ENGLISH 8

Lesson 1: Evaluating Persuasive Texts:

Topic 1: Evaluate persuasive texts for clarity of meaning and validity of information
Subtopics: Facts vs. Opinion
Types of Claims
o A fact is a proven piece of information. It is a statement that can be verified in a reference source such
as an encyclopedia, a dictionary, a map, or a history book. Facts are things that happened in the past or
are happening now. It can be supported by evidence.
Examples:
1. The Philippines is an archipelago composed of over 7,600 islands. (This is a verifiable statement
about the country's geography.)
2. Sinigang, a sour soup dish, is a national favorite in the Philippines, with various regional
variations. (This is a confirmed fact about Filipino cuisine.)
3. The Philippines is the world's largest producer of abaca, a natural fiber used in textiles. (This can
be verified through agricultural production statistics.)
o An opinion is a belief, judgment, or a way of thinking about something. Statements that express that
something is good or bad in some ways are usually opinions.
Examples:
1. Adobo is the best Filipino dish. (This expresses a personal preference for a particular dish.)
2. Wearing shorts to school is disrespectful. (This reflects a belief about appropriate school attire,
which
can vary depending on the school's policies.)
3. Studying abroad is the only way to get a good job. (This expresses a personal viewpoint on career
opportunities, which may not be universally true.)
o Ways to Recognize the Differences
1. Words that show extreme positives or negatives are clues to opinions. everyone, never, most,
always, nobody, ever, all, really, none, very
2. Descriptive words are subjective. Sentences with descriptive words are mostly opinions.
beautiful,
ugly, smart, foolish, joyful, lucky, gloomy
4. Language intended to appeal emotions is opinionated. Read this example of an emotional
appeal:
Have you ever driven down a road and seen all the garbage alongside the road? People should
wake up and realize how much this harms the environment. The unsightly mess contains toxic
substance that damage the earth and kill wildfire.
o Tools for Verification. Here's where evidence comes in. It's the information used to support a claim,
either factual or opinion-based. But not all evidence is created equal. These are the common types:
By understanding different types of evidence, we can critically evaluate the information we encounter and
make informed decisions. Remember, facts require strong, verifiable evidence, especially empirical
evidence, while opinions can be supported by various types, but should be recognized as personal
viewpoints.
o A Claim is any single statement of controversy advanced for the purpose of argument. Both sides of an
argument, the pro- side and the con-side in a debate, should argue the same Claim. The Claim is a
statement much like the topic of an argument, but it does much more. There are seven key
characteristics of Claims:
1. Claims are phrased as statements and not questions. The goal of a claim is to promote a pro versus
con debate-style environment.
2. Claims are phrased against the status quo in order to create the potential for controversy.
3. Claims should be phrased in an unbiased manner so that both sides have an equal opportunity to
advocate, support, and defend their positions.
4. Properly phrased claims should be as specific as possible.
5. Effective claims promote a pro/con argumentative environment.
6. The claim should be phrased so that the burdens (obligations and responsibilities of each arguer) are
clear to both sides involved in the debate. 7. Both sides debate the same claim.
o Types of Claims
1. Claims of Fact are often qualified by such terms as generally, probably, or as a rule. And, to verify
whether these statements are claim of fact or not, ask these questions:
Is it debatable? Is it verifiable? Is it specific? Can it be solved objectively? Types of factual claims
(generally "objective")
1.1. Factual / historical
1.2. Relational - causal connections
1.3. Predictive
Proof requires:
o sufficient and appropriate grounds
o reliable authority
o recent data
o accurate, typical data
o clearly defined terms -no loaded language
o a clear distinction between fact and inference

EXAMPLES OF CLAIMS OF FACT

o “The Earth revolves around the sun." (This is a well-established scientific fact supported by a vast
amount of evidence.)
 o "The population of the world is over 8 billion people." (This is a demographic fact supported by
data from international organizations.)
o Making proposed action (clear), need (justification), plan (must be workable), benefit
(advantages), consider opposition / counter arguments. Consider this statement, for example: To
attract more non-traditional students, this college must review and revise its course offerings.
o "The unemployment rate in this country is currently 5%." (This is an economic fact based on official
government statistics.)
2. The Claim of Policy advocates a specific course of action. It asserts that specific policies should be
instituted as solutions to problems. It argues that certain conditions should exist. Almost always
"should" or "ought to" or "must" are included in this claim. Claims of Policy are specific statements
on procedures or laws that need to be modified based on certain issues or conditions. Most of the
time, claims of policy ask for plans of action to solve current problems.
Proof requires:
o Making proposed action (clear), need (justification), plan (must be workable), benefit
(advantages), consider opposition / counter arguments.
Consider this statement, for example:
To attract more non-traditional students, this college must review and revise its course offerings.
The given statement above is an example of a claim of policy. It calls on action for the college
referred to, regarding its course offerings to arrive at a workable conclusion which is to attract more
non-traditional students. The author may choose to elaborate on this course of action to prove that
this claim can work for the college.
EXAMPLES OF CLAIMS OF POLICY
o "All schools should require students to take a foreign language class."
o "We should ban single-use plastic bags to reduce pollution."
o "The government should provide universal healthcare for all citizens."
3. Claims of Value involve judgments and evaluations. It judges whether something is good/bad,
right/wrong, just/unjust, ethical/non-ethical, and others. We judge the worth of something. It
attempts to prove that some things are more or less desirable than others.
Some claims of value are simply expressions of taste, preferences, and prejudices. The most
important in proving claim of value is by establishing standards of evaluation.
Proof requires:
o Establishing standards of evaluation (i.e. a warrant that defines what constitutes instances of
the relevant value)
o note the priority of the value in this instance
o Establish the advantage (practical or moral) of your standards
o Use examples to clarify abstract values
o Use credible authorities for support

The famous saying, honesty is the best policy, is one good example of a claim of value. To prove the
statements validity, the author may elaborate on the examples that show how honesty holds
advantage over other policies and how it has been proven to be effective.
EXAMPLES OF CLAIMS OF VALUE
o “It is better to be feared than loved.” (expresses a belief that fear inspires obedience, while love
might lead to manipulation)
o “Cheating is not good.” (expresses the belief that cheating is wrong because it gains an unfair
advantage and undermines the spirit of competition or task completion)
o “Helping others in need is the most important thing in life.” (This is a moral value judgment
about the importance of compassion.)
 Lesson 1: Evaluating Persuasive Texts:
Topic 1: Evaluate persuasive texts for clarity of meaning and validity of information
Subtopics: Propaganda Techniques
Persuasive Techniques

o Propaganda, in the most neutral sense, means to disseminate or promote particular ideas. In Latin, it
means “to propagate” or “to sow.” It is a form of communication that attempts to achieve a response that
furthers the desired intent of the propagandist.
Jacques Ellul (1965) believed that people need propaganda because we live in mass society. Propaganda,
he said, enables us to participate in important events such as elections, celebrations, and memorials. Ellul
said that truth does not separate propaganda from “moral forms” because propaganda uses truth, half-
truth, and limited truth.
Shawn J. Parry-Giles (2002) defined propaganda as “conceived of as strategically devised messages that are
disseminated to masses of people by an institution for the purpose of generating action benefiting its
source.”
Common propaganda techniques include bandwagon, which encourages people to follow the crowd;
glittering generalities, which use vague, positive phrases to evoke strong feelings; transfer, which
associates a product or idea with something respected or revered; and half-truths, which present partially
accurate information while omitting crucial details. Understanding these techniques is crucial for critically
analyzing the messages we encounter in media, advertising, and politics.
BANDWAGON
The bandwagon technique exploits what is sometimes referred to as “the herding instinct.” People like to
belong to the majority group and dislike being left out. The bandwagon technique manipulates people by
appealing to these instincts.
The term “bandwagon” has its origins in the 1800s, when politicians used wagons with music and
entertainment to attract audiences. Once a sizeable crowd had gathered, the politician would speak. Other
politicians, recognizing the popularity of certain bandwagons and hoping to take advantage of their
success, would often try to get a seat on the bandwagon. In their haste to gain popularity, these politicians
would often end up joining causes they did not believe in, just to be part of a winning team.
The phrase “jumping on the bandwagon” was used to describe this political phenomenon, and, eventually,
the term was used outside the political realm. In modern usage, the term “bandwagon effect” refers to any
situation in which people attempt to be part of a successful or popular endeavor merely for the sake of its
popularity.
Examples:
o Five million members and growing!
o This TV show is so popular, I have to watch it to be part of the conversation.
o Most scientists believe global warming is a result of human activity.
o Everyone's supporting this politician, so I guess I should too.
o Everyone is using this skincare product; it must be effective.

The bandwagon technique is sometimes used in defense of claims that are true. However, regardless of
the truth of the claims, any argument that relies on the bandwagon effect is based on flawed logic. Truth
should be conveyed using sound, logical arguments, not merely by appeals to popularity. For example, take
the following statement: Most people accept that gravity exists; therefore, I will also accept that gravity
exists.
The conclusion, that gravity exists, is true. Nevertheless, the logic is flawed. The law of gravity is not subject
to popular approval; it exists independent of human beliefs.
The bandwagon technique takes advantage of the human desire to be a part of the majority group or the
winning team.

GLITTERING GENERALITIES
Glittering generalities is a colorful term for the appealing, but vague words that often appear in
propaganda. Rather than explaining the use of these words, the propagandist leaves them to stand alone
as a defense of his or her position. Without context or specific definitions, they serve the sole purpose of
evoking certain feelings in the audience. If everything proceeds according to plans, these feelings then
translate into unquestioning approval of whatever the propagandist says.

Spotting glittering generalities is simply a matter of looking for vague, positive words that are not
explained. A reasonable argument, by contrast, will justify the words being used, explaining exactly what
they mean in context and how they will be achieved.
Without context or specific definitions, glittering generalities serve only to evoke emotions.
TRANSFER
Transfer propaganda is the subtle but dangerous method. Also known as “association” and “false
connection,” transfer is closely related to the testimonial technique. In this method, the propagandist
encourages the transfer of feelings and associations from one idea, symbol, or person to another.
Transfer propaganda involves associating a person, product, or idea with something positive or negative to
influence perception.
Some symbols are fairly straightforward. The symbol of the skull and crossbones warns the viewer of
danger or calls to mind the violent pillaging of a pirate raid. A dove signals peace. Some symbols, however,
will mean one thing to one person and quite the opposite to another person. The propagandist’s challenge
is to use symbols that are appropriate to his or her audience.
In the technique known as “transfer,” propagandists try to circumvent logic by encouraging their
audiences to transfer emotions and associations from one thing to another.
HALF-TRUTHS
A half-truth is a statement that is essentially true but lacking critical information and presented as the
whole truth. It is a deceptive statement that contains some, but not all, elements of the truth. The purpose
of a half-truth is to present a speaker or argument in a flattering way. This can mean evading blame,
inflating importance or power, or projecting confidence.
Half-truths propaganda involves presenting information that is partially accurate but deliberately omitting
key details or context to manipulate perception.
If you write something for someone else to read, the chances are you are doing it to get a result. In other
words, you want to persuade the reader to do what you want. Persuasive writing is the art of
understanding what you want, why someone would give it to you and then asking them in the most
efficient and effective way. Logos, pathos, and ethos are the three means to influence your audience.
Clarity is your first duty. “Who did you pass on the road?” the King went on, holding his hand out to the
messenger for some hay. “Nobody,” said the messenger. “Quite right,” said the King; “this young lady saw
him too. So of course, Nobody walks slower than you.” “I do my best,” the Messenger said in a sulky tone.
“I’m sure nobody walks much faster than I do!” “He can’t do that,” said the King, “or else he’d have been
here first…”

(Lewis Carroll's "Through the Looking-Glass, and What Alice Found There” Chapter 7: The Lion and the
Unicorn) The messenger intended “nobody” to mean no person, while the King took “nobody” to refer to a
proper name. Alice’s conversations delight because the characters take everything literally. You only catch
the joke, though, if you see the difference between the univocal and equivocal use of words. Even
nonsense depends upon good sense. The following are three common persuasive techniques/rhetorical
appeals:
These persuasive techniques—ethos, pathos, and logos—are essential in persuasive writing because they
collectively ensure that arguments are well-rounded and impactful. Ethos builds trust and authority,
pathos connects emotionally with the audience, and logos appeals to reason and intellect. Together, they
create a balanced approach that can effectively influence opinions, inspire action, and communicate
messages more powerfully. Utilizing these techniques helps writers craft compelling narratives that
resonate on multiple levels, making their arguments more convincing and memorable.
Lesson 1: Evaluating Persuasive Texts:
Topic 2: Analyze the linguistic features of persuasive texts
Subtopics: Diction and Style
Transition Markers

o Style is the way in which something is written, as opposed to the meaning of what is written. In writing,
however, the two are very closely linked. As the package for the meaning of the text, style influences
the reader’s impression of the information itself. Style includes diction and tone. The main goal in
considering style is to present your information in a manner appropriate for both the audience and the
purpose of the writing. Consistency is vital. Switching styles can distract the reader and diminish the
believability of the paper’s argument.

o Diction is the careful selection of words to communicate a message or establish a particular voice or
writing style. For example, flowy, figurative language creates colorful prose, while a more formal
vocabulary with concise and direct language can help drive home a point. Words that have almost the
same denotation (dictionary meaning) can have very different connotations (implied meanings). There
are three main types of diction:

Having explored the importance of diction, or word choice, in shaping our communication, we now
turn our attention to understanding the audience and the author's purpose. Recognizing who your
audience is and what they expect is vital in determining the most effective way to convey your
message.
At the start of the writing or communication process, carefully consider your “audience”—the person
or persons who actually be reading your document, receiving your email, or watching your
presentation. As a communicator, your primary goal is to transmit information efficiently and
effectively. How you choose to transmit that information—the way it is written and the form it takes—
must depend to a large extent on who your audience is and what their goals are.
Be prepared to communicate to many different types of audiences—your audience must affect your
decisions as a communicator. Factors that define audiences are
• their level of expertise or familiarity with the subject (e.g., a fellow engineer or a person in a non-
technical position in the company or a layperson),
• their role or goals (what they will do with the information),
 • their position relative to the organization (internal or external), and
• their position relative to you (peer, superior, or subordinate).
A clearly stated purpose is a key feature in most technical and professional communications because it
improves efficiency—your reader should know right away why they are reading your document. Some
common purposes for technical communication are: to inform; to recommend; to request; to propose;
to persuade; to record; and to instruct.

During the writing process, the answers to these questions should guide your decisions as a
communicator as you make decisions about what information to include, how to communicate that
information effectively, and what the finished product should look like.
A writing style and vocabulary that is overly simplified might bore an expert-level target audience or
cause the writer to lose credibility. An overly complex style might overwhelm a target audience of
laypersons, causing the writer’s message to get lost and not achieving the purpose of the
communication.
The chart below describes some of the ways language and communication might change as you speak
to various audiences.
 As always, consider the purpose and ask yourself how your audience will use the information as you
decide the right level of technicality for a communication.

o Transition markers are crucial in persuasive texts as they help to connect ideas, build arguments,
and guide the reader through the writer's line of reasoning.
Why are Transition Markers Important?

Sometimes, transitional words can help readers see how ideas are connected. But it’s not enough to just
include a “therefore,” “moreover,” “also,” or “in addition.” You should choose these words carefully to
show your readers what kind of connection you are making between your ideas.
By identifying and understanding the use of these transition markers, one can better analyze the structure
and effectiveness of persuasive texts and apply similar techniques in writing.
Evaluating Persuasive Texts:
Analyze the linguistic features of persuasive texts
Subtopics: Sentence Structure
Parts of Persuasive Text

o Sentence structure refers to the way a sentence is arranged, grammatically. It includes the order of
words, the presence of phrases and clauses, and the types of sentences used.

In persuasive texts, sentence structures are crafted to convince the reader of a particular point of view
or action.
 By using a combination of these sentence structures, persuasive texts can effectively communicate
their message and compel readers to consider and adopt the writer's viewpoint.
o A persuasive text is designed to convince the reader to adopt a certain point of view or to take a
specific action. The effectiveness of a persuasive text depends on several key components. "I Have a
Dream," the famous speech delivered by Martin Luther King Jr. on August 28, 1963, during the March
on Washington for Jobs and Freedom, is a prime example of persuasive rhetoric. It will be used as the
sample persuasive text to identify the parts.
By incorporating these elements, a persuasive text can effectively convey its message and convince the
reader to adopt the writer’s perspective or take action. Knowing the different parts of a persuasive text
enhances both the creation and evaluation of arguments, leading to more effective communication,
critical thinking, and persuasive power.
Publishing a multimodal information text (PERSUASIVE TEXTS) for one’s purpose and target audience
Topic: Position Paper
o Position paper - discusses an arguable opinion about an issue; the goal is to convince the audience that
your opinion is valid by presenting all sides of an issue comprehensibly Steps in Writing a Position Paper
• Choosing an issue.
• Defining the issue
• Consider your own position and reasons for it.
• Research the issue.
• Analyze your readers.
• Determine the argument for your position.
• Determine your counterarguments.
• Formulate a working thesis