11

Reading & Writing

(SHS – C ore Subject)
Second Semester
Quarter 3- Week 4
Unified Learning Activity Sheets
(ULAS)
Evaluate a Written Text Based
on Language Use & Mechanics

Writer:
LYCA R. JALOP
Nasipit National High School
Agusan del Norte Division
Creative Writing -Senior High School Grade 11
Alternative Delivery Mode
Second Semester-Quarter-3 Week - 4 Unified Learning Activity Sheets (ULAS)
Evaluate a written text based on language use and mechanics
First Edition, 2021

Development Team of the ULAS

Writer : Lyca R. Jalop

Editors: Charline Antoque, Julius Virtudazo

Leo Wilfredo A. Gapas

Reviewers: Fe M. Dizon, Michael L. Tadulan

Illustrator: Neil J. Arado

Layout Artist: Junel M. Anino

Management Team: Romeo O. Aprovechar, CESO V

Love Emma B. Sudario, ASDS
Rayfrocina T. Abao
Fe M. Dizon
Bernie R. Pamplona
 WEEKLY LEARNING ACTIVITY SHEET
(Reading and Writing Skills Quarter 3 Week 4)
WRITTEN TEXT BASED ON ITS PROPERTIES
Most Essential Learning Competency (MELC)
Evaluate a written text based on its properties Language Use and Mechanics

Learning Objective:
Evaluate a written text based on its properties (EN11/12RWS-IIIgh-4.)
 Language Use (EN11/12RWS-IIIgh-4.3)
 Mechanics (EN11/12RWS-IIIgh-4.4)
- Time Allotment: 4 hours/1week

Key Concepts

LANGUAGE USE AND MECHANICS

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 and consider
your target audience because how you use language affects the tone of the text and
the readers’ interpretation of it.
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
obtains permission instead of get permission. The second sentence is formal and is
appropriate to use when talking or writing to a person of authority.
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

It 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.

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 ant disestablishment

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.
 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.
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. It 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.
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. The
simple act of adding a comma completely changed the meaning of the statement.

Capitalization. It Is the act of writing the first letter of a word in uppercase

while the rest of the letters are in lower case. There are rules in capitalization that
one has to remember. Below are a few examples of words that require
capitalization:

 Proper nouns like Alex, Manila

 Proper adjectives like Canadian
 Kinship names used in place of personal names and are followed by
personal names like 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_Pe
riod _PROPERTIES_OF_A_WELL-WRITTEN_TEXT
 ACTIVITY 1. In a separate sheet of paper, copy the following sentences.
Then, 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.
ACTIVITY 2. Read the phrases/sentences carefully. In your Answer Sheet, If
the words or phrases are incorrect, rewrite the phrase/sentence that do NOT follow
the proper mechanics to make it correct. Write YES if the phrase/sentence used
the proper mechanics.
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.

ACTIVITY 3. In a separate sheet of paper, write a short composition explaining

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.

Performance Indicator Points Score

Complete and thoughtful explanation of ideas 2
Strong organization and structure 2
Vivid supporting details included 2
Written in complete sentence 2
Correct and appropriate grammar, punctuation, 2
spelling, etc.
Total 10

Reflection. In a separate sheet of paper, reflect on what you have learned after
taking up this lesson by completing the sentences below.

 What were your thoughts or ideas about the written text based on its
properties (organization, coherence and cohesion) prior to the discussion of
this lesson?
I thought…_________________________
 What new or additional ideas or knowledge did you learn after taking up this
lesson?
I learned that…______________________
 Describe and state situation where key concepts are applied in real your life
settings.
References for learners:

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-
text88147656
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
Oakton University College.Example of Sentence
http://wps.ablongman.com/ab_mcl_activities_1/71/18324/4691097.cw/
index.html
Gabelo , N, &Geron , C. et al. , ( 2016 ) . Reading and writing Connection for the
21stCentuty Learners for Senior High School. Mutya Publishing House, Inc.
Goita , M. ( 1995) . Basic English Skills and the Effective Paragraph. CAP
CollegeSelfLearningSeries.
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

Answer Keys

Activity 1
1. He’s gonna be angry.
2. I wanna learn how to ski.
3. Didja like the movie?
4. We hafta leave now.
Activity 3
5. I bought ya apples and grapes.
Answers may vary

Activity 2

1. San Miguel Corporation

2. Joe said, “He is my patient.”
3. Do you believe me?
4. Tom Cruise won the Oscar Award.
5. Yes
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.