EXPLORING THE SEA OF GOODNESS

Lee Emm
1.) Do you believe that the sea of Goodness is possible in this world?
2.) I always believe it is possible. 3.) Doing something good, no matter
what the consequences will always makes me contented and secure. 4.)
There are lots of ways I can do such, especially in doing something
‘good’ for others. 5.) The steps are easy but zealousness, humility, and
consistency are subtle ways. Here are the simple ones 6.) The first is I
image that I am in the place of the person I’ll do good too. 7.) Next,
I’ll imagine how she’ll feel and react 8.) That way, I’ll think doing
good to others will make at least a better person. 9.) That will make me
be grateful that I have done something good. 10.) With these simple
but notable ways, I can prove to myself, to others.
 EXPLORING THE SEA OF GOODNESS
Lee Emm

▹ What have you notice in the paragraph?

▹ What can you say on its structure?
▹ Is it an example of a discourse
 EXPLORING THE SEA OF GOODNESS
Lee Emm

1. What have you noticed in the paragraph?

1.1 The paragraph presents a reflective and personal perspective on the concept
of goodness.
1.2. It discusses steps and strategies for doing good to others.
1.3. There are grammatical errors, particularly in sentence structure, verb usage,
and prepositions.
1.4. Some sentences lack clarity and smooth transitions.
1.5. The main idea is clear: doing good brings personal contentment and
positively affects others.
 EXPLORING THE SEA OF GOODNESS
Lee Emm

▹ What have you notice in the paragraph?

▹ What can you say on its structure?
▹ Is it an example of a discourse
 EXPLORING THE SEA OF GOODNESS
Lee Emm

2. What can you say about its structure?

2.1 The paragraph follows a reflective narrative structure, beginning with a
rhetorical question and followed by personal reflections.
2.2 There is an attempt to present steps or guidelines for practicing goodness
(e.g., imagining oneself in another's place).
2.3 However, the structure is not consistent. Some points are underdeveloped,
and the transitions between ideas are abrupt.
2.4 Sentences 6 to 9 attempt to list steps, but the numbering and flow could be
improved for better clarity and cohesion.
 EXPLORING THE SEA OF GOODNESS
Lee Emm

▹ What have you notice in the paragraph?

▹ What can you say on its structure?
▹ Is it an example of a discourse
 EXPLORING THE SEA OF GOODNESS
Lee Emm

3. Is it an example of a discourse?
3.1 Yes, it is an example of a discourse, specifically a reflective
discourse.
3.2 It explores a central theme: the possibility and practice of goodness.
3.3 The writer uses personal insights and examples to support their
reflections.
3.4 Although the grammar and structure have some flaws, the overall
message is conveyed effectively.
 EXPLORING THE SEA OF GOODNESS
Lee Emm

▹ 1.) Do you believe that the sea of Goodness is possible in this world?
• Correct, no grammatical errors here.
▹ 2.) I always believe it is possible.
• Correct, but could be more connected to the first sentence for smoother flow.
▹ 3.) Doing something good, no matter what the consequences will always
makes me contented and secure.
• Error: "will always makes" → should be "will always make"
• Corrected: Doing something good, no matter what the consequences, will
always make me contented and secure.
 EXPLORING THE SEA OF GOODNESS
Lee Emm
▹ 4.) There are lots of ways I can do such, especially in doing something ‘good’ for others.
• Error: "I can do such" → should be "I can do this" or "I can do so"
• Corrected: There are lots of ways I can do so, especially in doing something ‘good’ for others.
▹ 5.) The steps are easy but zealousness, humility, and consistency are subtle ways.
• Error: "zealousness" → The correct word is "zeal" (zealousness is rarely used in this context).
• Error: "are subtle ways" → This phrase feels awkward; it could be revised for clarity.
• Corrected: The steps are easy, but zeal, humility, and consistency are essential qualities.
▹ *6.) The first is I image that I am in the place of the person I’ll do good too.
• Error: "I image" → should be "I imagine"
• Error: "do good too" → should be "do good to"
• Corrected: The first is, I imagine that I am in the place of the person I’ll do good to.
 EXPLORING THE SEA OF GOODNESS
Lee Emm
▹ 7.) Next, I’ll imagine how she’ll feel and react
• Error: "she’ll" → The subject pronoun could be more inclusive, like "they’ll," unless referring to a specific person.
• Corrected: Next, I’ll imagine how they’ll feel and react.
▹ *8.) That way, I’ll think doing good to others will make at least a better person.
• Error: "at least a better person" → should be "me at least a better person" or "at least someone a better person"
• Corrected: That way, I’ll think doing good to others will make me at least a better person.
▹ 9.) That will make me be grateful that I have done something good.
• Error: "make me be" → should be "make me feel"
• Corrected: That will make me feel grateful that I have done something good.
▹ *10.) With these simple but notable ways, I can prove to myself, to others.
• Error: "to others." → The sentence feels incomplete. It could end with a stronger conclusion.
• Corrected: With these simple but notable ways, I can prove this to myself and to others.
 Text
and
Discour
se
TE ▹ It is a large unit of written
language.
XT ▹ ideas put together to make a
point or one central idea.
▹ has a structure which requires the
ideas in the discourse to be
relevant to each other.
DIS
▹ “Discourse” comes from the Latin word
CO discursus which denotes “conversation,
speech”. Discourse is a term used in
UR linguistics to refer to a continuous stretch of
language larger than a sentence—but
SE within this broad notion, several different
applications may be found. It is a set of
utterances which constitute any recognizable
speech event, e.g. a conversation, a joke
DIS
CO ▹ Utterance, talk, speech,
UR discussion, and
conversation
SE
▹ An extended expression
of ideas and thoughts
Purposes
of
Discours
e
Purpos 1. To inform – A discourse that aims to inform
es provides a descriptive and comprehensive
discussion on the topic. It points out what one
of should know about a topic or subject.
Discour 2. To persuade – A discourse that aims to persuade
se tries to convince the readers that the proposed
claim or solution is better than any other
proposal.
3. To entertain – A discourse that aims to amuse
provides a source of entertainment for its readers.
Characterist
ics of a
well-written
text
Use charts
to explain ORGANIZATION
your ideas

WELL-
COHERENCE
LANGUAGE WRITTEN
& COHESION
USE TEXT

MECHANICS
a. ORGANIZATION
It pertains to the rhetorical ability to draw attention to all the parts of
a composite text with a defined thesis statement or a topic sentence
discussed through supporting paragraphs.
b. LANGUAGE USE
It is the use of the writing system or code of the language. Any
language consist of letters of the alphabet or symbols, sounds
assigned to them, and how they are put together to spell out the
words and deliver the intended meanings.

Characteristics of a well-written text

c. COHERENCE & COHESION
Refer to the connection between sentences and
paragraphs. In order to assure coherence and cohesion,
you need to use cohesive and transitional devices. To
achieve cohesion, use collocations, substitution,
ellipsis, referencing, linking adverbs, and conjunction.

Characteristics of a well-written text

 COHERENCE & COHESION
Coherence Refers to the logical flow of ideas in a
text. The content is clear, organized, and easy to
understand because the ideas are well-connected.
Cohesion Refers to the linguistic connections
between sentences and paragraphs through specific
devices like collocations, substitution, ellipsis,
referencing, linking adverbs, and conjunctions.

Characteristics of a well-written text

Coheren ▹ COLLOCATION- is two or
se
and more words that often go together.
Cohesion ▹ REPETITION- Words or phrases
are directly repeated, or
synonyms are used.
▹ SUBSTITUTION- One linguistic
term replace by a shorter one.
1. COLLOCATION
Definition: Two or more words that often
go together naturally.
• Strong coffee (not powerful coffee)
• Fast food (not quick food)
• Heavy rain (not strong rain)
▹ Example Sentence: I enjoy a cup of
strong coffee every morning.
REPETITION
▹ Definition: Words or phrases are directly
repeated, or synonyms are used to emphasize
an idea.
• Direct Repetition: The night was dark, dark
and full of mystery.
• Synonym Repetition: She was happy, joyful,
and full of life.
▹ Example Sentence: He kept running, running
until he could run no more.
SUBSTITUTION
▹ Definition: One linguistic term is replaced
by a shorter one to avoid repetition.
• Original: I need a pen. Do you have a
pen?
• With Substitution: I need a pen. Do you
have one?
▹ Example Sentence: She wanted a slice of
cake, but there wasn’t any left.
Coheren ▹ Personal Pronoun - as substitute for noun phrases in the
se subject or object clauses.
and Example:
Cohesion Bill loves the latest gadgets and Bill has two of the latest gadgets
Bill loves the latest gadgets and he has two of them.

▹ Auxiliary Verb – as a replacement of the verb phrase.

Example:
Marie indulges in painting and Zorro indulges in painting, too.
Marie indulges in painting, and Zorro does too.
Coheren ▹ Ellipsis- A part of sentence is left out.
se Examples:
and My brother is taller than I am.
Cohesion My brother is taller than I.
▹ Referencing- Pronouns are used to make
references.
Example:
The black horse ran fast, but the white horse ran faster.
The black horse ran fast, but the white one was faster.
d. MECHANICS

is the essentials in ensuring a thoroughly

prepared and well-written discourse for
effective reading. Specifically, it pertains to
the set of rules or conventions, which need
to be followed in writing.

Characteristics of a well-written text

Mec ▹ Capitalization- names of specific people, locations,
events, languages, religious references, course names,
titles of articles, books, poems, plays, songs, brochures,
h and the like.
Examples: Greek Literature, Christian, Asian, The Alchemist

anic ▹ Abbreviations- academic and professional titles, degrees,

acronyms, times, and dates.

s Examples: St. Therese, Dr. Wallace, Atty. Enriquez

▹ Punctuation Marks- used to signal the type of statements.
Examples: comma, colon, semi-colon, apostrophe,
parentheses, brackets, hyphen and dashes.
 General
Classifi catio
ns of
Discourse
a. Exposition - aims to inform, clarify, and explain a
phenomenon. It defines what something is and provides an in-
depth discussion about topics that are usually less explored.
b. Narration - type of discourse is like storytelling that relies on
stories, folklore, or drama as a medium of communication.
c. Description - It involves describing something in relation to
the senses.
d. Argumentation - this type of discourse is based on valid logic
and, through correct reasoning, tries to motivate the audience.

Classifications of Discourse
Literary
Discour
se
Literary ▹ generally focused on
Discour
se
creative works, including
nonfiction. It also includes
texts that are strictly used
for business
communication.
a. Poetic Discourse - a type of literary conversation which focuses
on the expression of feelings, ideas, imaginations, events, and
places through specific rhymes and rhythms. It makes use of
common words in appealing ways to present feelings and
emotions, form themes and convey ideology.

Literary discourse and its types

 The Whispering Wind
The wind whispers through the silent night,
Carrying secrets in its gentle flight.
The stars above begin to gleam,
Like scattered jewels in a dream.
The world sleeps, calm and still,
Yet the moon watches from the hill.
Oh, fleeting wind, so soft, so free,
A timeless song, a melody.
Explanation:
This poem focuses on feelings and imagery (e.g., the wind whispering, stars gleaming).
It uses rhyme and rhythm to create an emotional and aesthetic experience.
The imagery appeals to the senses and conveys a tranquil mood.

Literary discourse and its types

b. Expressive Discourse - a reflection of our emotions in a form of
narrative. This is a form of basic or entry level discourse and is
beneficial for beginners in the field of literature or other fields. In
literary terms, it is known as creative nonfiction. Examples are
academic essays and diaries.

Literary discourse and its types

 A Rainy Afternoon
It was one of those afternoons where the rain painted the windowpanes with droplets, each
one racing the other down to the sill. I sat by the window with a cup of tea, watching the
street below as umbrellas bobbed like colorful mushrooms. I thought about how rain
always made me feel—a mixture of calmness and nostalgia. Memories of childhood came
rushing back, of paper boats floating down puddles and the scent of wet earth filling the
air.
Explanation:
This passage reflects personal emotions and experiences.
It uses narrative techniques to share a memory (e.g., sitting by the window, childhood
reflections).
The language is descriptive and vivid but remains grounded in real-life experiences, typical
of creative nonfiction.

Literary discourse and its types

c. Transactional Discourse – a type of discourse that is
commonly found in instructional materials, advertisements, and
editorial articles, among others. It is directive in nature as it
provides detailed information on how something is done or
achieved. Moreover, it encourages the reader to do something or
to take action. Examples are instructions, guidelines, manuals,
privacy policies, patient's instructions as written by doctors, etc.

Literary discourse and its types

How to Bake Chocolate Chip Cookies
Preheat the Oven: Set your oven to 350°F (175°C).
Prepare the Dough: In a bowl, mix 1 cup of butter, 1 cup of sugar, and 2 eggs. Stir in 2
cups of flour and 1 tsp of baking soda. Add 1 cup of chocolate chips.
Shape the Cookies: Scoop spoonfuls of dough onto a greased baking tray.
Bake: Place the tray in the oven and bake for 10–12 minutes or until the edges are golden
brown.
Cool and Serve: Let the cookies cool before serving. Enjoy!
Explanation:
The text is directive and provides step-by-step instructions.
It uses imperative verbs (e.g., "Preheat," "Mix," "Bake") to guide the reader.
The purpose is to achieve a specific outcome (baking cookies).

Literary discourse and its types

d. Academic Discourse - an academic discourse is expository or
argumentative in nature. Sometimes, it presents an individual’s
insights regarding a concept or method in a scholarly way.

Literary discourse and its types

The Impact of Climate Change on Global Agriculture
Climate change poses a significant threat to global agriculture, with rising temperatures, unpredictable
weather patterns, and increased frequency of extreme events such as droughts and floods. Research
by Smith et al. (2023) indicates that crop yields have already started to decline in regions heavily
dependent on rainfall. Moreover, changes in climate conditions have affected soil fertility, pest
behavior, and water availability. To address this challenge, sustainable farming techniques, such as
crop rotation, efficient irrigation systems, and genetically modified crops, must be implemented.
Therefore, global cooperation and policy reform are essential in mitigating the adverse effects of
climate change on agriculture.
Explanation:
The text is expository and scholarly, presenting research-based insights.
It includes evidence and citations ("Research by Smith et al. (2023)").
The argument builds logically, ending with a call to action or conclusion.
The focus is on analyzing and discussing a complex topic in an academic tone.

Literary discourse and its types

Functions
of
Discourse
Fu n c t i o ▹ It provides a basis to conduct a comparative
ns analysis and frame our perceptions about
of different things.
Discour ▹ It is the main force which works behind all kinds
se of human activities and changes in social fabric.
(Jacques Lucan and Ferdinand de Saussure)
▹ It is attributed to development and progress.
(Modernism)
▹ It generates and preserves truth. (Postmodernism)
ACTIVITY
Learning Log
#1
Type question here
Thank you!
JONATHAN C. FERNANDEZ