10
 

ENGLISH
QUARTER 2 – MODULE 1

MELC 1:
Observe the Language of
Research, Campaigns,
& Advocacies

Developer: Jossie Fabro

Validators: Irma M. Biasura, Marilou P. Mangapot, Ofelia B. Mangsat
& Edison R. Mendoza

English 10 - Quarter 2 – Module 1 1

  

  What I Need to Know

The tone used in academic writing such as in research, campaign, and advocacy is
usually formal, meaning that it should not sound conversational or casual. You should
particularly avoid colloquial, idiomatic, slang, or journalistic expressions in favor of precise
vocabulary. Informal and colloquial language is often imprecise, so is open to
misinterpretation, and can be inaccessible to non-native English speakers.

For example, ‘international business heavyweights’ is too informal. Better wording

would be ‘leading international businesses’ if referring to corporations, or ‘international
business leaders’ if referring to individuals.

Academic writing requires that you use full forms rather than contractions. For
example, write ‘do not’ instead of ‘don't’, ‘it is’ instead of ‘it's’, ‘they have’ instead of ‘they've’
and ‘we will’ instead of ‘we'll’.

Academic language is:

• formal

• objective

• impersonal.

These features ensure that ideas and arguments are communicated in a clear,
convincing and professional manner.

Research requires you to write essays using formal language. In English writing,
there are two main styles of writing – formal and informal. The primary purpose of formal
language is to achieve sophistication and clarity. Although the difference between the two
styles is relatively straightforward, we’ll point out some common examples to just to make
sure that you don’t slip and make an unnecessary mistake.

This module will help you to use the language of research, campaign, and advocacy
the right way.

Most Essential Learning Competency:

Observe the language of research, campaigns, and advocacies

English 10 - Quarter 2 – Module 1 2

  

What I Know

DIRECTIONS: Encircle the letter of the correct answer.

1. ___________ is about change. It is strategic. It is planned.
a. advocacy
b. opinion
c. statement
d. campaign

2. Academic writing is ___________________.

a. formal
b. objective
c. impersonal
d. all of the above

3. The following are contents to support your advocacy mission except?

a. Identify the issue and challenges
b. Monitor the issue environment
c. Advocate discovery
d. Never determine advocacy campaign goals

4. Research requires you to use ______________ language.

a. casual
b. formal
c. informal
d. emotive

5. Which of the following is NOT a characteristic of the language of research?

a. straightforward
b. clear
c. formal
d. personal

English 10 - Quarter 2 – Module 1 3

  

What’s New

ACTIVITY
Directions: Read the following speech “I Have a Dream” by Martin Luther and internalize its
meaning.

I have a dream that one day this nation will rise up and live out the true
meaning of its creed: "We hold these truths to be self-evident, that all men are created
equal."

I have a dream that one day on the red hills of Georgia, the sons of former
slaves and the sons of former slave owners will be able to sit down together at the
table of brotherhood.

I have a dream that one day even the state of Mississippi, a state sweltering
with the heat of injustice, sweltering with the heat of oppression, will be transformed
into an oasis of freedom and justice.

I have a dream that my four little children will one day live in a nation where
they will not be judged by the color of their skin but by the content of their character.

I have a dream today!

I have a dream that one day, down in Alabama, with its vicious racists, with its
governor having his lips dripping with the words of "interposition" and "nullification"
-- one day right there in Alabama little black boys and black girls will be able to join
hands with little white boys and white girls as sisters and brothers.

I have a dream today!

I have a dream that one day every valley shall be exalted, and every hill and
mountain shall be made low, the rough places will be made plain, and the crooked
places will be made straight; "and the glory of the Lord shall be revealed and all flesh
shall see it together."2

This is our hope, and this is the faith that I go back to the South with.

Self-Check
What does the poem say?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

English 10 - Quarter 2 – Module 1 4

  

What is It

The Language of Research, Campaign, and Advocacy is:

1. Formal in tone
The writing should not sound conversational or casual. You should particularly avoid
colloquial, idiomatic, slang, or journalistic expressions in favor of precise vocabulary.
Informal and colloquial language is often imprecise, so is open to misinterpretation, and can
be inaccessible to non-native English speakers.
For example, ‘international business heavyweights’ is too informal. Better wording
would be ‘leading international businesses’ if referring to corporations, or ‘international
business leaders’ if referring to individuals.
Academic writing requires that you use full forms rather than contractions. For
example, write ‘do not’ instead of ‘don't’, ‘it is’ instead of ‘it's’, ‘they have’ instead of ‘they've’
and ‘we will’ instead of ‘we'll’.

2. Objective
In general, academic writing is objective. This means it is unbiased, based on facts
and evidence and is not influenced by personal feelings. When personal beliefs or emotions
influence our writing it is subjective and thus less convincing.

3. Impersonal
Academic language is impersonal in that you generally don’t refer to yourself as the
performer of actions. This involves avoiding the personal pronouns ‘I’ and ‘we’. For example,
instead of writing ‘I will show’, you might write ‘this report will show’. The second person,
‘you’, is also to be avoided.

English 10 - Quarter 2 – Module 1 5

  

What’s More

ACTIVITY
Directions: The following eight sentences are written in an informal or subjective style.
Select an option from below to replace the bold text with formal and objective academic
language. Write the letter of your choice.

1. It’s so obvious that people were given jobs just because they were male or female. I
don’t think that is an acceptable approach and is even against the law.
A. It is ridiculous
B. I am outraged
C. It appears
2. It’s so obvious that people were given jobs just because they were male or female. I
don’t think that is an acceptable approach and is even against the law.
A. People got jobs
B. I got the job
C. Positions were assigned to people
3. It’s so obvious that people were given jobs just because they were male or female. I
don’t think that is an acceptable approach and is even against the law.
A. Just because of their looks
B. Based on sex
C. On the basis of gender
4. It’s so obvious that people were given jobs just because they were male or female. I don’t
think that is an acceptable approach and is even against the law.
A. I am appalled
B. This is terrible
C. This raises serious concerns
5. It's outrageous that so many women drink when they're pregnant.
A. It is ridiculous
B. Studies have revealed
C. I believe that

English 10 - Quarter 2 – Module 1 6

  
6. It’s outrageous that so many women drink when they’re pregnant.
A. many
B. heaps of
C. lots of
7. It’s outrageous that so many women drink when they’re pregnant.
A. Consume alcohol
B. Have a drink
C. Get tipsy
8. It’s outrageous that so many women drink when they’re pregnant.
A. During pregnancy
B. When preggers
C. When expecting

What I Have Learned

ACTIVITY
Directions: Some words are fine for informal conversations and discussions. For formal
writing, however, they should not be used.
Informal example: Her dad worked at a factory.
Formal example: Her father worked at a factory.

The word dad is used in a familiar way, which makes it sound informal. Father is a
better word to use in formal writing.

Below are sentences that have informal words in them. Circle the informal word or
words and rewrite the sentence in a formal style.

1) They bought an awesome house around the corner.

_________________________________________
2) There were lots of people at the museum.
_________________________________________
3) Jane ain’t going to tell anyone.
_________________________________________

English 10 - Quarter 2 – Module 1 7

  

4) Oscar started freaking out about the test.

_________________________________________
5) When the cops arrived, the crook ran outside.
_________________________________________

6) He checked his cell for any messages.

_________________________________________
7) The family chilled by the pool all afternoon.
_________________________________________
8) She bought a bunch of stuff at the mall
_______________________________________

What I Can Do

ACTIVITY
Directions: Now that you have learned about the language of research, campaign, and
advocacy, write a short easy about Global Warming. Make sure to incorporate formal,
objective, and impersonal language.

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

English 10 - Quarter 2 – Module 1 8

  

Answer Key

WHAT I KNOW
1. a
2. a
3. d
4. b
5. d

WHAT’S NEW
Answers vary.

WHAT’S MORE
1. c
2. c
3. c
4. c
5. b
6. c
7. a
8. a

WHAT I HAVE LEARNED

Answers vary.

WHAT I CAN DO
Answers vary.

English 10 - Quarter 2 – Module 1 9

  
RETURN THIS WORKSHEET TO YOUR T E A C H E R!

English 10 – Quarter 2
MODULE 1 – WORKSHEET
MELC 1: Observe the Language of Research, Campaigns, and Advocacies

Name: ___________________________________ Score: _________________________

Grade & Section: __________________________ English Teacher: ________________

I. Directions: Study the following statements, and identify whether each is related to
RESEARCH, CAMPAIGN, ADVOCACY. Write your answer in the space provided before
each number.
1. It educates the users about the product or service.
2. Science has developed these guidelines over many years as the benchmark
for measuring the validity of the results obtained.
3. A community-based movement that aims to recognize, promote and defend
the rights, well-being and interests of people with intellectual and/or multiple
disabilities.
4. When emails keep reaching people at regular intervals, it is hard for people
to forget the brand name.
5. There is a person who intercedes on behalf of another.
6. Whether this is done door-to-door or through ‘hot-spot canvassing’ in the
community, it is proven to be an effective form of voter persuasion and
government strategy.
7. The whole study is designed around the clearly defined goal, and should
address a unique issue.
8. One of the important roles is to raise awareness, influence, and change
policies.

II. Directions: Look closely at the given images below. Choose five (5) by putting a check
mark (√) on the line provided before the image and compose your own advocacy in relation
to your chosen image.

Example:

9.

10.

English 10 - Quarter 2 – Module 1 10