3

English-Grade 8
Basic Education Curriculum
Quarter 1 – Module 4: Use Emphasis Markers for Persuasive Purposes
Copyright 2020

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 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.

Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Author: Sheena Mae P. Tresmanio

Editors: Gina B. Pantino

Sonia V. Prensader Josalie T. Tonio Loraine T. Chiong

Reviewers:

Illustrator: John Michael P. Sarte Layout Artist: John Michael Sarte Management Team:
 8
ENGLISH
Quarter 3 - Module 4
Using Emphasis Markers
for Persuasive Purposes

This instructional material was developed based from the Most Essential Learning Competencies (MELC) in Engl

We value your feedback and recommendations.

Department of Education
Republic of the Philippines

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 Quarter 3 - Module 4
EXPLORING THE POWER OF
PERSUASION WITH AFRICAN
I. Introduction

Hello, Grade 8 Learner! Welcome to Module 4!

This is the second to the last two modules of your journey in understanding African
literature as a means of capturing the nuances of the human experience that well from the vast
wealth of wisdom and culture in these countries. Through this module, you will be able to
develop your skill in using emphasis markers for persuasive purposes.

There will be a series of reading and writing activities which will enable you to write
your own persuasive essay. Like the previous ones, this module is also packed with a lot of
fun activities, and we encourage you to continue working through each one of them.

II. Objective
In charting the course of your journey in this module, you are expected to:

 Use emphasis markers for persuasive purposes.

III. Vocabulary List

To serve as your guidepost, the following key words and phrases that you will
encounter as you wander through this module are defined:
· Persuasive Writing
- a form of nonfiction writing that intends to convince readers to believe in an idea or
opinion and to do an action
· Emphasis Markers
- a word or expressions that emphasize a point according to their functions
· Reduction
- a function/category of emphasis marker which denote an illogical fact that either
supports or changes an idea
· Reinforcement
- a function/category of emphasis marker which used to clarify/illustrate an idea
· Concession
- a function/category of emphasis marker used to change the perspective of previous idea,
add information, add an idea or surprising information.

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· Addition
- a function/category of emphasis marker which supplements the ideas to make an
argument more convincing
· Summary
- a function/category of emphasis marker which indicates conclusion, emphasize the existing
truth, verify previous idea or expound further.
· Contrast
- a function/category of emphasis marker which expresses opposition or replace a previous
idea.
· Cause and Effect
- a function/category of emphasis marker which shows relationship between the reason
and outcome.
· Sequence
- a function/category of emphasis marker used to arrange ideas in chronological manner

IV. Pre - Test

Now that you know what you are expected to learn from this module, let’s find out how much you
know about emphasis markers.

Read and comprehend the following quotes from the speeches of different African
leaders then decide which emphasis marker should be used to complete the sentence.

Choose from the emphasis markers in the box. Write the syllable that corresponds
to the correct answer in the space provided.
(zi) despite(kub) therefore(ka) because (wa) however

1. “All this I know and know to be true I am an African!

Becuase of that, I am also able to state this fundamental truth that I
am born of a people who are heroes and heroines, of a people who would not
tolerate oppression. “
(Taken from Thabo Mbeki’s “I am an African”,1996)

2. “ these challenging conditions, we have managed –

working together – to achieve progress in improving the lives of our
people...unity will take as far.”
(Taken from Cyril Ramaphosa’s SONA, 2018)

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 3. “Unity will not make us rich, but it can make it difficult for Africa
and the African peoples to be disregarded and humiliated. And it will,
, increase the effectiveness of the decisions we
make and try to implement for our development.”
(Taken from Julius Nyerere’s speech on African unity, 1997)

4. A lot has been done to promote inclusion and a non-racial society.

, the journey to a non-racial society has not yet
been completed.

(Taken from Jacob Zuma’s speech)

1 2 3 4
Great work! You are now ready to take the series of activities we prepared just for you!

Did you know?

Swahili is an official language of Tanzania, Uganda and Kenya, and is used as a lingua franca throughout East Africa. In Swahili lang

V. Learning Concepts

In the previous modules, you have learned about the struggles of the Africans to gain
freedom, equality and democracy. Did you know that persuasion played a great role in their
emancipation?

“Nelson Mandela (byname Madiba) had great powers of persuasion.” This is the claim of
Frene Ginwala in his article in The Economic Times after expounding on his analogy that India has
managed to cope after the Mahatma so will South Africa after Madiba.

Mandela's legacy is peace in South Africa for the last twenty years, hope for the future and
dignity for himself, his people, his country, and his continent. Without his amazing personal
leadership and ability to inspire people to forgive and reconcile, there would have been a very
different outcome, and no matter who leads his country in the future, they will always have to live in
his moral shadow.

Module 3 helped you understand how to use modals appropriately. Modals, like modals of
suggestion can help you in persuasive writing. Hence, there are other words which function as a
highlighter of your thoughts in a sentence. We call them EMPHASIS MARKERS.

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 A. Study the infographics about emphasis markers and do the following activities.

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 Are you done? Were you able to distinguish the eight categories of emphasis markers?
That is right! There are different categories of emphasis markers and each one of them has
different function and usage.
Now, It’s time for you create your own mind map about emphasis markers! Using a mind map, list
down the key concepts you understood from the infographics.
What are emphasis markers and its different functions?
You are free to be creative in doing your personal mind map - add colors, drawings and symbols.

(Generated using )

(You can do this in a separate sheet of paper. You may also use mind mapping tools like
wisemapping. )

You did it! You were already able to see the interconnectedness of knowledge bits about the
different categories of emphasis markers.

This will help you achieve your goal and recall better as we continue our journey together!

Did you know?

Mind mapping converts a long list of information into a colorful, memorable and highly organized diagram that works
free-form.

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B. Emphasis markers can be used for persuasive purposes.
The table shows how you can use different emphasis markers in your persuasive writing.

EMPHASIS EXAMPLES Teacher says…

MARKERS

contrary, however,
notwithstanding When you use emphasis
markers to highlight
When you are hanging out with your contrasting ideas in your
friends and it becomes so silent, you persuasive essay, you can
To show contrast
may feel awkward. However, there is easily help your readers
between ideas
no need to feel uneasy during a period compare things. Thus, it
of silence in Africa because in their becomes easier for you to
culture, when there is nothing to be convince them.
said, silence is perfectly fine.

furthermore, besides, moreover To make an essay or

speech, more persuasive,
With future-time a little less you need to provide
To add previous important, current time is of extreme evidences that would
point in the essay value. Moreover, meeting people support your stand. You
and spending time with others top can use words like
develop lasting relationships is an furthermore and
aspect of African culture that is truly moreover to emphasize a
cherished. previous statement.

likewise, similarly, in like fashion

To show similarity Pointing at something or someone Consider various ways to

or comparison with the index finger is usually make your argument, you
between ideas considered rude or offensive. can always use contrast
Likewise, it is not something you want and comparison or
to do. provide examples and
illustrations.
To illustrate a point for instance, for example, to
or provide illustrate
examples
You can never go wrong
indeed, above all, truly
with emphasizing a
particular point to
persuade you readers.
To emphasize a Use words
Above all, positive
point
communication is a key African cultural like absolutely, definitely
value. and exactly to highlight
important points in your
writing!

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 VI. Practice Tasks

Practice Task 1
Directions: Read the following excerpt from Nelson Mandela’s Speech, “I am Prepared to Die.”
Look for the different emphasis markers used in the text and identify the category/use of the
emphasis markers. The first one is done for you!

I AM PREPARED TO DIE
(An Excerpt)
Nelson Mandela in Johannesburg, on June 2, 2009.

Firstly, we believed that as a result of Government policy, violence by the African people
had become inevitable, and that unless responsible leadership was given to canalise and control the
feelings of our people, there would be outbreaks of terrorism which would produce an intensity of
bitterness and hostility between the various races of the country which is not produced even by war.
Secondly, we felt that without sabotage there would be no way open to the African people
to succeed in their struggle against the principle of white supremacy. All lawful modes of
expressing opposition to this principle had been closed by legislation, and we were placed in a
position in which we had either to accept a permanent state of inferiority, or to defy the
Government. We chose to defy the Government.
My Lord, I would like now to deal with the immediate causes. In 1960 the government held
a referendum which led to the establishment of the Republic. Africans, who constituted
approximately 70 per cent of the population of South Africa, were not entitled to vote, and were not
even consulted about the proposed constitutional change. All of us were apprehensive of our future
under the proposed white republic.
We had no doubt that we had to continue the fight. Anything else would have been abject
surrender. Our problem, My Lord, was not whether to fight, but was how to continue the fight. We
of the ANC had always stood for a non-racial democracy, and we shrank from any action which
might drive the races further apart than they already were. But the hard facts were that fifty years of
non-violence had brought the African people nothing but more and more repressive legislation, and
fewer and fewer rights. The Government often answers its critics by saying that Africans in South
Africa are economically better off than the inhabitants of the other countries in Africa. Our
complaint is not that we are poor by comparison with people in other countries, but that we are poor
by comparison with white people in our own country, and that we are prevented by legislation from
altering this imbalance.
The lack of human dignity experienced by Africans is the direct result of the policy of
white supremacy. White supremacy implies black inferiority.

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 We want a just share in the whole of South Africa; we want security and a stake in society. Above
all, My Lord, we want equal political rights, because without them our disabilities will be
permanent. I know this sounds revolutionary to the whites in this country, because the majority of
voters will be Africans. This makes the white man fear democracy.
During my lifetime I have dedicated my life to this struggle of the African people. I have
fought against white domination, and I have fought against black domination. I have cherished the
ideal of a democratic and free society in which all persons will live together in harmony and with
equal opportunities. It is an ideal for which I hope to live for and to see realised. But, My Lord, if
it needs be, it is an ideal for which I am prepared to die.

Nelson Mandela’s “I am Prepared to Die”

Emphasis Markers Categories/Functions

Firstly Sequence

Great! Now that you already have a grasp of the different usage of emphasis markers, we know that you’ll
enjoy the next activity!
Practice Task 2
As you continue your journey through the African literature, you continue to learn and get rooted
even better in your quest as an individual. As Caroline Paul said, “Every quest is a journey, every journey a
story. Every story, in turn, has a moral.”
Your next task gives you an opportunity to understand better why Nelson Mandela was compared to
Mahatma Gandhi by Ginwali.
Read another excerpt from Mandela’s speech, “The Rainbow Nation” and underline the emphasis
markers used. An example is provided for you!

Democracy is based on the majority principle. This is especially true in a country such
as ours where the vast majority have been systematically denied their rights. At the same time,
democracy also requires that the rights of political and other minorities be safeguarded.
The task at hand on will not be easy. But you have mandated us to change South Africa
from a country in which the majority lived with little hope, to one in which they can live and work
with dignity, with a sense of self-esteem and confidence in the future. The cornerstone of building
a better life of opportunity, freedom and prosperity is the Reconstruction and Development
Programme. This needs unity of purpose. It needs in action. It requires us all to work
together to bring an end to division, an end to suspicion and build a nation united in our diversity.

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 The people of South Africa have spoken in these elections. They want change! And
change is what they will get. Our plan is to create jobs, promote peace and reconciliation, and to
guarantee freedom for all South Africans. We will tackle the widespread poverty so pervasive
among the majority of our people. By encouraging investors and the democratic state to support
job creating projects in which manufacturing will play a central role we will try to change our
country from a net exporter of raw material to one that exports finished products through
beneficiation.

The government will devise policies that encourage and reward productive enterprise
among the disadvantaged communities - African, Coloured and Indian. By easing credit
conditions we can assist them to make inroads into the productive and manufacturing spheres and
breakout of the small-scale distribution to which they are presently confined. While we are and
shall remain fully committed to the spirit of a government of national unity, we are determined
to initiate and bring about the change that our mandate from the people demands.

We place our vision of a new constitutional order for South Africa on the table not as
conquerors, prescribing to the conquered. We speak as fellow citizens to heal the wounds of the
past with the intent of constructing a new order based on justice for all. This is the challenge that
faces all South Africans today, and it is one to which I am certain we will all rise.

After reading the text, we hope you were able to understand Nelson Mandela’s stand on
the importance of unity.

We know you already have some impressions and realization about Nelson Mandela

Practice Task 3

This time, you will be given a chance to create your own comics to convince your friends to
believe your realizations about Mandela’s life. In the dialogue boxes, write the things that you will
say to your friend to convince him/her to believe what you learned by studying Mandela. You must
use at least 10 emphasis markers.

We’re excited to read your persuasive comics! Take note that your output will be rated
based on your use of emphasis markers (25%), content (25%) , organization (15%),
capitalization/usage/punctuation/spelling (CUPS) (15%), and creativity (20%). this
task!

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 Hi,Learner! How are you?
I am Teacher Shen.
I absolutely believe you can do this task.
This example is made to help you create your own comics.
Notice how I used the word
“absolutely” to emphasize my point because I truly believe in you and
your creativity!

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 Practice Task 4
Like Mandela, African American civil rights leader Dr. Martin Luther King, Jr. is awarded
the Nobel Peace Prize for his nonviolent resistance to racial prejudice in America. He was the
youngest person ever to receive the award as the Georgia-born minister when he was 35 years old.

With the uncertainties that we face amidst this COVID-19 pandemic, it is noteworthy to
share with you this quotation from Dr. Martin Luther King, Jr.:

Were you able to understand this

wonderful message?

Write your realization based on this

#relateable quote.

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 Pay it forward! Write a statement to convince others that faith is truly essential during this time
of pandemic crisis. Do not forget to use emphasis markers (10 points).

Wonderful output! Here is your score: /10

Good things are meant to be shared.

You can now show your output to your family or to your friends. You may even want to post it on
your social media account.

Practice Task 5

"Sometimes it falls upon a generation to be great.

You be that great generation.
Let your greatness blossom.” – Nelson Mandela

Take it from Mandela and let the greatness in you blossom!

You may use the OREO method in writing your persuasive essay. Check this out:

We believe you are now prepared to create your own persuasive essay! The

following rubrics will be used to evaluate your output:

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 RUBRICS FOR EVALUATION OF PERSUASIVE ESSAY

4 3 2 1
Your
Criteria Excellent Very Satisfactory Needs Score
Satisfactory Improvement

Content and The content The content The writer The content does
ideas provides a clear, provides a clear provides little, not
strong statement statement of the clear or relevant necessarily address
of the author’s author’s position evidence to the issue.
position on the on the topic. support the idea
topic. and content.

Use of The author uses The author uses The author poorly The author dis not
Emphasis different emphasis markers uses emphasis use emphasis
Markers appropriate with minimal markers. markers.
emphasis errors.
markers.

Organization The paper The paper The paper The paper does not
follows a clear follows a logical follows a train of follow a train of
and logical train train of thought. thought. thought.
of thought.

Convention The writer uses The writer uses The writer uses The writer uses
perfect citation correct citation generally correct poor citation
format, format, citation format, format, grammar,
grammar, grammar, grammar, spelling,
spelling, spelling, spelling, punctuation.
punctuation. punctuation, punctuation

TOTAL

On the space provided, write a persuasive essay to convince youths like you to continue to dream despite the adve

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 Optional Task

We know you enjoyed journeying with our African Nobel Peace Prize winners. After walking
around the realms of African culture and literature, you probably felt a gush of Inspiration and
admiration as how these notable personalities strived for their advocacies.

You can continue in making a difference! Create a blogpost to convince other youths to join
your advocacy. Use different emphasis markers to make your blogpost more persuasive.

(Use folder/cardboard to create a blogpost. If you have access to the internet, you

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 VII. Post Test

Congratulations! You were able to handle the tasks presented like the brave and resilient
African leaders!

This time, let us check on your knowledge and skill in using emphasis markers for persuasive
purposes.

The adversity due to the current pandemic crisis unveiled different faces of leaders in our
country. In Catanduanes, many Sangguaniang Kabataan (SK) were applauded for their innovative and
creative response to help their constituents amid the COVID-19 crisis.

Like the African and Filipino leaders, you can also make a difference!

Imagine that you are part of the SSG Council in your school. You are asked to prepare
an explanation of why students should observe strict compliance to health protocols to contain the
spread of COVID-19. You will write an article, letter, or essay to your fellow students to convince
them to follow protocols for safety. Make sure you use examples from the text/time period/or any other
knowledge you have to make your argument persuasive. Remember to use emphasis markers in your
essay. Use specific examples from the text for support.

GRASPS:PERFORMANCE TASK
Writing Persuasive Essay

Goal: To write a persuasive piece

Role: SSG Officer/ member

Situation: Imagine that you are part of the SSG Council in your school. You are
asked to prepare an explanation of why students should observe strict
compliance to health protocols to contain the spread of COVID-19.

Product/Performance: You will write an article, letter, or essay to your fellow students to
convince them to follow protocols for safety.

Standards/Criteria: Your work will be judged according the attached rubrics.

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 RUBRICS FOR EVALUATION OF PERSUASIVE ESSAY

4 3 2 1
Criteria Excellent Very Satisfactory Needs Your Score
Satisfactory Improvement

Content and The content The content The writer The content does
ideas provides a clear, provides a clear provides little, not necessarily
strong statement statement of the clear or relevant address the
of the author’s author’s position evidence to issue.
position on the on the topic. support the idea
topic. and content.

Use of The author uses The author uses The author The author dis
Emphasis different emphasis markers poorly uses not use emphasis
Markers appropriate with minimal emphasis markers.
emphasis errors. markers.
markers.

Organization The paper The paper The paper The paper does
follows a clear follows a logical follows a train of not follow a train
and logical train train of thought. thought. of thought.
of thought.

Convention The writer uses The writer uses The writer uses The writer uses
perfect citation correct citation generally correct poor citation
format, format, citation format, format,
grammar, grammar, grammar, grammar,
spelling, spelling, spelling, spelling,
punctuation. punctuation, punctuation punctuation.

TOTAL

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 VIII. Assignment

Use your learning to influence others!

After writing a persuasive piece addressed to your schoolmates as to why they should
observe strict compliance to health protocols to contain the spread of COVID-19, we believe its
time for you to reach out to more youths!

A TED talk is a video created from a presentation at the main

TED (technology, entertainment, design) conference or one of its
many satellite events around the world. TED
talks are limited to a maximum length of 18 minutes but may be
on any topic.
With the advent of high technology, many individuals started filming their own version
of TED talks to share their knowledge and standpoint on different topics.

Now, it is your time to turn your output in the Post Test to a TED talk video.

GRASPS:PERFORMANCE TASK CREATING A TED TALK VIDEO

Goal: To create a TED talk video

Role: TED talk Speaker

Situation: You created a persuasive piece which went viral in the internet. Now, you
are asked to prepare TED Talk video on why students should observe
strict compliance to health protocols to contain the spread of COVID-19.

Product/Performance: You will create a TED Talk video to convince youths to follow
protocols for safety.

Standards/Criteria: Your work will be judged according the attached using the criteria
below.

CRITERIA FOR EVALUATING TEDTALK VIDEO

Content 25%

Use of Emphasis Markers 25%

Organization 25%

Presentation 25%

TOTAL 100%

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 Additional Activity
“A good head and good heart are always a formidable combination.
But when you add to that a literate tongue or pen,
then you have something very special.”

-Nelson Mandela

In my journey through this lesson,

I learned that:

I realized that:

I, therefore, commit to:

Congratulations! This is the end of Module 4.

It was great to be with you in this journey. In this module, you learned how to use
emphasis markers for persuasive purposes by exploring the culture and literature of Africa.

We hope that you will continue using and sharing the skills you developed through this
module with your peers!

Good luck on this wonderful and continuous journey of learning language and literature!

You might also want to check this out :

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 RUBRICS FOR EVALUATION OF PERSUASIVE ESSAY

4 3 2 1
Criteria Excellent Very Satisfactory Needs Score
Satisfactory Improvement

Content and The content The content The writer The content does
ideas provides a clear, provides a clear provides little, not necessarily
strong statement statement of the clear or relevant address the
of the author’s author’s position evidence to issue.
position on the on the topic. support the idea
topic. and content.

Use of The author uses The author uses The author poorly The author dis
Emphasis different emphasis markers uses emphasis not use emphasis
Markers appropriate with minimal markers. markers.
emphasis errors.
markers.

Organization The paper The paper The paper The paper does
follows a clear follows a logical follows a train of not follow a train
and logical train train of thought. thought. of thought.
of thought.

Convention The writer uses The writer uses The writer uses The writer uses
perfect citation correct citation generally correct poor citation
format, format, citation format, format,
grammar, grammar, grammar, grammar,
spelling, spelling, spelling, spelling,
punctuation. punctuation, punctuation punctuation.

TOTAL

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References:
Aguirre.R. (2020) Emphasis Markers. CourseHero.
https://www.coursehero.com/file/23741408/EMPHASIS-MARKERS/

Thabo Mbeki Foundation. (2016). I am an

Afriacan.https://www.mbeki.org/2016/06/01/i-am-an-african-speech-by-
president-thabo-mbeki-8-may-1996/

Tan, N. (August 22, 2013) Afrio-Asian Literature.

https://www.slideshare.net/knowellton/klesson-4

https://www.teachstarter.com/wp-content/uploads/2019/02/preview-28203-37623-0-
landscape-1200x628.png
https://www.pinterest.ph/pin/403846291567317447/
IMAGES

OREO Method
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.teachstarter.co m
%2Fau%2Fteaching-resource%2Fpersuasive-paragraph-writing-using- oreo
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https://www.google.com/url?sa=i&url=https%3A%2F%2Fen.wikipedia.org%2F wiki
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77wUL0XhfShu9J6S_zSQ&ust=1590472655816000&source=images&cd=vfe
&ved=0CAIQjRxqFwoTCPDX6cKqzukCFQAAAAAdAAAAABAD

Cyril Ramaphosa https://www.google.com/url?sa=i&url=https%3A%2F%2Fafricacheck.org

%2Freports
%2Fstate-of-the-nation-address-1-president-cyril-ramaphosas-claims- weighed- up
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ource=images&cd=vfe&ved=0CAIQjRxqFwoTCLi6q_6rzukCFQAAAAAdAAAA
ABAV

Julius Nyerere https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.britannica.com

%2Fbio
graphy%2FJulius-
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source=images&cd=vfe&ved=0CAIQjRxqFwoTCPiCh6WszukCFQAAAAAdAA AAABAD

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 Jacob Zuma https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.businessinsider.com%
2Fjacob-zuma-resign-president-south-africa-2018-
2&psig=AOvVaw1vNZNAo82vibcxsRLyG1kV&ust=1590473205479000&sourc
e=images&cd=vfe&ved=0CAIQjRxqFwoTCOi5gN6szukCFQAAAAAdAAAAAB AD

Nelson Mandela https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.thoughtco.com

%2Fqu
otes-nelson-mandela-
44276&psig=AOvVaw3fpuzl3Nd5aoUx04k_OqHm&ust=1590473414890000&
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i&docid=- G3c7K4dHiaVuM&w=597&h=600&q=sticky
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Mindmapping. (2020). What is a Mind map? https://www.mindmapping.com/mind-

map.php

https://app.wisemapping.com

Enriquez, C. (March 1, 2018). Emphasis

Markers.https://www.scribd.com/document/372676413/Emphasis-Markers

https://www.indifferentlanguages.com/translate/swahili-english/kazi_kubwa

https://www.britannica.com/topic/Swahili-language

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