This is the Grade 10 English Quarter 2, Module 2 self-learning module, Connecting Ideas using Conjunctions in an Argumentative Text. It was developed by the Department of Education Cordillera Administrative Region for home-based learning. The module teaches learners to recognize conjunctions in an argumentative text and to use them when writing their own arguments.
What learners will learn
The module lists two learning competencies. The learner should be able to:
- Identify conjunctions in an argumentative text.
- Use conjunctions in composing argumentative text.
Lessons in this module
The module has one lesson: Lesson 1: Connecting Ideas using Conjunctions in Argumentative Text. It covers the three kinds of conjunctions, conjunctive adverbs, and transitions, and explains why they make an argument easier to follow and more convincing.
Key ideas: the three kinds of conjunctions
The module describes a conjunction as “the glue” that holds words, phrases, and clauses together. A conjunction also signals to the reader that another idea is coming. There are three kinds:
| Kind | What it does | Example from the module |
|---|---|---|
| Coordinating | Links ideas and shows how they relate; “and” shows that two ideas go together | Peter and Paul are best friends. |
| Subordinating | Shows that one idea depends on another | We will be late unless we leave now. |
| Correlative | Comes in pairs and joins elements of equal importance | I like neither carrots nor celery. |
The activities use many subordinating conjunctions, such as whenever, where, if, unless, though, whether, so that, as, and lest. They also use correlative pairs such as either/or, whether/or, no sooner/than, not (only)/but, and if/then.
Key ideas: conjunctive adverbs and transitions in arguments
The module explains that transitions do the same job as conjunctions but on a larger scale. They show how ideas relate within a paragraph or between paragraphs. For example, the phrase “for example” tells the reader that what follows supports an idea.
Conjunctive adverbs such as however or overall join two complete sentences, using either a semicolon or a period. The module lists however, moreover, namely, nevertheless, meanwhile, subsequently, and furthermore as examples. These words can show:
- agreement
- opposition
- causality
- support or emphasis
- consequence
- conclusion
For instance, “however” tells the reader that the next statement opposes the one before it. “Overall” signals a conclusion.
Why does this matter in an argumentative text? The module says these connectors work like a bridge from one point to the next. They make the argument unified and cohesive, so readers do not get lost or give up. A readable argument builds goodwill, which Aristotle called ethos, and that makes readers more open to persuasion.
Activities in the module
- What I Know (pretest): 15 items. Learners identify the conjunction in five sentences, then fill in the right conjunction in ten more.
- What’s New, “Fill Me Up!”: 15 sentences to complete with a subordinating conjunction or correlative pair chosen from the options, written in capital letters.
- What’s More, “Seek Me!”: a word search for transition, nor, but, no sooner, lest, unless, then, or, and whether.
- What I Have Learned, “Fix Me!”: unscramble ten words such as conjunction, connectors, transition, and meanwhile.
- What I Can Do, “Conjunction Locator”: underline the conjunctions in a news article about Cebu’s local response to COVID-19.
- Assessment: the same 15 items as the pretest.
- Additional Activity, “Connect Me”: complete a paragraph about the coronavirus pandemic in the Philippines using Since, But, And, However, Pertinently, and Furthermore.
How to use this module
- Learners: Take the pretest first to see what you already know. Then work through the parts in order. Write all answers on a separate sheet of paper, not on the module. Check your work honestly with the answer key at the end, and ask your teacher or facilitator if a task is unclear.
- Parents and facilitators: Help your child follow the instructions for each task. Encourage them to finish the post-test before looking at the answers.
- Teachers: The pretest and the assessment are the same items, so you can compare scores to measure progress. The Conjunction Locator and Connect Me activities show whether learners can spot and use connectors in real argumentative or informative writing.
Frequently asked questions
What grade and quarter is this English module for?
It is for Grade 10 English, Quarter 2. It is Module 2 of that quarter.
What are the three kinds of conjunctions in this module?
The kinds are coordinating, subordinating, and correlative conjunctions. Coordinating conjunctions link related ideas, subordinating conjunctions show that one idea depends on another, and correlative conjunctions come in pairs, such as neither/nor, to join equal elements.
What is a conjunctive adverb?
A conjunctive adverb, such as however, moreover, or furthermore, joins two complete sentences using a semicolon or a period. It shows a relationship such as opposition, support, consequence, or conclusion.
Does the module have an answer key?
Yes. The answer key covers the pretest, the What’s New activity, the unscrambling activity, the assessment, and the additional activity. It also includes the solved word search.
Why are conjunctions important in an argumentative text?
They connect the writer’s points so the argument is unified and easy to follow. According to the module, a readable argument builds goodwill, or ethos, which makes readers more open to persuasion.
Full text of the module
The text below is a transcription of the PDF above, as printed.
10
English Quarter 2 – Module 2: Connecting Ideas using Conjunctions in an Argumentative Text
[illustration: learners reading outdoors and indoors, a teacher at a desk, a globe, and a lit lamp]
CO_Q2_English 10_Module 2
English– Grade 10 Alternative Delivery Mode Quarter 2 – Module 2: Connecting Ideas Using Conjunctions in an Argumentative Text First Edition, 2021
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Assistant Secretary: Alma Ruby C. Torio
Development Team of the Module
Writer: Lillian S. Pagulongan and Sherrylynn Jennifer S. Carantes Editor: Armi Victoria A. Fiangaan Illustrator: Alvin A. Sevilla Layout Artist: Janssen Louel C. Dabuet Reviewer: Lillian S. Pagulongan – Division EPS-English Management Team: Estela L. Cariño, EdD, CESO III – Regional Director Carmel F. Meris – Chief Education Supervisor – CLMD Rosita C. Agnasi, Ed.D. – Regional EPS-LRMDS Benjamin Dio-al – Regional ADM Focal Person Juliet H. Sannad, Ed.D. – Chief Education Supervisor, CID, SDO-Baguio Armi Victoria A. Fiangaan – Division EPS-LRMDS
Printed in the Philippines by _____
Department of Education – Cordillera Administrative Region
Office Address: Wangal, La Trinidad, Benguet Telefax: (074) 422-4074 E-mail Address: car@deped.gov.ph
10
ENGLISH
Quarter 2 – Module 2: Connecting Ideas using Conjunctions in an Argumentative Text
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-bystep as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Thank you.
Learning Competencies
The Learner:
- Identify conjunctions in an argumentative text.
- Use conjunctions in composing argumentative text.
What I Need to Know
This module was designed and written with you in mind. It is here to help you write your argumentative text using conjunctions. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using.
The module is composed of the lesson, namely:
Lesson 1: Conjunctions used in argumentative texts
Lesson 1: Connecting Ideas using Conjunctions in Argumentative Text
What I Know
Activity #1: Multiple Choice
A. Identify the conjunction used in the given sentence. Choose the letter of the correct answer. Please use a clean sheet of paper for your answers.
- Neither one of them even helped out the old woman cross the street
- a. Neither
- b. But
- c. Both
- d. Nor
- Both James and Andrew were playing their gadgets while the teacher is talking.
- a. And
- b. Both
- c. Nor
- d. Or
- My best friend and I went to the beach to play with the sand.
- a. Both
- b. Also
- c. And
- d. Either
- Monica does not know about Michael and Bobby, nor about Jessica and Susan.
- a. Nor
- b. Yet
- c. But
- d. For
- So far, he hasn’t told her the truth.
- a. Yet
- b. So
- c. Hasn’t
- d. The
Activity# 2: Fill in the blanks
B. Fill in the proper conjunction to complete the sentence. Please use a clean sheet of paper for your answers.
- She was tired when she arrived in class, _____ she had studied all night.
- I tried out for the basketball team, _____ I didn’t make it.
- It’s snowing outside, _____ it’s the middle of summer!
- They love football, _____ they gave up their tickets to someone less fortunate.
- _____ far, he hasn’t told her the truth.
- Jason went to get a drink of water _____ his exam started.
- I’m wearing my new swimsuit _____ I go to the beach _____ to the swimming pool.
- Her sneeze was _____ loud _____ a helicopter.
- Even though Lisa is lactose intolerant, _____ she wanted an ice cream bar.
- Ted was a great student, _____ he was a wonderful student body president.
What’s In
[illustration: puzzle pieces forming the word “Conjunctions” with the words “because”, “when”, “so”, “but”, “and”, and “then”]
A conjunction is the glue that holds words, phrases and clauses (both dependent and independent) together. There are three different kinds of conjunctions — coordinating, subordinating, and correlative — each serving its own, distinct purpose, but all working to bring words together.
Example: Peter and Paul are best friends. (the word “and” is a conjunction. It is joining two entities, which are Peter, Paul).
I am going to the market and to the grocery store. (the word “and” in this sentence is joining two ideas, which are going to the market and to the grocery store).
My mother asked me if I am going to wash my clothes or wash the dishes. (It is stating that the girl has two choices, to wash her clothes or wash the dishes)
Conjunctions serve as a cue within a sentence, signaling the reader that another idea is coming. Coordinating conjunctions link ideas by showing how they relate. For example, a word like “and” indicates two ideas go together. A subordinating conjunction indicates that one idea depends on another. For instance, in this sentence the word “unless” depends on the action that follows it:
Example: We will be late unless we leave now.
Correlative conjunctions join elements within a sentence, indicating the two are of equal importance. The words “neither” and “nor” work this way in this sentence:
Example: I like neither carrots nor celery.
What’s New
Activity #3: FILL ME UP!
Complete each sentence using the subordinating conjunction from the parenthesis. Please write the word in capital letters. Please use a clean sheet of paper for your answers.
- I visit the Grand Canyon _____ I go to Arizona. (once, whenever, wherever)
- This is the place _____ we stayed last time we visited. (where, when, how)
- _____ you win first place, you will receive a prize. (wherever, if, unless)
- You won’t pass the test _____ you study. (when, if, unless)
- I could not get a seat, _____ I came early. (as, though, when)
- We are leaving Wednesday _____ or not it rains. (if, whether, though)
- Pay attention to your work _____ you will not make mistakes. (so that, unless, or)
- The musicians delivered a rousing performance _____ they had rehearsed often. (though, as, once)
- She’s honest _____ everyone trusts her. (if, so, when)
- Write this down _____ you forget. (or, when, lest)
- I plan to take my vacation _____ in June _____ in July. (whether / or, either / or, as / if)
- _____ I’m feeling happy _____ sad, I try to keep a positive attitude. (either / or, whether / or, when / I’m)
- _____ had I taken my shoes off _____ I found out we had to leave again. (no sooner / than, rather / than, whether / or)
- _____ only is dark chocolate delicious, _____ it can be healthy. (whether / or, not / but, just as / so)
- _____ I have salad for dinner, _____ I can have ice cream for dessert. (if / then, when / than, whether / or)
What is It
Conjunctions or connectors have its functions in the sentences. This is especially if the conjunctions or connectors will be used in a format text like argumentative text.
Transitions also serve the same purpose as conjunctions, but on a larger scale. They signal to the reader the relationship between ideas in a paragraph or even between paragraphs. By connecting larger ideas, they let readers know what to do with the information presented to them. Indicating these connections help reinforce the argument within a paper. Phrases like “for example” let the reader know the information that follows is meant to support an idea. Thus, the use of transitions cues readers into the writer’s thinking process.
Conjunctions improve the paper as a whole by giving the writing coherence, or flow. A conjunctive adverb such as “however” or “overall” joins two complete sentences, using either a semicolon or a period. These words and phrases serve different purposes: showing agreement, opposition, causality, support or emphasis, consequence and conclusion. They work like a bridge from one of the writer’s points to another.
Example: “however” lets the reader know the statement that follows is in opposition to the preceding; “overall” signals a conclusion. These signals guide readers to either reflect on what came before or anticipate what is coming next in the paragraph.
Take note of this; conjunctions and conjunctive adverbs unite elements of an argument together. When the argument is unified and cohesive, readers are more likely to believe what the writer is saying. Readers need a guide; without this guide, they might get lost in the argument. Readers struggling to follow a writer’s thought progression become frustrated and may even stop reading the paper. When a writer takes the time to make the argument more readable, this engenders faith and goodwill in the readers. As Aristotle pointed out, creating that goodwill, what he called ethos, makes people more open to persuasion.
The words you are thinking of do function similar to coordinating conjunctions, but they are classified as conjunctive adverbs. Some examples of conjunctive adverbs are however, moreover, namely, nevertheless, meanwhile, subsequently, and furthermore.
Example:
- The rules formulated were good, however, some statements were of not applicable to the English Club.
- Students who will be delivering their speech namely; Peter, Paul, Edgar.
What’s More
Activity 2: Seek Me!
Look for the words in the maze. Cross-out the words with red crayon. Look for these words in the maze: transition, nor, but, no sooner, lest, unless, then, or, whether.
[transcriber’s note: the grid has no header row; its first row is used as the header below]
| W | T | R | A | N | S | I | T | I | O | N | S |
|---|---|---|---|---|---|---|---|---|---|---|---|
| T | H | H | B | O | R | X | U | R | D | O | D |
| C | E | E | E | S | O | E | B | A | E | R | C |
| B | N | A | R | O | D | R | H | X | Z | P | C |
| Y | R | Q | L | O | K | J | G | T | A | I | X |
| X | S | P | U | N | L | E | S | S | E | I | R |
| W | T | O | L | E | S | T | F | E | B | H | U |
| V | U | N | M | R | O | I | H | D | C | F | W |
What I Have Learned
Activity 3: FIX ME!
Unscramble the words to form the correct word. Fill in the boxes. Please use a clean sheet of paper for your answers.
ONNTICOJUCN _____ TORSNECNOC _____ NIOTISNART _____ ERWHTEH _____
ELIHWNMAE _____ RENIENT _____ SUNSEL _____ VOREOMER _____ SYULBTSNEEQU _____ NYLAEM _____
What I Can Do
ACTIVITY 4: CONJUNCTION LOCATOR
Look for the conjunctions in the article and underline them.
A series on localization: How the Philippines is quietly implementing a more localized COVID-19 humanitarian response
Considering the limitations in resources and capacities to sustain the provision of COVID-19 humanitarian assistance to the affected population in the Central Visayas Region, a convergence of Cebu City-based local non-government and civil society organizations (LNG/CSOs) is seeking urgent financial support from the United Nations (UN), International Non-Government Organizations (INGOs), donors and other Humanitarian Funding Groups and Networks (HFGNs) present in the country.
Hence, more than four months since the declaration of the lockdown and enhanced community quarantine last March 2020, the Zero Extreme Poverty (ZEP) 2030 Cebu Convergence of LNGOs/CSOs warned that COVID-19 exacerbated existing vulnerabilities of affected communities, which are receiving but minimum support and, in most cases, have received nothing at all. Furthermore, if this situation continues in the next coming months, ZEP said in a joint statement, there will be a humanitarian crisis across hard lockdown areas in Central Visayas.
Pertinently, As of 04 August 2020, there are 16, 145 confirmed cases in the entire Central Visayas, with Cebu City alone recording 9, 075. Thus, the spike in numbers puts Cebu City and other at-risk areas in Central Visayas as a new hotspot of COVID19 cases in the country. Cebu City now has more cases than Manila’s largest city, Quezon City, which has about 6, 880. It is also outpacing other cities in terms of the number of cases according to the Department of Health (DOH). Since July, the DOH, supported by the World Health Organization (WHO), is sending more doctors and other resources to Cebu City as many patients are on waiting lists, considering all major hospitals are close to reaching full capacity. Even big hospitals in Cebu City that handle coronavirus cases are now facing challenges in managing the surge of local transmission cases. In the last week of June, Cebu City, with a population of nearly 1 million, was placed again under strict stay-at-home orders.
However, the dwindling provision of lifesaving aid, limited access to financial support and other livelihood opportunities prompted seven LNGOs/CSOs and one private organization under the ZEP Convergence to call for action to support as they struggled to supplement local government’s response and recovery interventions to support isolated and affected families. The said convergence is comprised of the following organizations: Central Visayas Network of NGOs (CENVISNET), Fellowship for Organizing Endeavors, Inc. (FORGE), A2D Project-Research Group for Alternatives to Development, Impact, Coalition for Better Education, Inc. (CBE), Cebu University of Southern Philippines Foundation – Community Extension Services (USPF-CES), FundLife Philippines and Ramon Aboitiz Foundation, Inc. (RAFI).
With a development goal of uplifting one million Filipino families from extreme poverty, the ZEP Convergence was established in Cebu last August 2019. However, early this year, the priority of the most of the LNGOs and CSOs members has dramatically shifted to the immediate provision of emergency support to the COVID19 severely affected communities in the Metro Cebu and other urban cities in Central Visayas.
Source: https://reports.unocha.org/en/country/philippines/card/3jRHsZswvI/
Assessment
A. Identify the conjunction used in the given sentence. Choose the letter of the correct answer. Please use a clean sheet of paper for your answers.
- Neither one of them even helped out the old woman cross the street
- a. Neither
- b. But
- c. Both
- d. Nor
- Both James and Andrew were playing their gadgets while the teacher is talking.
- a. And
- b. Both
- c. Nor
- d. Or
- My best and I went to the beach to play with the sand .
- a. Both
- b. Also
- c. And
- d. Either
- Monica does not know about Michael and Bobby, nor about Jessica and Susan.
- a. Nor
- b. Yet
- c. But
- d. For
- So far, he hasn’t told her the truth.
- a. Yet
- b. So
- c. Hasn’t
- d. The
B. Fill in the proper conjunction to complete the sentence. Please use a clean sheet of paper for your answers.
- She was tired when she arrived in class, _____ she had studied all night.
- I tried out for the basketball team, _____ I didn’t make it.
- It’s snowing outside, _____ it’s the middle of summer!
- They love football, _____ they gave up their tickets to someone less fortunate.
- _____ far, he hasn’t told her the truth.
- Jason went to get a drink of water _____ his exam started.
- I’m wearing my new swimsuit _____ I go to the beach _____ to the swimming pool.
- Her sneeze was _____ loud _____ a helicopter.
- Even though Lisa is lactose intolerant, _____ she wanted an ice cream bar.
- Ted was a great student, _____ he was a wonderful student body president.
Additional Activity
ACTIVITY 5: CONNECT ME
Use the conjunctions in the box to complete the paragraph below. Write your answers on the blanks after the paragraph. The last conjunction was identified for you as an example. Please use a clean sheet of paper for your answers.
CORONA Virus: The 21st Century uprising Pandemic in the Philippines
1 the start of the month of March the citizens of the Philippines have been watching and listening to the news regarding the virus that easily spread 2 started all over the country of China. 3 then, the people were a little bit luxe because they thought that it would not reach the Philippines. 4 because of the continuous travels of people coming in 5 out of the country especially the foreigners, the virus was hardly undetectable.
6, the hesitation of the Philippine Government to ban international and domestic flights were not implemented due to the risk of economic decline. 7, when the so-called CORONA Virus already started, a lot of changes happened.
Supposedly, classes started regularly, 8 because of the arising pandemic the government stated that it should be postponed allowing students to have an extended time of leisure 9 vacation. 10, the extended vacation turned out to be a quarantine procedure for the entire country.
The Department of Education thought that the learning of all the students for should not be postponed hence, allowing the student to have their classes virtually and by the use of modules that was prepared by teachers.
Since But And However Pertinently Furthermore
Answer Key
[transcriber’s note: this page is printed rotated 180 degrees; the key boxes below were read after rotating the page, and their box labels are transcribed as they appear]
What’s New
- Whenever
- Where
- If
- Unless
- Though
- Whether
- So that
- As
- So
- Lest
- Either/or
- Whether/or
- No sooner/than
- Not/but
- If/then
Pre-Assessment
- A
- B
- C
- A
- B
- For
- But
- Yet
- Yet
- So
- Before
- Whether/or
- As/As
- Still
- In addition
What I Have Learned
- CONJUNCTIONS
- CONNECTORS
- TRANSITION
- WHETHER
- MEANWHILE
- NEITHER
- UNLESS
- MOREOVER
- SUBSEQUENTLY
- NAMELY
What I Can Do
Assessment
- A
- B
- C
- A
- B
Additional Activity
- Since
- And
- Since
- But
- And
- Furthermore
- Pertinently
- But
- And
- However
[illustration: crossword maze with the answer words outlined in red]
References
Parent, Beth. 2020. “What Is A Conjunction?”. Grammar.Yourdictionary.Com. https://grammar.yourdictionary.com/parts-of-speech/conjunctions/what-is-a-conjunction.html.
“What Is A Bridge Statement In English Homework?”. 2020. The Classroom | Empowering Students In Their College Journey. https://www.theclassroom.com/bridge-statement-englishhomework-4942.html.
UN Office for the Coordination of Humanitarian Affairs. https://reports.unocha.org/en/country/philippines/card/3jRHsZswvI/
For inquiries or feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
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