12

English for Academic and

Professional Purposes
Quarter 4: Module 8
Writing a Position Paper

ii
NegOr_Q4_EAPP_Module8_v2
English for Academic and Professional Purposes – Grade 12
Alternative Delivery Mode
Quarter 4 – Module 8: Writing a Position Paper
Second 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 agencyor
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 EducationSecretary:

Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Grace A. Cimafranca
Editor: Ellen E. Edrial EdD/Teofan C. Gallosa
Reviewer: Ellen E. Edrial EdD
Illustrator: None
Layout Artist/Typesetter: Josephine V. Austero
Management Team: Senen Priscillo P. Paulin, CESO V Anna Lee A. Amores, EdD
Joelyza M. Arcilla, EdD Rosela R. Abiera
Marcelo K. Palispis, EdD Maricel S. Rasid
Nilita L. Ragay, EdD Elmar L. Cabrera

Printed in the Philippines by

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph

ii
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.
Thankyou.

iii
 TABLE OF CONTENTS
CONTENT PAGES

WHAT I NEED TO
KNOW --------------------------- 1

WHAT I KNOW
-------------------------- 2

WHAT’S IN --------------------------- 2

WHAT’S NEW --------------------------- 4

WHAT IS IT ---------------------------- 6

WHAT’S MORE ------------------------------ 10

WHAT I HAVE
LEARNED
------------------------------ 11

WHAT I CAN DO
------------------------------ 11

ASSESSMENT ------------------------------ 12

ANSWER KEY ------------------------------- 14

REFERENCE ------------------------------ 15
LIST

iv
INTRODUCTION

Just like debates, life also poses circumstances when we must engage
in presenting one side of an arguable issue. This is a challenging
endeavor as many of the students do not have rich exposures in putting
across their standpoints and in convincing others that their stance on
issues are valid. When put into writing, this will be in the form of
position paper.

In this module, you will be able to learn how to write a position

paper.

MOST ESSENTIAL LEARNING COMPETENCY

Writes various kinds of position papers (CS_EN11/12A-EAPPIIa-d-5)

Please take note that all answers shall be written in your activity
notebook, and there should never be any markings placed in this module.

1 NegOr_Q4_EAPP_Module8_v2
Task 1
Directions: Write T if the statement is true and F if false. Use your activity
notebook in answering this activity.

1. A good position paper considers all possible views on the issue at

hand.
2. An issue is a crucial component of a position paper.
3. An issue is debatable if it cannot be answered by yes or no.
4. Audience analysis will help you write a more persuasive position
paper.
5. One way to establish your credibility as a writer is to boast about your
credentials.
6. Opinions are better than facts in supporting arguments.
7. Statistics can be used as evidence to support an argument.
8. The main goal of a position paper is to inform readers.
9. The strongest type of appeal in a position paper is logical appeal.
10. Your position should be restated in the concluding paragraph.
ii

Task 2

Directions: Discuss why you think the advertisement is persuasive and

effective. Use the chart below for your discussions.

Source: https://gurulocity.com/examples-advertisements-
magazine-2016/

2 NegOr_Q4_EAPP_Module8_v2
Claim Assumption Evidence What makes the
advertisement
effective?

3 NegOr_Q4_EAPP_Module8_v2
 WHAT’S NEW

Task 3
Directions: Analyze the following text very carefully. Then, answer the guide
questions below the text.

He is married to a former student, currently a father of two, and a proud

defender of the right of faculty members to have romantic relationships with
students. He strongly believes that a teacher- student relationship should be
allowed just for the simple reason that having the kind of relationships doesn’t
mean that there will automatically be an effect on the student’s learning or the
teacher’s job. But is this statement true to all? I mean, can every professor in
the world resist the temptation of changing a partner’s grades for a benefit?
Well, I say no. Nobody in this world is perfect, and we all know that we are very
much vulnerable to temptations. So I strongly believe that a romantic
relationship between a teacher and a student should not be allowed in any
educational institution.

Dating your professor can lead to several problems. Number one, an

equal relationship is very hard to maintain when one party has much power
than the other. Of course, when you’re dating your professor, you must clearly
know that he holds your grades. But on the bright side, if you are not enrolled
in any of your partner’s class, you are somehow safe. But don’t be too
confident. Why you ask? Because there is a big tendency that your partner
(who is a professor) is friends with a professor who includes you as part of
his/her class.

Number two, if your relationship with your professor is known to people

around you (whether a student or a teacher), and you have excellent grades,
they might think that your grades were influenced by your partner. They would
probably think that your partner helped in giving you that high grade. As a
result, your grades may be questioned for their validity and they could have a
very hard time taking you seriously as a student.

Number three, a relationship with your professor leaves you unsure

whether your grades reflect your true academic performance or just a little
something that your partner gave you for a gift. Thus, it may lead to self-
doubt. You will be very much uncertain of what your potential is, therefore,
leading to a tendency that you will not be able to do our best-in-class activities.
And lastly, if a relationship between a teacher and a student ends badly,
and there are hard feelings on both sides. There will be a big tendency that
both partners will use his/ her own position to do several things. Let’s first
focus on what a professor can do after a break-up with his/her student. First,

4 NegOr_Q4_EAPP_Module8_v2
 13
obviously, he can sabotage your grade. Second thing is he can say things to other
instructors that will make them perceive you negatively. And lastly, if in a situation
wherein your ex is the only one available for a certain course you must take, it will
become very awkward and uncomfortable for the both of you, thus, making it hard to focus
on your studies. He can also make sure that you will never pass his course.

On the other hand, there are a lot of things that we can do as a student,
and that involves sexual harassment or at least the appearance of having a
case of sexual harassment. By dating a student, a faculty member is very much
vulnerable to charges regarding harassment. A professor can lose his/ her
career when charged with this. Professors dating a student can come under
suspicion as well.

To conclude, having a relationship between a teacher and a student will

not bear any positive results; thus, it will only lead to many troubles for both
parties. It will only result in an unbalanced relationship, bias stereotypes,
uncertainty of one’s potentials, and at the end, the use of positions against
each other. Think about it, are you really willing to face the consequences of
this said relationship? Or are you smart enough to restrain from it?

By: S. Madrid (A Student Essay)

Guide Questions:
1. What is the text about?
2. What is the claim of the writer?
3. If you were the writer, what will be your stand on this? Defend your
answer.

5 NegOr_Q4_EAPP_Module8_v2
 WHAT IS IT

When we face an issue and are challenged to make a stand, it is

necessary for us to support it with logical arguments.

What is a position paper?

According to Fleming (2018), a position paper is one where an author

chooses a side on a particular topic and builds up a case for your opinion or
position. Building up your case will entail the use of facts and statistics to
convince the readers that the author’s position on the matter is the best one.

As defined by Merriam- Webster, a position paper is a detailed report

that recommends a course of action on a particular issue.

4
13
Why are position papers written?
Position papers are written for the purpose of generating support
regarding a particular stand/ idea (Xavier.edu.2020)
The fundamental goal of a position paper is not only to present your
stand on an issue/idea but also to determine how your stance is related to the
arguments of others. (CSU, 2020)
Parts of a Position Paper
Introduction
a. Start with an introduction which presents the issue while grabbing the
attention of readers.
b. Define the issues and discuss its background.
c. Provide a general statement of your position via your thesis statement.

Body

a. State your main arguments.

b. Provide sufficient evidence for each argument such as statistical data,
interviews with experts, and testimonies.
c. Provide counterarguments against the possible weaknesses of your
arguments.

Conclusion

a. Restate your position and main arguments.

b. Suggest a course of action.
6 NegOr_Q4_EAPP_Module8_v2
 c. State what makes your position paper superior and more acceptable,
d. End with a powerful closing statement such as quotation, a challenge, or
a question.
https://www.google.com/search?q=video+on+EAPP+position+paper&oq=video+on+EAPP+position+
paper&aqs=chrome..69i57j33i22i29i30l3.16155j0j7&sourceid=chrome&ie=UTF-8

Structure of a Position Paper

The structure of a position paper is flexible, but it should generally follow

a simple flow that clearly conveys the problem and the position of the author(s).
A position paper should begin by clearly stating the problem and its
relevance to the scientific community or even to the society as a whole. It
should then address the main position of the author. For example:
1. Background: For decades, the WHO has urged the adoption of a tax on
unhealthy foods to discourage the consumption of products that are
harmful to our health.
2. Relevance: Sugar has been shown to have a negative impact on health
and play a major role in the rising obesity rates in America.

3. Position: The United States should adopt a tax on drinks with added
sugar, to reduce the consumption of sugar, and promote healthier eating
habits.
The author should clearly list the common arguments and possible
objections against this position. To continue with our example:
1. Argument 1: A sugary drink tax that focuses on soda may not impact
other products that have an equally negative health impact such as fruit
juice or candy.
2. Argument 2: A sugary drink tax is regressive and places a financial
burden on the poorest consumers.

A strong position paper acknowledges the validity of the counter-

arguments and then puts forth reasons why the author’s position is still the
correct one. In our example paper, the author can address the
counterarguments in the next section like so:

1. Counterargument 1: It is true that a sugary drink tax would not impact

all sources of added sugar in the average American diet. However, it
would still have a significant impact on a major source of added sugar to
achieve its goal of reducing overall sugar consumption.
2. Counterargument 2: All consumption taxes are regressive. A sugary
drink tax would be most effective accompanied by subsidies for healthy
foods such as fruit and vegetables.

Finally, summarize your main points and re-state your position in your
conclusion. All arguments in the paper should be backed up by facts, data, and
evidence, with proper citation attributed to your sources. In this way, a
position paper is no different from an ordinary research paper. If you wish,
you can include a brief literature review in your
7 NegOr_Q4_EAPP_Module8_v2
discussion of the background of the issue. While such a literature review is not
essential, it can make your paper stronger.

Choosing an Issue

1. The issue should be debatable. You cannot take any position if the topic is
not debatable.
2. The issue should be current and relevant.
3. The issue should be written in a question form and answerable by yes or no.
4. The issue should be specific and manageable.

Source: Jessie S. Barrot, P. (2016). Academic Reading & Writng For Senior High School. Quezon
City: C&E Publishing, Inc.
13
Ten Tips for Writing a Strong Position Paper

Now that we know what a position paper is, let us review some tips to
write a great position paper.

1. Select a timely, relevant topic with two clear opposing sides.

2. Conduct thorough preliminary research and collect evidence to support
arguments for and against your position.
3. Identify your intended audience. You should tailor your tone depending
on who the paper is written for (the public, other scientists, policy
makers, etc.).
4. Clearly state your position on the topic.
5. List and refute the counter-arguments to your position.
6. Include supporting data and evidence to back up your argument.
7. Properly attribute your sources using correct citation.
8. Keep it simple! Position papers don’t need to go into excessive detail.
Present your points clearly and briefly.
9. Each paragraph in the paper should discuss a single idea.
10. Have someone proofread your paper to ensure it reads well and
looks professional.

A position paper can be a great way to expand your horizons and write a
new type of research paper. While position papers are unlike ordinary research
papers, they still contribute valuable perspectives to the scientific community.
Use these ten tips to write an effective position paper!
Source:https://www.enago.com/academy/top-tips-writing-position-paper/

Let us familiarize the following words:

Manifesto, a document publicly declaring the position or program of its

issuer. A manifesto advances a set of ideas, opinions, or views, but it can also
lay out a plan of action. While it can address any topic, it most often
concerns art, literature, or politics. Manifestos are generally written in the
name of a group sharing a common perspective,
8 NegOr_Q4_EAPP_Module8_v2
ideology, or purpose rather than in the name of a single individual.
Source: https://www.britannica.com/topic/manifesto

An argument is usually a main idea, often called a “claim” or

“thesis statement,” backed up with evidence that supports the idea.
Source:https://www.google.com/search?q=argument+in+position+paper+meaning&oq=argument
+in+position+paper+meaning&aqs=chrome..69i57j0i22i30j0i390l3.13455j1j4&sourceid=chrome&
ie=UTF-8

A claim defines your paper’s goals, direction, scope, and is supported by

evidence, quotations, argumentation, expert opinion, statistics, and telling
details. A claim must be argumentative. When you make a claim, you are
arguing for a certain interpretation or understanding of your subject.
Claims are, essentially, the evidence that writers or speakers use to prove

13

their point. Examples of Claim: A teenager who wants a new cellular phone
makes the following claims: Every other girl in her school has a cell phone.
Source:https://www.google.com/search?q=claim+in+position+paper&oq=Claim+in+pos&aqs=ch
rome.0.0j69i57j0i22i30l8.18952j1j15&sourceid=chrome&ie=UTF-8

Assumption is information not stated in the argument that has to be

true in order for the argument’s logic to hold. Simply put, an assumption is
something an argument takes for granted in reaching its conclusion.

Example: All kids are excited when they get new toys. Therefore, Tim will be
thrilled when he gets the new radio- controlled car we bought him.
In this argument, the author, says two things explicitly:
- All kids are excited when they get new toy
- Tim will be thrilled when he gets the new radio – controlled car we
bought him.

Steps in identifying assumptions:

- Identify the conclusion of the argument
- Identify what is stated in the authors reasoning

Evidence is the available body of facts or information indicating whether

a belief or proposition is true or valid.
Example: All kids are excited when they get new toys.
Conclusion: Tim will be thrilled when he gets the new radio- controlled
car we bought him.
Author’s Assumption: Tim is a child.
https://www.slideshare.net/rheiheartYOU/identifying-assumptions

9 NegOr_Q4_EAPP_Module8_v2
 WHAT'S MORE

Task 4
Directions: Analyze the following text very carefully. Then, answer the
questions below the text.

Should Homework be Mandatory?

I can almost see many students nodding along with me as I ask this
question. Younger generations overloaded with home tasks and numerous
assignments have already raised this issue many times.
Yet, homework remains mandatory.
Is it fair or should it be cancelled?
I believe that homework should not be viewed as a mandatory part of
education for several reasons.
First, children spend seven hours every single workday at school. That is
a huge chunk of life, and with homework added on top of these hours, a child
is left with no time to live his life to the fullest, socialize, or grow in other areas.
Second, sitting at your desk solving problems does no good to your
health. Kids need time to get outside and have some fun, join a football league,
or ride their bikes with friends around the block. Otherwise, children will be
very smart but surprisingly weak physically.
Another argument against this position is that homework is not always
the best way to obtain knowledge quality-wise. Students tend to ask their
parents or siblings for help whenever facing difficulties. Busy parents not
always willing to spend extra time explaining school material to their little one
solves the problems themselves aiming to have more time for family, not
lessons. As a result, the child will have the homework done. But that is really
not his work. So, the whole idea of dedicating time to self- education is lost
here.
Finally, knowing that after classes you would still have to work at home
makes a kid less concentrated at school. This results in short attention spans
and difficulty to concentrate on something for too long.
All in all, homework should rather be an option. Students understanding
that they are left behind at some subjects will take their time to go over the
material at home. However, in other cases, they should have time after school
for other activities.
Accessed from: (https://chiefessays.net/position-essay-examples-to-help-you-graspthe-idea/

Guide Questions:
1. What is the opinion of the writer about the text? (State the writer ‘s
position)
2. Do you agree with the writer? Why? Why not?
10 NegOr_Q4_EAPP_Module8_v2
 (Helpful Tip: Useful Expression in agreeing or disagreeing with the
views of others. I agreewith the writer’s claim that… I don’t agree
with the author’s ideas/ thoughts…because…)
3. State the first argument of the writer? The first argument of the writer
is…
4. What is the conclusion of the writer? (Helpful Tip: Useful Expression in
Drawing Conclusion Using the Work of Others Based on the writer, a
connection can be made between…or As a conclusion…)
5. If you were to write a position paper what will be your stance about
giving of homework? (Helpful Tip: Useful Expression in presenting your
own point of view… I strongly believe that... I think/contend that…)

13
WHAT I HAVE LEARNED

Task 5
Directions: Write your reflection in your notebook by completing the
unfinished statements below.

I have learned that .

I have realized that .

I will apply .

WHAT I CAN DO

Task 6
Directions: Choose one editorial from a newspaper that deals with any social
issue relevant to the Filipinos. Analyze the arguments used by the
writer. You may use the following guide in writing your analysis.

This argument analysis examines the article titled (title of the article) written by
(author). This article is about (briefly summarize the content of the article in 3
to 5 sentences). Specifically, this analysis identifies the position of the author,
his/ her main arguments, and the evidence supporting these arguments.
(Author) makes (number of claims) and supports them with various pieces of
evidence.
11 NegOr_Q4_EAPP_Module8_v2
The first main argument is (state the argument in your own words). To support
this argument, the author uses (number of evidences presented). (State all the
pieces of evidence presented by the author to support the first argument. (State
your analysis of the argument and evidence presented. When presenting your
analysis, you may use phrases such as “first of all”, “the author assumes,” and
“the author fails to consider.”)

In conclusion, the author (state the author’s purpose). I agree that (state the
arguments of the author in which you agree with). However, (state your major
arguments).

ASSESSMENT

Task 7
A. Directions: Identify the word that is described in each statement.

1. It is one where an author chooses a side on a particular topic and

build up a case for your opinion or position.
2. A document publicly declaring the position or program of its issuer.
3. It is usually a main idea, often called a “claim” or “thesis statement,”
backed up with evidence that supports the idea.
4. It is something an argument takes for granted in reaching its
conclusion.
5. It is the available body of facts or information indicating whether.

B. What are the different issues in your school, community and country?
Choose one issue that you are interested in and choose your position. Write a
one-to two-page position paper. Make sure to follow the guidelines in making
it.

(Write your own title)

Introduction: (In the introduction part you should capture the reader’s
attention, define the issue given and state your claim.)

12 NegOr_Q4_EAPP_Module8_v2
Body: (State three arguments then cite the evidence supporting your
arguments)

Conclusion: (This part includes restating your claim, summarizing reasons

and explaining why your stand/ claim is worthy to read)

_ _
_ __ _

The rubrics in the evaluation of your position paper is as follows:

Argumentation (quality of logic, evidence, and explanation) = 25%
Persuasion= 25%
Language= 20%
Organization= 20%
Mechanics (spelling, grammar and punctuation) =10%

13 NegOr_Q4_EAPP_Module8_v2
Answer Key

14 NegOr_Q4_EAPP_Module8_v2
 References

2020. EAPP Lesson 7- Writing a Position Paper. May 1.

Kearney, Virginia. 2020. Owlcation. August 20. Accessed February 12, 2020.
https://owlcation.com/academia/How-to-Write-a-Position-Paper-which-argues-a-
claim#:~:text=Your%20claim%20is%20what%20you,first%20sentence%20of%20the%20bod
y.
2017. Kibin . May 17. Accessed February 10, 2021. https://www.kibin.com/essay-writing-blog/2-
position-paper-examples-stand-something/.
Barrot, Jessie P. (2016). Academic Reading & Writng For Senior High School. Quezon

City: C&E Publishing, Inc.

n.d. MCCK.Edu. Accessed February 12, 2021.

https://mcckc.edu/tutoring/docs/br/english/Writing_a_Position_Paper.pdf.
Munro, Andre. n.d. Brittanica . Accessed February 12, 2021.
https://www.britannica.com/topic/manifesto.
Murud, Shweta. 2021. Enago Academy. September 30. Accessed February 15, 2022.
https://www.enago.com/academy/top-tips-writing- position-paper/.

Panadero, Rehei. 2005. Slideshare.Net. February 26. Accessed February 10, 2021.
https://www.slideshare.net/rheiheartYOU/identifying-assumptions.
Uychoco, G. M. (n.d.). English for Academic and Professional Purposes . Rex Book Store

Pubishing Company.

15 NegOr_Q4_EAPP_Module8_v2
 For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net

16 NegOr_Q4_EAPP_Module8_v2