Reading and Writing Strategies PDF

Reading and Writing MODULE 1 READING AND THINKING STRATEGIES 1  TABLE OF CONTENTS Overview 4 What I Need To Know 4 General Instructions...

Reading and Writing MODULE 1 READING AND THINKING STRATEGIES 1  TABLE OF CONTENTS Overview 4 What I Need To Know 4 General Instructions 4 What I Know 5 What’s New ( Lesson 1 ) : Text As Connected Discourse 6 What Is It ? Activity 1 6 What Is It ? Activity 2 7 What’s New ( Lesson 2 ) : Techniques in Selecting and 8 Organizing Information What I Know 8 What’s New ( Lesson 2.1) : Brainstorming 10 What Is It ? Activity 1 12 What ‘s New ( Lesson 2.2 ) : Graphic Organizers 13 What Is It ? Activity 2 17 What’s New ( Lesson 2.3) : Topic Outline 18 What Is It ? Activity 3 19 What’s New ( 2.4): Sentence Outline 21 What I Know ( Lesson 3 ) :Patterns of Development 23 What’s New ( Lesson 3.1 ) Narration 24 What Is It ? Activity 1 25 What’s New ( Lesson 3.2 ) Description 26 What Is It ? Activity 2 26 What’s New ( Lesson 3.3 ) Comparison and Contrast 27 What Is It ? Activity 3 28 What’s New ( Lesson 3.4 ) Classification 29 What Is It ? Activity 4 29 What’s New ( Lesson 3.5) Definition 30 What Is It ? Activity 5 31 What’s New ( Lesson 3.6) Cause and Effect 32 What Is It ? Activity 6 32 2 What’s New ( Lesson 3.7) Analogy 34 What Is It ? Activity 7 34 What’s New ( Lesson 3.8) Process 35 What Is It ? Activity 8 36 What’s New ( Lesson 3.9) Problem and Solution 37 What Is It ? Activity 9 37 What’s New ( Lesson 3.10) Persuasion 38 What Is It ? Activity 10 39 What I Have Learned 39 Assessment 40 What’s New ( Lesson 4) Properties of A Well-Written Text 42 What I Need To Know 42 What I Know 43 What’s New ( Lesson 4.1) Organization ,Coherence and Cohesion 44 What I Have Learned 46 What Is It ? Activity 1 46 What Is It ? Activity 2 49 What Is It ? Activity 3 50 What’s New ( Lesson 4.2) Language Use and Mechanics 51 What Is It ? Activity 4 54 What Is It ? Activity 5 56 What Is It ? Activity 36 57 What I Have Learned 58 Assessment 58 Key To Answers 59 References 62 Module Writer’s Profile 65 3  OVERVIEW This module is all about reading and teaching strategies, which will be broken down into four lessons:  Lesson 1Text as ConnectedDiscourse  Lesson 2 Techniques in Selecting and OrganizingInformation  Lesson 3 Patterns of Development.  Lesson 4 Properties of a Well-Written Text As a learner, you are expected to realize that information in a written text may be selected and organized to achieve a particular purpose and you are also expected to critique or evaluate a chosen sample of each pattern of development focusing on information selection, organization and development. What I Need to Know By the end of this module, you will be able to: 1. describe a written text as connected discourse; 2. distinguish between and among techniques in selecting and organizing information; 3. distinguish between and among patterns of development in writing across disciplines; and 4. identify properties of a well-written text. Happy reading GENERAL INSTRUCTIONS and writing! To achieve the objectives of this module, do the following:  Take your time reading the lessons carefully.  Follow the directions and/or instructions in the activities and exercises diligently.  Answer all the questions that you encounter. As you go through the module, you will find help to answer these questions.  Do the suggested tasks with patience and industry.  Take your time to study and learn. 4  LESSON 1 TEXT AS CONNECTED DISCOURSE WHAT I KNOW Let’s see how much you know before we tackle the lesson. Below is a 5-item multiple choice test. Write the letter of your choice on the space provided. _____1. It is generally considered as written material, especially longer pieces of writing as in a book, a letter or a newspaper. A. Paragraph C. Text B. Sentence D. Composition _____2.This means that the overall text has meaning A. Cohesion C. Intentionality B. Coherence D. Acceptability _____3.This means that the writer’s attitude and purpose can be discerned. A. Cohesion C. Intentionality B. Coherence D. Accpetability _____4. This means that the text can be linked to preceding discourse A. Acceptability C. Situationality B. Informativity D. Intertextuality _____5.Which of the following is NOT an example of a text? A. Advertisements C. Magazines B. B. Books D. None of the above Great job! It’s now time to take off to our first lesson… The lesson you are about to learn focuses on describing text as a connected discourse. So, read on! 5  WHAT’S NEW LESSON 1 TEXT AS CONNECTED DISCOURSE Text is generally considered as written material, especially longer pieces of writing as in a book, a letter or a newspaper. While discourse refers to a formal and orderly and usually expression of thought on a subject (merriam-webster.com) In academic terms, a text is anything that expresses a set of meanings to the person who examines it. You might have thought that texts were limited to written materials, such as books, magazines, newspapers, and ‘zines (an informal term for magazine that refers especially to fanzines and webzines). Those items are indeed texts—but so are movies, paintings, television shows, songs, political cartoons, online materials, advertisements, maps, works of art, and even rooms full of people. If we can look at something, explore it, find layers of meaning in it, and draw information and conclusions from it, we’re looking at a text. For this lesson, you are expected to describe a written text as connected discourse. (EN11/12RWS-IIIa-1). WHAT IS IT ACTIVITY 1 Read and understand the given sample below and find out whether this can be considered as text. Put a check mark if the statement applies to it. The full text can be found in this website: https://archive.org/stream/AnneFrankTheDiaryOfAYoungGirl _201606/Anne-Frank-The-Diary-Of-A-Young-Girl_djvu.txt Journal Entry: The Diary of a Young Girl by Anne Frank Sunday, 21st of June year 1942 I get along pretty well with all my teachers. There are nine of them, seven men and two women. Mr. Keesing, the old fogey who teaches Math, was mad at me for the longest time because I talked so much. After several warnings, he assigned me extra homework. An essay on the subject “A Chatterbox.” A chatterbox, what can you write about that? I’d worry about that later, I decided. I jotted down the assignment in my notebook, tucked it in my bag and tried to keep quiet. Before you can identify whether it is a text or not, you need to understand what the text is all about. So, answer the comprehension test below. 6  A. Comprehension Check Questions: 1. Who is speaking in the passage? A. A student B. A teacher C. A principal D. A classmate 2.Tom is an old fogey. He must be the oldest fashioned man in the world. FOGEYMEANS A. conservative B. liberated C. open-minded D. kindhearted 3. Why is the speaker assigned to do A Chatterbox? A. Because she was late B. Because she was absent C. Because she didn’t submit her assignment on time D. Because she talked much 4. What do you think the speaker is doing? A. NarratingB. Describing C. Informing D. Entertaining 5. What words are used to connect one sentence to another? A. I B. There C. After severalD. I’d B. Write YES if the statement is true to the paragraph you have just read, and NO if the statement does not apply. ______1. The paragraph is a written statement. ______2. The paragraph imparts a message. ______3. The paragraph tells us information ______4. The paragraph made us conclude. If you answered YES to all the statements, then the paragraph above is indeed a text. According to Jorgensen and Phillips, the following are the qualities of a text: 1. Cohesion – the parts are connected. 2. Coherence – the overall text has meaning 3. Intentionality – the writer’s attitude and purpose can be discerned 4. Acceptability – the text is recognized 5. Informativity – there is a quantity of new or expected information 6. Situationality – the text’s topic is situationally and culturally appropriate 7. Intertextuality – the text can be linked to preceeding discourse. WHAT IS IT? ACTIVITY 2 In this paragraph, identify the sentence which does not belong to make the paragraph cohesive and coherent. Underline this sentence. To make a good fire, you need 7  matches, newspapers, twigs and logs. First, put crumpled pieces of newspaper in the fireplace or on the ground. Fire was discovered by our ancestors. Lay twigs or small pieces of wood on top of the newspaper. Then, put two or three logs on top. Finally, light the newspaper with a match. You will soon have a good fire. What words were used to connect the ideas? Can you encircle them? Great job! You are done with concept 1, have a break! You deserve one. Then let’s take off to concept 2! So, read on! WHAT’S NEW LESSON 2 TECHNIQUES IN SELECTING AND ORGANIZING INFORMATION In Concept 1, you were taught what a written text is, now it’s time to learn how to organize information from the written text using various techniques and strategies such as brainstorming, graphic organizers, topic outline and sentence outline. For this lesson, you are expected to distinguish between and among techniques in selecting and organizing information (EN11/12RWS-IIIa-2). What I know Let’s see how much you know before we tackle the lesson. Below is a 7-item multiple choice test. Write the letter of your choice on the space provided. _____1. This is a technique by which a group attempts to find a solution(s) to a specific problem by amassing ideas spontaneously. A. Brainstorming C. Topic Outline B. Sentence Outline D. Graphic Organizer 8 _____2.This a visual display that demonstrates relationships between facts, concepts or ideas. It guides the learner’s thinking as they fill in and build upon a visual map or diagram. A. Brainstorming C. Topic Outline B. Sentence Outline D. Graphic Organizer _____3. This is where you write down the words that come to mind when you see another word. A. Word Association C. Word Banks B. Mind Mapping D. Word Storm _____4. This is the same as a word storm, except that you don’t group according to how the words are related to each other. It works better as a technique to get creativity flowing when you don’t want to bother with over-thinking how words are related. A. Word Association C. Word Banks B. Mind Mapping D. Word Storm _____5. These are collections of words based on the kind of word you need based on a specific topic or theme. A. Word Association C. Word Banks B. Mind Mapping D. Word Storm _____6. Which of the following are benefits of brainstorming when compared to nominal technique? A. brainstorming is more fun B. brainstorming can create a positive organizational climate C. brainstorming can encourage talented and highly skilled employees to remain in an organization D. all of the above _____7.This is a “blueprint” or “plan” for your paper. It helps you to organize your thoughts and arguments. A. Brainstorming C. Outline B. Mind Mapping D. Graphic Organizers Great job! It’s now time to take off to our second lesson… The lesson below will teach you on describing text as a connected discourse. So, read on! 9  WHAT’S NEW LESSON 2.1 BRAINSTORMING Brainstorming is a technique by which a group attempts to find a solution(s) to a specific problem by amassing ideas spontaneously (Osborn, 1953). It is a highly effective technique for maximizing group creative potential, not only to generate ideas but also to determine which ideas are most likely to succeed in a specific area of interest (Baumgartner, 2007). Listing is a brainstorming technique many people find useful. It means doing just what its name suggests -- listing possible topics and then sub lists of things you could say about each topic. A list could consist of the main topic of regional dialects and then sub lists would be regional dialects you know or have experienced. Additional sub lists might be particular words of each of those dialects, things you have noticed about those dialects (i.e. New Yorkers speak fast), what you think those dialects sound like, etc. 4 Brainstorming Techniques That Will Help You Write Creative Content Brainstorming techniques can take a few basic approaches. Once you understand how they work, you can mix and match them for the best results. 1. Word storm. A word storm is where you write down the words that come to mind when you see another word. You might start with a word or two based on your project, and begin writing down any word that comes to mind. These words are then grouped together according to how they are related to each other. You’ll quickly create words that are associated or related, according to categories. There is a Word Storm website that can help you get started with word storm techniques. Take a look at the given sample below. https://www.google.com/search?q=sample+of+word+storm+as+brainstorming+techniques 10 2. Word association. Word associations are the same as a word storm, except that you don’t group according to how the words are related to each other. It works better as a technique to get creativity flowing when you don’t want to bother with over-thinking how words are related. Start with a word or two, and write down the first words that come to mind. Don’t over-think the process; you should be surprised at the words that pop into your head, particularly as you get warmed up. The goal is to find those “hidden” words that people associate with a topic that you don’t immediately think of. https://www.google.com/search?q=sample+of+word+association 3. Mind mapping. Using a mind map is a way to visually organize data and information. Mind mapping has proven popular, particularly if you are better able to understand data visually instead of as lists or outlines. Organized around a central idea, a mind map works like the branch of a tree. Ideas and then sub ideas that are associated with the main idea branch off from the central idea. https://www.google.com/search?q=sample+of+word+storm+as+brainstorming+techniques 11 4. Word Banks Word banks are collections of words based on the kind of word you need based on a specific topic or theme. This kind of brainstorming technique works well for copywriters who want to find a variety of words that suit a specific project without repeating themselves. You can also use it to build a bank of words to keep on hand when writing your headlines. https://www.google.com/search?q=sample+of+word+banks&source WHAT IS IT? ACTIVITY 1 Read and understand the given passage below. Look for words that describe or tell more about the given word and use a brainstorming technique appropriate for the given text. You may use the space below. WORD: ICE CREAM Passage: Ice-cream is a delicious frozen treat that comes in a many different colors and flavors. Two of my favorite flavors are strawberry and chocolate. Though both of these flavors are delicious, strawberry may contain pieces of fruit while chocolate usually will 12 not. Even though more chocolate ice-cream is sold across the country annually than strawberry, each flavor tastes great inside of a milk shake. https://quizizz.com/admin/quiz/56b5526b346e89f96fdbd3a5/text-structure WHAT’S NEW LESSON 2.2 GRAPHIC ORGANIZERS A graphic organizer is a visual display that shows or demonstrates relationships between facts, concepts or ideas. It guides the learner’s thinking as they fill in and build upon a visual map or diagram. They are also informally used as a term to describe all visual learning strategies such as concept mapping, webbing, mind mapping, and more. Graphic organizers are some of the most effective visual learning strategies for learners and are applied across the curriculum to enhance learning and understanding of subject matter content. In a variety of formats dependent upon the task, graphic organizers facilitate your learning by helping you identify areas of focus within a broad topic, such as a novel or article. Because they help you learner make connections and structure thinking, students often turn to graphic organizers for writing projects. Take a look at a sample organizer below and find out how it will help you to understand the information better. 13  1. GRAPHIC ORGANIZER FOR WRITING http://www.ncpedia.org/media/graphic-organizer-examples This graphic organizer is called a customizable hamburger. This will help you plan your opinion writing piece. 2. GRAPHIC ORGANIZER FOR READING http://www.ncpedia.org/media/graphic-organizer-examples A fresh and style story summary graphic organizer is provided for guided reading. It uses a set of cute graphics and must be well accepted by students like you. 14  3. GRAPHIC ORGANIZER FOR VOCABULARY http://www.ncpedia.org/media/graphic-organizer-examples You can use vocabulary graphic organizers, such as the one above, as a tool to study new vocabulary words. With these organizers, you can have a deeper understanding about the word, knowing the meaning of the word, what are the root, prefix and suffix, identifying the part of speech, finding the synonyms and antonyms, and building sentences by yourselves. 4. GRAPHIC ORGANIZER FOR COMPARISON AND CONTRAST http://www.ncpedia.org/media/graphic-organizer-examples 15  Comparing and contrasting things is a vital skill that students need to develop. Using a compare and contrast chart will help you engage in deep thinking in comparing two concepts, and learn how to use a graphic organizer to visualize likeness and differences between two things. There are lots of designs that can be used for comparing and contrasting. The ones most common to see are Venn chart and comparing chart. 5. MAIN IDEA GRAPHIC ORGANIZER http://www.ncpedia.org/media/graphic-organizer-examples This type of graphic organizer, lets you identify the main idea as well as its supporting details. 6. CAUSE AND EFFECT GRAPHIC ORGANIZER For more samples of graphic organizers, please refer to the given website below: https://www.edrawsoft.com/graphic-organizers.php 16  WHAT IS IT? ACTIVITY 2 Below are passages, read and identify what type of graphic organizer is best for them, then create the graphic organizer for the passage using a separate sheet. You may look for other samples of graphic organizers from other sources. Chronological Sequence Cause and Effect Compare and Contrast 1. The Age of the Dinosaurs Dinosaurs existed about 250 million years ago to 65 million years ago. This era is broken up into three periods known as the Triassic, Jurassic and Cretaceous periods. The Triassic Period lasted for 35 million years from 250-205 million years ago. Planet Earth was a very different place back then. All the continents were united to form one huge land mass known as Pangaea. The Jurassic Period was the second phase. The continents began shifting apart. The time scale for this famous period is from 205 to 138 million years ago. The Cretaceous Period was the last period of the dinosaurs. It spanned a time from 138 million to about 65 million years ago. In this period the continents fully separated. However, Australia and Antarctica were still united. Type of Graphic Organizer: ______________________________________ 2. Creating a Dinosaur Sculpture Materials: pipe cleaners, clay, non-toxic paint Wouldn’t you like a scary dinosaur model on your desk to protect your pencils and textbooks? You can easily make one by following these simple directions. First, bend your pipe cleaner to make the frame of your dinosaur. I suggest you create a tyrannosaurus frame by using one long pipe cleaner as his neck, spine, and tail, and then bend another into a u-shape to make his feet. Wrap the feet around the spine piece. Next, roll out clay to wrap around the pipe cleaners. Let the clay dry overnight. The next day you may want to paint your dinosaur using non-toxic paint. His eyes should be white, but feel free to color your dinosaur as you wish. Nobody really knows 17 how dinosaurs were colored, so don’t let anyone tell you that your dinosaur can’t be pink. Lastly, put him on your desk and watch as he or she scares away bullies and pencil thieves. Type of Graphic Organizer: _______________________________________ Source:https://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/3299/Text%20Structure%20W orksheet%202%20_%20Preview.html WHAT’S NEW LESSON 2.3 TOPIC OUTLINE A topic outline arranges your ideas hierarchically (showing which are main and which are sub-points), in the sequence you want, and shows what you will talk about. As the name implies, it identifies all the little mini-topics that your paper will comprise, and shows how they relate. Steps in Writing the Topic Outline 1. Write out your thesis at the top of the page. 2. Make a list of points you must prove to prove your thesis. What would someone have to agree with, in order to agree with the thesis? o These will be the main sections of your paper. 3. On a new page, write your first main point. This is the thesis for that section of the paper. 4. Make a list of the points you have to prove to prove that point. These are your sub-points for that section. 5. Repeat the process for each of your main points. Notice that this process produces a hierarchical structure, just like the one you developed using the paragraph outline to analyze the reading. Once you have the main points and supporting points written down, it’s time to start organizing. First, make sure which are main and which are supporting points. For example, you may find that what you thought was a main point is really part of proving another main point. Or, what you first listed under a main point may need its own section. This may change as you continue to work on the outline and draft the paper. Now you can decide what order you want to present your ideas in. Again, label them with letters or numbers to indicate the sequence. Source: https://app.shoreline.edu/doldham/102/HTML/Topic%20Outline.html 18  Example of Topic Outline I. Family Problems A. Custodial: Non-custodial Conflicts B. Extended Family C. Adolescent's Age II. Economic Problems A. Child Support B. Women's Job Training C. Lower Standard of Living D. Possible Relocation 1. Poorer Neighborhood 2. New School III. Peer Problems A. Loss of Friends B. Relationships with Dates Source:https://www.oakton.edu/studentservices/learning_center/tutoring/research_paper_tips/to pic_outline.php WHAT IS IT? ACTIVITY 3 Take a look at the following passages and its topic outlines below. Then, answer the questions that follow it, by encircling the letter of the correct answer. PASSAGE 1 The Internet is an incalculable tool for research. It is a network of thousands of computers cross the world. Researchers, students, government agencies, schools, businesses and individuals have left multigigabytes of free information on these computers, available to anyone with a computer and an Internet connection. There are thousands of "web sites", as they are called, with text, pictures, sounds, and movie clips. You can see this material by simply sending out the appropriate Internet address, and after a few moments, it appears on your screen. You can type in the address directly, or you can automatically invoke an address by tapping on an icon or an underlined "link" on the home page of a web site that you already have on your screen. Often the information can be printed or downloaded (copied) directly to your local computer and saved on your own diskette. (english.glendale.cc.ca.us/topic11.html). 19  I. The Internet A. What it is B. Web Sites 1. How to see them 2. How to save the information 1. In the above outline, which is the most important idea? A. Web sites C. The Internet B. How to save information D. What it is 2. In the above outline, which is the more important idea? A. How to see them C. How to save the information B. What it is D. they are all equal OUTLINE1 I. Types of measurement A. Volume 1. Quarts 2. Pints 3. Gallons B. Length 1. Miles 2. Feet 3. Inches II. Types of money A. United States 1. Pesos 2. Cents B. Other Countries 1. Lira 2. Yen 3. Francs 1. In the above outline, which is the most important idea? A. Types of money B. Types of measurement C. United States D. "Types of money" and "Types of Measurement" are equal 20  2. In the above outline, which item is in the wrong place? A. Pesos C. Types of measurement B. Yen D. Pints WHAT’S NEW LESSON 2.4 SENTENCE OUTLINE Sentence Outline is done in full sentences. It is normally used when your paper focuses on complex details. The sentence outline is especially useful for this kind of paper because sentences themselves have many of the details in them. A sentence outline also allows you to include those details in the sentences instead of having to create an outline of many short phrases that goes on page after page. Benefits of writing a sentence outline include: 1. Clarity. If you can't write a clear sentence summarizing the paragraph's point, you certainly can't write a clear paragraph. 2. Flow of argument. It is much easier to quickly judge whether the present order of paragraphs (as sentences in the outline) really makes the argument in the most effective way. You may be able to omit one or more paragraphs and still make your arguments. 3. Efficiency. Revision of the plan of paper is much easier and quicker if you have only to delete or re-order sentences. Doing this on the completed draft involves much more work. Since a concept must be explained when it first appears, interchanging paragraphs will require moving definitions. 1. Paragraphs should smoothly flow into each other. Reordering paragraphs may require extensive rewriting. 4. Writing to length. With a sentence outline you can easily judge how long the manuscript will be and modify it to keep the essential material within the prescribed length. 5. Time. All the above -- clarity, argument flow, efficiency, length management -- can be done faster using a sentence outline. Steps to Writing a Sentence Outline Before you begin creating your sentence outline, you should be clear about the following: 1. Determine the purpose of your paper. 2. Determine the audience you are writing for. 21 3. Develop the thesis of your paper. 4. You should then use notecards (they are old-school, but offer the flexibility you will need to organize your thoughts) to perform the following: 5. Brainstorm: List all the ideas that you want to include in your paper onto notecards (gathered through research, either through reading or direct research). 6. Organize: Group related ideas together. This may be accomplished by using notecards and sorting them into groups. 7. Order: Arrange material in subsections from general to specific or from abstract to concrete (e.g., organize the groups notecards into logical order). 8. Label: Create main and sub headings for each group. SAMPLE SENTENCE OUTLINE Negative Effects of Divorce on Adolescents I. When family conflicts arise as a result of divorce, adolescents suffer. A. During the first year, these young people may be depressed due to conflicts between the custodial and non-custodial parents. B. Grandparents, aunts, and uncles are often restricted by visitation provisions. C. Almost without exception, adolescents find divorce very painful, but they react in differing degrees depending on their age. II. Some of the most negative effects on adolescents may be associated with economic problems. A. The family will most probably experience a lower standard of living due to the cost of maintaining two households. B. Some female custodial parents have poor job skills and must train before entering the job market. C. The lower standard of living may result in misunderstanding and conflicts within the family. D. The decreased standard of living, particularly for an untrained female custodial parent, often causes relocation. 1. The family may have to move to a poorer neighborhood in order to cut costs. 2. As a result, the adolescent may have to attend a different school. III. Adolescents from divorced families often experience peer problems. A. Due to relocation and prejudice, adolescents may lose friends. B. The lack of a solid relationship with both parents affects an adolescent's attitude toward the opposite sex. Source: http://web.psych.washington.edu/writingcenter /writingguides/pdf/outline.pdf, http://www.physics.ohio-state.edu/~wilkins/writing/Assign/so/sent_outline.html, and http://www.austincc.edu/colangelo/pcm/fullsentenceoutlineformat.htm) 22  LESSON 3 PATTERNS OF DEVELOPMENT What I know Before we will take the lessons, let me know how much you have learned about this lesson and what do you still need to know. Below is a 10-item multiple choice test. Encircle the letter of your choice. 1. It is sharing of personal experiences that offer lessons and insights. A. Narration C. Comparison and Contrast B. Description D. Classification 2. It uses sensory details such as sights, smells, tastes, feelings and textures to create vivid images in the reader’s mind. A. Narration C. Comparison and Contrast B. Description D. Classification 3. It tells how two things are similar and different. A. Narration C.Comparison and Contrast B. Description D. Classification 4. It is an activity of sorting items. A. Narration C. Comparison and Contrast B. Description D. Classification 5. It explains what a term means. a. Definition b. Analogy c. Comparison and Contrast 6. It is the time and location in which a story takes place. A. Setting C. Plot B. Characters D. Exposition 7. The significant part of the story which features the characters as well as the protagonist and antagonist. A. Setting C. Plot B. Characters D. Rising Action 8. It is the logical series of events. A. Setting C. Plot B. Characters D. Climax 9. It is the part of the story where the characters and the setting are revealed. A. Setting C. Plot B. Characters D. Exposition 23  10. It is where the events in the story become complicated and the conflict in the story is exposed. A. Setting C. Plot B. Characters D. Exposition WHAT’S NEW LESSON 3.1 NARRATION Narrative paragraph simply tells what happened and establishes facts. It is sharing of personal experiences that offers lessons and insights. It is more than just a chronological sequence of events that happen to the different characters. It also contains elements of drama and tension. Narration is the most common type of paragraph development. It has the following elements: 1. Setting. It is thetime and location inwhich a story takes place. 2. Characters. The significant part of the story which features the characters as well as the protagonist and antagonist. 3. Plot. It is the logical series of events. The five essential parts of the plot : a. Exposition. It is the part of the story where the characters and the setting are revealed. b. Rising Action. It is where the events in the story become complicated and the conflict in the story is exposed. c. Climax. This is the highest point of interest and the turning point of the story. d. Falling Action. The events and complications begin to resolve themselves. e. Denouement. The final resolution of the plot in the story. 4. Point of View. It is the perspective of the writer in narrating the story. a. First person point of view. The story is told by the protagonist or one of the characters using pronouns I , me , we. b. Second person point of view. The author tells the story in second point of view using the pronouns you , yours, and your. c. Third person point of view. The narrator is not part of the story but describes the events that happen. The writer uses the pronouns he, she , him, and her. 24  WHAT IS IT? ACTIVITY 1 Directions : Read the story “Not Necessary News From The Beat” and answer the comprehension questions that follow. Palace liaison in Congress Jesus Ayala has an incident to share with friends, after meeting a world-renowned missionary, Mother Teresa of Calcuta , India last week. When Mother Teresa , dubbed a “ living saint “ in religious circles, paid a courtesy call on President Aquino at the Malacanang Premier Guest House Thursday afternoon last week, Chito was one among the palace staff members who eagerly lived up to have a glimpsed of the 79-year-old nun. It was a blessing that Chito even had the chance to kiss Mother Teresa’s hands. And, on bended knees , Chito publicly confessed. “ Bless me, Mother Teresa for I have many sins , “ he whispered to her. (Reprinted from: Philippine Daily Inquirer “Not Necessary from the Beat”). COMPREHENSION QUESTIONS 1. Who is the main character of the story? a. Jesus Ayala b. Mother Teresa c. President Aquino d. Palace Staff 2. Where is the setting of the narrated story? a. Malacanang Guest House b. Garden c. Office d. sala 3. Who is the world –renowned missionary? a. Chito Ayala b. Mother Teresa c. Sta. Rita d. Pres. Aquino 4. Where is the setting of the narrated story? a.Spain b. Calcuta, India c. Philippines d. Malaysia 25  5. Who is the president mentioned in the story? a. Pres. Estrada b. Pres. Macpagal c. Pres. Aquino d. Pres. Duterte WHAT’S NEW LESSON 3.2 DESCRIPTION A descriptive paragraph uses sensory details such as sights , smells , tastes , feelings and textures to create vivid images in the reader’s mind. It often uses spatial order to create a clear visual image of a person , place, object or scene. There are two kinds of descriptive paragraph: 1. Objective Description. It conveys feelings and emotions about a person , place , or thing. 2. Subjective Description. It conveys feelings and emotions about a person , place , or thing. WHAT IS IT? ACTIVITY 2 Read the paragraph presented below and answer the comprehension questions. A Great Living Room My living room may be small , but it is tidy and well - organized. On the right, there is a wooden bookcase with four shelves. On top of the bookcase is a small lamp with a dark base and a matching lamp shade. The first and third shelves are filled with carefully arranged books. On the second shelf , there is an antique clock with faded numbers on its face. The bottom shelf has a few newspapers. On the opposite side of the room is an old television set with nothing on top of it. Between the television and the bookcase is a large sofa. A fat , stripped cat with long whiskers is curled up in a ball on the right side of the sofa. Lying to the left of my cat is a single sock that the cat probably brought from another room. Directly in front of the sofa , there is a long coffee table with short legs,. On the right side of this table lie two magazines. They 26 are stacked one on top of the other. Perhaps the most striking item in the room is the beautiful beach painting above the sofa. This extraordinary painting shows a peaceful beach scene with a sailboat on the right , far from the beach. Although it is a small room, everything in my living room is in its place. (english120.pbworks.com/w/page/19006860/descriptive%20paragraphs) Comprehension Questions 1. What does the paragraph describe? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 2. Describe the ambiance conveyed in the room. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 3. What are some of the sensory details the writer used in describing the room? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ WHAT’S NEW LESSON 3.3 COMPARISON AND CONTRAST A comparison tells how two things are similar. A contrast tells how they are different. A comparison and contrast paragraph can do either or both. There are two ways in writing a comparison and contrast paragraph. 1. Subject – by - Subject Method. You present all of the facts and supporting details about one topic , and then you give all the facts and supporting details about the other topic. 2. Point – by - Point Arrangement. You discuss each point for both subjects before giving on the next point. 27  WHAT IS IT? ACTIVITY 3 Directions: Write sentences by comparing and contrasting the given pictures below. 1. Classroom Laboratory (sign& symbol by www.freepik.com) Similarities: ______________________________________ Differences: ______________________________________ 2. Computer Calculator (sign& symbol by www.freepik.com) Similarities: ______________________________________ Differences: ______________________________________ 28  WHAT’S NEW LESSON 3.4 CLASSIFICATION In a classification paragraph , you tell readers how a collection of items can be sorted into categories. It is an activity of sorting items ( people , things , idea ) into categories: 1. Terms that signal classification aspects kinds qualities traits areas levels systems types 2. Transitional Expressions can be divided can be categorized can be classifies the first type WHAT IS IT? ACTIVITY 4 Read the paragraph below and answer the questions that follow. Types of Friends Friends can be classified according to their honesty , loyalty , the type that fits you into their schedule , or the type that finds time for you when they need something. An honest friend tells you the truth even if it’s not always what you want to hear. In the long run , that honest friend may have saved you from embarrassment or possibly rejection. They give you constructive criticisms overall. The loyal friend is the type of friend that will be there for you through the thick and thin. They don’t care how good or bad you may look one day; they are sensitive to your feelings , they respect you and the other people in your life, and most of all they will never let you down when times are hard. They may be what you call a best friend. The third group, the person that fits you into their schedule , is the type of person that is always on the go. They barely have time for themselves let alone another person. More than likely they will not be there for you when you need them most, because they are so wrapped up in their busy , hectic life. Then you have the self-absorbent type of friend that finds time for you only when they need something. This type of person isn’t what you 29 would call a friend. This person may always be extremely nice to you because they know that if are nice to you then they will more than likely get what they want. They will call you every once in a while when it is almost time for them to use that person again. It may be for a ride to work, home or they just want somebody to hangout with because they have no other friends. If the person that is being used is smart they will eventually realize that they are getting used and will stop being there for that person. ( Amy Neil, 2005) Comprehension Questions 1. What are the three types of friends? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 2. What is the basis used by the author to classify friends? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 3. How does the author develop the classification essay? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ WHAT’S NEW LESSON 3.5 DEFINITION A definition explains what a term means. When you want your readers to know exactly how you are using a certain term or an unfamiliar concept , you use definition. 30  The following are the different types of definitions: 1. Formal Definition. The definitions provided in dictionaries. 2. Informal Definitions. The three common informal definitions are operational definitions, synonyms, and connotations. a. Operational Definitions gives the meaning of an abstract word for one particular time and place. b. Synonyms or words that mean the same as another word. c. Denotation is the exact meaning of d. the word; while, connotation is an idea or meaning suggested by or associated with a word or things. 3. Definition Paragraph. It is a definition sentence which is extended into a paragraph by adding meanings, descriptions, narrations , and other kinds of paragraph development to make clear the term being defined. WHAT IS IT? ACTIVITY 5 Read the paragraph below and answer the questions that follow. Anger Anger is having a feeling of hatred towards someone or something. It is one of our basic emotions and can be most dangerous if it is not carefully controlled. A person can become angry when he cannot fulfill some basic needs or desire that is important to him. For example, a child may become angry when he cannot play outside with his friends. An adult may become angry when he does not receive a raise in pay that he expected. Mentally, anger can interfere with our thoughts, making it difficult to think clearly. Physically, it may cause violent reactions in the muscles and in the nervous system. This cause an angry person to flush and tremble and to show other signs of disturbance. A person can be dangerous if he is an angry mode because he can develop feelings of hostility and hatred toward another person, which can then often turn violent. (source:https://www.sinclair.edu/centers/tlc/pub/handouts_worksheets/english/07 5sample-paragraph-definition-pdf) Comprehension Questions 1. What is the topic sentence of the paragraph? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 31  2. Analyze how the one sentence definition is expanded into a paragraph? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 3. What are the supporting details? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ WHAT’S NEW LESSON 3.6 CAUSE AND EFFECT A cause is what make a particular thing happen. An effect is what results from a particular situation, activity, or behavior. This type of paragraph can be organized in two ways: 1. Identify the effect in the topic sentence and write about its causes. 2. Write about the cause in the topic sentence and write about its effects. WHAT IS IT? ACTIVITY 6 Read the paragraph 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 then. Playing video games can have may different effects (both positive as well as negative) on children. Some of this effects include increasing hand eye coordination and increasing dexterity mental skills; a decrease interest in other interest such as studies and sports ; and a very negative effect of inducing violence. 32  One of the most positive effects of video games is increasing the dexterity of a child and improving his or her hand eye coordination. As mentioned earlier, the new video games that are coming out are extremely complex and they involve the movement of many different kinds of sticks and buttons on the controllers. These can be very good for children as they learn to make the fast connections between what they see and what their hands and fingers are doing. This allows them to think quickly and improves their reflexes. The newest games are very precision-based and it takes very minute and accurate movements for the children to control the characters. This helps in making the children much more a depth at handling and operating real-life machinery and objectives. Another effect that playing video games have on children is that they tend to get addicted to playing this games and give them foremost priority. This takes the children away from their other responsibilities, such as doing house chores, homework, and other physical activities. Children also end at spending more time playing video games in front of television screens than playing real and actual sports that involve physical exercise. This in turn can have many health related problems for children, as they can get obese if they don’t exercise ad stay home playing video games. This is perhaps the worst negative effect that video games can have on children. Parents and educators all over the world are concern about this phenomenon and they are urging the children to not spend so much time playing video games. Many new video games consuls, such as the new Nintendo WII have come out with games that require users to actually get up and move. Many researchers have talk about the effects of viewing violence in the media and how it affects children. Video games takes this to another level, where the children are actually participating in being violent in the video games. There are many games out there that allow children to play arm bearing characters who can kill anyone that they want, steal cars, and commit many different kinds of crime. These games can have negative implications on the children as they get immune to the idea of committing crime and end up believing that it is alright. Research still on going on this negative effect and it has not entirely been proven or disproven as of yet. We find that plain video games can have various effects on children, both positive as well as negative. Even though children can benefit by increasing their dexterity and improving their reflexes, The cost of them losing out on their physical exercise and homework, as well as their becoming prone to violent acts, are way too much. It is important that the parents and educators take up this problem seriously and enable certain rules and regulations that allow children to divide their time responsively between playing video games and completing their studies and other responsibilities. (Source: www.tailoredessays.com/samples/video-games-affect-children-essay.htm) 33 Comprehension Questions 1. What are the advantages and disadvantages of video games? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 2. What are the effects of video games on children? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 3. What are the roles of the parents and teachers in addressing the problems of video games? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ WHAT’S NEW LESSON 3.7 ANALOGY An analogy is a comparison in which an idea or a thing is compared to another thing that is quite different from it. It aims at explaining that idea or thing by comparing it to something that is familiar. WHAT IS IT? ACTIVITY 7 Read the paragraph below and answer the questions that follow. The Chef and the Performer It is premise that since food requires careful preparation and special skills, it should not just be brought to the table on a platter. Instead, it should be the subject of a performance. Thus, the table becomes the stage; the 34  chef, the performer; and the diners, the audience. The performance starts when the chef puts on his red hat and begins to act his part, he cuts the vegetables with spritely movements, tosses in some seasoning, and then attends to the meat, the fish, or the seafood on hand. The vegetables dance on the grills at the chef’s command and jump into the diner’s plate. Applause or an encore maybe inevitable, but of course, the test of the pudding is in eating. Source: Winning strategies for study, thinking and writing skills Adapted: Fernandez Comprehension Questions 1. What is the main idea of the paragraph? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 2. Explain the analogy in the statement, “the test of the pudding is in the eating.” ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 3. What is the essential meaning of the paragraph? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ WHAT’S NEW LESSON 3.8 PROCESS A process paragraph explains how something works or tells how to do something. The rest of the paragraph should discuss the steps in the process, one by one, in the order in which they occur. There are two different kinds of process paragraphs: 1. Process explanations. The writer’s purpose is simply to help readers understand a process, not perform it. 35  2. Instructions. The writer’s purpose is to give readers the information they need to perform a task or activity. WHAT IS IT? ACTIVITY 8 Read the paragraph below and answer the questions that follow. The Making of French Fries I have always enjoyed the French Fries at McDonald’s and other fast foods restaurant, but I have never realized just how much work goes into making them until I watched in the television a potato processing plant in Hermiston, Oregon. The process begins with freshly dug potatoes being shoveled from trucks onto conveyor belts leading into the plant. During this stage , workers must sort out any rocks that may have been dug up with the potatoes because these could severely damage the automated peelers. After the potatoes have gone through the peelers, they travel on a conveyor belt through the trim line. Here, workers cut out any bad spots, being careful not to waste potatoes by trimming too much. Next, the potatoes are sliced in automated cutters and then fried for about a minute. After this, they continue along a conveyor belt to the wet line. Here, workers again look for bad spots, discarding out any rotten pieces. At this point, the potatoes go to a second set of fryers for three minutes before being moved to sub-zero freezers for ten minutes. Then, it’s on to the frozen line for a final inspection. The inspected fries are weighed by machines and then sealed into five-pound plastic packages, which are weighed again by workers who also check that packages are properly sealed. The bags are then packed into boxes and made ready for shipment to various McDonald’s and other restaurants across the Western United States. This process goes on continuously, twenty-four hours a day to bring us consumers the tasty French fries we all enjoy so much. Comprehension Questions 1. Copy the topic sentence of the paragraph. 2. Identify the paragraph as process explanation or instructions. Explain your answer. ________________________________________________________________ ________________________________________________________________ 36  3. List the steps in the process. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ WHAT’S NEW LESSON 3.9 PROBLEM AND SOLUTION How to link a problem paragraph to a solution paragraph, these are paragraphs that identify a problem of some kind and report on an innovative solution. The event in the if-clause is possible, or is likely to happen. The event in the result clause would logically follow. There are others types of conditional sentences, but first conditionals are the most common in writing about problems and solutions. WHAT IS IT? ACTIVITY 9 Read the paragraph below and answer the questions that follow. Deforestation is a serious problem because forest and trees are not just pretty to look at, they do an important job making the earth´s environment suitable for life. They clean the air, store water, preserve oil, and provide homes for animals. They also supply food, fuel, wood products, and paper products for humans. In the past fifty years, more than half of the world´s rainforests have been destroyed. Today, the forest of the world are being deforestation continues, the world´s climate may change, floods may become more common, and animals will die.One solution to the problem of deforestation is to use less paper. If you use less paper, fewer trees will be cut for paper making. How can you use less paper? One answer is to reduce your paper use by using both sides of the paper when you photocopy, write a letter, or write an essay. A second answer is to reuse old paper when you can, rather than using a new sheet of paper. The backs of old envelopes are perfect for shopping list or phone messages, and you write a rough draft of an essay, write it on the back of something else. A final answer is to recycle used paper products instead of throwing 37 them away. Most schools, offices, and districts have some kind of recycling center. If you follow "the tree Rs"- reduce, reuse, and recycle-you can help save the world´s forest. Comprehension Questions 1. What is deforestation? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 2. What are the effects of deforestation? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 3. What are the roles of the community to prevent deforestation? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ WHAT’S NEW LESSON 3.10 PERSUASION A persuasive paragraph tries to convince the reader that a particular point of view is worthy of consideration. It wants you to consider both sides of an issue, but it reveals a bias in favor of one side over another. Facts may be presented in support of a position, but the writer is not being objective. The point of view is subjective. objective: impartial; fair; balanced; factual subjective: partial; in favor of an idea; biased 38  WHAT IS IT? ACTIVITY 10 Read the paragraph below and answer the questions that follow. Immigration contributes to the overall health of the American economy. Despite recent concerns expressed about illegal and some legal immigration to the United States, this country has largely benefited from the skills, talents, and ambition that immigrants bring with them. American businesses gain from a good source of affordable labor, while towns and cities are revitalized by immigrant families who strengthen communities through civic participation and the generation of new economic activity. The United States must continue to welcome new arrivals and help those who are already here; otherwise, the country will lose the advantages it has over other industrialized countries that compete against us in the global marketplace and seek to recruit from a vast pool of unskilled and skilled global workers. 1. Give your analysis of the given paragraph. a. Introduction b. Reasons c. Conclusions WHAT I HAVE LEARNED LET’S SUMMARIZE  Narration. It is sharing of personal experiences that offers lessons and insights.  Description. Uses sensory details such as sights, smells, tastes, feelings and textures to create vivid images in the reader’s mind.  Comparison and Contrast. It tells how the two things are similar and different. 39   Classification. It is an activity of sorting items.  Definition. It explains what a term means.  Cause and Effect. It is what make a particular thing happen and what results from a particular situation , activity, or behavior.  Analogy. It is a comparison in which an idea or a thing is compared to another.  Process. Explains how something works or tells how to do something. The rest of the paragraph should discuss the steps in the process, one by one, in the order in which they occur.  Problem and Solution. To link a problem paragraph to a solution paragraph, these are paragraphs that identify a problem of some kind and report on an innovative solution.  Persuasion. Tries to convince the reader that a particular point of view isworthy of consideration. It wants you to consider both sides of an issue, but it reveals a bias in favor of one side over another. ASSESSMENT Multiple Choice. Encircle the letter of the correct answer. 1. The definitions provided in dictionaries. A. formal C. Operational B. informal D. Denotation 2. It is sharing of personal experiences that offers lessons and insights. A. Narration C. Comparison and Contrast B. Description D. Classification 3. Definitions gives the meaning of an abstract word for one particular time and place. A. Formal C. Operational B. Informal D. Denotation 4. Uses sensory details such as sights, smells , tastes, feelings and textures to create vivid images in the reader’s mind. A. Narration C. Comparison and Contrast B. Description D. Classification 5. Words that mean the same as another word. A. Formal C. Operational B. Synonyms D. Denotation 40 6. It tells how the two things are similar and different. A. Narration C. Comparison & Contrast B. Description D. Classification 7. It is the exact meaning of the word; while, connotation is an idea or meaning suggested by or associated with a word or things. A. Formal C. Operational B. Synonyms D. Denotation 8. It is an activity of sorting items. A. Narration C. Comparison and Contrast B. Description D. Classification 9. It explains what a term means. A. Definition C. Comparison & Contrast B. Analogy D. Process 10. It is a definition sentence which is extended into a paragraph by adding meanings, descriptions, narrations , and other kinds of paragraph development to make clear the term being defined. A. Definition C. Operational b. Synonyms D. Denotation Great job! You are done with Lesson 3, have a break! You deserve one. Then let’s take off to Lesson 4! So, read on! 41  WHAT’S NEW LESSON 4 PROPERTIES OF A WELL-WRITTEN TEXT When you have already gathered enough materials in developing your paragraphs or text, the next step is to organize properly. Then you need to determine which ideas should be used in the beginning, middle and end of your texts—coherence and cohesion should be considered in arranging your ideas. The mechanics of writing should be observed too, like capitalization, contractions and punctuation marks. Lastly, you need to determine the type of language you are going to use for you to be able to communicate with your target audience. All of the things mentioned above is what this module is all about. What I Need to Know By the end of this lesson, you are expected to: 1. discuss the meaning and components of a well-written text; 2. explain the steps in achieving a well-written text; 3. read and explore texts and determine if they are well-written or not; 4. create a well-written text; and 5. reflect on your learning on the properties of a well-written text To achieve the objectives of this module, do the following:  Take your time reading the lessons carefully.  Follow the directions and/or instructions in the activities and exercises diligently.  Answer all the given tests and exercises. 42  What I know Before heading on to our lesson, let us first check what you already know. Read the statements carefully, and determine what is being referred to, then write your answers on the blanks provided before each number. ____________________1. This is achieved when ideas are logically and accurately arranged. ____________________2. This refers to when the details of a paragraph are arranged according to the order in which they happened. ____________________3. It is a set of conventions on how to spell, abbreviate, punctuate and capitalize. ____________________4. This means that the sentences are arranged in a logical manner, making them easily understood by the reader. ____________________5. To attain this property, one must be consistent with the use of pronouns. Great job! Later we will see if your answers are correct by reading the rest of this module… but before that…. Complete this figure by writing what do you think makes up an effective or a well- written text. What is a well-written text? 43  WHAT’S NEW LESSON 4.1 Organization, Coherence and Cohesion For a text to be well-written, one must keep in mind these three properties:  Organization - this is the structural framework for writing. It is important to effective writing because it provides readers with a framework to help them fulfil their expectations for the text. This is the logical progression and completeness of ideas in a text. Organization is achieved when ideas are logically and accurately arranged.  Coherence – by coherence we mean that every part of a composition must contribute to one main unifying thought, which means that the various parts of a text must follow one another in an order which makes their relationship clear.  Cohesion - means that the overall text has meaning. Text organization is the way a text is organized that helps to guide the reader logically through it. This property makes a text readable and its message clear. Organization can be achieved through the following techniques:  Physical format  Signal words  Structure Physical Format The format is an aspect of the organization that is immediately apparent to the reader. It is seen in how the text physically appears like headings and subheadings, bullet points or font emphasis. However, use this technique with discretion as improper or superfluous formatting can be confusing.  Example: Marxist ideology has three main theories. Historical materialism purports that all the features of society can historically be traced back to economic activity. Social class in capitalist societies is what produces unjust structures of power that exist today. Socialism would be the next rational step for the development of human society.  Explanation: The words in bold are the three most important Marxist theories that the first sentence is referring to. By emphasizing these words, the reader can identify the 44  correct term for the concepts along with their definitions; this would also aid in remembering the theories since they stick out from the rest of the text. Signal Words Signal words are textual cues that readers can use to follow a text. They can “signal” the transition from one point to another, the ordering of events and concepts, or the writer’s chosen text type (e.g., linear narration, question and answer).  Example: Chuck Palahniuk’s novel Fight Club greatly influenced me as a fictional writer. First, his use of the unreliable narrator fascinated me, and I have written similar characters in my works. Second, the theme of patriarchal oppression can also be found in the stories I write. Third, the novel’s stunning twist is something that I have been trying to recreate. Thus, I am extremely grateful to have encountered Palahniuk’s genius early in my writing career.  Explanation: By using sequential signal words (first, second and third) before the beginning of every sentence, the reader can follow what seems to be the writer’s list of three reasons why the novel influenced him. The word thus also signals the conclusion and the end of the list. Structure The structure provides the framework upon which the text is organized. It consists of the following:  Beginning: introduction, thesis statement, hook  Middle: supporting details  End: conclusion, summary, final message Example: Ancient philosophies believe that a person has an “aura,” this appears as a rainbow of light around the body that can be seen by individuals with clairvoyant abilities. The colors change depending on one’s mood, health, and thoughts. Some scientists believe that the existence of the aura has something to do with the electromagnetic fields produced by cells and tissues in the human body. Whether auras are real or not, the fact remains that there are forces everywhere that are real even though we cannot see them.  Explanation: Organization in this paragraph is not readily noticeable as it does not use cues like formatting or signal words. However, the text is organized in this way:  Beginning: Introduce topic of aura  Middle: Definition and evidence of existence of auras  End: Ending message about forces in the world 45  What I Have Learned  By adhering to the structure, the writer can produce a text that is still easy to follow. The topic, supporting details and concluding message is still clear to the reader.  Text organization makes a text easy to read. It prevents the reader from becoming confused by a jumble of words, sentences, and paragraphs that are in no particular order.  Organization can be achieved through the physical format, signal words, and structure. WHAT IS IT? Activity 1 ` Underline the signal words and phrases that the author has used for arranging the details in the paragraphs. Northern Mindanao is a region rich in culture, which can be seen in their numerous festivals. One of the most popular festivals in the region is the Higalaay Festival in Cagayan de Oro City. They celebrate the feast day of St. Augustine every 28th day of August. Another festival is Kaamulan festival in Bukidnon. It is an ethnic cultural festival wherein people allocate a relative amount of their time to remember the culture and traditions of the seven ethnic tribes in their area. It is also considered as a thanksgiving festival to celebrate their bountiful harvest. Moreover, another famous festival in the region is the Lanzones festival in Camiguin, which is a 4-day celebration of this fruit. It is held every 3rd week of October. It is essential to note that the sweetest Lanzones can be found in the islands of Camiguin. Regularly celebrating different causes as one whole community shows that the citizens of Region 10 value camaraderie and friendship. Some parts of this region are known to have preserved their tribal beliefs and customs. An example is the Higaunon, a mountain tribe in Bukidnon. Apparently, they still believe in the existence of spirits and gods. Furthermore, they have a god for each element. Another superstition is they need to please the spirits so they will experience something good in return. People in this tribe still live according to their traditions with farming as their primary source of income. Additionally, the ancestors of its current inhabitants mentioned that the region was occupied by four 46 tribes but when northern-central Mindanao was divided into provinces, migrants from Visayas and Luzon began to dominate the region. Since that happened, the tribal communities went to the mountains and forests to continue living out their cultural heritage. The region’s culture can also be seen in their establishments and churches. These include: the Immaculate Conception Parish Church in Misamis Oriental, Macapagal-Macaraeg Heritage House in Lanao Del Norte, General MacArthur Maker and Saint Augustine Cathedral in Cagayan de Oro. These places represents a glimpse of Northern Mindanao’s history because the events that occurred in these locations moulded Region 10 to be what it is today. The province of Camiguin is home to century old churches such as the Santo Rosario Church and Old Catarman Church Ruins. Baylao Church is considered as a miraculous place because a lot of individuals connect it to how its existence saved numerous lives during the eruption of Mount HibokHibok. Besides that, there are also a lot of ancestral homes that can be found in this region that date back all the way to the Spanish era. http://www.nnc.gov.ph/index.php/regional-offices/region-x-northern-mindanao/54-region-10- profile/306-region-x-profile.html if there is a clear statement of purpose, position, facts, examples, specific IDEAS are formed details, definitions, and well-developed ORGANIZATION explanation, justifications or opposing viewpoints And if there is ORGANIZATION, there is…  Coherence and Cohesion – by coherence we mean that every part of a composition must contribute to one main unifying thought, which means that the various parts of a text must follow one another in an order which makes their relationship clear. On the other hand, cohesion means that the overall text has meaning. A text with coherence has ideas that are logically sequenced in a way that is easy to follow for the reader. Although without cohesion, no central concept links all these ideas together. The main point of the text remains unclear for readers.  Example: 47  My favorite painting is “The Weeping Woman” by Pablo Picasso, which is an intriguing painting that symbolizes suffering. As a result, I love bright primary colors, so I wear a lot of shocking yellows, blues, and reds. Also, as an outgoing person, I enjoy performing for large crowds. In the end, people should not judge an artist’s talent based on one standard.  Explanation: Connecting words in the text suggest a sequence of ideas that the writer wants to convey. “As a result” implies an effect of the previous statement while “in the end” indicates the conclusion. However, the writer jumps from one topic to another resulting in a lack of cohesion. For instance, the writer talks about his or her favoritecolors “as a result” of Picasso’s painting even though they are not connected in any way. It can be inferred that the choice of favoritecolors was inspired by the colors of the painting, but the writer does not make this clear. Cohesion and Coherence A text with both cohesion and coherence has a central concept linking all the ideas in the text, and these ideas are presented in a logical manner. The main point is clear, and the text is easy to follow and understand.  Example: International Women’s Day is celebrated on the 8th of March of every year. It began as a Socialist political event in several Western countries. Then, other countries also started celebrating the holiday just as a way to express their love for women. Currently, the United Nations observes the holiday as a way to bring to light women’s issues around the world.  Explanation: The main topic of the text is International Women’s Day, which was stated in the first sentence. The paragraph proceeds to outline the history of the holiday starting from some Western countries and its spread to other nations. It ends with the current way that the whole world celebrates the day. The writer can present different ideas about the holiday in a logical manner and without veering away from the topic. Remember the following when trying to evaluate if your text has cohesion and coherence:  A text with cohesion but no coherence is difficult to follow.  A text with coherence but no cohesion has no definite point.  A text with both cohesion and coherence is logically sequenced and stays on topic. 48  WHAT IS IT? Activity 2 Create a coherent paragraph by arranging the following jumbled sentences. Then write your arranged paragraph on the space provided. Don’t forget to observe proper mechanics in writing your paragraph!  In these areas, 70 % of the agricultural land suffers from dryness and lack of irrigation.  As a result, the crops are usually marginal with hardly enough production to feed the farmer’s family.  The first fact to consider is that over 60% of the population lives in rural communities.  In my country, one of the most urgent problems facing the government today relates to agriculture.  And without irrigation, agricultural production is wholly dependent on the uncertain rainfall.  To understand the nature of this problem, one has to look at some facts. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________  To solve the problem of overpopulation, he devised a great war, which would sweep like a conflagration over Greece.  This was the Trojan war.  Zeus, the ruler of the gods, seemed to have realized that the earth was getting terribly overcrowded. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 49  WHAT IS IT? ACTIVITY 3 Read each of the following paragraphs. Underline the sentence that does not belong in the paragraph, to make it more coherent and cohesive. 1. Oceans and lakes have much in common, but they are also quite different. Both are bodies of water, but oceans are very large bodies of salt water, while lakes are much smaller bodies of fresh water. Lakes are usually surrounded by land, while oceans are what surround continents. Both have plants and animals living in them. The ocean is home to the largest animals on the planet, whereas lakes support much smaller forms of life. When it is time for a vacation, both will make a great place to visit and enjoy. I want to swim in the lake. 2. Sunset is the time of day when our sky meets the outer space solar winds. There are blue, pink, and purple swirls, spinning and twisting, like clouds of balloons caught in a blender. Sunset is the opposite of sunrise. The sun moves slowly to hide behind the line of horizon, while the moon races to take its place in prominence atop the night sky. People slow to a crawl, entranced, fully forgetting the deeds that still must be done. There is a coolness, a calmness, when the sun does set. 3. Here is the perfect system for cleaning your room. First, move all of the items that do not have a proper place to the center of the room. Get rid of at least five things that you have not used within the last year. Take out all of the trash, and place all of the dirty dishes in the kitchen sink. Now find a location for each of the items you had placed in the center of the room, for any remaining items, see if you can squeeze them in under your bed or stuff them into the back of your closet. 5s is a Japanese cleaning system. See, that was easy! 50  WHAT’S NEW LESSON 4.2 Language Use and Mechanics  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. Informal language is usually used in writing for oneself or in writing to family, friends, and colleagues. On the other hand, formal language is used in writing academic, business, and official texts. Examples:  We asked the secretary to call the professor and get her permission for us to continue our research.  We requested that the secretary contact the professor and obtain her permission for us to continue our research.  Explanation: In the first sentence, the writer used casual words such as asked, call, and get permission, which made the sentence informal. The second sentence used more serious words such as requested instead of asked, contact instead of call, and obtain permission instead of get permission. This sentence is formal and is appropriate to use when talking or writing to a person of authority. When you write, you should also make sure that the language you use is **direct and simple rather than complicated so that readers would easily understand the text.** If your readers are the youth, then you should use words that are familiar to young people. 51  Example: Why Sunglasses Are a Must-Have for Kids (An Excerpt) (NewsUSA) Most parents know how damaging the effects of ultraviolet radiation (UVR) can be to our skin, which is why they dutifully slather sunscreen on their kids during the summer. But one thing that often gets overlooked is protecting their children’s eyes. According to vision-care experts, kids receive three times more UV exposure than adults annually, yet less than 30 percent of parents currently protect their children’s eyes with sunglasses. The reason for concern is that children and adolescents are particularly vulnerable to the sun’s rays because their ocular lenses are not mature enough to filter UV light as effectively as adults, causing damage to the retina. “Everyone buys into what happens to your skin when it comes to sun damage, but many parents are really surprised to learn about the cumulative UV damage to the eyes,” Dawn Hartman, an optometrist at Columbus Ophthalmology Associates in Columbus, Ohio, told the Wall Street Journal in an interview. But the right sunglasses can help, as parents become more aware that protection from the sun is not just skin deep. Source: (USA, NEWS USA, 2016) http://www.copyrightfreecontent.com/health/why-sunglasses-are-a-must-have-for-kids/ Explanation: The entire text uses simple words. This lets readers easily understand the significance of letting kids wear sunglasses. There were a few technical scientific terms that were necessary to mention in the text, such as ultraviolet radiation, ocular lenses, and retina. However, the message of the text is still easy to grasp. You should also be sensitive enough to use unbiased language so that you will not offend any individual or any particular group of people. Unbiased language is language that is free of racial bias, free of religious bias, and free of gender bias. Examples:  A teacher should make it a point to motivate her students.  Teachers should make it a point to motivate their students Explanation: In the first sentence, the pronoun used is she, but teachers may also be male, so the statement shows gender bias. The second sentence, on the other hand, makes use of the gender-neutral pronoun their, making it unbiased. Proper Language Use Proper language use allows you to capture the message that you want to convey to your readers. It is all about choosing the right words that accurately capture your ideas. 52 However, writers sometimes encounter problems with the following:  Misused Words  Words with Unwanted Connotations  Technical or Highfalutin Words  Misused Words A writer might sometimes use a word incorrectly, and this occurs when the word does not mean what he or she thinks it does. So, it is important to be certain of the definition of a word before using it; this often happens with words that sound or look alike.  Example: There are many behaviors that past societies considered legal but are now deemed amoral including slavery, sexism, and racism.  Explanation: The writer confused the word “amoral” with “immoral.” The former means neither moral nor immoral (without moral quality) while the latter means not moral. Sometimes, it is easy to guess the correct meaning of a word just by looking at how it is spelled. The prefix a- signals that something is without such as in “anarachy” (without a government) or “atypical” (without typical features). On the other hand, the prefix im- simply means not such as in “imperfect” (not perfect) or “impossible” (not possible). Words with Unwanted Connotations