This is the Grade 10 English Quarter 2 Module 5 self-learning module, “Formulating Claims of Fact, Policy and Value.” It was developed by DepEd Cordillera Administrative Region (First Edition, 2021) for home-based learning. It helps learners understand what happens when we argue with other people, so they can back up their ideas, choose between things, beliefs, or actions, and propose ways to solve problems.
What learners will learn
By the end of the module, learners should be able to:
- Differentiate between claims of fact, policy, and value
- Formulate claims of fact, policy, and value
What is a claim?
The module has one lesson, “Formulating Claims of Fact, Policy and Value.” It starts by defining a claim in two ways:
- For a speaker: the main topic of an argument, where the speaker asserts his or her beliefs, ideas, or actions.
- For a writer: the central statement of a text, which the writer tries to prove with details, explanations, and other evidence.
The module uses COVID-19 examples to show what a claim can look like:
| Example claim | Characteristic |
|---|---|
| Covid-19 is deadly. | It is a single statement. |
| Flu and covid-19 spread in similar way. | It is being compared. |
| Baguio City had more than 100 cases of Covid-19. | It is in the past, present, or future. |
| You will have covid-19 if you have low body resistance. | It has a cause and effect. |
| You should wear mask and face shield. | It has action to be taken. |
| People are sanitizing daily for their safety. | It is what’s happening. |
| Tawa-tawa is the cure for covid-19. | It could be true or false. |
A good claim should also be argumentative and debatable, specific and focused, interesting and engaging, and logical.
The three types of claims
Claim of fact
A claim of fact states whether something is true or untrue, but there must still be room for controversy, conflict, and change. It reports, describes, predicts, or shows cause and effect. It says that something existed (past), exists (present), or will exist (future).
- Example from the module: “The new coronavirus was responsible for an outbreak of respiratory disease and pneumonia in Wuhan, China.”
- Guide question: Can you investigate it through research or interviews?
Claim of policy
A claim of policy urges that an action be taken or stopped. It shows that a problem exists and that it is good to solve it in a certain way. The module describes it as a straightforward statement: “_____ should be done.”
- Example from the module: “Maintain at least 1 metre (3 feet) distance between yourself and others.”
- Guide question: What should be done?
Claim of value
A claim of value gives a judgment about morality, beauty, merit, or wisdom. It may compare a problem with a similar one in another time or place, and it is based on preference, such as likes and dislikes or good and bad.
- Example from the module: “Safety is more important than freedom.”
- Guide question: Is it good or bad?
The module also points out that because policy claims argue for an action, they imply a value claim: that taking the recommended action is better than not taking it.
Activities in the module
- Pretest: a crossword (“CLAIMS Criss-Cross Puzzle”) on key terms such as claim, evidence, argument, and morality, plus five statements to label as fact, policy, or value.
- Practice: learners classify the seven COVID-19 example claims above.
- Activity #3: Bawal Judgmental (no judging allowed): learners compare a viral Facebook post claiming the coronavirus was man-made with a journal abstract on its origin. They identify each claim, decide which to believe, and explain how to check whether a claim is true. A “For Your Information” box explains that the Facebook post was a false claim.
- It Says, I Say, And So: learners read real policies, such as a Baguio City advisory on its anti-discrimination and face mask ordinances and a home school schedule. They summarize each claim of policy (“It says”), relate it to their own experience (“I say”), and form a claim of value (“And so… It is better to _____”).
- What I Can Do: learners write their own claim of value about whether students from the low-income bracket cannot cope with the requirements of New Normal Blended Learning. They use phrases like “it is better to…”, “it is wrong to…”, or “…is more important than…”.
- Assessment: a scrambled-word puzzle with a hidden final message, and five more statements to label as fact, policy, or value.
How to use this module
- Answer the pretest first to check what you already know.
- Read the lesson parts in order: What’s In, What’s New, What is It, What’s More, What I Have Learned, and What I Can Do.
- Write all answers on a separate sheet of paper, not on the module.
- Answer the assessment at the end. Then check your work with the answer key, which covers the pretest and the post-assessment, and use it honestly.
For learners: When you write your own claim of value, check your work against the module’s student checklist. It covers focus, controlling idea, textual evidence, development, organization, word choice, and conventions.
For parents and facilitators: Help your child read the directions carefully. Encourage them to ask the teacher when a task is unclear.
For teachers: The written claim of value in What I Can Do comes with a ready checklist that can serve as the basis for feedback.
Frequently asked questions
What grade and quarter is this module for?
It is for Grade 10 English, Quarter 2, Module 5. It was developed by DepEd Cordillera Administrative Region as a First Edition, 2021 self-learning module.
What is the difference between a claim of fact, policy, and value?
A claim of fact says something is true or untrue and can be checked through research. A claim of policy says what should be done. A claim of value judges whether something is good or bad, right or wrong, or better than something else.
Does the module have an answer key?
Yes. The answer key covers the pretest crossword, the pretest fact, policy, or value items, the scrambled-word puzzle, and the post-assessment items.
What is an example of a claim of policy from the module?
One example is “Maintain at least 1 metre (3 feet) distance between yourself and others.” It urges an action to be taken.
What do learners write at the end of the module?
Learners write their own claim of value about whether students from the low-income bracket cannot cope with New Normal Blended Learning. They check their writing against a student checklist.
Full text of the module
The text below is a transcription of the PDF above, as printed.
English Quarter 2 – Module 5: Formulating Claims of Fact, Policy and Value
10
English
Quarter 2 – Module 5: Formulating Claims of Fact, Policy and Value
[illustration: students reading under a tree, a teacher with a student at a desk, a student with a globe, and a student working by a lamp]
CO_Q2_English 10_ Module 5
English – Grade 10 Alternative Delivery Mode Quarter 2 – Module 5: Formulating Claims of Fact, Policy and Value 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 module 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
Printed in the Philippines by ________________________
Development Team of the Module
Writers: Lillian S. Pagulongan and Rubilyn M. Buking
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
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 5: FORMULATING CLAIMS OF FACT, POLICY AND VALUE
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-by-step 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.
[illustration: hand pointing at a touch point, icon beside “What I Need to Know”]
What I Need to Know
This module is about understanding better what is happening when we talk to other people. And through this, you can better express yourself to others with confidence where you can provide support to your ideas, you can choose between things, beliefs or actions, and you can make a plan to solve some sort of problems.
Learning Objectives
- Differentiate between claims of fact, policy and value
- Formulate claims of fact, policy and value
[illustration: hand holding a pencil, icon beside “What I Know”]
What I Know
Pre-Test Activity #1
- CLAIMS Criss-Cross Puzzle
General Directions: Complete the crossword by filling in a word that fits each clue. Write your answers on a clean sheet of paper.
Across
- It is a principle concerning the distinction between right and wrong or good and bad behavior.
- It gives judgment about morality, beauty, merit or wisdom.
- It is the act or process of doing something, to achieve an aim.
- It is a fact or belief that is accepted as true.
- It is a statement or account that makes something clear.
[illustration: blank crossword grid with clue numbers 1 to 10 placed in it]
CO_Q2_English 10_ Module 5
Down
- It shows that a problem exists and it’s good to solve it in a certain way.
- It is the main topic of an argument where the speaker tries to assert on his or her beliefs, ideas or actions.
- It is a reason or set of reasons given with the aim of persuading others.
- It is a fact or information indicating whether a belief is true or valid.
- It reports, describes, predicts and shows cause and effect.
Activity #2
General Directions: Identify whether the following claims is a FACT, POLICY or VALUE. Write your answers on a clean sheet of paper.
______1. Cell phones pull students away from learning.
______2. Tik Tok has been criticised for censorship, privacy and child safety.
______3. Now is known to be ‘plantdemic’ where flower growers and enthusiasts may endanger our environment and natural resources.
______4. It is wrong for other countries to not share the covid-19 vaccine given that its technology from which it was based “has been proven safe.”
______5. Blue light from screens has great effects on brain and it makes it more difficult to sleep.
CO_Q2_English 10_ Module 5
Lesson 1: Formulating Claims of Fact, Policy and Value
[illustration: hand holding a puzzle piece, icon beside “What’s In”]
What’s In
What is a claim?
For a Speaker: A claim is the main topic of an argument where the speaker tries to assert on his or her beliefs, ideas or actions.
For a Writer: A claim is the central statement of a text where the writer tries to prove in the text by providing details, explanations and other types of evidence.
| Examples of claims: | Characteristics |
|---|---|
| 1. Covid-19 is deadly. | It is a single statement. |
| 2. Flu and covid-19 spread in similar way. | It is being compared. |
| 3. Baguio City had more than 100 cases of Covid-19. | It is in the past, present or future |
| 4. You will have covid-19 if you have low body resistance. | It has a cause and effect. |
| 5. You should wear mask and face shield. | It has action to be taken. |
| 6. People are sanitizing daily for their safety. | It is what’s happening. |
| 7. Tawa-tawa is the cure for covid-19. | It could be true or false. |
Other characteristics of a good claim:
- A claim should be argumentative and debatable.
- A claim should be specific and focused.
- A claim should be interesting and engaging.
- A claim should be logical.
CO_Q2_English 10_ Module 5
[illustration: hand holding a sprouting plant, icon beside “What’s New”]
What’s New
Three types of Claims
[illustration: speech bubble reading “The new coronavirus was responsible for an outbreak of respiratory disease and pneumonia in Wuhan, China”]
1. CLAIM OF FACT
A claim whether something is true or untrue but there must always be potential for controversy, conflict and change.
A claim that reports, describes, predicts and shows cause and effect.
A claim that something has existed (past), exists (present) or will exist (future).
Question: Can you investigate through research or interviews?
[illustration: speech bubble reading “Maintain at least 1 metre (3 feet) distance between yourself and others.”]
2. CLAIM OF POLICY
A claim that urges that an action be taken or discontinued in specific policies.
A claim that shows that a problem exists and it’s good to solve it in a certain way.
Question: What should be done?
[illustration: speech bubble reading “Safety is more important than freedom.”]
3. CLAIM OF VALUE
A claim that gives judgment about morality, beauty, merit or wisdom.
A claim that compares and contrasts a problem with a similar one in another time and/or place
A claim that is based on preference such as likes or dislikes, good or bad.
Question: Is it good or bad?
CO_Q2_English 10_ Module 5
Practice: Claims of Fact, Policy or Value
Based on the definitions and examples of the three types of claims, let’s go back to the claims presented above. Identify what type of claim are they (Fact, Policy, and Value). Write your answers on a clean sheet of paper.
Compare then contrast the following claims taken from two different sources. The first claim comes from a netizen who tends to post different information on the Facebook and the other claim is from a researcher.
- Covid-19 is deadly. – ______________________
- Flu and covid-19 spread in similar way. – ______________________
- Baguio City had more than 100 cases of covid-19. – ________________
- You will have covid-19 if you have low body resistance. – ____________
- You should wear mask and face shield. – _____________________
- People are sanitizing daily for their safety. – _____________________
- Tawa-tawa is a cure for covid-19. – _____________________
What is It
| A Claim of | [illustration: magnifying glass over a word cloud with the words “facts”, “untruths”, “tall tales”, “lies”, “rumors”, “falsehoods”, “fictions”, “deceptions”, “stories”, “decells” and “fibs”] |
|---|
Find out how the claims will affect your belief. Will it create a change on what you know?
Article: Where did corona virus come from?
A. A Claim from the Facebook:
[illustration: screenshot of a Facebook post]
The Japanese professor of physiology or medicine, Professor Dr Tasuku Honjo, caused a sensation today in the media by saying that the corona virus is not natural. if it is natural, it will not have affected the whole world like that. Because, depending on the nature, the temperature is different in different countries. If it was natural, it would only have affected countries with the same temperature as China. Instead, it spreads to a country like Switzerland, the same way it spreads to desert areas. Whereas if it was natural, it would have spread in cold places, but would have died in hot places. I have done 40 years of research on animals and viruses. It is not natural. It is manufactured and the virus is completely artificial. I have been working for 4 years in the Wuhan laboratory in China. I know all the staff of this laboratory well. I called them all after the Corona accident. But, all of their phones have been dead for 3 months. It is now understood that all of these laboratory technicians aredead.
Based on all of my knowledge and research to date, I can say this with 100% confidence that Corona is not natural. It did not come from bats. China made it. if what I say today turns out to be false now or even after I die, the government can withdraw my Nobel Prize. But China is lying and this truth will one day be revealed to all.
PLEASE FORWARD TO THE LARGEST NUMBER SO THAT THE GUILTY MUST PAY WHAT HAPPENS TO US ALL!!!!
Source: https://www.facebook.com/62188827209/posts/10158379823252210
B. A Claim from the Journal
[illustration: cover of the Journal of Medical Virology, showing microscopic images of viruses]
Abstract
The coronavirus disease 19 (COVID -19) is a highly transmittable and pathogenic viral infection caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), which emerged in Wuhan, China and spread around the world. Genomic analysis revealed that SARS-CoV-2 is phylogenetically related to severe acute respiratory syndrome -like (SARS-like) bat viruses, therefore bats could be the possible primary reservoir. The intermediate source of origin and transfer to humans is not known, however, the rapid human to human transfer has been confirmed widely.
There is no clinically approved antiviral drug or vaccine available to be used against COVID-19. However, few broad-spectrum antiviral drugs have been evaluated against COVID-19 in clinical trials, resulted in clinical recovery.
In the current review, we summarize and comparatively analyze the emergence and pathogenicity of COVID-19 infection and previous human coronaviruses severe acute respiratory syndrome coronavirus (SARS-CoV) and middle east respiratory syndrome coronavirus (MERS-CoV). We also discuss the approaches for developing effective vaccines and therapeutic combinations to cope with this viral outbreak.
Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7113610/
Activity #3: Bawal Judgmental
Write your answers on a clean sheet of paper.
“Ang tanong…”
What type of claim is used in the text from the Face book? From the Journal? ______________; ______________
What is the claim presented by the Face book netizen? Write one sentence claim.
______________________________________________________________.
What is the claim presented by the researcher?
______________________________________________________________.
Which claim do you believe? The source from face book or the source from journal? Why?
What should you do to prove the truthfulness of a claim?
For Your Information! COVID-19
During the COVID-19 pandemic, a false claim that Honjo believed that the novel coronavirus had been “manufactured” by a laboratory in the Chinese city of Wuhan was widely disseminated on the internet in many languages. The BBC Reality Check team reported that, “In a statement published on the Website of Kyoto University, he said he was ‘greatly saddened’ that his name had been used to spread ‘false accusations and misinformation’. Scientists say genome sequencing shows that the virus came from animals and was not man-made.”
Source: https://tinyurl.com/yawd2zh4
Let’s Reflect!
[illustration: cartoon of a crowd at two booths labeled “Comforting Lies” and “Unpleasant Truths”, with the caption “Most people don’t really want the truth. They just want constant reassurance that what they believe is the truth.”]
Comforting lies or uncomfortable truths. Which pill will you swallow…? ~ #FakeNews
Source: https://tinyurl.com/y5ju6kj5
What’s More
Policies are very important anywhere you go, and in everything you do. They provide a roadmap or a guide to follow for a day-to-day activity; they ensure compliance with laws and regulations, give guidance for decision-making and streamline or make processes more effective.
A claim of policy is a straightforward statement—”_____________ should be done”.
Review the following policies, where do we usually see them? Why do we need these policies?
A.
[illustration: screenshot of a Facebook post from the Public Information Office – City of Baguio, dated May 27]
27 May 2020 | ADVISORY Even as we are under measures addressing spread of the Corona Virus Disease 2019 (COVID-19), the public is reminded, Baguio City is still governed by local ordinances and national laws, including: 1.) ORDINANCE NO. 44, SERIES OF 2020 “Anti-Discrimination Ordinance against Frontliners and Persons Affected by COVID-19” 2.) ORDINANCE NO. 45, SERIES OF 2020 “Face Mask Ordinance of 2020”
Source: A Screen shot from https://www.facebook.com/pio.baguio/
[illustration: photo of a handwritten sign reading “HOME SCHOOL” with the list: Breakfast, Circle Time, Outside/Play Time, Snack, Learning Time, “Me” Time]
Source: https://tinyurl.com/y4k8jnuw
Activity: It says…I say…and so…
After reading the three policies above, complete the table below. Write your answers on a clean sheet of paper.
| It Says……. |
|---|
| Step 1… Summarize the important claim of policy presented in the pictures. “_____________ should be done”. |
| Picture A. |
| Picture B. |
GREAT! You are able to summarize the claims of POLICY in STEP 1; you may now proceed to STEP 2 and 3 that will lead you in understanding claims of VALUE.
What I Have Learned
It Says…I Say…And So…
After summarizing the claim of policies presented above, the following steps now will help you put together the information with what you already know which will lead you to come up with a REALIZATION or a claim of VALUE.
| I say……… | and so…… |
|---|---|
| Step 2… Think about what you know about the policy relating it to your personal experiences. | Step 3… Combine what the policy says with what you know to be able to create your personal goal in life. “It is better to_________” |
| Picture A | |
| Picture B |
What I Can Do
| A Claim of | [illustration: word cloud with the word “Values” in large letters, surrounded by words such as Integrity, honesty, trust, growth, Loyalty, Love, Respect, Happiness, Compassion, accountability, Authenticity, excellence, Trustworthy and Spirituality] |
|---|
Claims from different people who try to express themselves actually encourage us to ACT IN THE REAL WORLD. We frequently depend upon whether or not things ‘work’ in the same way that others claim. Because POLICY claims argue for an action, they imply a VALUE CLAIM—that taking the recommended action is better than not taking it.
Read the following claim.
In a resolution, local legislators stated that even with the assurance of the Department of Education that education of the students shall continue even without the information and communication technology (ICT) gadgets required for the virtual classes, there is still continuous doubt and apprehension on the part of the students and parents, particularly those from the low-income bracket who fear that their children cannot cope with the requirements of the new scheme.
The claim determined that students from low-income bracket cannot cope with the requirements of the New Normal Blended Learning in the claim of fact, but the claim of value investigates all the reasons good and bad, in order to establish intent and /or justifiable circumstances.
At this point, you can OPEN UP your judgment and evaluation. What can you say about the claim that students from low-income bracket cannot cope with the requirements of the New Normal Blended Learning?
Examine your topic in terms of the phrases, “it is better to…, it is practical/impractical that…, it is wrong to…, …is more important than…. Then, explain your point. Allow your prejudices to surface in order to examine them.
Be guided by the following criteria:
| CRITERIA | STUDENT CHECKLIST |
|---|---|
| FOCUS | Does my writing focus on answering the essential question and meeting the task demands? |
| CONTROLLING IDEA | Did I respond to the prompt with a claim that I defend throughout my response? |
| TEXTUAL EVIDENCE | Did I support my position with accurate evidence? |
| DEVELOPMENT | Did I support my position with convincing arguments and appropriate examples? |
| ORGANIZATION | Did I organize my writing to demonstrate the logic behind my claim? |
| WORD CHOICE | Did I use words correctly—including the vocabulary I learned in the text—to argue my position? |
| CONVENTIONS | Did I check my writing for grammar, punctuation, capitalization and spelling errors? |
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
My own claim of value.
Assessment
A. DOUBLE PUZZLE SCRAMBLED
Directions: Unscramble each of the clue words. Write your answers on a clean sheet of paper.
Take the letters that appear in ◯ boxes and unscramble them for the final message.
CAMIL POYCIL FATC LUEVA MOYLATRI CIANOT NAAXTLONPIE TAGENUMR TUTHR DIECENVE
S
[transcriber’s note: the scrambled words are printed beside a row of letter boxes; circled boxes mark the letters used for the final message, which is a row of boxes beginning with S]
Clue for the message: It is your attitude to or outlook on issues, typically arising from one’s circumstances or beliefs.
B. General Directions
General Directions: Identify whether the following claims is a FACT, POLICY or VALUE. Write your answers on a clean sheet of paper.
____1. Cell phones pull students away from learning. ____2. Tik Tok should undergo censorship, privacy and child safety. ____3. Flower growers and enthusiasts may endanger our environment and natural resources. This is now a “plantdemic” issue. ____4. It is “totally unethical” for Russia to not share the covid-19 vaccine to other countries given that its technology from which it was based “has been proven safe.” ____5. Blue light from screens has great effects on brain and it makes it more difficult to sleep.
Answer Key
[transcriber’s note: this page is printed rotated; the answers below are transcribed in reading order]
Pre-test
I. Criss-Cross Puzzle
Across 3. morality 6. Value 8. Action 9. Truth 10. Explanation
Down
- Policy
- claim
- Argument
- Evidence
- Fact
II. Fact, Policy or Value
- Fact
- Policy
- Value
- Value
- Fact
Post-Assessment
I. Double Puzzle Scrambled
- Claim
- Policy
- Fact
- Value
- Morality
- Action
- Explanation
- Argument
- Truth
- Evidence
II. Fact, Policy or Value
- Fact
- Policy
- Value
- Value
- Fact
References
Celebrating Diversity through World Literature. Pasig City: Rex Bookstore, pp.pp.135-136.
Baguio Council Seeks Clarification On Blended Learning Implementation. News in Cordillera and Northern Luzon.
It Says-I Say-And So. Colorado: WETA Public Broadcasting.
Journal of Advanced Research, 2020. COVID-19 infection: Origin, transmission, and characteristics of human corona viruses. 24(2020).
URLs:
Ramones, 2020. Claims Of Fact, Value And Policy. [online] Slideshare.net. Available at: <https://www.slideshare.net/VanessaRamones/claims-of-fact-valueandpolicy> [Accessed 29 September 2020].
Nyu.edu. 2020. Professor Keefer’s Home Page:Interdisciplinary Education. [online] Available at: <https://www.nyu.edu/classes/keefer/nature/WW2claims.pdf> [Accessed 29 September 2020].
- [online] Available at: <https://www.tolerance.org/sites/default/files/2017012WTS_Argument%20Rubric.pdf> [Accessed 29 September 2020].
Tinyurl.com. 2020. Education Claim In Argument Icon – Google Search. [online] Available at: <https://tinyurl.com/y6r8jqzx> [Accessed 29 September 2020].
[online] Available at: <https://www.tolerance.org/sites/default/files/2017012WTS_Argument%20Rubric.pdf> [Accessed 29 September 2020].
[online] Available at: <https://www.tolerance.org/sites/default/files/2017012WTS_Argument%20Rubric.pdf> [Accessed 29 September 2020].
[online] Available at: <https://www.tolerance.org/sites/default/files/2017012WTS_Argument%20Rubric.pdf> [Accessed 29 September 2020].
[online] Available at: <https://www.tolerance.org/sites/default/files/2017012WTS_Argument%20Rubric.pdf> [Accessed 29 September 2020].
YouTube. 2020. Eric Robertson. [online] Available at: <https://www.youtube.com/c/EricRobertsonTraining/about> [Accessed 29 September 2020].
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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