, be on the lookout for these
ancient Greek tools of persuasion.

Go online and watch at least three videos of persuasive speeches. Then,

discuss your insights with your group mates. Be guided by the questions below.

1. What are the topics covered by the speeches you have watched? Are the topics
relevant and interesting?
2. What do you think are the types of audiences in each speech? Do you think the
speech matches the type of the audience? Are there indicators that the audience
was hooked? What are these indicators? Is it important for a speaker to note these
indicators? Why do you say so?
3. Do you think the speakers met their goals? How can you say so?
4. What other factors affect an effective speech?

It is important that as you prepare for your persuasive speech, you get to choose
and decide your topic early on. Below is a list of topics you may use in your persuasive
speech. Choose at least two and start reading materials about them. You may also
work on other topics. Ask your teacher’s approval if you choose a topic that is not from
this list.

1. A Citywide Recycling Program.

2. Controlling Global Warming.
3. The Importance of a Regular Exercise.
4. The Health Benefits of a Restricted Fruits and Vegetables.
5. Saving in a Bank versus Saving in a Piggy Bank.

Assign a title to your chosen topics. Remember that your topic should reflect your
goal in your persuasive speech. Study the given example and complete the graphic
organizer below.
Sample Topic: A Citywide Recycling Program
Title: Let’s Start Sorting Our Garbage Now!

Topic 1: ____________________________________
Title: _______________________________________

Topic 2: ____________________________________
Title: _______________________________________

Page | 9
 Citing Sources

Citing a source means that you

show, within the body of your text, that
you took words, ideas, figures, images,
etc. from another place. Citations are a
short way to uniquely identify a published
work (e.g. book, article, chapter, web
site). They are found in bibliographies and
reference lists and are also collected in
article and book databases.

Whenever you quote, paraphrase, or take notes on someone else’s work, you should keep
track of the sources the information came from. This will help you avoid plagiarism when you
begin writing.

Citations consist of standard elements, and contain all the information necessary to identify
and track down publications, including:

 author name(s)
 titles of books, articles, and journals
 date of publication
 page numbers
 volume and issue numbers (for articles)

Citations may look different, depending on what is being cited and which style was used to
create them. Choose an appropriate style guide for your needs. Here is an example of an
article citation using four different citation styles. Notice the common elements as mentioned
above:
Author - R. Langer
Article Title - New Methods of Drug Delivery
Source Title - Science
Volume and issue - Vol 249, issue 4976
Publication Date - 1990
Page numbers - 1527-1533

American Chemical Society (ACS) style:

Langer, R. New Methods of Drug Delivery. Science 1990, 249, 1527-1533.
Institute for Electrical and Electronics Engineers (IEEE) Style:
R. Langer, "New Methods of Drug Delivery," Science, vol. 249, pp. 1527-1533, SEP 28, 1990.
American Psychological Association (APA) style:
Langer, R. (1990). New methods of drug delivery. Science, 249(4976), 1527-1533.
Modern Language Association (MLA) style:
Langer, R. "New Methods of Drug Delivery." Science 249.4976 (1990): 1527-33.

Page | 10
What to cite?

You must cite:

Facts, figures, ideas, or other

information that is not common
knowledge
Ideas, words, theories, or exact
language that another person
used in other publications
Publications that must be cited
include: books, book chapters,
articles, web pages, theses, etc.
Another person's exact words
should be quoted and cited to
show proper credit

When in doubt, be safe and cite your

source!

Why citing is important?

It's important to cite sources you used in your research for several reasons:

to show your reader you've done proper research by listing sources you used to get your
information;
to be a responsible scholar by giving credit to other researchers and acknowledging their
ideas;
to avoid plagiarism by quoting words and ideas used by other authors;
to allow your reader to track down the sources you used by citing them accurately in your
paper by way of footnotes, a bibliography or reference list.

Avoiding Plagiarism

Plagiarism occurs when you borrow another's words (or ideas) and do not acknowledge that
you have done so. In this culture, we consider our words and ideas intellectual property; like
a car or any other possession, we believe our words belong to us and cannot be used without
our permission.

Plagiarism is a very serious offense. If it is found that you have plagiarized -- deliberately or
inadvertently -- you may face serious consequences. In some instances, plagiarism has meant
that students have had to leave the institutions where they were studying.

The best way to avoid plagiarism is to cite your sources - both within the body of your paper
and in a bibliography of sources you used at the end of your paper.

Page | 11
Creating a Bibliography
A bibliography is a list of all of the
sources you have used (whether
referenced or not) in the process of
researching your work. In general, a
bibliography should include:

 the authors' names;

 the titles of the works;
 place of publication (city);
 the publishing company;
 date of publication.

How To Format Entries in the Bibliography

1. List your sources alphabetically based on the surname of the authors.
2. Use periods to separate the publication details.
3. List entire books or a complete chapter or article you referred to.
4. Use hanging indention in listing your entries. (The first line of an entry begins on the
left margin and all other lines are indented.
5. Follow correct order of the entries.
a. For book - author (last name first). Title of the Book. Place of Publication (city).
Publishing Company. Date of Publication (year).
b. For website – author (last name first). "Title of Web Page." Name of Website or
Publishing Organization. Publication Date and/or Access Date (if available). URL.

Correct Format and Order of Entries

Book
Author (last name first) Title of the Book Place of Publication

Mercado, Arnold C. The Creative Writer. Quezon City.

Phoenix Publishing House, Inc. 2001.

Publishing Company Date of Publication

Website

Author (last name first) Title of Webpage Title of Website

Frank, Carl O. “Great Websites for Kids.” American Library Association.

Accessed September 3, 2014. http://gws.ala.org/.

Date Accessed URL

Page | 12
Below is a list of sources used in a research paper. Arrange the entries into correct
bibliographic entries.

1. Daffodil C. Dedel, Corazon C. Lagda, and Chris B. Brion

The Art of Cooking
Mercado Print and Press, Inc.
Manila
2007

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

2. No Author
The Gift of Family
Sibs Publishing House, Inc.
Quezon City
2000

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

3. Keisha C. Mercado
The Writer’s Block
Phoenix Publishing House, Inc.
Quezon City
1998

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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_______________________________________________________________________________________________________________________

Sources:
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https://pauljennynyc.com/2014/04/29/writing-tips-tuesday-aristotles-advice-for-creating-characters-that-live/
https://www.thinglink.com/scene/943901375559892994
Clker.com is owned by Rolera LLC, 2270 Route 30, Oswego, IL 60543 support\at\clker\dot\com
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Contents:
Lapid, Milagros G., Serrano, Josephine B. ecas English Communication Arts and Skills thourgh Afro-Asian Literature 8.
Eight Edition. The Phoeninx Publishing House Inc. Quezon City. 2018
EnglishGrammar.org
https://www.brainscape.com/flashcards/emphasis-markers-6544092/packs/10350060
https://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Linking_words/Building_an_ar
gument_2_pm14051kn
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BibMe™ formats according to APA 6th Edition, MLA 8th Edition, Chicago 17th Edition
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