READING AND WRITING Q1 REVIEWER.pdf

READING  cognitive process of decoding symbols to TOPIC 3: CAUSE & EFFECT AND derive meaning from the text. always an COMPARISON & CONTRAST interaction between the text and the Cause and Effect reader....

READING  cognitive process of decoding symbols to TOPIC 3: CAUSE & EFFECT AND derive meaning from the text. always an COMPARISON & CONTRAST interaction between the text and the Cause and Effect reader. explain why something happens and WRITING what results a particular occurrence or  process of using symbols (letters of the event. alphabet, punctuation and spaces) to Comparison and Contrast communicate thoughts and ideas in a Comparing - similarities readable form. Contrasting - differences LESSON 1: Patterns of WRITTEN TEXT discusses how people, events, WRITING PATTERN places, and things are similar or Pattern of paragraph development. different to another. Strategy or method that a writer uses to TOPIC 4: PROBLEM-SOLUTION AND develop ideas in a paragraph. PERSUASION TOPIC 1: NARRATION AND DESCRIPTION Problem-Solution Narration presents a problem that needs to be  narrate or tell a story. resolved.  emphasizes what, when, and where Has three main parts: Topic Sentence something happened. (introduces the problem), Body sentences  chronological or sequential order order (explain the problem and solution),  action words and transitional words Ending Sentence (calls reader to action)  Transitional words - afterwards, Persuasion meanwhile, at night, after, at present, describes an issue and states his next, then, earlier, suddenly, before, position in the issue. at last, meanwhile, eventually. convince the readers to agree with the Description argument or claim being raised, based gives characteristics or details on what from a particular topic. an object, person, or place looks like. Has three main parts: powerful and appropriate - Topic Sentence (states position or adjectives (appeal to senses) stand about something). create a clear image on a reader’s mind. - Body Sentences (reasons supporting TOPIC 2: DEFINITION, EXEMPLIFICATION, the position or stand). AND CLASSIFICATION - Closing Sentences (reiterates or Definition intensifies the thesis statement) explain or give a comprehensive understanding of a concept, a term or an idea. writer provides a general definition, then gives clear details to support (characteristic, function, example, origin, or effect). Two Types of Definition Scientific definition - defines concepts in the most factual way. Subjective definition - defines complex terms in a personal way. Exemplification uses examples to explain an idea. Classification divides and organizes ideas in classes, groups, or categories. LESSON 2: Evaluating Written Text Based on 4. Listing Order its PROPERTIES ordering of ideas following the (Paragraph Organization, Coherence and alphabet (from A to Z) Cohesion, Language Use, Mechanics) enumerating ideas through 1. PARAGRAPH ORGANIZATION numbers in ascending and  Refers on how the ideas in the text are descending order. organized. 2. COHERENCE AND COHESION  How the paragraph is arranged with Coherence its introduction, body, and conclusion. Using connected ideas to make sense  Sequential Order, Spatial Order,  can be achieved by applying Complexity Order, Listing Order techniques such as: using topic 1. Sequential Order sentence at the beginning of the arranging the text observing paragraph, placing major ideas in chronological order. another paragraph, and sequencing the according to time, process, or ideas in logical order. sequence.  focuses on the overall sense of unity Signal Words: first, second, third, and logical flow in a text or discourse. initially, primarily, following,  Includes the logical arrangement of ideas preceding, next, when, later, discussed in the previous lesson. before, after, then, until, not long Cohesion after that, finally, lastly, at last, Using words phrases to connect ideas etc.  sticking the ideas together at the 2. Spatial Order sentence level. organizing the paragraph  focuses on how individual sentences pertaining to space, position, or and elements in a text are connected location of people or things. and logically linked to one another. very suitable when describing the  can be achieved using transitional geographical location of things or devices: pronouns, subordinators and people. coordinators, and lexical patterning. Signal Words: above, below, under, behind, beside, beyond,  Pronouns- he, she, it, they, them, their, alongside, nearby, in front of, etc. inside, outside, on top of, etc.  Coordinators (coordinating 3. Complexity Order conjunctions): connect two independent logical order from simple to clauses, two words, or two phrases, to complex, inductive to deductive, create a compound structure. cause and effect, and problem Coordinators: and, but, or, nor, for, yet and solution.  Subordinators (subordinating can also be done by defining conjunctions): introduce dependent and illustrating. clauses that depend on the main clause Signal Words: Cause and Effect – for their meaning. Subordinators: for, because, since, because, although, while, if, since, after as a consequence, due to, etc.  Lexical Pattern - changing the function of Problem-Solution – because, as a the word in another part of speech. solution, consequently, so that,  Transitional Devices (Giving emphasis) therefore, etc. Definition – defined indeed, importantly, in fact, furthermore, as, means, refers to, to illustrate and moreover as defined, etc.  Transitional Devices (Stating contrast) Definition – defined as, means, in contrast, conversely, compared to, refers to, to illustrate as defined, another point etc.   Transitional Devices (Summarizing) grammar, punctuation, spelling, and finally, overall, lastly, to sum up, and in syntax. word or phrase, beyond the literal conclusion LESSON 3: Identifying CLAIMS IN TEXT  Transitional Devices (Giving CLAIM examples) for instance, for  statement or proposition that a writer puts example, namely, such as forward and argues for.  Transitional Devices (Adding similar  writer’s position or main point points) similarly, likewise, again, and regarding the chosen topic. also  central argument or thesis statement of the text. 3. LANGUAGE USE  To effectively prove or support a claim, a  the way on how writers and writer will often provide details, individuals use words and explanations, and other types of language to convey meaning. evidence.  refers to style or register, denotative and Characteristics of Good Claims connotative language, figures of speech,  Argumentative and Debatable and idiomatic expression.  Specific and Focused  Style – overall manner language use is  Interesting and Engaging  Logical either spoken or written Examples of Ineffective Claims:  Register - level of formality formal or  Overly Broad Claims: Everyone knows informal. that exercise is bad for your health.  There are three dimensions of  Unsupported Opinions: In my opinion, register or style: field, tenor, and chocolate ice cream is the best flavor. mode. - Field – jargons  Circular Reasoning: The book is - Tenor – formal or informal popular because it's well-liked by many - Mode – medium of readers. communication  Appeal to Authority: Einstein said that Denotative and Connotative Language this theory is correct, so it must be true.  Denotation: literal or explicit  Vague or Ambiguous Claims: The meaning of a word, phrase or product is better than its competitors. symbol.  Ad Hominem Attacks: You shouldn't listen  Connotation: emotional, cultural, or to him because he's a terrible person. subjective associations used in a word or phrase, beyond the literal or CRITICAL READING dictionary definition  enables you to distinguish the explicit and  Figures of Speech implicit information provided by the author. - Simile: compare one thing against  Explicit Information: any idea that is stated. eachother The text is explained immediately. No need - Metaphor: metaphorical meaning to look for clues. - Personification: Human property  Implicit Information: understood but it is not to non human beings stated. You need to think what you read. - Hyperbol: uses an exaggeration You make inferences based on clues. - Oxymoron: Opposite words THREE TYPES OF CLAIMS together 1. Claim of Fact - Alliteration: is when there is a a statement that present an idea as true or repetition of sound within a false. phrase or sentence. Something that has existed (past), exists  Idiomatic Expressions (presented), or will exist (future) which could also be verified using actual 4. MECHANICS evidence.  Technical aspects of writing, such as CRITICAL READING  enables you to distinguish the explicit and implicit information provided by the author.  Explicit Information: any idea that is stated. The text is explained immediately. No need to look for clues.  Implicit Information: understood but it is not stated. You need to think what you read. You make inferences based on clues. THREE TYPES OF CLAIMS 2. Claim of Fact a statement that present an idea as true or false. Something that has existed (past), exists (presented), or will exist (future) which could also be verified using actual evidence. 3. Claim of Value a statement that present an ideas as good or bad, right or wrong, better or worse. These claims are often influenced by morals, beliefs, and preferences. 4. Claim of Policy a statement that presents as solutions to problems, usually involving groups, organization, or society in general. contains what should or should not be done. Key words: should, ought, and must LESSON 4: Comprehending Texts through CONTEXT INTERTEXT HYPERTEXT CONTEXT - Knowing the background of the text. Cultural Background Social Background Political Background Historical Background -In identifying the deeper meaning of a text,you may consider identifying the following: The time of period the text was written What circumstances produced the text Issues the text tackled or deals with INTERTEXT - According to Julia Kristeva (1960), there are relationships in many kinds of texts. Intertextuality – Ferdinand de Saussure Some texts are influenced by other texts. development of a text’s meaning through another text - Shows connections among texts in terms of language, images, characters, themes, or subject/topic. - Intertextuality takes place through: Retelling - restatement of a story or re-expression of a narrative Quotation – directly lifting the exact statements or set of words from a text another author has made. Allusion – implicitly or explicitly pertains to an idea or passage found in another text without the use of quotation. Pastiche – refers to a work of art, literature, music, or any other form of creative expression that  imitates the style, techniques, or characteristics of another artist, period, or genre. Questions Used to Validate Intertext 1. Are there two or more stories involved? 2. Does the text show direct or indirect connection to another piece of work? HYPERTEXT Beyond or outside the text we are reading. Non-linear way of showing information. Used in technology-assisted reading devices. Connects related information, graphics, videos, or sounds to the text that you reading Uses hyperlinks. Readers can easily access more information about the topic. World Wide Web – global hypertext system of information residing on server linked across the internet. Hypertext is the foundation of the World Wide Web. Hypermedia – links incorporated forms of multimedia such as pictures, sounds, and videos that stimulate more senses. Why hypertexts? The reader is free to navigate information by exploring the connections provided. A very different way of presenting information than the usual linear form. Broken down into many smaller units each addressing a few issues