Reading and Writing Skills Quarter 3 Module 1 PDF

Senior High School Reading and Writing Skills Quarter 3 - Module 1 Reading and Thinking Strategies across Text Types Reading and Writing Skills Senior High School Alternative Delivery Mode Quarter 3 - Module 1: Reading & Thinking across Text Types First Edition,...

Senior High School Reading and Writing Skills Quarter 3 - Module 1 Reading and Thinking Strategies across Text Types Reading and Writing Skills Senior High School Alternative Delivery Mode Quarter 3 - Module 1: Reading & Thinking across Text Types First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalty. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Division of Cagayan de Oro Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V Development Team of the Module Authors: Franque Manuel C. Carrasco, Dr. Maria Christina N. Ganas, Catherine Mae N. Garcia, Cathelyn D. Matias, Eric P. Miso, Araceli B. Melliza Focal Person, Reviewer and Language Evaluator: Dr. Jerry G. Roble Division English / Reading Coordinator Content Evaluators: Ronald L. Ampong, Dr. Rosalinda C. Tantiado, Erlinda Quirap Layout Evaluator: Ronald L. Ampong Illustrators / Layout Artists: Alma Shiela A. Alorro, Lorebina Carrasco II Harper F. Cael, Sheena Cascon, Jessica B. Cuñado, Ryan Roa Management Team Chairperson: Cherry Mae L. Limbaco, PhD, CESO V Schools Division Superintendent Co-Chairpersons: Alicia E. Anghay, PhD, CESE Assistant Schools Division Superintendent Lorebina C. Carrasco, CID Chief Members: Dr. Jerry G. Roble, Division English Coordinator Dr. Joel D. Potane, LRMS Manager Lanie O. Signo, Librarian II Gemma Pajayon, PDO II Printed in the Philippines by Department of Education Division of Cagayan de Oro City Office Address: Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro Telefax: (08822)855-0048 E-mail Address: [email protected]  Senior Senior High High School School Reading and Writing Quarter 3 - Module 1 Reading and Thinking Strategies across Text Types This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and or/universities. We encourage teachers and other education stakeholders to email their feedbacks, comments, and recommendations to the Department of Education at action@ deped.gov.ph. We value your feedback and recommendations. Department of of the Philippines FAIR USE AND CONTENTS DISCLAIMER: This Self Learning Module (SLM) is for educational purposes only. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in these modules are owned by their respective copyright holders. The publisher and authors do not represent nor claim ownership over them. Sincerest appreciation to those who made significant contributions to these modules.  Table of Contents What This Module is About....................................................................................................................... i What I Need to Know.................................................................................................................................. ii How to Learn from this Module iii Icons of this Module................................................................................................................................... iii What I Know........................................................................................................................................ iv Lesson 1: Patterns of Development.................................................................................................... 1 What I Need to Know...................................................................................1 Activity 1 #staysafe.....................................................................................2 Activity 2 KWL Chart What Is It: Narration....................................................................................3 Activity 3. My Story......................................................................................4 Activity 4. Controlled Composition............................................................................ 5 What Is It Comparing and Contrasting........................................................6 Activity 5. Mingling Venn..............................................................................6 What Is It: Problem-solution........................................................................7 Activity 6. Problem Solved..........................................................................8 Activity 7. Distinguishing cause and effect...................................................9 Activity 8. Combi - Mode..............................................................................9 What Is It: Persuasion..................................................................................10 Activity 9. Persuasion Clinch.......................................................................10 What I Have Learned: Activity 10: Synthesizing Your Learning.......................................................11 What I Can Do: Compare/Contrast Matrix...................................................12 Lesson 2: Properties of Well-written Text............................................................................................................................ 14 What I Need to Know...................................................................................14............................................................................................... 15 Activity 1. Confusing Errors 15 What Is It: Organization..............................................................................15 Activity 2. Recognizing Text.........................................................................18 What Is It: Coherence and Cohesion..........................................................19 Activity 3. Which is Which............................................................................21 Activity 4. Word Order..................................................................................22 What Is It: Language Used.........................................................................22  Activity 5. Language Use.............................................................................24 What Is It: Mechanics Activity 6. American British Match............................................................26 Activity 7. Correct Me...................................................................................26 What Is It: Punctuation.................................................................................27 Activity 8. Correct Punctuations...................................................................29 Activity 9. Punctuate Me..............................................................................29 What Is It: Capitalization..............................................................................30 Activity 10. Capitalization Practice...............................................................30 What I Have Learned: Activity 10: Synthesizing Your Learning.......................................................30 What I Can Do: Activity 11. Evaluate the following written text............................................31 Activity 12. Cloze Test.................................................................................32 Activity 13. Writing Activity..........................................................................32 Assessment: (Posttest)..33 Key to Answers 35 References 37 What This Module is About Welcome to exciting episode of Reading and Writing! Your patience and dedication to learn new things are truly remarkable! Keep it up! Communicating through written words and interacting with texts are not easy feats. However, writing and presenting your ideas effectively seems to be a challenging one. Thus, learning to develop your skills in writing is valuably deemed necessary in crafting your work beautifully and meaningfully. As such, you should learn new concepts, ideas and skills whole-heartedly. Everything that you will learn from this Module is not limited to this piece of paper. Instead, you will be applying them in real life. It may sound cheesy but after going leave this Module empty-handed. This module will equip you with the necessary skills in thinking critically, selecting information efficiently, organizing ideas logically, and evaluating arguments soundly. Following are the lessons found in this module: 1. Identifying Patterns of Development a. Narration b. Description c. Exemplification / classification d. Definition e. Comparison and contrast f. Cause and effect g. Problem-solution h. Persuasion 2. Identifying properties of well-written text a. Organization b. Coherence and cohesion c. Language use d. Mechanics i  At the end of this module, you should be able to: 1. Compare and contrast patterns of written texts across disciplines: a. Narration b. Description c. definition d. exemplification / classification e. Comparison and contrast f. Cause and Effect g. Problem-solution h. Persuasion 2. Identify properties of well-written text: a. Organization b. Coherence and cohesion c. Language use d. Mechanics Ii How to Learn from this Module To achieve the objectives, you are expected to 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. Icons of this Module What I Need to This part contains learning objectives that Know are set for you to learn as you go along the module. What I know This is an assessment as to your level of knowledge to the subject matter at hand, meant specifically to gauge prior related knowledge This part connects previous lesson with that of the current one. An introduction of the new lesson through various activities, before it will be presented to you What is It These are discussions of the activities as a way to deepen your discovery and under- standing of the concept. These are follow-up activities that are in- tended for you to practice further in order to master the competencies. What I Have Activities designed to process what you Learned have learned from the lesson What I can do These are tasks that are designed to show- case your skills and knowledge gained, and applied into real-life concerns and situations. iii Multiple Choice: Select the letter of the best answer from the given choices. 1. This pattern of development in writing provides specific instances to support a claim. A. exemplification C. persuasion B. problem-solution D. description 2. It is a type of an essay that tells a story or anecdote. A. problem-solution C. cost-benefit B. question-answer D. narration 3. Which essay development method systematically draws similarities and differences between two things? A. analogy C. question-answer B. comparison and contrast D. problem-solution 4. This is a mode of paragraph development which is almost coupled with argumentation. A. exemplification C. persuasion B. problem-solution D. description 5. An action and its results are discussed A. chronological C. sequence / process B. problem and solution D. cause and effect 6. Which of the following is NOT a property of a well-written text? A. Coherence and Cohesion C. Organization B. Paragraphing D. Writing Mechanics 7. A well-written text is ____________. A. B. built around effective paragraphing, on coherence and on established conventions C. the property that shows the interplay of both the physical aspects of organization and deeper textual aspects D. the constitution of proper paragraphing and logical order of presentation of ideas 8. Which property of a well-written text constitutes proper paragraphing and logical order of presentation of ideas? A. Organization C. Language Use B. Coherence and Cohesion D. Writing Mechanics iv 9. Which property of a well-written text constitutes features that facilitate textual continuity? A. Organization C. Language Use B. Coherence and Cohesion D. Writing Mechanics 10. Which property of a well-written text refers to the appropriate language to be used in writing/speaking? A. Organization C. Language Use B. Coherence and Cohesion D. Writing Mechanics v  Lesson 1 Patterns of Development Grade 12, Second Semester, Q3- Week 1 http://www.freeimageslive.com/galleries/workplace/office2/pics/blank_page.jpg (edited) Concepts and ideas may not be enough to produce an effective paragraph. What to write, where to start and how will it be done are just few teething problems in writing. Writers need to think of some techniques in consolidating ideas to make their works organized and comprehensible. Knowing the different patterns of development enable writers to create a sound, focused and well-written text. In this lesson, let us explore the basic patterns of paragraph development in writing across disciplines. This will equip you with the necessary skills in organizing your ideas in creating your own texts. At the end of lesson, you are expected to: 1. Compare and contrast patterns of written texts across disciplines 1 Activity 1. #StaySafe. The following catchphrases are known today. Read each question closely and write your answers in the opposite column. #Stay Safe 1. What does the phrase mean? 2. How did it start? 4. Ways on how to stay safe. 5. Has your life changed in this time of pandemic? 6. Why do we need to stay safe? 7. Does it help resolve the crisis on pandemic? 8. How do you get people to think, behave and act the way you want them to? What is being suggested in giving your answers? Activity 2. K-W-L Chart. Complete the following KWL Chart. Patters of a Written What I Want to What I Learned What I Know Text Know after the Lesson 1. Narration 2. Description 3. Definition 4. Exemplification/ Classification 5. Comparison and Contrast 6. Cause and Effect 7. Problem-Solution 8. Persuasion 2  Patterns of Development help us sort out information and shape paragraphs or essays. They can help organize an outline reflecting the purpose of the writer. However, most paper will use a combination of methods, working together in function of each other. 1. Narration means to tell a story about people, places, events, dates, etc. Mostly narratives simply tell what happened in the story or the sequence of events. A narrative of personal experience offers lessons and insights. There are four elements of a narrative paragraph: 1. Setting refers to time, place or location, atmosphere and mood of the story. 2. Characters pertain to persons involved in the story. In a story, there is a main character known as the protagonist, and the antagonist, who is against the protagonist. 3. Plot which refers to the series of events has five parts: Exposition- beginning of the story where the characters and setting are introduced. Rising Action- when the conflict is exposed Climax- the highest point of interest and the turning point of the story. Falling Action- the conflicts begin to be resolved with predictable ending. Denouement- refers to the final resolution of the story. 4. Point of View refers to the perspective of the writer in narrating the story. This can be first person point of view, second person point of view, and third person point of view. Example: A milkman became very wealthy through dishonest means. He had to cross a river daily to reach the city where his customers lived. He mixed the water of the river generously with the milk that he sold for a good profit. One day he went around collecting the dues in order to celebrate the wedding of his son. With the large amount thus collected he purchased plenty of rich clothes and glittering gold ornaments. But while crossing the river the boat capsized and all his costly purchases were swallowed by the river. The milk vendor was speechless with grief. At that time, he heard a voice that came from the river, cheating your customers. 2. Description means to tell what something is like. A good description will revolve around a "dominant impression." 3 3. Definition means to explain what something is. 4. Exemplification is the process of extending example or a series of detailed examples. 5. Classification means to sort items in order to group together those with similar characteristics and to distinguish them from those with different characteristics. 6. Comparison means to identify the ways in which two "different" items are similar. Contrast means to identify the ways in which two "similar" items are different. This means that there is no purpose in comparing or contrasting two items that do not share some common characteristic (apples and books). 7. Cause and Effect/ Causal analysis means to find the reasons that produced a certain result or to identify the results produced by a certain phenomenon. 8. Problem-solution means to start by identifying a problem and then proposes at least two or more solutions. 9. Persuasion means organizes ideas to show how a set of evidence leads to a logical conclusion or argument. Activity 3. Write a short narrative describing your personal experience that changed your life. Limit your sentences by observing the following: Write 1 topic sentence, 1- 4 sentences of background information, 2-4 sentences to start the story, 3-5 sentences to present the conflict, 1-3 sentences to resolve the conflict, and 1-2 sentences to provide a conclusion. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ 4  Many writing assignments in various disciplines require the use of definition and exemplification. Definition explains a concept, term, or subject. Its main purpose is to tell what something is. This pattern of development is commonly used in the sciences, humanities, and business. Exemplification is one of the most common and effective ways to show or explain an idea or point (e.g., observation, opinion, belief). In this pattern of development, the main idea is explained by giving an extended example or a series of detailed examples. Argumentative and exemplification essays, feature articles, reviews, reports, and case studies often use examples to prove a point. Example: Relative Dating is a method used to determine the relative order of geologic events. This method does not provide actual numerical dates for the rocks but are just estimates based on the profile of the strata. The profile of the strata includes chemical composition, rock type, and presence of organisms. Activity 4. Controlled Composition. Choose sentences from the list below. Write two separate paragraphs. Choose relevant information and organize the sentences Resilient Pollution will have six sentences. Then, identify patterns of paragraph development used. 1. Psychologists have identified some of the factors that appear to make a person more resilient. 2. Such as a positive attitude, the ability to regulate emotions, and the ability to see failure as a form of helpful feedback. 3. We can be more resilient in times of crisis 4. There are many kinds of pollution. 5. Many people throw garbage on the ground. 6. Any crisis, such as the coronavirus pandemic, can test resilience. 7. Looking to loved ones for help and emotional support, increasing self-care, and focusing on the aspects of the situation that are under your control can help you weather almost any storm 8. Air pollution comes from cars and factories. 9. Resilient means able to withstand or recover quickly from difficult conditions. 10. Water pollution comes from factories, too. 11. Noise pollution comes from car horns, factories, trains, and crowds of people. 12. Garbage is a kind of pollution. 5  Comparing and contrasting are ways of exploring the similarities and differences between two things. Generally speaking, comparing is showing the similarities, and contrasting is showing differences between two things that are related in some way. Example: Scientifically comparing and contrasting a butterfly and a moth, a moth tends to be short, stout, and less colorful, whereas a butterfly is usually long, thin, and brightly colored. Butterflies usually have larger wings than moths, which they hold vertically when at rest. Moths, in contrast, flatten their wings or wrap them around themselves when at rest. Butterflies usually rest with their wings closed, while moths rest with their wings open. Butterflies are more active during the day than moths. A butterfly's chrysalis usually hangs from a branch while a moth's cocoon is usually on the ground or underground. Processing Questions: 1. Is the writer comparing, contrasting, or doing both? 2. Which of the two subjects receives the focus? 3. How is the comparison or contrast organized and how is it built? Activity 5. Mingling Venn. Fill in the missing data in the Venn diagram which compares/contrasts printed book to an e-reader/ e-book. Use critical thinking and select only relevant information based on the topics from the following list. printed book text, images, etc., printed on paper. pages are bound together has either a hardcover or softcover (paperback). static layouts digital or electronic book can be read on an e-reader device or app dynamic layouts do not have pages sleek and thin provide readers information its purposes to study, relax, work, and learn literary works smell of paper, ink, dust can stand the test of time can be damaged by computer viruses 6  Topic: BOOKS ______________________ ______________________ Problem-solution paragraph is basically an essay that starts by identifying a problem and then proposes at least two or more solutions. It follows a certain paragraph structure. 1. Introduction - describe the problem (who, what, when, where, why and how) - Why it becomes a problem? - Why do we need to solve the problem? 2. Body - describe solution # 1 - Specific details of solution # 1 - Describe solution # 2 (if there are more than 1 solution) - Specific details of solution # 2 3. Conclusion - call to action; convince reader he/she needs to act - Remind the reader on the benefits/significance of the solution Example: There are certain things which students can do if they suffer from exam anxiety. sleep well, they will be able to concentrate and do well in the exam. If not, this will cause more stress and anxiety. The second effective solution is to change their poor study habits. If they start to study one day before the exam, this will cause worry and stress. However, if they change such habits and start to study regularly, this will give them confidence before and during the exam. The last thing they should do is to think positive. When they think positive, they will get rid of all their fears and worries. For example, visualizing themselves as a student who has a high mark before the exam poor study habits and thinking positive are effective solutions to deal with exam anxiety. 7 Activity 6. Problem Solving. Complete the graphic organizer below based on the given example on problem-solution text. Solution Solution Solution In a cause-and-effect paragraph, there exists a causal relationship. A cause is what makes a particular thing to happen. An effect is what results from a particular situation, activity, or behavior. This paragraph shows the readers how one thing affects something. There are two ways to write a cause-and-effect-paragraph. First, identify the effect in the topic sentence and write about its causes. Second, write about the cause in the topic sentence then explain its effects. Following are useful transitional expressions used to show causal relationship. To show causes: the first cause, the first reason, yet another factor, because, is caused by, results from. To show effects: one important effect, another result, a third outcome, as a result, consequently, as a consequence, then, next, therefore, thus, and so. Example: (Cause) Putting the assignment off until the last minute has left me no time to do well; as a consequence surely low. (Effect) 8 Activity 7. Examine carefully the pictures below. Then, identify their cause and effects. Write your answers in complete sentences. https://www.google.com.ph/search?q=free%20images (edited) Cause: ___________________________________________________________________ Effects: 1.____________________________________________________________ 2.____________________________________________________________ 3.____________________________________________________________ Activity 8. Employing combi-mode (description and cause-effect relationship), write a paragraph based on Activity 7. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ 9  Persuasive Writing intends to convince readers to believe in an idea or opinion and to do an action. Writers use different ways of persuasion to influence readers such as editorials, advertisements, criticisms, brochures, reaction papers, proposals, and reviews. Here are guide questions in developing a persuasive paragraph What is my purpose? What am I trying to argue for or against? Who is my audience? Who am I trying to persuade? What are my main points? What am I trying to say? Let's take a look at an excerpt from persuasive essays. disaster, emergency, quarantine, or even war. Leonor Magtolis Brioñes. This will be quite challenging to put into action, but one thing is undeniable: There is a need for a stronger parent-teacher partnership this time. Parents know their children more than any teacher does while teachers know how to give instructions very well. If both of what they know will be combined, educating the children amidst this pandemic can succeed. The skills parents and teachers have, have a common purpose: to support the continuous learning of the children. This is the very foundation of a stronger partnership! Source: https://www.teacherph.com/stronger-parent-teacher-partnership-amidst-pandemic/ Activity 9. Persuasion Clinch. Read the sample persuasive essay below. Using your activity notebook, answer the questions that follow. Lockers for Everyone What would you think if you had to put your personal belongings in a crate, and every time you turn around something of yours were stolen? That is why I think students should have lockers. To protect their things, keep their things somewhere Students should have lockers because it will stop people from stealing their assignments, and personal belongings being stolen. The reason for this is that the 10 children will have their own lockers plus their own locks, which only they have the combination to. This will reduce cases where things are being stolen. Students also should have lockers so they will have a clean place to put their books. What I mean by this is that many desks are rusty and have gum stuck under them. Also, if you put your stuff into a crate then it is easily collecting dust. This connects to my argument because their stuff will be kept very clean in a neat environment if students are given lockers to use. complain about caring everything at once. The things that they may be caring everyday are very heavy. This is important because students may suffer health problems from having to carry all their stuff everywhere. Why carry books everyday why you can always whining about having to carry all their books. If we had lockers everyone would be happier. In conclusion I think students should have lockers. If we have lockers stealing in school would go down, it would create a safe and clean place for students to put their things, and students would complain less and be healthier. If we had lockers, the contact your principal and demand lockers for your school. Source: https://www.ereadingworksheets.com/writing-worksheets/persuasive-essay- examples/preview/persuasive-essay-examples-01.jp Processing Questions: 1. Circle the attention catcher. 2. Underline the position statement (thesis). 3. Double underline each main point as it appears in the essay. 4. Circle the clinching statement. 5. What are the three main points in this essay? Activity 10. Synthesizing Your Learning. Complete the following paragraph based on your learning. Be brief and concise. Write your answer in your activity notebook. This lesson enabled me to learn _______________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 11  I believed that ______________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ From now on ______________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ I. Fill-out the Compare/contrast Matrix on patterns of paragraph development below: Problem solution Cause and effect Exemplification Comparison- Description Persuasion Areas to Definition Narration Contrast Answer Purpose Goal Specific- Discipline (Science History, Pop, culture) 12 II.. Then, formulate ideas/statements appropriate for each pattern of paragraph development. Source: https://www.google.com/search?q=free+graphics+on+psychosocial+issues&tbm=isch&ved=2ahUKE Begin Here: Patterns of Paragraph Thesis statement / ideas Development 1.Narration 2. Description 3. Definition 4.Exemplification 5.Compare and contrast 5.Cause and affect 6.Problem- solution 7.Persuasion 13  Lesson Properties of a Well-Written 2 Text Grade 12, Second Semester, Q3- Week 2 In lesson 1, we have learned the patterns of paragraph development in writing across disciplines. It has equipped us with one of the necessary skills in creating our own text effectively. However, we need also to learn more on the properties of a well- written text. Source: http://www.freeimageslive.com/galleries/workplace/office2/pics/blank_page.jpg (edited) Developing paragraphs requires qualities/characteristics in order to produce a well-written composition. Such qualities serve as criteria to assess whether a paragraph or composition is written comprehensively and effectively. Thus, in this lesson, you will be identifying the properties of a well-written text which you need to apply in the actual process of composition writing. More so, these also serve as guideposts in structuring a more comprehensible composition. At the end of lesson, you are expected to: 1. Evaluate a written text based on its properties a. organization EN11/12RWS-IIIgh-4.1 b. coherence and cohesion EN11/12RWS-IIIgh-4.2 c. language use EN11/12RWS-IIIgh-4.3 d. mechanics EN11/12RWS-IIIgh-4.4 14 generation is becoming more expressive and has so much to share in the net. The way you communicate in English through the internet might be changing but the need to learn on how to write properly is even more important. Not all the writing you do will be over the social media or in an informal writing. You might need to write a report, an essay for school or a formal email to someone. In this situation, you need to learn on how to write an effective and well- written text. Activity 1. Confusing Errors. Look at the following sample texts. Identify the reason that cause confusion in the total understanding of the text. Write your answer in your activity notebook. 1. _______ 2.________ 3.________ For a paragraph, or any composition, to be effective, it must always consider the Properties of a Well-Written Text. These properties are: Organization, Coherence and Cohesion, Unity, Language Use, and Mechanics. ORGANIZATION also known as arrangement, is achieved when ideas are logically and accurately arranged with focus on the arrangement of ideas, incidents, evidence, or details in a definite order in a paragraph, essay, or speech. It can be done with a recognizable plan that defines one sentence connection to the other sentence and paragraph to the other paragraph. 15 Organization Techniques 1. Physical Format --is an aspect of the organization that is immediately apparent to the reader. It is seen on how the text physically appears headings and subheadings bullet points font emphasis (e.g., boldface, italics, underline, color, etc.) However, do not overuse this technique 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. 2. Signal Words --are textual cues that readers can use to follow a text. Moreover, signal words the transition from one point to another, the ordering of events and type (e.g., linear narration, question and answer). 16  Example: 3. Structure --provides the framework upon which the text is organized. It includes the following parts: 1. Beginning - introduction, thesis statement, hook; 2. Middle - supporting details; and 3. End - conclusion, summary, final message appears as a rainbow of light around the body that can be seen by individuals with clairvoyant abilities. The colors change depending on 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. 17 Tips on Text Organization: Makes a text easy to read Prevents the reader from becoming confused by a jumble of words, sentences, and paragraphs that are in no particular order Can be achieved through physical format, signal words, and structure Activity 2. Recognizing Text. Identify the technique used in organizing the following texts. Write PF for Physical Format, SW for Signal Words, and ST for Structure. Write your answer in your activity notebook. 1.___ All matter, all things can be changed in two ways: chemically and physically. Both chemical and physical changes affect the state of matter. Physical changes are those that do not change the make-up or identity of the matter. For example, clay will bend or flatten if squeezed, but it will still be clay. Changing the shape of clay is a physical change, and does not change the Chemical changes turn the matter into a new kind of matter with different properties. For example, when paper is burnt, it becomes ash and will never be paper again. The difference between them is that physical changes are temporary or only last for a little while, and chemical changes are permanent, which means they last forever. Physical and chemical changes both affect the state of matter. 2.___ beasts are disappearing at an alarming rate. Gov. Chavit thinks that we should write to our congress people. If we let them know that we demand the preservation of this species, maybe we can make a difference. Gov. Chavit also thinks that we should donate to Save the Tigers. Our donations will help to support and empower those who are fighting the hardest to preserve the tigers. We owe it to our grandchildren to do something. 3.___ When I got home from school after a long boring day, I took out the peanut butter, jelly, and bread. After taking the lid off of the jars, I spread the peanut butter on one side of the bread and the jelly on the other, and then I put the two pieces of bread together. After that, I enjoyed it while watching y sandwich I ever ate. 4.___ Before putting on the screen protector, clean the surface of your remove the paper backing on the screen protector. Then, evenly apply the st out any air bubble trapped on between the protector and the phone screen. Voila! Enjoy the added protection to your smartphone screen. 18 5.___ 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. Coherence and Cohesion in Writing Coherence refers to the overall sense of unity in a passage, including both the main point of sentences and the main point of each paragraph. A coherent passage things, and events you are writing about. Cohesion is also a very important aspect of academic writing because it immediately affects the tone of your writing. Cohesive writing does not mean just to the connection of your ideas both at the sentence level and at the paragraph level. 19  Cohesion without coherence leads to illogical presentation of ideas. The writer appears to move on to another related idea without proper transition from the previous idea. Example: Cubism is an avant-garde art movement that started in the early 20th century in Europe. A famous Filipino cubist painter is Vicente Manansala. He is a National Artist of the Philippines in Visual Arts. Did you know that visual arts have different forms including architecture, video, and textile? Every sentence is related to the next sentence in some way. The paragraph glue to exhibit cohesion. However, the way it was developed does not make sense. It began with the origins of Cubism and through the artist Manansala was able to end with a seemingly unprovoked question about visual art forms. Are the sentences related to each other? From one to another? What is the main topic of the paragraph? What is the subject? Which is the glue? What can you say about the way it was developed? From the start to the end? Coherence without cohesion has no definite point. It has a weak paragraph development. Example: 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 talent based on one standard. Connecting words in the text suggest a sequence of ideas that the writer As a result implies an effect of the previous statement while indicates the conclusion. However, the writer jumps from one topic to another resulting to a lack of cohesion. For instance, the writer talks about his or her favorite way. It can be inferred that the choice of favorite colors was inspired by the colors of the painting, but the writer does not make this clear. Notice the connecting words in the text. What does it suggest? Which part of the paragraph lacks cohesion? What did the writer do? 20  Cohesion and Coherent make your text easier for your readers to follow and understand. Both should be present in your text because having one without the other will still create confusion for readers. Example: International 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 world. The main topic of the text is , 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. What is the main topic of the text? What is presented next to the topic? Are there ideas that are not presented logically? Are there ideas that steer away from the topic? Activity 3. Choose the correct word from the parenthesis to make each sentence coherent. 1. Universities are usually happy to welcome a percentage of (senior, mature) students. 2. road, path) from market trader to company owner. 3. Most people aim for the best qualifications they can get in their chosen (field, territory). 4. For many people, education is about (heightening, broadening) their knowledge, not getting a better job. 5. a college. 6. Just make sure your degree is officially (recognized, known) by the government. 7. assessed, criticized) by an online tutor. 8. In recent years, universities have started charging (scholarship, tuition) fees. 21 Activity 4. Arrange the following words in the appropriate order to form a well- structured sentence. Write your answer in your activity notebook. 1. a baby apple her the mother gave red ________________________________________________________________________________ 2. when a studying not older should be problem ___________________________________________________________________________________ 3. be after can to gap a problematic back studying long going ___________________________________________________________________________________ 4. be college stressful can going university to or ___________________________________________________________________________________ 5. many of amount tuition to pesos now thousands fees ___________________________________________________________________________________ LANGUAGE USE is one of the clearest indicators of a well-written text. It enables writers to effectively communicate ideas without confusing the reader. interpretation of it. Before writing, you have to think about and consider your target audience. Considerations in Language Use: 1. Determine when it is appropriate to use formal language or when informal language is acceptable. 22  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. Example: 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. In the first sentence, the writer used casual words such as asked, call, and get permission, which made the sentence informal. However, 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. 2. When you write, you should also make sure that the language you use is direct and simple rather than complicated so that readers would easily understand the text. If your readers are the youth, then you should use words that are familiar to young people. * Example: Why Sunglasses Are a Must-Have for Kids (An Excerpt) (News USA) 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 -care experts, kids receive three times more UV exposure than adults annually, yet less than 30 percent es. The reason for concern is that children and adolescents are particularly vulnerable to the as effectively as adults, causing damage to the retina. Processing Questions: What kind of academic text is presented above? How did you say that such a text is a scientific text? What technical and scientific terms are mentioned in the text? What can you notice in the text? What kind of words were used to write it? What is the goal of the text? Is the text simple? Can the text be understood by a first grader? By a fifth grader? 3. You should also be sensitive enough to use unbiased language, so you will not offend any individual or any particular group of people. 23  Unbiased language is language that is free of racial bias, free of religious bias, and free of gender bias. Study the sentences below: A teacher should make it a point to motivate her students. Teachers should make it a point to motivate their students. In the first sentence, the pronoun used is her, 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. Level Sample Sentence Formal sanguine about the decision of the Baras Senior High Informal Conversational Colloquial Slang Vulgar Examples of Informalities Contractions Word omissions Informal words and phrases ( , , , and just) Activity 5. Below are sentences that have informal words and phrases in them. Rewrite the sentence in formal style. Example: Informal: Her dad worked in a factory. Formal: Her father worked in a factory. 1. They bought an awesome house just around the corner. 2. There were lots of people at the museum. 3. 4. Oscar started freaking out about the test. 5-6 When the cops arrived, the crook ran outside. 7. He checked his cell for any messages. 8. The family chilled by the pool all afternoon. 9. She bought a bunch of stuff at the mall. 10. 24  Mechanics are conventions used in writing. These conventions involve: spelling, capitalization and punctuation. Spelling is the forming of words from letters according to accepted usage. Always use a specific standard for spelling to avoid confusion. Philippine English is any variety of English (similar and related to English) native to the Philippines, including those used by the media and the vast majority of educated Filipinos. English is taught in schools as one of the two official languages of the country, the other being Filipino (Tagalog) due to the strongly bilingual and multilingual nature of the Philippines, code-switching such as Taglish and Bislish is prevalent across domains from the informal to business and mass media. Before writing, think of your target audience. Whether you write using the British or American spelling, it is important to be consistent in spelling. If you are unsure of the spelling of a word, consult a dictionary or a spell checker. American and British English Spelling Variations American Spelling British Spelling color colour defense defence organize organise traveled travelled theater theatre learned learnt airplane aeroplane analyze analyse aging ageing 25 Activity 6. American British Match. Match the common British English words with their corresponding American words. Write your answer in your activity notebook. British English American English 1. estate car a. gas 2. biscuit b. subway 3. ground floor c. candy 4. petron d. station wagon 5. pavement e. first floor 6. sweets f. cookies 7. tap g. sidewalk 8. underground h. elevator 9. lift i. diaper 1o. nappy j. faucet Activity 7. Correct Me. Correct the following signs/texts to form coherent ideas. Write your answer in your activity notebook. 1. _______________________________________ 2.___________________________________ 3. _________________________________ 26  4. __________________________________ 5. __________________________________ Punctuation marks are symbols used to aid the clarity and comprehension of written language. Punctuation Marks: 1. PERIOD (.): is used after sentences, in abbreviations, and as decimals 2. EXCLAMATION POINT (!): is is placed at the emphatic or forceful sentences 3. QUESTION MARK (?): placed at the end of a question and to note questionable items. 4. : is used to indicate direct quotations - for titles of poems, short stories, chapters, essays, songs, episodes of television shows 5. : is employed semester.) 6. COLON (:): is utilized separate items in numerals, ratios, titles and subtitles, time references, scripture references 7. PARENTHESES (): are used to set off nonessential details and explanations, to enclose letters and numbers used when listing items, first-time use of acronym 8. BRACKETS [ ]: are used to set off clarifications inserted in quotations, Eric 27 9. HYPHEN ( - ): is used to separate or join words We saw her on tele- vision last night. Never pay a higher-than-average price. 10. DASH ( -- ): is used was stolen everything needed to succeed 11. SLASH (/): is employed to separate words or to show alternatives (he/she) 12. SEMICOLON (;): is utilized to join independent clauses when and, or, yet, but, or governor will meet with Rey Simon, the mayor of Concepcion; Bert Vesca, the vice 13. ELLIPSIS (... ): is used to indicate that words have been deleted from quoted material Original text progressive, deserves a high-tech light- With Ellipsis -tech light- 14. COMMA (,): is used to signal pauses and shifts in sentences, used with and, or, General Guiding Principles in the Use of Punctuations Always use standard English Avoid Contraction (like: shouldn't, gonna) Avoid exclamation marks unless part of a quotation Mention full name in first mention. Thereafter, use abbreviations. Numbers zero to ten vs 11 and so on Citations are used in academic and formal texts but sparingly used in business texts 28 Activity 8. Correct Punctuations. Correct the following signs using correct punctuations. Write your answer in your activity notebook. Activity 9. Punctuate Me. Add punctuation marks to the following sentences when necessary.. 1. My three favorite foods are pasta pizza and ice cream 2. I need to call Sonya Tomas Bong and Korina about the party 3. Karen wants to go to the farm yet her sister Kristy does not like farms 4. We will go to the grocery store for we are out of food 5. Baras Rizal is my favorite place to visit 6. The sister told his brother Of course I will pick you up 7. Today is Monday December 11 2017 8. Im sorry I didnt understand what you said 9. Unfortunately my favorite flavor of chips was sold out 29  Capitalization is the act of writing the letters in uppercase. It is an act or process of capitalizing. Below are the capitalization rules: Capitalization Rules Activity 10. Capitalization Practice. Identify the letters that should be capitalized. Write your answer in your activity notebook. 1. tonight, my friends janet, karen, mike, tom, and i are going snowboarding. 2. my big brother steve would eat pizza every day for breakfast if he was allowed to. 3. i 4. mom bought dad a map of baras rizal for his birthday this year. 5. our teacher in english, miss tesoro, will not let us use translators in class. 6. when my mom buys fruit, she always makes sure it is organic. 7. 8. rose st. instead of right. 9. our math teacher, mrs. light, will not let us use calculators in the class. 10. mom bought dad a map of baras for his birthday this year. 30 Directions: Answer the following questions briefly. Write your answer in your activity notebook. I. Organization 1. Why do you have to learn about text organization? 2. Cite some benefits of learning about text organization - As a student As a business owner As a social media user As a company employee/ job applicant II. Coherence and Cohesion 3. How can you stay on one topic when writing a composition? 4. Cite tips on how can you steer clear from disorganized ideas. 5. what advice would you give? III. Mechanics 6. Why do you have to see and learn about the importance of studying mechanics? 7. Why is it important to properly use mechanics? 8. Cite some benefits of properly using mechanics - As a student As a social media user As a business owner As a job applicant/company employee Activity 11. Evaluate the following written texts based on their properties-organization. 1. Fire needs three things to burn: oxygen, fuel, and heat. Fuels can be wood, tinder, coal, or any other substance that will easily oxidize. Therefore, a fire can be stopped in three different ways, by removing any of the three things it needs to burn. The fuel can be removed. If a fire burns through all of its fuel and extra nearby fuel is removed, the fire will stop burning. The oxygen can be removed. This is called "smothering" a fire. Fires cannot burn in a vacuum or if they are covered in carbon dioxide. The heat can be removed. The most common way to remove heat is to use water to absorb that heat, putting the fire out. 31 2. Avalanches (when a lot of snow falls from a mountain) may bury people under them. If people are not found immediately enough by rescue teams, they will die of suffocation (not getting enough air) or of hypothermia (freezing cold). The chance of surviving an avalanche is as follows: 92% if found within 15 minutes, 30% if found within 35 minutes (victims die of suffocation), and nearly 0% after two hours (victims die of injuries and hypothermia). Activity 12. Cloze Test. Complete the given text by filling out appropriate words on the blanks provided. Once upon a time a farmer had three sons. The farmer was rich and had many fields, but his sons were lazy. must dig in all (4)__________ fields to find the (5)__________ where the treasure is After the old man (7)__________, his three lazy sons (8)__________ out into the __ the first to find (12)__________ son. The three (17)__________ dug all the fields (18)__________ several years, but they (19)__________ no treasure. However, many (20)__________ grew in the fields (21)__________ the sons had dug (22)__________ vegetables that made them very (23)__________. Activity 13. Writing Activity. Write an essay about a time when technology made your life more difficult. Make at least three paragraphs including the introduction, body and conclusion. Using one whole sheet of paper, write your essay in a cursive manner. Your output will be rated based on the rubrics below: Organization Coherence/ Cohesion Language Use Mechanics 25% 25% 25% 25% 32 Multiple Choice: Select the letter of the best answer from the given choices. 1. This pattern of development in writing provides specific instances to support a claim. A. exemplification C. persuasion B. problem-solution D. description 2. It is a type of an essay that tells a story or anecdote. A. problem-solution C. cost-benefit B. question-answer D. narration 3. Which essay development method systematically draws similarities and differences between two things? A. analogy C. question-answer B. comparison and contrast D. problem-solution 4. This is a mode of paragraph development which is almost coupled with argumentation. A. exemplification C. persuasion B. problem-solution D. description 5. An action and its results are discussed A. chronological C. sequence / process B. problem and solution D. cause and effect 6. Which of the following is NOT a property of a well-written text? C. Coherence and Cohesion C. Organization D. Paragraphing D. Writing Mechanics 7. A well-written text is ____________. E. F. built around effective paragraphing, on coherence and on established conventions G. the property that shows the interplay of both the physical aspects of organization and deeper textual aspects H. the constitution of proper paragraphing and logical order of presentation of ideas 8. Which property of a well-written text constitutes proper paragraphing and logical order of presentation of ideas? C. Organization C. Language Use D. Coherence and Cohesion D. Writing Mechanics 33 9. Which property of a well-written text constitutes features that facilitate textual continuity? C. Organization C. Language Use D. Coherence and Cohesion D. Writing Mechanics 10. Which property of a well-written text refers to the appropriate language to be used in writing/speaking? C. Organization C. Language Use D. Coherence and Cohesion D. Writing Mechanics 34