Properties of a Well-written Text PDF

# Properties of a Well-written Text ## Lesson 4 ### Quarter Hour Prayer * L: God, eternal truth * A: We believe in you. * L: God, our strength and salvation * A: We hope in you. * L: God, infinite goodness * A: We love you with all our heart. * L: You have sent the Word as Savior of the World * A...

# Properties of a Well-written Text ## Lesson 4 ### Quarter Hour Prayer * L: God, eternal truth * A: We believe in you. * L: God, our strength and salvation * A: We hope in you. * L: God, infinite goodness * A: We love you with all our heart. * L: You have sent the Word as Savior of the World * A: Make us all one in him. * L: Fill us with the spirit of your Son * A: That we may glorify your name. Amen. ## Learning Objectives * Identify the properties of a well-written text in a passage. * Correct the identified mistakes in a passage following the properties of a well-written text. * Write statements using the properties of a well-written text. ## Punctuation Marks | Number | Punctuation Mark | Description | |---|---|---| | 1 | Full Stop | Used at the end of a sentence. | | 2 | Question Mark | Used at the end of an interrogative sentence to form a question. | | 3 | Comma | Used to denote a pause in a sentence. | | 4 | Exclamation Mark | Used to denote shock, surprise, anger or a raised voice. | | 5 | Quotation Mark | Used to show that someone else has said it | | 6 | Colon | Used to indicate what is to follow next. | | 7 | Semi Colon | Used to link two independent clauses. | | 8 | Apostrophe | Used to show possession or for contraction of word. | | 9 | Hyphen | Used to glue words together. | | 10 | Slash | Used to separate letters, numbers or words. | | 11 | Ellipsis Mark | Used to separate items in a series. | | 12 | Round Brackets | Used to add extra information in a sentence. | ## Properties of a Well-written Text * Organization * Cohesion and Coherence * Language Use * Mechanics ## Organization Organization as a property of a well-written text refers on how the ideas in the text are organized, or how the paragraph is arranged with its introduction, body, and conclusion. ## Patterns of Organization/Development ## Coherence and Cohesion This property facilitates textual continuity in a paragraph. * **Cohesion** refers to the connection of sentences with each other in a text. * **Coherence** refers to the connection of ideas in a text or the overall sense of unity in a passage. ## Ways to Create Cohesion ### 1. Reference Using determiners and pronouns in the succeeding statements in place of the nouns used in the previous ones. > Karla enjoyed playing baseball. **She** said that is definitely her new favorite sport. ### 2. Ellipsis Omitting words which were already introduced in the first context because the meaning is clear from the context. > I ate the cake that was on the table. My brother did not. **[eat the cake]** ### 3. Lexis Using synonyms, hyponyms, and superordinates of words. > My daughter enjoyed our **vacation** in Boracay last summer. **She** loved swimming, playing under the sun, and **rolling** on the white sand. ### 4. Substitution Using a word or phrase to replace another that is previously used. > Gelai hates wearing a dress, but that **one** looks great on her. ### 5. Use of Conjunctions Listing words that show addition, contrast, cause and effect, etc. > The player broke his ankle during the game, **therefore**, he needs to be taken to the hospital right away. ## Language Use This property refers to the appropriate choice and use of words or vocabulary for the intended readers. ### Characteristics of an Effective Language * Specific * Concise * Familiar * Precise * Constructive * Appropriately Formal ## Usage Labels | Usage Label | Definition | Examples | |---|---|---| | Jargon | Consists of words and expressions that are familiar to a group of people with similar profession. | Business - assets, liabilities. Medicine - malignant, benign | | Tenor | The relationship of the sender and the receiver of information. | Doctor and patient, teacher and student | | Mode | The channel of communication used to convey the information. | Written, spoken, use of various media. | | Denotation | The literal meaning of a word. | Star - a natural luminous body visible in the sky especially at night. | | Connotation | The figurative meaning or definition of a word assigned by the writer. | Star - famous person, someone who stands out in crowd | | Hypernym | A general word or a word's higher name. | Gemstone for ruby, flower for rose | | Hyponym | A specific word or a word's lower name. | Knife for utensils, roast for cooking | | Idiomatic Expression | An expression with a figurative meaning. | Pull yourself together | | Figure of Speech | A rhetorical device with a single word or phrase that has a figurative meaning. | Simile, metaphor, personification, hyperbole, onomatopoeia, apostrophe | | Colloquial | A linguistic style used in informal context. | Wanna, gonna, sort of, kinda, nope | | Slang | Similar with colloquial but is restricted to certain social groups. | Bae, frenemy, dope, lit | | Dialect | A particular language used in a specific region. | American English, British English | | Archaic | Terms that are very old which are not regularly used anymore. | Thou, thee, ye | ## Language Use Always be sensitive enough to use unbiased language so that you will not offend any particular group of people: * Gender bias * Racial bias * Religious bias ## Mechanics This property focuses on the technicalities of the writing structure, mainly: * Spelling * Capitalization * Abbreviation and Acronyms * Punctuation Marks * Grammar ## Performance Task: Digital Storytelling * Using the lessons and key points you learned from the recent Literary Talk, create an engaging digital story in the form of a creative video. * Choose one of the provided prompts to guide your storytelling. * Apply the properties of a well-written text in your scripts. * The video should at least be 1 minute long but no longer than 3 minutes. ## Digital Storytelling Prompts 1. **The Truth Behind the Headlines:** Create a digital story that explores a recent news event and investigates how misinformation shaped public perception. Include interviews with experts or individuals affected by the story. 2. **Personal Experience with Misinformation:** Tell a personal narrative about a time you encountered misinformation online. How did you verify the facts? What impact did it have on you or those around you? 3. **The Role of Fact-Checkers:** Produce a story highlighting the work of fact-checkers in combating misinformation. Interview a fact-checker and share examples of how they've corrected false narratives. 4. **Historical Revisionism:** Investigate a historical event that has been subject to revisionism. Create a timeline that contrasts the original accounts with revised narratives, illustrating the importance of accurate historical representation. 5. **Community Voices:** Gather stories from community members about their experiences with misinformation. Create a multimedia presentation that showcases their perspectives and the importance of truth in storytelling. 6. **The Journey of a Viral Myth:** Follow the path of a specific viral myth or piece of misinformation. Use visuals and narration to show how it spread, the consequences, and the efforts to debunk it. 7. **Media Literacy:** Develop a digital story that educates viewers on how to identify misinformation and disinformation. Include tips, resources, and examples of common misleading tactics. 8. **The Impact of Social Media:** Explore how social media platforms contribute to the spread of misinformation. Create a visual story that illustrates this impact and discusses potential solutions. 9. **Imagining a Future of Truth:** Envision a future where storytelling is rooted in truth and integrity. Create a digital story that outlines the steps needed to achieve this vision and the role of individuals in fostering accurate narratives. ## Deadlines * **Deadline of the Script:** October 4, 11:59 PM * **Deadline of the Video:** OCTOBER 9, 11:59 PM ## Rubric for Grading **(QR code is attached to the document, access for grading rubric)** ## References * Delos Reyes, J. & Samoya, J. (n.d.). Quarter 3 – Module 3: Properties of a Well-Written Text. * Barrot, J. S. (2020). Academic Reading and Writing for Senior High School. (Rev. ed). C & E Publishing, Inc. * Labis, M. M., & Madrid, J. A. (2019). Reading and Writing Skills for 21st Century Learners. The Intelligence Publishing, Inc. * TED-Ed. (2016). Does Grammar Matter? https://youtu.be/Wn_eBrIDUuc?feature=shared