HANDOUTS

Reading and Writing Skills

Quarter 3 - Module 1 (Week 1-6)

Compare and contrast patterns of written text across
disciplines

Lesson

Reading & Thinking Strategies:

Paragraph Development

1
INTRODUCTION
This part of the module discusses about paragraph writing. It includes the various techniques
or patterns in developing a paragraph. It also explains the elements involved in paragraph writing.
Each method or pattern is followed by writing activities to test your ability and theoretical knowledge in
writing unified, coherent and emphatic paragraphs.

By the end of this lesson, you are expected to:

1. compare and contrast patterns of written texts across disciplines:

a) Narration
b) Description & Definition
c) Classification
d) Comparison & Contrast
e) Cause and Effect
f) Problem-Solution
g) Persuasion

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 ACTIVITIES.

1
ACTIVITY 1
Can you define what a paragraph is? Try filling up this graphic organizer, with your ideas of what a
paragraph is.

PARAGR
APH

Lesson Reading & Thinking Strategies:

1.1 Writing Paragraphs

 The word paragraph comes from two Greek words: para which means
“beyond” or “beside” and graphein which means “to write”.
 A paragraph is a collection of related sentences with one central idea.
Each sentence shows connection to other sentences in the paragraph.
 A paragraph is an independent unit or a related unit. As an independent
unit, it is complete in itself. As a related unit, it is a part of a composition
that is combined with other paragraphs to make a larger composition.
 Whether a paragraph is an independent unit or a related unit, it has its
beginning, middle and end.

DISCUSSION

DEVELOPING EFFECTIVE PARAGRAPHS

One of the most important elements in writing is the form or structure. It is worth noting that
without a solid structure in place, the content you have gathered would fall apart. After constructing an
outline and writing your first draft, it is time to get on to paragraph writing.

2
 An effective paragraph shows the unity of the sentences used in developing the main idea. A
paragraph is made up of the topic sentence which contains the main idea, the supporting details
and the conclusion or the clinching sentence at the end.

 Topic sentence – it reveals the main or central idea of the paragraph. It does not necessarily
have to be placed at the beginning of the paragraph. It may be found in the middle of the first
and the last sentence or at the end. If it is found at the end of the paragraph, it may be used
as a clinching or concluding sentence.
 Supporting details – they give the paragraph life as it elaborates on the scope given by the
topic sentence.
 Clinching sentence – it closes your paragraph. According to Dagdag (2010), this “may be a
restatement of the topic sentence, a summary, or a conclusion based on the supporting
details.”

Activity 2: Read the paragraph below and identify the topic sentence. Write your answer on the
blank provided below each paragraph.

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.
Topic Sentence:
________________________________________________________________
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.
Topic Sentence:
________________________________________________________________

Lesson Reading & Thinking Strategies:

1.2 Narration

DISCUSSION

A narrative paragraph simply tells what happened and establishes facts. It is sharing of
personal experiences that offer 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.

3
 Narration, from the root word narrates, originated from the Latin word narrare— which
means related or told.
 It gives a written account of an event or story, or simply, storytelling. The sequence of
events is told in chronological order.
 Narration is the most common type of paragraph development. It has the following elements:
1. Setting. It is the time and location in which a story takes place.
2. Characters. The life-giving element of the story.
3. Plot. It is the logical series of events in the story.
The five essential parts of the plot are:
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.

Activity 3: 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 Calcutta, 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 C. President Aquino
B. Mother Teresa D. Palace Sta
2. Where is the setting of the narrated story?
A. Malacanang Guest House C. Office
B. Garden D. Sala
3. Who is the world –renowned missionary?
A. Chito Ayala C. Sta. Rita
B. Mother Teresa D. Pres. Aquino

4
 4. Where is the setting of the narrated story?
A. Spain C. Philippines
B. Calcuta, India D. Malaysia
5. Who is the president mentioned in the story?
A. Pres. Estrada
B. Pres. Macpagal
C. Pres. Aquino
D. Pres. Duterte

Lesson Reading & Thinking Strategies:

1.3 Description
DISCUSSION

Descriptive writing emphasizes a reader’s ability to paint vivid pictures using words on a
reader’s mind. This relies on the writer’s ability to appeal to his/her five senses: the sight, smell,
touch, taste, and hearing.

 Description gives information of what a person, an object, a place or a

situation is like.
 It appeals to the reader’s senses.
 A descriptive paragraph has concrete and specific details, which are
carefully chosen by a writer to paint a picture in the mind of the reader.

To rouse feelings, emotions and reactions from the readers is what descriptive paragraphs
aim for. Simple adjectives will not simply cut it for readers desiring for appropriate description of an
event, thing, place or person.

According to Dagdag (2010), there are two types of description: objective and subjective.
Objective description is a factual description of the topic at hand. This relies its information on physical
aspects and appeals to those who crave for facts. Meanwhile, subjective description allows the writer
to explore ways to describe an emotion, an event, a thing, a place or person, appealing to emotions.
Often, this is an artistic way of describing things, mostly from the eye and perspective of the writer.

Here is a word bank of sensory words to refer to when you want to add descriptive details to
your paragraphs:
SIGHT SOUND SMELL TOUCH TASTE
Sparkling yelp musty sticky spicy
gloomy shriek rotten grainy sweet
glossy whisper fragrant smooth sour
bright hiss fresh satiny bitter
dazzling screech pungent pointy bland
cloudy chortle fruity clammy creamy
blurred sneeze stinky furry delectable

5
Activity 4: Try these writing activities. Use your imagination!

A. Imagine yourself somewhere in the forest. You cannot find your way to get back home. Write a
short paragraph describing your sensations. You may use the word bank list to help you express your
sensations.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
___

Lesson Reading & Thinking Strategies:

1.4 Definition

DISCUSSION

 Definition explains a concept, term or subject. Its main purpose is to tell

what something is.
 It consists of three parts: (1) the term, concept or subject to be defined; (2)
the general class to which it belongs; and (3) the characteristics that
differentiate it from the other members of its class.
 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.

Definition is the main constituent of any dictionary. In developing a paragraph by definition,

you should take account of these things:
a) the term to be defined
b) the class to which the term belongs
c) the characteristics that distinguish the term from the other members of its class.
Take a look at this example of a definition:
An owl is a bird with a large head, strong talons and has a nocturnal habit.
Owl – is the term to defined
Bird – is the class where the owl belongs

6
with a large head, strong talons and has a nocturnal habit – are the characteristics that distinguish the
owl from the other birds.
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 the word
d. 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.

Activity 5: Try to develop a paragraph by using the definition method. Choose your topic from
the words listed below. Define the term and expand it by description or giving examples.

1. Education
2. Senior High School
3. Family
4. COVID-19
5. Student

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Lesson Reading & Thinking Strategies:

1.5 Classification

7
DISCUSSION

 Classification paragraphs group items into categories, to establish a clear In

distinction. a
 If the topic encompasses a large body of information, one effective way of
elaborating it is through classifying things of distinct features into
groups/classes.
 Classification groups items into categories to establish a clear distinction
between related or similar ideas. Similar items are grouped into categories
for the readers to better understand and analyze the material at hand.

classification paragraph you tell readers how a collection of items can be sorted into
categories. It is an activity of sorting items (people, things , ideas ) 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 classified the first type

Activity 6: 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

8
through 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 would
call a friend. This person may always be extremely nice to you because they know that from
being nice 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 basis is used by the author to classify friends?

3. How does the author develop the classification essay?

Lesson Reading & Thinking Strategies:

1.6 Comparison & Contrast

DISCUSSION

 A comparison tells how two things are similar. A contrast tells how they
are different.
 A paragraph developed by comparison and contrast has a unifying idea or
purpose of attempting to weigh decisions between two ideas or subjects.
 A comparison and contrast paragraph must be balanced in such a way that
there is an equal amount of information for each subject to avoid bias.
9
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.

Activity 7: Write sentences by comparing and contrasting the given pictures below.

1. Classroom Laboratory

(sign & symbol by www.freepik.com)

Similarities: ____________________________________________________
Differences: ____________________________________________________

2. Computer Calculator

10
 (sign& symbol by www.freepik.com)

Similarities: ____________________________________________________
Differences: ____________________________________________________

Lesson Reading & Thinking Strategies:

1.7
DISCUSSION
Cause and Effect

 A cause is what makes a particular thing happen.

 An effect is what results from a particular situation, activity, or behavior.
 A paragraph developed by causal analysis must not only raise the question
why, but also give answers to the satisfaction of the reader.

Cause and Effect paragraphs are written for the following purposes:
 to discuss why a certain phenomenon occurs
 to discuss the results of a phenomenon, event, feeling or action
 to understand a situation
 to solve a problem
 to predict an outcome
 to entertain
 to persuade

Some of the signal words used in this type of paragraph are the following:

11
  For  So  Consequently
 Because  But  Otherwise
 Since  For this reason  Therefore
 Due to  As a result

Activity 8: Read the passage below and answer the questions that 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 them. Playing video games can have many 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.
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 talked 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)

Comprehension Questions

12
1. Why are video games popular with children?
__________________________________________________________________________
__________________________________________________________________________
____________________________

2. What are the positive effects of playing video games?

________________________________________________________________________
________________________________________________________________________
_________________________

3. What are the negative effects of playing video games?

________________________________________________________________________
________________________________________________________________________
____________________

13
 Lesson Reading & Thinking Strategies:
1.8 Problem - Solution

 In composition writing, problem-solution is a method for analyzing and

writing about a topic by identifying a problem and proposing one or more
solutions.
 Problem-solution paragraphs as the term implies, presents and identifies
a problem and proposes possible solution/s.

DISCUSSION

Structure of paragraphs in a problem-solution essay:

Nordquist (1995) suggested the following structure of a problem-solution paper that may serve as
a guide on what to include in this type of essay:
1. Introduction. At the forefront of the essay, the introduction must serve to capture the reader’s
attention. This may contain the thesis statement wherein the problem or topic at hand is
presented. This is where the problem is defined, and the reason why it is significant to a
specific group of people (or the target audience).
2. Problem Paragraph. This paragraph/s will dwell on the elaboration of the problem, effectively
conveying the importance of a solution. You may present reliable sources and evidence to
support your stand.
3. Solution Paragraph. Present and describe a concrete solution to the problem. Explain how
this solution is better than other probable solutions.
4. Conclusion. Conclude the essay with connection between the problem and its proposed
solution.

Activity 9: Directions: Read the passage below and complete the graphic organizer that follows.

Deforestation is a serious problem because it destroys forests—and forests 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, all around the world, 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 when you write a

14
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 them away. Most schools, offices, and districts have some kind of recycling
center. If you follow "the three Rs"- reduce, reuse, and recycle-you can help save the world´s forest.

Use the figure

above as your
Lesson Reading & Thinking Strategies:
guide

1.9 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.
 A persuasive paragraph intends to convince readers to do or believe in
something.
 Knowing how to write a persuasive paragraph allows you to express your
personal conviction or opinion about an issue or topic and make the
readers agree with or adopt your conviction or opinion.

15
DISCUSSION

Much like problem-solution essays, persuasion essays seek to urge readers to take a particular
action (Forlini, et.al, 1990). The main goal of persuasive essays is to convince the reader to agree to the
writer’s opinion or at the very least, take it into serious consideration.
The statements given in persuasive essays are heavy on opinion while based on facts. The
opinions of the writer must be (a) controversial enough or something that would inspire conversation and
debate, (b) significant and interesting, and (c) supported by evidence. (Forlini, 1990).
It is also vital that in order to prove your stand, you must thoroughly research about the issue you
are about to discuss. Make a list of your strongest arguments composed of facts and data. Introduce a
new reason or fact with every paragraph.

Some of the transitional expressions used in persuasive paragraphs are the following:
GIVE REASONS ANSWER THE OPPOSITION DRAW CONCLUSION
First (second, third, etc.) Of course Therefore
Another, Next Some may say Nevertheless Thus
Last, finally On the other hand Hence
Because, since, for Consequently
Although

RECAP!

 A paragraph is a collection of related sentences with one central idea.

Each sentence shows connection to other sentences in the paragraph.
 A paragraph has a topic sentence, supporting details, and a clinching
sentence.
 There are many ways of developing a paragraph, such as: narration,
description, definition, classification, comparison and contrast, cause
and effect, problem-solution and persuasion.

16
LESSON 2 Reading & Thinking Strategies: Properties of a Well-
Written Text (WEEK 3-4)
INTRODUCTION
When you have already gathered enough materials in developing your paragraphs or texts, 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.

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

Complete this figure by writing what do you think makes up an effective or a well-written text.

What is a
well-written
text?

LESSON 2. 1 Reading & Thinking Strategies: 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.

17
 Discussion

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 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

18
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

if there is a clear
statement of purpose,
position, facts, examples,
IDEAS are formed
specific details,
and well-developed ORGANIZATION
definitions, 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:
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 favourite colors “as a
result” of Picasso’s painting even though they are not connected in any way. It can be inferred that the choice of
favourite colors was inspired by the colors of the painting, but the writer does not make this clear.

19
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.

20
Activity 10: 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.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_______________________________________________________________________

Activity 11: Read each of the following paragraphs. Underline the sentence that does not belong to 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.
LESSON 2.2 Reading & Thinking Strategies: Language Use and Mechanics

DISCUSSION

 Language Use – refers to the appropriateness of word/vocabulary use.

An effective 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.

21
 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.

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.

22
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.
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.

 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.

23
 REMEMBER

When you use words improperly, readers are left confused as to what you
are trying 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.
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,
and capitalization. It is important to know and observe these conventions in writing to avoid confusion.

Activity 13: 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.

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

24
 January
 specific course titles
Theater 101
 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_WEL
L-WRITTEN_TEXT

LESSON 3 Text and Context Connections: Claims in Written Texts (WEEK 5-6)

INTRODUCTION

Readers like you, interact with a material through critical reading. In the practice of critical reading, the
readers are not just gathering information; they also judge the importance and legitimacy of the information gathered
by judging the purpose, manner of presentation, and holistic development of the arguments presented in the text.
This is what you are going to do and learn in this module.

By the end of this lesson, you are expected to:

1. identify claims explicitly and implicitly made in a written text
h) Claim of Fact
i) Claim of Policy
j) Claim of Value

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.

LESSON 3.1 Text and Context Connections: Claims in a Written Text

DISCUSSION

25
 To properly evaluate the ideas you have gathered while reading, you must
be able to know the different kinds of information which are explicit information
and implicit information.
Two Kinds of Information:
 Explicit Information is the information stated in the text. Readers can see
the piece of information stated in the given passage.
 Implicit information is the information not directly presented in the text.
As readers, we need to read between the lines to understand the details
that the writer is trying to tell us.
Critical reading enables you to distinguish the explicit and implicit information provided by the author. Explicit
information is information that is clearly stated in the text. Implicit, on the other hand, are ideas suggested in the
text but not directly stated. This is where the ability to make inferences based on clues within the text is applied.

Through proper identification of explicit and implicit information, the critical reader can properly evaluate the
claim/s made by an author. Claims state the point or position of an author regarding a certain topic. The claim
statement is further proven by supporting details from various resources and reliable evidence.

Tiongson (2016) gave the following characteristics of good claims:

1. A claim should be argumentative and debatable. It is expected for a written text to yield objections and
opposite perspectives to appear for readers of a text that supports a certain stand on a topic. Completely
factual texts are not considered debatable.

2. A claim should be specific and focused. With the statement of claim limiting the scope of the written text, it
must be noted that claims must be focused on a single topic alone to arrive at an equally concise and
specific result or conclusion.

3. A claim should be interesting and engaging. It should capture the interest of readers at first glance and
encourage a healthy discussion on the topic.

4. A claim should be logical. The evidence supporting the claim must be reasonable at its best.

SO, WHAT ARE THE TYPES OF CLAIMS?

LESSON 3.2 Text and Context Connections: Claim of Fact

DISCUSSION

 Claims of Fact are pieces of information which are grounded on reliable

authority such as science or history.
 Claims of Fact relate to statements that can be easily verified and not
dependent on a person's preference. It also asserts that a condition has
existed, is existing, or will exist and is based on facts or data.
 Facts that are universally accepted are not considered claim of fact but instead
a statement of fact.
26
 Claims of Fact are often qualified by such terms as generally, probably, or as a rule. And, to verify whether
these statements are claim of fact or not, ask these questions:

Is it debatable? Is it verifiable? Is it specific? Can it be solve objectively?

Types of factual claims (generally "objective")
1. Factual / historical
2. Relational - causal connections
3. Predictive

Proof requires:
• sufficient and appropriate grounds
• reliable authority
• recent data
• accurate, typical data
• clearly defined terms -no loaded language
• a clear distinction between fact and inference

EXAMPLES OF CLAIMS OF FACT

 The oldest known disease in the world is leprosy.

 Generally, obesity causes health problems.
 Neil Armstrong was the first man to step on the moon.
 The first Mindanaoan President is Rodrigo Duterte.
 The earth is warming rapidly.

LESSON 3.3 Text and Context Connections: Claim of Policy

 The Claim of Policy calls for some form of action.

 It states what the reader should or ought to do about a particular
situation/topic.

The Claim of Policy advocates a specific course of action. It asserts that specific policies should be instituted
as solutions to problems.
Claims of policy argue that certain conditions should exist. Almost always "should" or "ought to" or "must" are
included in this claim.
Claims of Policy are specific statements on procedures or laws that need to be modified based on certain
issues or conditions.
Most of the time, claims of policy ask for plans of action to solve current problems.
Proof requires:
 Making proposed action (clear), need (justification), plan (must be workable), benefit (advantages) consider
opposition / counter arguments.
Consider this statement, for example:
To attract more non-traditional students, this college must review and revise its course offerings.

The given statement above is an example of a claim of policy. It calls on action for the college referred to,
regarding its course offerings to arrive at a workable conclusion which is to attract more non-traditional students. The
author may choose to elaborate on this course of action to prove that this claim can work for the college.

27
 EXAMPLES OF CLAIMS OF POLICY

 The mayor should suspend the classes today.

 You must send your children to public schools.
 The government should legalize medicinal marijuana.
 The Boy Scouts should not have to include gay scout leaders.
 Local Malls should not open during the general community quarantine.

LESSON 3.4 Text and Context Connections: Claim of Value

 Claims of Value refers to statements that appeal to a person’s taste and

morals or the sense of what’s good and what’s bad.
 This type of claim weighs the values according to which is more desirable.
Claim of value deals with topics concerning moral, philosophical, or aesthetic
aspects.

Claims of Value involve judgments and evaluations. It judges whether something is good/bad, right/wrong,
just/unjust, ethical/non-ethical, and others. We judge the worth of something. It attempts to prove that some things
are more or less desirable than others.

Some claims of value are simply expressions of taste, preferences, and prejudices. The most important in proving
claim of value is by establishing standards of evaluation.

Proof requires:
• Establishing standards of evaluation (i.e. a warrant that defines what constitutes instances of the relevant
value)
• note the priority of the value in this instance
• Establish the advantage (practical or moral) of your standards
• Use examples to clarify abstract values
 Use credible authorities for support

The famous saying, honesty is the best policy, is one good example of a claim of value. To prove the
statements validity, the author may elaborate on the examples that show how honesty holds advantage over other
policies and how it has been proven to be effective.

EXAMPLES OF CLAIMS OF VALUE

 It is better to be feared than loved.

 Cheating is not good.
 Gay marriage is immoral.
 Buying a house is a lot better than building it.
 Rock music sucks.
 The government is doing a great job during the Covid-19 pandemic.

CHECK THIS OUT!

Claim of Fact Claim of Value Claim of Policy

Generally, Facebook received most Facebook is better than Twitter Facebook must be doing well
visits than Twitter and Instagram. and Instagram. considering the number of visitors it

28
 has every day.

debatable, verifiable, specific,

Requires a “standard” to verify Suggests a solution or a policy
objective

Activity 1: Read and analyze the following essay. And fill in the table with the claims that are in the essay.

EDUCATION IN THE NEW NORMAL

Ching Jorge

If last year’s enrollment figures are to be a basis, the Philippine education system will be expecting around 27
million students to enroll in the Basic Education System in the coming school year. With the early closure of the school
year in March, the enhanced community quarantine in effect, and the still unclear future that the COVID-19 pandemic
will bring, the Department of Education (DepEd) and our millions of learners are facing enormous challenges.

In a recent evaluation on ALS (Alternative Learning System) interventions done in the Mindanao region during
the quarantine period, platforms such as ICT4ALS, FB Chat, Google Classroom, the Aral Muna app, and DepEd
Commons emerged as the most common technological interventions used. Also popular are the use of radio-based
intervention — partnerships with local radio stations to announce questions or lessons that can be replied to by phone.
There are also the door-to-door delivery of worksheets, take-home learning activity sheets, and take-home portfolio
completions. These modalities are being used and explored during the quarantine period and will serve as key learning
points for implementation in the bigger education system.

While home school and online learning are among the proposed solutions, access to technology and the
internet, especially in remote areas, remains a challenge. In the public education system, it is not uncommon for
students to lack internet connection at home or be unable to afford to “load” their phones regularly. Some do not even
have computers or phones at all. As this is a reality that many schools, students, and communities will face, the DepEd
proposes a combination of different learning modalities and will be using the Blended Learning approach.

In-classroom study and individual study/online classroom work, or Blended Learning, will allow students to
learn at their own pace under guided modules. The DepEd has launched an online study platform called DepEd
Commons, accessible to both private and public schools, to help students continue their lessons. It has also developed
an ALS platform in partnership with Unicef called ICT4ALS, a portal of learning resources, activity sheets, and online
tutorials for ALS teachers and learners.

However, the challenge of technology access still remains for public school students. Other factors such as
home environment (conduciveness to learning), learner attitudes toward home learning, and technology competence
can affect learner outcomes and the effective use of Blended Learning. Learning at home also requires parent
participation and support.

Education’s new normal will not just be about operating in an environment that secures the health of students;
nor will it be about completely transitioning to online modalities. Instead, it should be about using technology to increase
efficiency in areas with the capacity to do so, while empowering learners and communities to create positive learning
environments in which the student can grow. It should not sacrifice quality but continue to provide equal opportunities,
most especially to the marginalized and vulnerable sectors. It is not a one-size-fits-all solution, but one that is dependent
on the needs of each learning community.

While the DepEd carries most of the burden for this challenge, the role of local government units is crucial. An
alignment of resources and education goals within each community is needed to support the education ecosystem of

29
students, teachers, and parents and assist the adjustment to the new normal — home schooling, parent-as-teachers
training, community internet centers, a Citizen Watch for education, establishing LGU leaders as education champions.

While the future remains unknown, by working together to support and empower the education ecosystems in
our communities, we can help establish the structures that our students will need to receive the quality education they
deserve, and bring stability in a time of uncertainty.

https://opinion.inquirer.net/129286/ph-education-and-the-new-normal

Posted April 28, 2020

Paragraph Key Claim Type of Claim (Fact, Policy,

Number Value)

RECAP!

 A claim is a statement that is not considered accepted by all. It may be

unverified or controversial to a certain degree.
 There are claims rooted in history or science (claims of fact).
 There are claims that demand action because the present conditions for
certain policies are no longer effective (claims of policy).
 There are claims that assert the morality of an idea based on certain
standards or preferences (claims of value).

30
Prepared by: Checked by:

CHARISYL DG. SAURA RUSS DV. BASBAS

SHS-Assistant Principal II
ERLYN F. ALCANTARA

PRESCILA G. LLAMAS
Teacher - II

31