Signed Off - Reading and Writing11 - q1 - m1 - Reading and Writing Strategies - v3

Reading and Writing
MODULE 1
READING AND THINKING STRATEGIES
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TABLE OF CONTENTS
Overview 4
What I Need To Know 4
General Instructions 4
What I Know 5
What’s New ( Lesson 1 ) : Text As Connected Discourse 6
What Is It ? Activity 1 6
What’s New ( Lesson 2 ) : Techniques in Selecting and 8
Organizing Information
What I Know 8
What’s New ( Lesson 2.1) : Brainstorming 10
What ‘s New ( Lesson 2.2 ) : Graphic Organizers 13
What’s New ( Lesson 2.3) : Topic Outline 18
What’s New ( 2.4): Sentence Outline 21
What I Know ( Lesson 3 ) :Patterns of Development 23
What’s New ( Lesson 3.1 ) Narration 24
What’s New ( Lesson 3.2 ) Description 26
What’s New ( Lesson 3.3 ) Comparison and Contrast 27
What’s New ( Lesson 3.4 ) Classification 29
What’s New ( Lesson 3.5) Definition 30
What’s New ( Lesson 3.6) Cause and Effect 32
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What’s New ( Lesson 3.7) Analogy 34
What’s New ( Lesson 3.8) Process 35
What’s New ( Lesson 3.9) Problem and Solution 37
What’s New ( Lesson 3.10) Persuasion 38
What I Have Learned 39
Assessment 40
What’s New ( Lesson 4) Properties of A Well-Written Text 42
What I Need To Know 42
What I Know 43
What’s New ( Lesson 4.1) Organization ,Coherence and Cohesion 44
What’s New ( Lesson 4.2) Language Use and Mechanics 51
Assessment 58
Key To Answers 59
References 62
Module Writer’s Profile 65
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OVERVIEW
This module is all about reading and teaching strategies, which
will be broken down into four lessons:
 Lesson 1Text as Connected Discourse
 Lesson 2 Techniques in Selecting and Organizing Information
 Lesson 3 Patterns of Development.
 Lesson 4 Properties of a Well-Written Text
As a learner, you are expected to realize that information in a written text may be
selected and organized to achieve a particular purpose and you are also expected to
critique or evaluate a chosen sample of each pattern of development focusing on
information selection, organization and development.
What I Need to Know

By the end of this module, you will be able to:
1. describe a written text as connected discourse;

2. distinguish between and among techniques in
selecting and organizing information;
3. distinguish between and among patterns of
development in writing across disciplines; and
4. identify properties of a well-written text.
Happy
reading
GENERAL INSTRUCTIONS and
writing!
To achieve the objectives of this module, do the following:
 Take your time reading the lessons carefully.
 Follow the directions and/or instructions in the

activities and exercises diligently.
 Answer all the questions that you encounter. As

you go through the module, you will find help to answer
these questions.
 Do the suggested tasks with patience and industry.
 Take your time to study and learn.
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LESSON 1
TEXT AS CONNECTED DISCOURSE
WHAT I KNOW
Let’s see how much you know before we tackle the lesson.
Below is a 5-item multiple choice test. Write the letter of
your choice on the space provided.
_____1. It is generally considered as written material, especially longer pieces of writing

as in a book, a letter or a newspaper.
A. Paragraph C. Text
B. Sentence D. Composition
_____2.This means that the overall text has meaning
A. Cohesion C. Intentionality
B. Coherence D. Acceptability
_____3.This means that the writer’s attitude and purpose can be discerned.
A. Cohesion C. Intentionality B. Coherence D.

Accpetability
_____4. This means that the text can be linked to preceding discourse
A. Acceptability C. Situationality
B. Informativity D. Intertextuality
_____5.Which of the following is NOT an example of a text?
A. Advertisements C. Magazines
B. B. Books D. None of the above
Great job! It’s now time to take off to our first lesson…
The lesson you are about to learn focuses on describing text as a connected discourse.
So, read on!
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WHAT’S NEW
LESSON 1
TEXT AS CONNECTED DISCOURSE
Text is generally considered as written material, especially
longer pieces of writing as in a book, a letter or a newspaper.
While discourse refers to a formal and orderly and usually expression of thought on a
subject (merriam-webster.com)
In academic terms, a text is anything that expresses a set of meanings to the
person who examines it. You might have thought that texts were limited to written
materials, such as books, magazines, newspapers, and ‘zines (an informal term for
magazine that refers especially to fanzines and webzines). Those items are indeed
texts—but so are movies, paintings, television shows, songs, political cartoons, online
materials, advertisements, maps, works of art, and even rooms full of people. If we can
look at something, explore it, find layers of meaning in it, and draw information and
conclusions from it, we’re looking at a text.
For this lesson, you are expected to describe a written text as connected
discourse. (EN11/12RWS-IIIa-1).
WHAT IS IT
ACTIVITY 1
Read and understand the given sample below and
find out whether this can be considered as text. Put a check
mark if the statement applies to it. The full text can be found
in this website:
https://archive.org/stream/AnneFrankTheDiaryOfAYoungGirl
_201606/Anne-Frank-The-Diary-Of-A-Young-Girl_djvu.txt
Journal Entry: The Diary of a Young Girl by Anne Frank

Sunday, 21st of June year 1942
I get along pretty well with all my teachers. There are nine of them, seven men and two
women. Mr. Keesing, the old fogey who teaches Math, was mad at me for the longest
time because I talked so much. After several warnings, he assigned me extra
homework. An essay on the subject “A Chatterbox.” A chatterbox, what can you write
about that? I’d worry about that later, I decided. I jotted down the assignment in my
notebook, tucked it in my bag and tried to keep quiet.
Before you can identify whether it is a text or not, you need to understand what
the text is all about. So, answer the comprehension test below.
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A. Comprehension Check Questions:
1. Who is speaking in the passage?
A. A student B. A teacher C. A principal D. A classmate
2. Tom is an old fogey. He must be the oldest fashioned man in the world.
FOGEYMEANS
A. conservative B. liberated C. open-minded D. kindhearted
3. Why is the speaker assigned to do A Chatterbox?
A. Because she was late
B. Because she was absent
C. Because she didn’t submit her assignment on time
D. Because she talked much
4. What do you think the speaker is doing?
A. Narrating B. Describing C. Informing D. Entertaining
5. What words are used to connect one sentence to another?
A. I B. There C. After severalD. I’d
B. Write YES if the statement is true to the paragraph you have just read,
and NO if the statement does not apply.
______1. The paragraph is a written statement.
______2. The paragraph imparts a message.
______3. The paragraph tells us information
______4. The paragraph made us conclude.
If you answered YES to all the statements, then the paragraph above is indeed a
text.
According to Jorgensen and Phillips, the following are the qualities of a text:
1. Cohesion – the parts are connected.
2. Coherence – the overall text has meaning
3. Intentionality – the writer’s attitude and purpose can be discerned
4. Acceptability – the text is recognized
5. Informativity – there is a quantity of new or expected information
6. Situationality – the text’s topic is situationally and culturally appropriate
7. Intertextuality – the text can be linked to preceeding discourse.
WHAT IS IT?
ACTIVITY 2
In this paragraph, identify the sentence which does not
belong to make the paragraph cohesive and coherent.
Underline this sentence. To make a good fire, you need
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matches, newspapers, twigs and logs. First, put crumpled pieces of newspaper in the
fireplace or on the ground. Fire was discovered by our ancestors. Lay twigs or small
pieces of wood on top of the newspaper. Then, put two or three logs on top. Finally,
light the newspaper with a match. You will soon have a good fire.
What words were used to connect the ideas? Can you encircle them?
Great job! You are done with concept 1, have a break! You deserve one.
Then let’s take off to concept 2!
So, read on!
WHAT’S NEW
LESSON 2
TECHNIQUES IN SELECTING AND ORGANIZING
INFORMATION
In Concept 1, you were taught what a written text is, now it’s time to learn how to
organize information from the written text using various techniques and strategies such
as brainstorming, graphic organizers, topic outline and sentence outline.
For this lesson, you are expected to distinguish between and among techniques
in selecting and organizing information (EN11/12RWS-IIIa-2).
What I know
Let’s see how much you know before we tackle the lesson.
Below is a 7-item multiple choice test. Write the letter of your choice
on the space provided.
_____1. This is a technique by which a group attempts to find a solution(s) to a specific

problem by amassing ideas spontaneously.
A. Brainstorming C. Topic Outline
B. Sentence Outline D. Graphic Organizer
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_____2.This a visual display that demonstrates relationships between facts, concepts or
ideas. It guides the learner’s thinking as they fill in and build upon a visual map or
diagram.
A. Brainstorming C. Topic Outline
B. Sentence Outline D. Graphic Organizer
_____3. This is where you write down the words that come to mind when you see
another word.
A. Word Association C. Word Banks
B. Mind Mapping D. Word Storm
_____4. This is the same as a word storm, except that you don’t group according to
how the words are related to each other. It works better as a technique to get creativity
flowing when you don’t want to bother with over-thinking how words are related.
A. Word Association C. Word Banks B. Mind Mapping
D. Word Storm
_____5. These are collections of words based on the kind of word you need based on a
specific topic or theme.
A. Word Association C. Word Banks
B. Mind Mapping D. Word Storm
_____6. Which of the following are benefits of brainstorming when compared to
nominal technique?
A. brainstorming is more fun
B. brainstorming can create a positive organizational climate
C. brainstorming can encourage talented and highly skilled employees to remain in
an organization
D. all of the above
_____7.This is a “blueprint” or “plan” for your paper. It helps you to organize your
thoughts and arguments.
A. Brainstorming C. Outline
B. Mind Mapping D. Graphic Organizers
Great job! It’s now time to take off to our second lesson…
The lesson below will teach you on describing text as a connected discourse.
So, read on!
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WHAT’S NEW
LESSON 2.1
BRAINSTORMING
Brainstorming is a technique by which a group attempts to

find a solution(s) to a specific problem by amassing ideas
spontaneously (Osborn, 1953). It is a highly effective technique for maximizing group
creative potential, not only to generate ideas but also to determine which ideas are most
likely to succeed in a specific area of interest (Baumgartner, 2007).
Listing is a brainstorming technique many people find useful. It means doing just
what its name suggests -- listing possible topics and then sub lists of things you could
say about each topic. A list could consist of the main topic of regional dialects and then
sub lists would be regional dialects you know or have experienced. Additional sub lists
might be particular words of each of those dialects, things you have noticed about those
dialects (i.e. New Yorkers speak fast), what you think those dialects sound like, etc.
4 Brainstorming Techniques That Will Help You Write Creative Content

Brainstorming techniques can take a few basic approaches. Once you
understand how they work, you can mix and match them for the best results.
1. Word storm.
A word storm is where you write down the words that come to mind when you
see another word.
You might start with a word or two based on your project, and begin writing down
any word that comes to mind. These words are then grouped together according to how
they are related to each other.
You’ll quickly create words that are associated or related, according to
categories.
There is a Word Storm website that can help you get started with word storm
techniques.
Take a look at the given sample below.
https://www.google.com/search?q=sample+of+word+storm+as+brainstorming+techniques
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2. Word association.
Word associations are the same as a word storm, except that you don’t group
according to how the words are related to each other. It works better as a technique to
get creativity flowing when you don’t want to bother with over-thinking how words are
related.
Start with a word or two, and write down the first words that come to mind. Don’t
over-think the process; you should be surprised at the words that pop into your head,
particularly as you get warmed up.
The goal is to find those “hidden” words that people associate with a topic that
you don’t immediately think of.
https://www.google.com/search?q=sample+of+word+association
3. Mind mapping.
Using a mind map is a way to visually organize data and information. Mind
mapping has proven popular, particularly if you are better able to understand data
visually instead of as lists or outlines.
Organized around a central idea, a mind map works like the branch of a tree. Ideas and
then sub ideas that are associated with the main idea branch off from the central idea.
https://www.google.com/search?q=sample+of+word+storm+as+brainstorming+techniques
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4. Word Banks
Word banks are collections of words based on the kind of word you need based
on a specific topic or theme.
This kind of brainstorming technique works well for copywriters who want to find
a variety of words that suit a specific project without repeating themselves. You can also
use it to build a bank of words to keep on hand when writing your headlines.
https://www.google.com/search?q=sample+of+word+banks&source
WHAT IS IT?
ACTIVITY 1
Read and understand the given passage below.
Look for words that describe or tell more about the given
word and use a brainstorming technique appropriate for the
given text.
You may use the space below.
WORD: ICE CREAM
Passage:
Ice-cream is a delicious frozen treat that comes in a many different colors and
flavors. Two of my favorite flavors are strawberry and chocolate. Though both of these
flavors are delicious, strawberry may contain pieces of fruit while chocolate usually will
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not. Even though more chocolate ice-cream is sold across the country annually than
strawberry, each flavor tastes great inside of a milk shake.
https://quizizz.com/admin/quiz/56b5526b346e89f96fdbd3a5/text-structure
WHAT’S NEW
LESSON 2.2
GRAPHIC ORGANIZERS
A graphic organizer is a visual display that shows or

demonstrates relationships between facts, concepts or
ideas. It guides the learner’s thinking as they fill in and build
upon a visual map or diagram. They are also informally used as a term to describe all
visual learning strategies such as concept mapping, webbing, mind mapping, and more.
Graphic organizers are some of the most effective visual learning strategies for
learners and are applied across the curriculum to enhance learning and understanding
of subject matter content. In a variety of formats dependent upon the task, graphic
organizers facilitate your learning by helping you identify areas of focus within a broad
topic, such as a novel or article. Because they help you learner make connections and
structure thinking, students often turn to graphic organizers for writing projects.
Take a look at a sample organizer below and find out how it will help you to
understand the information better.
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1. GRAPHIC ORGANIZER FOR WRITING
http://www.ncpedia.org/media/graphic-organizer-examples
This graphic organizer is called a customizable hamburger. This will help you
plan your opinion writing piece.
2. GRAPHIC ORGANIZER FOR READING
A fresh and style story summary graphic organizer is provided for guided
reading. It uses a set of cute graphics and must be well accepted by students like you.
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3. GRAPHIC ORGANIZER FOR VOCABULARY
You can use vocabulary graphic organizers, such as the one above, as a tool to
study new vocabulary words. With these organizers, you can have a deeper
understanding about the word, knowing the meaning of the word, what are the root,
prefix and suffix, identifying the part of speech, finding the synonyms and antonyms,
and building sentences by yourselves.
4. GRAPHIC ORGANIZER FOR COMPARISON AND CONTRAST
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Comparing and contrasting things is a vital skill that students need to develop.
Using a compare and contrast chart will help you engage in deep thinking in comparing
two concepts, and learn how to use a graphic organizer to visualize likeness and
differences between two things.
There are lots of designs that can be used for comparing and contrasting. The ones
most common to see are Venn chart and comparing chart.
5. MAIN IDEA GRAPHIC ORGANIZER
This type of graphic organizer, lets you identify the main idea as well as its supporting
details.
6. CAUSE AND EFFECT GRAPHIC ORGANIZER
For more samples of graphic organizers, please refer to the given website below:
https://www.edrawsoft.com/graphic-organizers.php
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WHAT IS IT?
ACTIVITY 2
Below are passages, read and identify what type of graphic

organizer is best for them, then create the graphic organizer for the
passage using a separate sheet.
You may look for other samples of graphic organizers from other
sources.
Chronological Sequence Cause and Effect Compare and
Contrast
1. The Age of the Dinosaurs

Dinosaurs existed about 250 million years ago to 65 million years ago. This era is
broken up into three periods known as the Triassic, Jurassic and Cretaceous periods.
The Triassic Period lasted for 35 million years from 250-205 million years ago. Planet
Earth was a very different place back then. All the continents were united to form one
huge land mass known as Pangaea. The Jurassic Period was the second phase. The
continents began shifting apart. The time scale for this famous period is from 205 to 138
million years ago. The Cretaceous Period was the last period of the dinosaurs. It
spanned a time from 138 million to about 65 million years ago. In this period the
continents fully separated. However, Australia and Antarctica were still united.
Type of Graphic Organizer: ______________________________________
2. Creating a Dinosaur Sculpture

Materials: pipe cleaners, clay, non-toxic paint
Wouldn’t you like a scary dinosaur model on your desk to protect your pencils and
textbooks? You can easily make one by following these simple directions. First, bend
your pipe cleaner to make the frame of your dinosaur. I suggest you create a
tyrannosaurus frame by using one long pipe cleaner as his neck, spine, and tail, and
then bend another into a u-shape to make his feet. Wrap the feet around the spine
piece. Next, roll out clay to wrap around the pipe cleaners. Let the clay dry overnight.
The next day you may want to paint your dinosaur using non-toxic paint. His eyes
should be white, but feel free to color your dinosaur as you wish. Nobody really knows
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how dinosaurs were colored, so don’t let anyone tell you that your dinosaur can’t be
pink. Lastly, put him on your desk and watch as he or she scares away bullies and
pencil thieves.
Type of Graphic Organizer: _______________________________________
Source:https://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/3299/Text%20Structure%20W
orksheet%202%20_%20Preview.html
WHAT’S NEW
LESSON 2.3
TOPIC OUTLINE
A topic outline arranges your ideas hierarchically (showing
which are main and which are sub-points), in the
sequence you want, and shows what you will talk about.
As the name implies, it identifies all the little mini-topics
that your paper will comprise, and shows how they relate.
Steps in Writing the Topic Outline

1. Write out your thesis at the top of the page.
2. Make a list of points you must prove to prove your thesis. What would
someone have to agree with, in order to agree with the thesis?
o These will be the main sections of your paper.
3. On a new page, write your first main point. This is the thesis for that section of
the paper.
4. Make a list of the points you have to prove to prove that point. These are your
sub-points for that section.
5. Repeat the process for each of your main points.
Notice that this process produces a hierarchical structure, just like the one you
developed using the paragraph outline to analyze the reading.
Once you have the main points and supporting points written down, it’s time to start
organizing. First, make sure which are main and which are supporting points. For
example, you may find that what you thought was a main point is really part of proving
another main point. Or, what you first listed under a main point may need its own
section. This may change as you continue to work on the outline and draft the paper.
Now you can decide what order you want to present your ideas in. Again, label them
with letters or numbers to indicate the sequence.
Source: https://app.shoreline.edu/doldham/102/HTML/Topic%20Outline.html
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Example of Topic Outline
I. Family Problems
A. Custodial: Non-custodial Conflicts
B. Extended Family
C. Adolescent's Age
II. Economic Problems
A. Child Support
B. Women's Job Training
C. Lower Standard of Living
D. Possible Relocation
1. Poorer Neighborhood
2. New School
III. Peer Problems
A. Loss of Friends
B. Relationships with Dates
Source:https://www.oakton.edu/studentservices/learning_center/tutoring/research_paper_tips/to
pic_outline.php
WHAT IS IT?
ACTIVITY 3
Take a look at the following passages and its topic outlines below.
Then, answer the questions that follow it, by encircling the letter of
the correct answer.
PASSAGE 1
The Internet is an incalculable tool for research. It is a network of thousands of
computers cross the world. Researchers, students, government agencies, schools,
businesses and individuals have left multigigabytes of free information on these
computers, available to anyone with a computer and an Internet connection. There are
thousands of "web sites", as they are called, with text, pictures, sounds, and movie
clips. You can see this material by simply sending out the appropriate Internet address,
and after a few moments, it appears on your screen. You can type in the address
directly, or you can automatically invoke an address by tapping on an icon or an
underlined "link" on the home page of a web site that you already have on your screen.
Often the information can be printed or downloaded (copied) directly to your local
computer and saved on your own diskette. (english.glendale.cc.ca.us/topic11.html).
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I. The Internet
A. What it is
B. Web Sites
1. How to see them
2. How to save the information
1. In the above outline, which is the most important idea?

A. Web sites C. The Internet
B. How to save information D. What it is
2. In the above outline, which is the more important idea?
A. How to see them C. How to save the information
B. What it is D. they are all equal
OUTLINE1
I. Types of measurement
A. Volume
1. Quarts
2. Pints
3. Gallons
B. Length
1. Miles
2. Feet
3. Inches
II. Types of money

A. United States
1. Pesos
2. Cents
B. Other Countries
1. Lira
2. Yen
3. Francs
1. In the above outline, which is the most important idea?

A. Types of money
B. Types of measurement
C. United States
D. "Types of money" and "Types of Measurement" are equal
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2. In the above outline, which item is in the wrong place?
A. Pesos C. Types of measurement B. Yen D. Pints
WHAT’S NEW
LESSON 2.4
SENTENCE OUTLINE
Sentence Outline is done in full sentences. It is normally

used when your paper focuses on complex details. The
sentence outline is especially useful for this kind of paper because sentences
themselves have many of the details in them.
A sentence outline also allows you to include those details in the sentences
instead of having to create an outline of many short phrases that goes on page after
page. Benefits of writing a sentence outline include:
1. Clarity. If you can't write a clear sentence summarizing the paragraph's
point, you certainly can't write a clear paragraph.
2. Flow of argument. It is much easier to quickly judge whether the present
order of paragraphs (as sentences in the outline) really makes the argument in the most
effective way. You may be able to omit one or more paragraphs and still make your
arguments.
3. Efficiency. Revision of the plan of paper is much easier and quicker if you
have only to delete or re-order sentences. Doing this on the completed draft involves
much more work. Since a concept must be explained when it first appears,
interchanging paragraphs will require moving definitions. 1. Paragraphs should
smoothly flow into each other. Reordering paragraphs may require extensive rewriting.
4. Writing to length. With a sentence outline you can easily judge how long the
manuscript will be and modify it to keep the essential material within the prescribed
length.
5. Time. All the above -- clarity, argument flow, efficiency, length management --
can be done faster using a sentence outline.
Steps to Writing a Sentence Outline
Before you begin creating your sentence outline, you should be clear about the
following:
1. Determine the purpose of your paper.
2. Determine the audience you are writing for.
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3. Develop the thesis of your paper.
4. You should then use notecards (they are old-school, but offer the flexibility you will
need to organize your thoughts) to perform the following:
5. Brainstorm: List all the ideas that you want to include in your paper onto notecards
(gathered through research, either through reading or direct research).
6. Organize: Group related ideas together. This may be accomplished by using
notecards and sorting them into groups.
7. Order: Arrange material in subsections from general to specific or from abstract to
concrete (e.g., organize the groups notecards into logical order).
8. Label: Create main and sub headings for each group.
SAMPLE SENTENCE
OUTLINE Negative Effects of Divorce on Adolescents
I. When family conflicts arise as a result of divorce, adolescents suffer.

A. During the first year, these young people may be depressed due to
conflicts between the custodial and non-custodial parents.
B. Grandparents, aunts, and uncles are often restricted by visitation provisions.
C. Almost without exception, adolescents find divorce very painful, but they react
in differing degrees depending on their age.
II. Some of the most negative effects on adolescents may be associated with
economic problems.
A. The family will most probably experience a lower standard of living due to the
cost of maintaining two households.
B. Some female custodial parents have poor job skills and must train before
entering the job market.
C. The lower standard of living may result in misunderstanding and conflicts
within the family.
D. The decreased standard of living, particularly for an untrained female
custodial parent, often causes relocation.
1. The family may have to move to a poorer neighborhood in order to cut costs.
2. As a result, the adolescent may have to attend a different school.
III. Adolescents from divorced families often experience peer problems.
A. Due to relocation and prejudice, adolescents may lose friends.
B. The lack of a solid relationship with both parents affects an adolescent's
attitude toward the opposite sex.
Source: http://web.psych.washington.edu/writingcenter /writingguides/pdf/outline.pdf,

http://www.physics.ohio-state.edu/~wilkins/writing/Assign/so/sent_outline.html, and
http://www.austincc.edu/colangelo/pcm/fullsentenceoutlineformat.htm)
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LESSON 3
PATTERNS OF DEVELOPMENT
What I know
Before we will take the lessons, let me know how much you have
learned about this lesson and what do you still need to know.
Below is a 10-item multiple choice test. Encircle the letter of your choice.
1. It is sharing of personal experiences that offer lessons and insights.
A. Narration C. Comparison and Contrast
B. Description D. Classification
2. It uses sensory details such as sights, smells, tastes, feelings and textures to
create vivid images in the reader’s mind.
3. It tells how two things are similar and different.
A. Narration C.Comparison and Contrast
4. It is an activity of sorting items.
5. It explains what a term means.
a. Definition b. Analogy c. Comparison and Contrast
6. It is the time and location in which a story takes place.
A. Setting C. Plot
B. Characters D. Exposition
7. The significant part of the story which features the characters as well as the
protagonist and antagonist.
A. Setting C. Plot
B. Characters D. Rising Action
8. It is the logical series of events.
A. Setting C. Plot
B. Characters D. Climax
9. It is the part of the story where the characters and the setting are
revealed.
A. Setting C. Plot
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10. It is where the events in the story become complicated and the conflict in the
story is exposed.
A. Setting C. Plot
WHAT’S NEW
LESSON 3.1
NARRATION
Narrative paragraph simply tells what happened and establishes
facts. It is sharing of personal experiences that offers lessons and
insights. It is more than just a chronological sequence of events
that happen to the different characters. It also contains elements of
drama and tension.
Narration is the most common type of paragraph development. It has
the following elements:
1. Setting. It is thetime and location inwhich a story takes place.
2. Characters. The significant part of the story which features the characters as
well as the protagonist and antagonist.
3. Plot. It is the logical series of events.
The five essential parts of the plot :

a. Exposition. It is the part of the story where the characters and the
setting are revealed.
b. Rising Action. It is where the events in the story become complicated
and the conflict in the story is exposed.
c. Climax. This is the highest point of interest and the turning point of the
story.
d. Falling Action. The events and complications begin to resolve
themselves.
e. Denouement. The final resolution of the plot in the story.
4. Point of View. It is the perspective of the writer in narrating the story.
a. First person point of view. The story is told by the protagonist or one
of the characters using pronouns I , me , we.
b. Second person point of view. The author tells the story in second
point of view using the pronouns you , yours, and your.
c. Third person point of view . The narrator is not part of the story but
describes the events that happen. The writer uses the pronouns he,
she , him, and her.
24
WHAT IS IT?
ACTIVITY 1
Directions : Read the story “Not Necessary News From The Beat”
and answer the comprehension questions that follow.
Palace liaison in Congress Jesus Ayala has an incident to share with friends,
after meeting a world-renowned missionary, Mother Teresa of Calcuta , India last week.
When Mother Teresa , dubbed a “ living saint “ in religious circles, paid a courtesy call
on President Aquino at the Malacanang Premier Guest House Thursday afternoon last
week, Chito was one among the palace staff members who eagerly lived up to have a
glimpsed of the 79-year-old nun. It was a blessing that Chito even had the chance to
kiss Mother Teresa’s hands. And, on bended knees , Chito publicly confessed. “ Bless
me, Mother Teresa for I have many sins , “ he whispered to her. (Reprinted from:
Philippine Daily Inquirer “Not Necessary from the Beat”).
COMPREHENSION QUESTIONS
1. Who is the main character of the story?
a. Jesus Ayala
b. Mother Teresa
c. President Aquino
d. Palace Staff
2. Where is the setting of the narrated story?
a. Malacanang Guest House
b. Garden
c. Office
d. sala
3. Who is the world –renowned missionary?
a. Chito Ayala
b. Mother Teresa
c. Sta. Rita
d. Pres. Aquino
4. Where is the setting of the narrated story?
a.Spain
b. Calcuta, India
c. Philippines
d. Malaysia
25
5. Who is the president mentioned in the story?
a. Pres. Estrada
b. Pres. Macpagal
c. Pres. Aquino
d. Pres. Duterte
WHAT’S NEW
LESSON 3.2
DESCRIPTION
A descriptive paragraph uses sensory details such as
sights , smells , tastes , feelings and textures to create vivid
images in the reader’s mind. It often uses spatial order to
create a clear visual image of a person , place, object or
scene.
There are two kinds of descriptive paragraph:
1. Objective Description. It conveys feelings and emotions about a person ,
place , or thing.
2. Subjective Description. It conveys feelings and emotions about a person ,
place , or thing.
WHAT IS IT?
ACTIVITY 2
Read the paragraph presented below and answer the
comprehension questions.
A Great Living Room

My living room may be small , but it is tidy and well - organized. On the right,
there is a wooden bookcase with four shelves. On top of the bookcase is a small lamp
with a dark base and a matching lamp shade. The first and third shelves are filled with
carefully arranged books. On the second shelf , there is an antique clock with faded
numbers on its face. The bottom shelf has a few newspapers. On the opposite side of
the room is an old television set with nothing on top of it. Between the television and the
bookcase is a large sofa. A fat , stripped cat with long whiskers is curled up in a ball on
the right side of the sofa. Lying to the left of my cat is a single sock that the cat probably
brought from another room. Directly in front of the sofa , there is a long coffee table with
short legs,. On the right side of this table lie two magazines. They
26
are stacked one on top of the other. Perhaps the most striking item in the room
is the beautiful beach painting above the sofa. This extraordinary painting shows
a peaceful beach scene with a sailboat on the right , far from the beach.
Although it is a small room, everything in my living room is in its place.
(english120.pbworks.com/w/page/19006860/descriptive%20paragraphs)
1. What does the paragraph describe?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Describe the ambiance conveyed in the room.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. What are some of the sensory details the writer used in describing the
room?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
WHAT’S NEW
LESSON 3.3
COMPARISON AND CONTRAST
A comparison tells how two things are similar. A contrast

tells how they are different. A comparison and contrast paragraph
can do either or both.
There are two ways in writing a comparison and contrast
paragraph.
1. Subject – by - Subject Method. You present all of the facts and supporting
details about one topic , and then you give all the facts and supporting details
about the other topic.
2. Point – by - Point Arrangement. You discuss each point for both subjects
before giving on the next point.
27
WHAT IS IT?
ACTIVITY 3
Directions: Write sentences by comparing and contrasting the
given pictures below.
1. Classroom Laboratory
(sign& symbol by www.freepik.com)
Similarities: ______________________________________
Differences: ______________________________________
2. Computer Calculator
(sign& symbol by www.freepik.com)
Similarities: ______________________________________
Differences: ______________________________________
28
WHAT’S NEW
LESSON 3.4
CLASSIFICATION
In a classification paragraph , you tell readers how a

collection of items can be sorted into categories. It is an activity of sorting
items ( people , things , idea ) into categories:
1. Terms that signal classification
aspects kinds qualities traits

areas levels systems types
2. Transitional Expressions
can be divided can be categorized

can be classifies the first type
WHAT IS IT?
ACTIVITY 4
Read the paragraph below and answer the questions that

follow.
Types of Friends
Friends can be classified according to their honesty , loyalty , the type that fits
you into their schedule , or the type that finds time for you when they need something.
An honest friend tells you the truth even if it’s not always what you want to hear. In the
long run , that honest friend may have saved you from embarrassment or possibly
rejection. They give you constructive criticisms overall. The loyal friend is the type of
friend that will be there for you through the thick and thin. They don’t care how good or
bad you may look one day; they are sensitive to your feelings , they respect you and the
other people in your life, and most of all they will never let you down when times are
hard. They may be what you call a best friend. The third group, the person that fits you
into their schedule , is the type of person that is always on the go. They barely have
time for themselves let alone another person. More than likely they will not be there for
you when you need them most, because they are so wrapped up in their busy , hectic
life. Then you have the self-absorbent type of friend that finds time for you only when
they need something. This type of person isn’t what you
29
would call a friend. This person may always be extremely nice to you because they
know that if are nice to you then they will more than likely get what they want. They will
call you every once in a while when it is almost time for them to use that person again. It
may be for a ride to work, home or they just want somebody to hangout with because
they have no other friends. If the person that is being used is smart they will eventually
realize that they are getting used and will stop being there for that person. ( Amy Neil,
2005)
Comprehension Questions
1. What are the three types of friends?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. What is the basis used by the author to classify friends?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. How does the author develop the classification essay?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
WHAT’S NEW
LESSON 3.5
DEFINITION
A definition explains what a term means. When you want your
readers to know exactly how you are using a certain term or an
unfamiliar concept , you use definition.
30
The following are the different types of definitions:
1. Formal Definition. The definitions provided in dictionaries.
2. Informal Definitions. The three common informal definitions are operational
definitions, synonyms, and connotations.
a. Operational Definitions gives the meaning of an abstract word for one
particular time and place.
b. Synonyms or words that mean the same as another word.
c. Denotation is the exact meaning of
d. the word; while, connotation is an idea or meaning suggested by or
associated with a word or things.
3. Definition Paragraph. It is a definition sentence which is extended into a
paragraph by adding meanings, descriptions, narrations , and other kinds of
paragraph development to make clear the term being defined.
WHAT IS IT?
ACTIVITY 5
Read the paragraph below and answer the questions
that follow.
Anger
Anger is having a feeling of hatred towards someone or something. It
is one of our basic emotions and can be most dangerous if it is not carefully
controlled. A person can become angry when he cannot fulfill some basic needs
or desire that is important to him. For example, a child may become angry when
he cannot play outside with his friends. An adult may become angry when he
does not receive a raise in pay that he expected. Mentally, anger can interfere
with our thoughts, making it difficult to think clearly. Physically, it may cause
violent reactions in the muscles and in the nervous system. This cause an angry
person to flush and tremble and to show other signs of disturbance. A person can
be dangerous if he is an angry mode because he can develop feelings of hostility
and hatred toward another person, which can then often turn violent.
(source:https://www.sinclair.edu/centers/tlc/pub/handouts_worksheets/english/07
5sample-paragraph-definition-pdf)
1. What is the topic sentence of the paragraph?
______________________________________________________________
______________________________________________________________
______________________________________________________________
31
2. Analyze how the one sentence definition is expanded into a paragraph?
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. What are the supporting details?
______________________________________________________________
______________________________________________________________
______________________________________________________________
WHAT’S NEW
LESSON 3.6
CAUSE AND EFFECT
A cause is what make a particular thing happen. An effect is
what results from a particular situation, activity, or behavior.
This type of paragraph can be organized in two ways:

1. Identify the effect in the topic sentence and write about its causes.
2. Write about the cause in the topic sentence and write about its effects.
WHAT IS IT?
ACTIVITY 6
follow.
The Influence of Video Games to Children

Video games have been a part of children’s life for the past few decades. It all
started when Atari came up with its first gaming consul, which included a very simple
game of tennis. The controller had just 1 stick and 1 button to play with. Now, we have
many different types of consuls available in the market with very complex games that
requires controllers with two or more sticks and a variety of buttons. Video games are
almost second nature to the modern children and they are more comfortable playing
then. Playing video games can have may different effects (both positive as well as
negative) on children. Some of this effects include increasing hand eye coordination and
increasing dexterity mental skills; a decrease interest in other interest such as studies
and sports ; and a very negative effect of inducing violence.
32
One of the most positive effects of video games is increasing the dexterity of a child
and improving his or her hand eye coordination. As mentioned earlier, the new video
games that are coming out are extremely complex and they involve the movement of
many different kinds of sticks and buttons on the controllers. These can be very good
for children as they learn to make the fast connections between what they see and what
their hands and fingers are doing. This allows them to think quickly and improves their
reflexes. The newest games are very precision-based and it takes very minute and
accurate movements for the children to control the characters. This helps in making the
children much more a depth at handling and operating real-life machinery and
objectives.
Another effect that playing video games have on children is that they tend to get
addicted to playing this games and give them foremost priority. This takes the children
away from their other responsibilities, such as doing house chores, homework, and
other physical activities. Children also end at spending more time playing video games
in front of television screens than playing real and actual sports that involve physical
exercise. This in turn can have many health related problems for children, as they can
get obese if they don’t exercise ad stay home playing video games. This is perhaps the
worst negative effect that video games can have on children. Parents and educators all
over the world are concern about this phenomenon and they are urging the children to
not spend so much time playing video games. Many new video games consuls, such as
the new Nintendo WII have come out with games that require users to actually get up
and move.
Many researchers have talk about the effects of viewing violence in the media and
how it affects children. Video games takes this to another level, where the children are
actually participating in being violent in the video games. There are many games out
there that allow children to play arm bearing characters who can kill anyone that they
want, steal cars, and commit many different kinds of crime. These games can have
negative implications on the children as they get immune to the idea of committing
crime and end up believing that it is alright. Research still on going on this negative
effect and it has not entirely been proven or disproven as of yet.
We find that plain video games can have various effects on children, both positive
as well as negative. Even though children can benefit by increasing their dexterity and
improving their reflexes, The cost of them losing out on their physical exercise and
homework, as well as their becoming prone to violent acts, are way too much. It is
important that the parents and educators take up this problem seriously and enable
certain rules and regulations that allow children to divide their time responsively
between playing video games and completing their studies and other responsibilities.
(Source: www.tailoredessays.com/samples/video-games-affect-children-essay.htm)
33
1. What are the advantages and disadvantages of video games?

______________________________________________________________
______________________________________________________________
______________________________________________________________
2. What are the effects of video games on children?

______________________________________________________________
______________________________________________________________
______________________________________________________________
3. What are the roles of the parents and teachers in addressing the problems
of video games?
______________________________________________________________
______________________________________________________________
______________________________________________________________
WHAT’S NEW
LESSON 3.7
ANALOGY
An analogy is a comparison in which an idea or a thing is
compared to another thing that is quite different from it. It aims at
explaining that idea or thing by comparing it to something that is
familiar.
WHAT IS IT?
ACTIVITY 7
follow.
The Chef and the Performer
It is premise that since food requires careful preparation and

special skills, it should not just be brought to the table on a platter. Instead, it
should be the subject of a performance. Thus, the table becomes the stage; the
34
chef, the performer; and the diners, the audience. The performance starts when
the chef puts on his red hat and begins to act his part, he cuts the vegetables
with spritely movements, tosses in some seasoning, and then attends to the
meat, the fish, or the seafood on hand. The vegetables dance on the grills at the
chef’s command and jump into the diner’s plate. Applause or an encore maybe
inevitable, but of course, the test of the pudding is in eating.
Source: Winning strategies for study, thinking and writing skills

Adapted: Fernandez
1. What is the main idea of the paragraph?

______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Explain the analogy in the statement, “the test of the pudding is in the eating.”
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. What is the essential meaning of the paragraph?

______________________________________________________________
______________________________________________________________
______________________________________________________________
WHAT’S NEW
LESSON 3.8
PROCESS
A process paragraph explains how something works or
tells how to do something. The rest of the paragraph
should discuss the steps in the process, one by one, in the
order in which they occur.
There are two different kinds of process paragraphs:

1. Process explanations. The writer’s purpose is simply to help readers understand
a process, not perform it.
35
2. Instructions. The writer’s purpose is to give readers the information they need to
perform a task or activity.
WHAT IS IT?
ACTIVITY 8
Read the paragraph below and answer the questions
that follow.
The Making of French Fries

I have always enjoyed the French Fries at McDonald’s and other fast foods
restaurant, but I have never realized just how much work goes into making
them until I watched in the television a potato processing plant in Hermiston,
Oregon. The process begins with freshly dug potatoes being shoveled from
trucks onto conveyor belts leading into the plant. During this stage , workers must
sort out any rocks that may have been dug up with the potatoes because these
could severely damage the automated peelers. After the potatoes have gone through
the peelers, they travel on a conveyor belt through the trim line. Here, workers cut out
any bad spots, being careful not to waste potatoes by trimming too much. Next, the
potatoes are sliced in automated cutters and then fried for about a minute. After this,
they continue along a conveyor belt to the wet line. Here, workers again look for bad
spots, discarding out any rotten pieces. At this point, the potatoes go to a second set of
fryers for three minutes before being moved to sub-zero freezers for ten minutes. Then,
it’s on to the frozen line for a final inspection. The inspected fries are weighed by
machines and then sealed into five-pound plastic packages, which are weighed again
by workers who also check that packages are properly sealed. The bags are then
packed into boxes and made ready for shipment to various McDonald’s and other
restaurants across the Western United States. This process goes on continuously,
twenty-four hours a day to bring us consumers the tasty French fries we all enjoy so
much.
1. Copy the topic sentence of the paragraph.
2. Identify the paragraph as process explanation or instructions. Explain

your answer.
________________________________________________________________
________________________________________________________________
36
3. List the steps in the process.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
WHAT’S NEW
LESSON 3.9
PROBLEM AND SOLUTION
How to link a problem paragraph to a solution paragraph, these are
paragraphs that identify a problem of some kind and report on an
innovative solution.
The event in the if-clause is possible, or is likely to happen. The
event in the result clause would logically follow. There are others types of
conditional sentences, but first conditionals are the most common in writing about
problems and solutions.
WHAT IS IT?
ACTIVITY 9

follow.
Deforestation is a serious problem because forest and trees are not just pretty to
look at, they do an important job making the earth´s environment suitable for life. They
clean the air, store water, preserve oil, and provide homes for animals. They also supply
food, fuel, wood products, and paper products for humans. In the past fifty years, more
than half of the world´s rainforests have been destroyed.
Today, the forest of the world are being deforestation continues, the world´s
climate may change, floods may become more common, and animals will die.One
solution to the problem of deforestation is to use less paper. If you use less paper, fewer
trees will be cut for paper making. How can you use less paper? One answer is to
reduce your paper use by using both sides of the paper when you photocopy, write a
letter, or write an essay. A second answer is to reuse old paper when you can, rather
than using a new sheet of paper. The backs of old envelopes are perfect for shopping
list or phone messages, and you write a rough draft of an essay, write it on the back of
something else. A final answer is to recycle used paper products instead of throwing
37
them away. Most schools, offices, and districts have some kind of recycling center. If
you follow "the tree Rs"- reduce, reuse, and recycle-you can help save the world´s
forest.
1. What is deforestation?
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. What are the effects of deforestation?

______________________________________________________________
______________________________________________________________
______________________________________________________________
3. What are the roles of the community to prevent deforestation?

________________________________________________________________
________________________________________________________________
________________________________________________________________
WHAT’S NEW
LESSON 3.10
PERSUASION
A persuasive paragraph tries to convince the reader that a

particular point of view is worthy of consideration. It wants
you to consider both sides of an issue, but it reveals a bias in
favor of one side over another. Facts may be presented in
support of a position, but the writer is not being objective. The point of
view is subjective.
objective: impartial; fair; balanced; factual
subjective: partial; in favor of an idea; biased
38
WHAT IS IT?
ACTIVITY 10

follow.
Immigration contributes to the overall health of the American economy. Despite

recent concerns expressed about illegal and some legal immigration to the United
States, this country has largely benefited from the skills, talents, and ambition that
immigrants bring with them. American businesses gain from a good source of affordable
labor, while towns and cities are revitalized by immigrant families who strengthen
communities through civic participation and the generation of new economic activity.
The United States must continue to welcome new arrivals and help those who are
already here; otherwise, the country will lose the advantages it has over other
industrialized countries that compete against us in the global marketplace and seek to
recruit from a vast pool of unskilled and skilled global workers.
1. Give your analysis of the given paragraph.
a. Introduction
b. Reasons
c. Conclusions
WHAT I HAVE LEARNED

LET’S SUMMARIZE
 Narration. It is sharing of personal experiences that offers lessons and

insights.
 Description. Uses sensory details such as sights, smells, tastes,
feelings and textures to create vivid images in the reader’s mind.
 Comparison and Contrast. It tells how the two things are similar and
different.
39
 Classification. It is an activity of sorting items.
 Definition. It explains what a term means.
 Cause and Effect. It is what make a particular thing happen and what
results from a particular situation , activity, or behavior.
 Analogy. It is a comparison in which an idea or a thing is
compared to another .
 Process. Explains how something works or tells how to do something.
The rest of the paragraph should discuss the steps in the process, one
by one, in the order in which they occur.
 Problem and Solution. To link a problem paragraph to a solution
paragraph, these are paragraphs that identify a problem of some
kind and report on an innovative solution .
 Persuasion. Tries to convince the reader that a particular point of view
isworthy of consideration. It wants you to consider both sides of an
issue, but it reveals a bias in favor of one side over another.
ASSESSMENT
Multiple Choice. Encircle the letter of the correct answer.
1. The definitions provided in dictionaries.

A. formal C. Operational
B. informal D. Denotation
2. It is sharing of personal experiences that offers lessons and insights.
3. Definitions gives the meaning of an abstract word for one particular time and
place.
A. Formal C. Operational
B. Informal D. Denotation
4. Uses sensory details such as sights, smells , tastes, feelings and textures to
create vivid images in the reader’s mind.
5. Words that mean the same as another word.
B. Synonyms D. Denotation
40
6. It tells how the two things are similar and different. A.
Narration C. Comparison & Contrast B. Description
D. Classification
7. It is the exact meaning of the word; while, connotation is an idea or
meaning suggested by or associated with a word or things.
B. Synonyms D. Denotation
8. It is an activity of sorting items.
9. It explains what a term means.
A. Definition C. Comparison & Contrast
B. Analogy D. Process
10. It is a definition sentence which is extended into a paragraph by adding
meanings, descriptions, narrations , and other kinds of paragraph development
to make clear the term being defined.
A. Definition C. Operational
b. Synonyms D. Denotation
Great job! You are done with Lesson 3, have a break! You deserve one.
Then let’s take off to Lesson 4!
So, read on!
41
WHAT’S NEW
LESSON 4
PROPERTIES OF A WELL-WRITTEN TEXT
When you have already gathered enough materials in developing your

paragraphs or text, the next step is to organize properly. Then you need to determine
which ideas should be used in the beginning, middle and end of your texts— coherence
and cohesion should be considered in arranging your ideas. The mechanics of writing
should be observed too, like capitalization, contractions and punctuation marks. Lastly,
you need to determine the type of language you are going to use for you to be able to
communicate with your target audience. All of the things mentioned above is what this
module is all about.
What I Need to Know

By the end of this lesson, you are expected to:
1. discuss the meaning and components of a well-written text;
2. explain the steps in achieving a well-written text;
3. read and explore texts and determine if they are well-written or not;
4. create a well-written text; and
5. reflect on your learning on the properties of a well-written text
To achieve the objectives of this module, do the following:
 Take your time reading the lessons carefully.

 Follow the directions and/or instructions in the activities and
exercises diligently.
 Answer all the given tests and exercises.
42
What I know
Before heading on to our lesson, let us first check what
you already know. Read the statements carefully, and
determine what is being referred to, then write your
answers on the blanks provided before each number.
____________________1. This is achieved when ideas are logically and accurately

arranged.
____________________2. This refers to when the details of a paragraph are arranged
according to the order in which they happened.
____________________3. It is a set of conventions on how to spell, abbreviate,
punctuate and capitalize.
____________________4. This means that the sentences are arranged in a logical
manner, making them easily understood by the reader.
____________________5. To attain this property, one must be consistent with the use
of pronouns.
Great job! Later we will see if your answers are correct by reading the
rest of this module… but before that….
Complete this figure by writing what do you think makes up an effective or a well-
written text.
What is a
well-written
text?
43
WHAT’S NEW
LESSON 4.1
Organization, Coherence and Cohesion
For a text to be well-written, one must keep in mind these three properties:

Organization - this is the structural framework for writing. It is important to
effective writing because it provides readers with a framework to help them
fulfil their expectations for the text. This is the logical progression and
completeness of ideas in a text.
Organization is achieved when ideas are logically and accurately arranged.

Coherence – by coherence we mean that every part of a composition must
contribute to one main unifying thought, which means that the various parts
of a text must follow one another in an order which makes their relationship
clear.

Cohesion - means that the overall text has meaning.
Text organization is the way a text is organized that helps to guide the reader
logically through it. This property makes a text readable and its message clear.
Organization can be achieved through the following techniques:
 Physical format
 Signal words
 Structure
Physical Format
The format is an aspect of the organization that is immediately apparent to the
reader. It is seen in how the text physically appears like headings and subheadings,
bullet points or font emphasis. However, use this technique with discretion as
improper or superfluous formatting can be confusing.
 Example:
Marxist ideology has three main theories. Historical materialism purports that
all the features of society can historically be traced back to economic activity. Social
class in capitalist societies is what produces unjust structures of power that exist
today. Socialism would be the next rational step for the development of human
society.
 Explanation:
The words in bold are the three most important Marxist theories that the first
sentence is referring to. By emphasizing these words, the reader can identify the
44
correct term for the concepts along with their definitions; this would also aid in
remembering the theories since they stick out from the rest of the text.
Signal Words
Signal words are textual cues that readers can use to follow a text. They can
“signal” the transition from one point to another, the ordering of events and
concepts, or the writer’s chosen text type (e.g., linear narration, question and answer).
 Example:
Chuck Palahniuk’s novel Fight Club greatly influenced me as a fictional
writer. First, his use of the unreliable narrator fascinated me, and I have written similar
characters in my works. Second, the theme of patriarchal oppression can also be found
in the stories I write. Third, the novel’s stunning twist is something that I have been
trying to recreate. Thus, I am extremely grateful to have encountered Palahniuk’s
genius early in my writing career.
 Explanation:
By using sequential signal words (first, second and third) before the beginning of
every sentence, the reader can follow what seems to be the writer’s list of three reasons
why the novel influenced him. The word thus also signals the conclusion and the end of
the list.
Structure
The structure provides the framework upon which the text is organized. It
consists of the following:
 Beginning: introduction, thesis statement, hook

 Middle: supporting details
 End: conclusion, summary, final message
Example:
Ancient philosophies believe that a person has an “aura,” this appears as a rainbow
of light around the body that can be seen by individuals with clairvoyant abilities. The
colors change depending on one’s mood, health, and thoughts. Some scientists believe
that the existence of the aura has something to do with the electromagnetic fields
produced by cells and tissues in the human body. Whether auras are real or not, the
fact remains that there are forces everywhere that are real even though we cannot see
them.
 Explanation:
Organization in this paragraph is not readily noticeable as it does not use cues like
formatting or signal words. However, the text is organized in this way:
 Beginning: Introduce topic of aura

 Middle: Definition and evidence of existence of auras
 End: Ending message about forces in the world
45
What I Have Learned
 By adhering to the structure, the writer can produce a text that is still easy to
follow. The topic, supporting details and concluding message is still clear to the
reader.
 Text organization makes a text easy to read. It prevents the reader from
becoming confused by a jumble of words, sentences, and paragraphs that are in
no particular order.
 Organization can be achieved through the physical format, signal words, and
structure.
WHAT IS IT?
Activity 1
` Underline the signal words and phrases that the author

has used for arranging the details in the paragraphs.
Northern Mindanao is a region rich in culture, which can be seen in their

numerous festivals. One of the most popular festivals in the region is the Higalaay
Festival in Cagayan de Oro City. They celebrate the feast day of St. Augustine every
28th day of August. Another festival is Kaamulan festival in Bukidnon. It is an ethnic
cultural festival wherein people allocate a relative amount of their time to remember the
culture and traditions of the seven ethnic tribes in their area. It is also considered as a
thanksgiving festival to celebrate their bountiful harvest. Moreover, another famous
festival in the region is the Lanzones festival in Camiguin, which is a 4-day celebration
of this fruit. It is held every 3rd week of October. It is essential to note that the sweetest
Lanzones can be found in the islands of Camiguin. Regularly celebrating different
causes as one whole community shows that the citizens of Region 10 value
camaraderie and friendship.
Some parts of this region are known to have preserved their tribal beliefs and
customs. An example is the Higaunon, a mountain tribe in Bukidnon. Apparently, they
still believe in the existence of spirits and gods. Furthermore, they have a god for each
element. Another superstition is they need to please the spirits so they will experience
something good in return. People in this tribe still live according to their traditions with
farming as their primary source of income. Additionally, the ancestors of its current
inhabitants mentioned that the region was occupied by four
46
tribes but when northern-central Mindanao was divided into provinces, migrants from
Visayas and Luzon began to dominate the region. Since that happened, the tribal
communities went to the mountains and forests to continue living out their cultural
heritage.
The region’s culture can also be seen in their establishments and churches.
These include: the Immaculate Conception Parish Church in Misamis Oriental,
Macapagal-Macaraeg Heritage House in Lanao Del Norte, General MacArthur Maker
and Saint Augustine Cathedral in Cagayan de Oro. These places represents a glimpse
of Northern Mindanao’s history because the events that occurred in these locations
moulded Region 10 to be what it is today. The province of Camiguin is home to century
old churches such as the Santo Rosario Church and Old Catarman Church Ruins.
Baylao Church is considered as a miraculous place because a lot of individuals connect
it to how its existence saved numerous lives during the eruption of Mount HibokHibok.
Besides that, there are also a lot of ancestral homes that can be found in this region that
date back all the way to the Spanish era.
http://www.nnc.gov.ph/index.php/regional-offices/region-x-northern-mindanao/54-region-
10-profile/306-region-x-profile.html
if there is a clear
statement of purpose,
position, facts,
examples, specific IDEAS are formed
details, definitions, and well-developed ORGANIZATION
explanation,
justifications or
opposing viewpoints
And if there is ORGANIZATION, there is…
 Coherence and Cohesion – by coherence we mean that every part of a

composition must contribute to one main unifying thought, which means that the
various parts of a text must follow one another in an order which makes their
relationship clear. On the other hand, cohesion means that the overall text has
meaning.
A text with coherence has ideas that are logically sequenced in a way that is
easy to follow for the reader. Although without cohesion, no central concept links all
these ideas together. The main point of the text remains unclear for readers.
 Example:
47
My favorite painting is “The Weeping Woman” by Pablo Picasso, which is an
intriguing painting that symbolizes suffering. As a result, I love bright primary colors, so I
wear a lot of shocking yellows, blues, and reds. Also, as an outgoing person, I enjoy
performing for large crowds. In the end, people should not judge an artist’s talent based
on one standard.
 Explanation:
Connecting words in the text suggest a sequence of ideas that the writer wants to
convey. “As a result” implies an effect of the previous statement while “in the end”
indicates the conclusion. However, the writer jumps from one topic to another resulting
in a lack of cohesion. For instance, the writer talks about his or her favoritecolors “as a
result” of Picasso’s painting even though they are not connected in any way. It can be
inferred that the choice of favoritecolors was inspired by the colors of the painting, but
the writer does not make this clear.
Cohesion and Coherence
A text with both cohesion and coherence has a central concept linking all
the ideas in the text, and these ideas are presented in a logical manner. The main
point is clear, and the text is easy to follow and understand.
 Example:
International Women’s Day is celebrated on the 8th of March of every year. It began
as a Socialist political event in several Western countries. Then, other countries also
started celebrating the holiday just as a way to express their love for women. Currently,
the United Nations observes the holiday as a way to bring to light women’s issues
around the world.
 Explanation:
The main topic of the text is International Women’s Day, which was stated in the first
sentence. The paragraph proceeds to outline the history of the holiday starting from
some Western countries and its spread to other nations. It ends with the current way
that the whole world celebrates the day. The writer can present different ideas about the
holiday in a logical manner and without veering away from the topic.
Remember the following when trying to evaluate if your text has cohesion
and coherence:
 A text with cohesion but no coherence is difficult to follow.

 A text with coherence but no cohesion has no definite point.
 A text with both cohesion and coherence is logically sequenced and stays
on topic.
48
WHAT IS IT?
Activity 2
Create a coherent paragraph by arranging the following

jumbled sentences. Then write your arranged
paragraph on the space provided. Don’t forget to
observe proper mechanics in writing your paragraph!
 In these areas, 70 % of the agricultural land suffers from dryness and lack
of irrigation.
 As a result, the crops are usually marginal with hardly enough production
to feed the farmer’s family.
 The first fact to consider is that over 60% of the population lives in rural
communities.
 In my country, one of the most urgent problems facing the government
today relates to agriculture.
 And without irrigation, agricultural production is wholly dependent on the
uncertain rainfall.
 To understand the nature of this problem, one has to look at some facts.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
 To solve the problem of overpopulation, he devised a great war, which

would sweep like a conflagration over Greece.
 This was the Trojan war.
 Zeus, the ruler of the gods, seemed to have realized that the earth was
getting terribly overcrowded.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
49
WHAT IS IT?
ACTIVITY 3
Read each of the following paragraphs. Underline the

sentence that does not belong in the paragraph, to make
it more coherent and cohesive.
1. Oceans and lakes have much in common, but they are also quite different. Both are
bodies of water, but oceans are very large bodies of salt water, while lakes are
much smaller bodies of fresh water. Lakes are usually surrounded by land, while
oceans are what surround continents. Both have plants and animals living in them.
The ocean is home to the largest animals on the planet, whereas lakes support
much smaller forms of life. When it is time for a vacation, both will make a great
place to visit and enjoy. I want to swim in the lake.
2. Sunset is the time of day when our sky meets the outer space solar winds. There
are blue, pink, and purple swirls, spinning and twisting, like clouds of balloons
caught in a blender. Sunset is the opposite of sunrise. The sun moves slowly to hide
behind the line of horizon, while the moon races to take its place in prominence atop
the night sky. People slow to a crawl, entranced, fully forgetting the deeds that still
must be done. There is a coolness, a calmness, when the sun does set.
3. Here is the perfect system for cleaning your room. First, move all of the items that
do not have a proper place to the center of the room. Get rid of at least five things
that you have not used within the last year. Take out all of the trash, and place all of
the dirty dishes in the kitchen sink. Now find a location for each of the items you had
placed in the center of the room, for any remaining items, see if you can squeeze
them in under your bed or stuff them into the back of your closet. 5s is a Japanese
cleaning system. See, that was easy!
50
WHAT’S NEW
LESSON 4.2
Language Use and Mechanics
An effective
Language Use – refers to the appropriateness of word/vocabulary use.
language is specific, concise, familiar, correct and appropriate.
It is important that you make good choices when it comes to language use
because how you use language affects the tone of the text and the readers’
interpretation of it. Before writing, you have to think about and consider your target
audience.
Determine when it is appropriate to use formal language or when

informal language is acceptable.
Informal language is usually used in writing for oneself or in writing to family,

friends, and colleagues. On the other hand, formal language is used in writing
academic, business, and official texts.
Examples:
 We asked the secretary to call the professor and get her permission for us to
continue our research.
 We requested that the secretary contact the professor and obtain her permission
for us to continue our research.

Explanation:
In the first sentence, the writer used casual words such as asked, call, and get
permission, which made the sentence informal. The second sentence used more
serious words such as requested instead of asked, contact instead of call, and obtain
permission instead of get permission. This sentence is formal and is appropriate to use
when talking or writing to a person of authority.
When you write, you should also make sure that the language you use is
**direct and simple rather than complicated so that readers would easily understand
the text.** If your readers are the youth, then you should use words that are familiar to
young people.
51
Example:
Why Sunglasses Are a Must-Have for Kids (An Excerpt)
(NewsUSA) Most parents know how damaging the effects of ultraviolet radiation (UVR)
can be to our skin, which is why they dutifully slather sunscreen on their kids during the
summer. But one thing that often gets overlooked is protecting their children’s eyes.
According to vision-care experts, kids receive three times more UV exposure than
adults annually, yet less than 30 percent of parents currently protect their children’s
eyes with sunglasses. The reason for concern is that children and adolescents are
particularly vulnerable to the sun’s rays because their ocular lenses are not mature
enough to filter UV light as effectively as adults, causing damage to the retina.
“Everyone buys into what happens to your skin when it comes to sun damage, but
many parents are really surprised to learn about the cumulative UV damage to the
eyes,” Dawn Hartman, an optometrist at Columbus Ophthalmology Associates in
Columbus, Ohio, told the Wall Street Journal in an interview. But the right sunglasses
can help, as parents become more aware that protection from the sun is not just skin
deep.
Source:
(USA, NEWS USA, 2016)
http://www.copyrightfreecontent.com/health/why-sunglasses-are-a-must-have-for-kids/
Explanation:
The entire text uses simple words. This lets readers easily understand the
significance of letting kids wear sunglasses. There were a few technical scientific terms
that were necessary to mention in the text, such as ultraviolet radiation, ocular lenses,
and retina. However, the message of the text is still easy to grasp.
You should also be sensitive enough to use unbiased language so that you will
not offend any individual or any particular group of people. Unbiased language is
language that is free of racial bias, free of religious bias, and free of gender bias.
Examples:
 A teacher should make it a point to motivate her students.

 Teachers should make it a point to motivate their students
Explanation:
In the first sentence, the pronoun used is she, but teachers may also be male, so
the statement shows gender bias. The second sentence, on the other hand, makes use
of the gender-neutral pronoun their, making it unbiased.
Proper Language Use

Proper language use allows you to capture the message that you want to
convey to your readers. It is all about choosing the right words that accurately
capture your ideas.
52
However, writers sometimes encounter problems with the following:
 Misused Words
 Words with Unwanted Connotations
 Technical or Highfalutin Words

Misused Words
A writer might sometimes use a word incorrectly, and this occurs when the word
does not mean what he or she thinks it does. So, it is important to be certain of the
definition of a word before using it; this often happens with words that sound or look
alike.
 Example:
There are many behaviors that past societies considered legal but are now deemed
amoral including slavery, sexism, and racism.
 Explanation:
The writer confused the word “amoral” with “immoral.” The former means neither
moral nor immoral (without moral quality) while the latter means not moral. Sometimes,
it is easy to guess the correct meaning of a word just by looking at how it is spelled. The
prefix a- signals that something is without such as in “anarachy” (without a government)
or “atypical” (without typical features). On the other hand, the prefix im- simply means
not such as in “imperfect” (not perfect) or “impossible” (not possible).
Words with Unwanted Connotations
There are words that take on a meaning specific to a context. Some writers might
not be aware of these connotations, so they end up using language that is
unintentionally confusing, comical or even offensive to readers.
 Example:
The coast guard salvaged Priscilla and her sister after their fishing boat was
damaged in the storm.
 Explanation:
The word “salvage” means to save usually from the wreckage of a marine vessel.
However, the Philippine media and police often use the term to mean a violent killing,
which is opposite from its traditional English meaning. It comes from the Spanish word
“salvaje” that has a meaning similar to “savage.” Thus, if the writer produced this text for
a Filipino audience, the meaning that he or she intended would be lost. Using the word
“saved” or “rescued” would remedy the issue.
Technical or Highfalutin Words
Writers want to sound smart by using words that are very technical or have deep
meanings. Though some writing genres require the use of such words, writers should
still be careful about using them since they make readers work harder to understand
texts.
53
 Example:
There is an ongoing discourse about the antidisestablishment assemblage and the
administrative political body.
 Explanation:
The text is complicated because it is filled with words that are difficult to understand.
If the terms are important to use, then the writer could define what they mean.
Otherwise, the sentence could be rewritten simply this way: There is an ongoing
discussion between the opposition and the government. This sentence still “sounds
smart” but it is easier for most people to understand and it does not change the
meaning of the original sentence in any way.
REMEMBER
When you use words improperly, readers are left confused as to what you
Activityaretrying4 to say. So, always choose words according to their correct definition and
connotation. Also, keep your language simple enough to make your text easier for
readers to understand.
WHAT IS IT?
ACTIVITY 4
Underline the informal words in the following

sentences.
1. He’s gonna be angry.
2. I wanna learn how to ski.
3. Didja like the movie?
4. We hafta leave now.
5. I bought ya apples and grapes.
 Mechanics - refers to a set of conventions on how to spell, abbreviate,

punctuate and capitalize. Mechanics are conventions that have to be considered
in writing. Some of these conventions are spelling, punctuation,
54
and capitalization. It is important to know and observe these conventions in
writing to avoid confusion.
Spelling
When you write, always make sure that you are consistently using one standard
with regard to the spelling of your words. Remember that there are slight differences in
American English spelling and British English spelling.
Punctuation
Punctuation is the act of using a system of symbols such as the comma, period,
quotation marks, question marks, etc. that are used to give structure to and organize a
text. The use of punctuation guides the reader regarding how the text should be read.
Examples:
 I love to paint portraits I would paint one every day if I had the time
 I love to paint portraits. I would paint one every day if I had the time.
 This book is dedicated to my parents, Noel and Corazon.
 This book is dedicated to my parents, Noel, and Corazon.
Explanation:
The first example does not make use of proper punctuation marks, while the
second example presents two sentences that are correctly punctuated. In the third
example, the sentence denotes that the author’s parents are Noel and Corazon. In the
fourth example, the use of the serial comma denotes that the book is dedicated to four
persons: the author’s mom, the author’s dad, Noel, and Corazon. The simple act of
adding a comma completely changed the meaning of the statement.
Capitalization
Capitalization is the act of writing the first letter of a word in uppercase while the rest of
the letters are in lowercase. There are rules in capitalization that one has to
remember. Below are a few examples of words that require capitalization:
 proper nouns
Alex, Manila
 proper adjectives
Canadian
 days of the
week Sunday
 months of the
year January
 specific course
titles Theater 101
55
 kinship names used in place of personal names and are followed by personal
names
Grandma, Dad, Aunt Paz, Uncle Alvin
 adjectives, verbs, adverbs, nouns, and pronouns in a title and the first and
last word in a title
Through the Looking-Glass, and What Alice Found There (literature)
 historical periods, events, documents
Great Depression, the Renaissance, the Constitution
Source:
https://www.academia.edu/34256187/READING_AND_WRITING_First_Quarter_Period
_PROPERTIES_OF_A_WELL-WRITTEN_TEXT
WHAT IS IT?
Activity 5

Put a ( ) if the phrases or sentences are following the proper
mechanics. If the words or phrases are incorrect, rewrite them
below the give items to make it correct.
_____1. San miguel Corporation

_____2. Joe said, “he is my patient.”
_____3. do you believe me
_____4. Tom Cruise won the oscar award
_____5. Hon. Juan dela Cruz
_____6. girlie is one friend i know inside and out
_____7. i am from the philippines
_____8. Anna can pass for a movie star as a deadringer of anne
Hathaway.
_____9. Being the only daughter, sylvia is the apple of the eye of
her father.
_____10. please keep an eye on her while I am out.
56
WHAT IS IT?
Activity 6
In not more than 10 sentences, explain what you like or
don’t like about Senior High School. Your paragraph will be
rated based on the rubric below. You may write your
paragraph on the space provided.
Criteria Performance Indicators Points Score
CONTENT Complete and thoughtful explanation of ideas 2
Strong organization and structure 2
Vivid supporting details included 2
MECHANICS Written in complete sentence 2
Correct and appropriate grammar, punctuation, 2
spelling, etc.
Total 10
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
57
WHAT I HAVE LEARNED

Organization is the logical progression and
completeness of ideas in a text.

By coherence we mean that every part of a
composition must contribute to one main unifying
thought, which means that the various parts of a text
must follow one another in an order which makes
their relationship clear.

On the other hand, cohesion means that the overall
text has meaning.

Language Use refers to the appropriateness of
word/vocabulary usage.

Mechanics refers to a set of conventions on how to spell,
abbreviate, punctuate and capitalize.
Assessment
After our lesson, let us now check what you have learned. Read the
statements carefully, and determine what is being referred to, then write
your answers on the blanks provided before each number.
____________________1. This is the structural framework of writing.

____________________2. This refers to when the paragraph is arranged in
a logical order and the sentences are clearly related to each other.
____________________3. It is a set of rules on how to spell, abbreviate,

punctuate and capitalize properly.
____________________4. This means that the text is effective because the
reader is able to follow the writer’s train of thought with ease.
____________________5. This refers to the appropriateness of the words
that you are using in your text.
58
REFERENCES
https://www.academia.edu/34256187/READING_AND_WRITING_First_Quarter_
Period_PROPERTIES_OF_A_WELL-WRITTEN_TEXT
https://www.slideshare.net/KatrinaClaireLandich/properties-of-a-well-written-text-
88147656
https://prezi.com/no9hl-ogy538/properties-of-a-well-written-text/
https://quizlet.com/168734194/properties-of-a-well-written-text-flash-cards/
http://www.nnc.gov.ph/index.php/regional-offices/region-x-northern-mindanao/54-
region-10-profile/306-region-x-profile.html
nspiration Software, Inc. TEACHING AND LEARNING WITH GRAPHIC
ORGANIZERS. 2018.
http://www.inspiration.com/visual-learning/graphic-organizers
Oakton University College.Example of Sentence

Outline.https://www.oakton.edu/studentservices/learning_center/tutoring/researc
h_paper_tips/sentence_outline.ph
Writing an Outline.
http://www.austincc.edu/tmthomas/sample%20outline%201.htm
https://www.kbmanage.com/concept/brainstorming
http://wps.ablongman.com/ab_mcl_activities_1/71/18324/4691097.cw/index.html
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64
MODULE 1 WRITERS’ PROFILE
Name: Jackylyn M. Maneja

Position: Teacher III
Educational Attainment: Master of Arts in Language Education (MALE) - CAR
AB-English
Module Title: Module 1 (Text as Connected Discourse & Techniques in Selecting and
Organizing Information)
Division: Iligan City
Name: Ludivina Garcia Cero

Position: Head Teacher
Educational Attainment: PhD (on-going)
Master of Arts in English
MAED Educational Administration
AB/PROF.ED -English
Module Title: Module 1 (Patterns of Development)
Division: Gingoog City
Name: Ms. MilgerAchaBaang

Position: Master Teacher I
Educational Attainment: PhD in English Language (on-going)
PhD in Educational Management
Master of Arts in English
BSE English
AB English
Module Title: Module 1 (Properties of a Well-Written Text)
Division: Misamis Oriental

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Reading and Writing

What I Need to Know

1. describe a written text as connected discourse;

 Take your time reading the lessons carefully.

 Follow the directions and/or instructions in the

 Answer all the questions that you encounter. As

 Do the suggested tasks with patience and industry.

 Take your time to study and learn.

_____1. It is generally considered as written material, especially longer pieces of writing

A. Cohesion C. Intentionality B. Coherence D.

So, read on!

Journal Entry: The Diary of a Young Girl by Anne Frank

Then let’s take off to concept 2!

So, read on!

_____1. This is a technique by which a group attempts to find a solution(s) to a specific

So, read on!

Brainstorming is a technique by which a group attempts to

4 Brainstorming Techniques That Will Help You Write Creative Content

A graphic organizer is a visual display that shows or

Below are passages, read and identify what type of graphic

1. The Age of the Dinosaurs

2. Creating a Dinosaur Sculpture

Steps in Writing the Topic Outline

1. In the above outline, which is the most important idea?

II. Types of money

1. In the above outline, which is the most important idea?

Sentence Outline is done in full sentences. It is normally

Steps to Writing a Sentence Outline

I. When family conflicts arise as a result of divorce, adolescents suffer.

Source: http://web.psych.washington.edu/writingcenter /writingguides/pdf/outline.pdf,

The five essential parts of the plot :

A Great Living Room

1. What does the paragraph describe?

2. Describe the ambiance conveyed in the room.

A comparison tells how two things are similar. A contrast

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In a classification paragraph , you tell readers how a

aspects kinds qualities traits

can be divided can be categorized

Read the paragraph below and answer the questions that

3. What are the supporting details?

This type of paragraph can be organized in two ways:

The Influence of Video Games to Children

1. What are the advantages and disadvantages of video games?

2. What are the effects of video games on children?

The Chef and the Performer

It is premise that since food requires careful preparation and

Source: Winning strategies for study, thinking and writing skills

1. What is the main idea of the paragraph?

3. What is the essential meaning of the paragraph?

There are two different kinds of process paragraphs:

The Making of French Fries

1. Copy the topic sentence of the paragraph.

2. Identify the paragraph as process explanation or instructions. Explain

Read the paragraph below and answer the questions that

2. What are the effects of deforestation?

3. What are the roles of the community to prevent deforestation?

A persuasive paragraph tries to convince the reader that a

objective: impartial; fair; balanced; factual

subjective: partial; in favor of an idea; biased

Read the paragraph below and answer the questions that

Immigration contributes to the overall health of the American economy. Despite