Reading and Writing Notes PDF

**I. READING & WRITING** **WRITING DISCIPLINES** ***1. [Narration]*** -- from Latin word **"narrare"** meaning *[related or told]* \- **chronological order** & contains *[who], [what] & [when]* ***2. [Description]*** -- gives info of what a person, place or situation is like that *[appeals to re...

**I. READING & WRITING** **WRITING DISCIPLINES** ***1. [Narration]*** -- from Latin word **"narrare"** meaning *[related or told]* \- **chronological order** & contains *[who], [what] & [when]* ***2. [Description]*** -- gives info of what a person, place or situation is like that *[appeals to reader's senses]* ***3. [Definition]*** -- essay writing that explains a term ***4. [Exemplification]*** -- *[argumentative essay]* that provides examples to prove a point ***5. [Classification]*** -- groups items to *[categories]* to establish distinction between ideas ***6. [Comparison & Contrast]*** -- tells how *[similar] & [different]* things are ***7. [Cause & Effect]*** -- paragraph by **casual analysis** that raises the *[question why]* but also gives *[answers]* ***8. [Problem-Solution]*** -- analyzing & writing about a topic by identifying problems & proposing solutions ***9. [Persuasion]*** -- convinces readers of a *[particular point of view]* worth consideration **PROPERTIES OF WELL WRITTEN TEXTS** ***1. [Organization]*** -- organized content of essay ***2. [Coherence & Cohesion]*** -- main ideas & supporting details are united in text ***3. [Language Use]*** -- clear, unambiguous & objective use of language ***4. [Mechanics]*** -- terms describe technical aspects of writing **ACADEMIC DISCIPLINES** ***1. [Writing in Humanities]*** - explores questions about human values ***2. [Writing in Sciences]*** -- **research-based writing** that uses *[formal tone]*, *[third-person voice]*, [*no references &* *needless adjectives*] \- **Natural Sciences**; physical sciences such as *[biology], [chemistry], [engineering], [geology], [physics]* \- **Social Sciences** -- human behavior & societies ***3. [Writing in Business]*** -- explaining *[situations]*, *[events]* & *[changes]* to compel readers to a very specific action **II. TYPES OF CLAIMS** **TERMS** ***1. Explicit*** -- stated clearly & in detail without vagueness or ambiguity \- directly stated ***2. Implicit*** -- referring to something understood but not said clearly \- not described clearly & often use *[implication]* or *[assumption]* ***3. Claims*** -- saying that something is true or factual \- evidence of *[writers/speakers]* to prove a point \- arguments used to support a point ***4. Facts*** -- statements that are true or real ***5. Policy*** -- set of ideas used as a basis for making decisions, such as in *[politics], [economics]* & *[business]* **TYPES OF CLAIMS** ***a. Claim of Fact*** -- condition exists \- uses factual evidence that is sufficient, reliable & appropriate \- can be *[too obvious & broad]*, and *[does not contain enough emotion]* **Ex.** *"[Earth revolves around the sun.]"*, *"[We are experiencing climate change.]"* ***b. Claim of Value*** -- makes a *[subjective]* judgement \- expresses **approval/disapproval** \- shows something is *[wrong/right]*, *[moral/immoral]* **Ex.** *"[Dogs make the best pets.]"*, *"[Computers are valuable addition to modern society.]"* ***c. Claim of Policy*** -- argues something *[should/should not]* be believed & argues for a course of action \- called **Problem-Solution** **Ex.** *"[Uniforms SHOULD be required at all public high schools. (First show the reader how awful the schools are now, and then explain how your policy would be implemented and how it would work.)]"* **III. EVALUATIVE STATEMENTS** ***[Evaluative Statement]*** -- statement made to reflect judgement & generalization about a text that has been read \- use evidence from text to formulate assertions about the content of a text ***Counterclaims*** -- contrasts a perspective of an argument stated ***Assertions*** -- statement of fact or belief a. ***[Basic]*** - statement to express feelings directly **Ex.** "*[The Philippines has an advanced civilization before the colonization of Spain. Form and branches of government, social structure and the existence of ancient writing are some of the evidence that proves the advancement of the pre-colonial period.]*" ***[First sentence is supported by other sentences]*** b. ***[Empathic]*** -- statement to express empathy or understand an author's feelings **Ex.** "*[I know that the Philippines, before pre-Spaniard colonization, has their system of writing called the 'baybayin'. This alone proves that the Filipinos are literate as opposed to the Spaniards claims.]*" ***[First sentence recognizes situation & other sentences consist of writer's stand]*** c. ***[I-Language]*** -- statement to express the feeling & preference of a writer **Ex.** "*[Upon reading that the ancient Filipino civilization is divided into three social classes namely the 'maharlika', 'timawa' and 'alipin', I feel proud because of the civilization social advancement and at the same time sad because of the promulgation of social differentiation. With this finding, I want to do further research on the existence of these social classes' stigma.]*" ***[Statements are divided into the feelings &preferences of writer]*** d. ***[Fact]*** -- *[objectively proven]* by experience, testimonies, verified observations & research e. ***[Convention]*** -- how something is done similar to *[tradition & norms]* \- dependent on *[historical laws]*, *[usage]* & *[customs]* f. ***[Opinion]*** -- based on facts but hard to *[objectively verify]* \- uncertain in producing **satisfactory proofs** g. ***[Preference]*** -- personal choice