Wednesday, April 14, 2021

Reading and Writing Skills Advance Studies for Week 3-8


 

Reading and Writing Skills

Properties of a Well-Written Text


 

 

Lesson 1 Organization

Arranging our thoughts to deliver a purposeful message is essential in all forms of communication. This is clearly evident among written texts, which are supposed to be well-organized, coherent and cohesive, using proper language and mechanically neat.

In this lesson, we will focus on the essence of organization. Thus, later, you are expected to determine the beginning, middle, and end of a story, and to write the episodes of your life from childhood to young adulthood using a graphic organizer.

What I Need to Know

Writing, like speaking, is a form of expressing and communicating one’s thoughts and ideas. When you speak clearly, other people can understand what you are saying. Likewise, when you write, you have to familiarize yourself with the properties of a well-written text: organization, coherence and cohesion, language use, and mechanics. These will serve as your “compass” in weaving your train of thoughts and connecting one idea to another.

 

This lesson will help you identify and utilize your writing prowess through your awareness and application of the properties of a written text. Here, you can also better appreciate good grammar as fundamental to written communication. More so, using it on a personal basis can help you express ideas precisely and gain other people’s respect in whatever you have to say.

The lesson is divided into four lessons, namely:

·         Lesson 1 Organization

·         Lesson 2 – Coherence and Cohesion

·         Lesson 3 – Language Use

·         Lesson 4 – Mechanics

 

After going through this lesson, you are expected to:

1.    determine the beginning, middle, and end of the story read;

2.   write the episodes of your life from childhood to young adulthood using a graphic organizer;

3.   organize ideas using proper transitional devices;

4.   construct a coherent and cohesive paragraph;

5.   determine the essence of proper language use in written texts;

6.   evaluate a written text based on the appropriateness of language use;

7.   utilize writing prowess through practice skills in grammar; and

8.   use proper mechanics in writing such as spelling, punctuation, capitalization, and paragraph development.

 What’s In

In the previous lesson, you learned that persuasion is one of the patterns of written text. A persuasive text can be an argument, exposition, discussion, review, or even an advertisement.


Can you still remember the following guide questions in constructing a persuasive text?

1.    What is the issue?

2.   What is your position or opinion?

3.   What is the opposing position/opinion?

4.   What are some reasons for your position/opinion?

5.   What are some cases or examples that support this?

Notice that the guides are made in a specified order that will help clarify your thoughts and encourage your readers to either believe in your opinion or do something based on your claims. This is the power of organization in writing texts well.

 What’s New

Are you familiar with Star Cinema’s “Seven Sundays”? This local movie features famous celebrities like Aga Muhlach, Dingdong Dantes, Cristine Reyes, Enrique Gil, and Ronaldo Valdez. Inside the succeeding text boxes are three different situations from the movie. Read and analyze each event to determine which comes first, next and last.

 

 

 

1        When the four children learned about the bad news that their father was diagnosed of a lung cancer, they at once

decided to pay their father a visit by sleeping overnight under the same roof.

 

2       The widowed father of the Bonifacio family, Manuel, was diagnosed with lung cancer by the family physician. What saddened Manuel was the doctor’s prediction that he had only about two months or roughly “seven weeks” to live.

 

3        After his birthday with his nephew Jun (because no one among his children showed up), Tatay Manuel received a

call from the family doctor telling him of the good news – that he was not terminally ill.

 

 

How do you think are the scenes arranged in the movie? Complete the following:

Event #        is the beginning because                                                                        . Event #        is the middle because                                                                             . Event #        is the ending because                                                                                         .


What is It

A well-organized piece of writing is not only clear but also logical and aesthetic. Existence of organizational markers and coherent flow of ideas are typically the focus in evaluation of writing (Dayagbil 2016, 63-64).

 

In writing a story or an essay, it is necessary for students like you to identify the sequence of events from the beginning to the end because a strong organization comprises proper paragraphing and logical order of presentation of ideas.

 

You are introduced to this lesson by sequencing events to help you understand how to organize your understanding of the text or story, then later, to apply it in your own composition.

 

 What’s More

Read the excerpt of the film  review  lifted from  (Lionheartv.net 2017).  Then, record the sequence of events on a graphic organizer.

 

MOVIE REVIEW: “SEVEN SUNDAYS” (excerpt)

 

Star Cinema’s “Seven Sundays” revolves around the story of Bonifacio family, whose patriarch, Manuel, (Ronaldo Valdez) is diagnosed with a terminal illness. Seeing the family he built with his now deceased-wife, falling apart, Manuel has only one dying wish: see his four children together again and reconnected, happy and looking for each other, like when they were still kids.

 

But time and distance have taken a great toll on his children’s relationships which have been mostly strained by insecurities and pride among them.

 

His eldest, Allan (Aga Mulach), is a struggling father trying to make ends meet for his own family. Bryan (Dingdong Dantes), the middle child, who in spite of being the most successful, harbors bitterness towards Allan, whom he thinks has remained his father’s favorite. Cha (Cristine Reyes), now a mother of three, tries to hide her malfunctioning marriage, and Dexter (Enrique Gil), the youngest, keeps himself distant from the family he thinks abandoned him.

 

They are forced to reconcile under the same roof, and as they try to grant their dying father’s wish, a recollection of their history and some assessment of where they are and have gone as a family, are inevitably ensued.

 

But Dingdong Dantes has arguably emerged as the strongest performer. There is a powerful exchange of accusations and revelation of insecurities among the siblings, where Bryan bares his bitter struggle to prove himself and his worth in the family.

 

Enrique Gil’s Dexter has practically the same baggage. He struggles to connect to the members of his family whom he feels left him when he was in need of someone to guide him through growing up. As anticipated, every member of the family has to survive the pains of


growing up, but it is growing apart that proves to be more damaging to the Bonifacio family, and it is more evident in Dexter.

 

But then, all these characters radiate around Manuel, played by Ronaldo Valdez, who has singularly maintained his dramatic genius throughout the film. His struggle as a father trying to keep the foundations of his already rattled family makes his character accessible, hence it emerges as the most relatable element of the film.

 

For what it’s worth, while “Seven Sundays” struggles to abandon the conventions of its genre, this Cathy Garcia-Molina-helmed family drama turns out to be actually memorable. Its utter earnestness to relate a familiar story moves the film to levels that are bracing enough to capture audience and tug at their heartstrings. With its poignant sentiments about family, it hits right in the heart, and for that, “Seven Sundays” is exceptional.

 

On a separate sheet of paper, use the graphic organizer to show the order of events recounted in the film review.


What I Have Learned

Complete the following statements for you to remember the most essential takeaways from the lesson:

·         A well-organized piece of writing                      ,                         and                      .

·         In  writing  a  story or  an  essay, it  is necessary  to identify the                        of events from the beginning to the end.

·         A strong organization comprises proper                                and logical                                                                                           of presenting ideas


What I Can Do

Using a graphic organizer, write an episode of your life by providing events beginning from childhood to young adulthood. Provide a catchy title for your story.

 

Title:                                                                                                                                            

 

Date

Event

 

 

 

 

 

 

 

 

 

 

 

Additional Activities

Write a three-to-five paragraph essay about the episodes of your life, using the events that you recorded on the table beginning from childhood to young adulthood. Be guided by the following criteria.

CRITERIA

YOUR SCORE

TEACHER’S

SCORE

Completeness (5)

Did you write to the prompt? Did you write enough? Was your story complete?

 

 

Content (5)

Did your story have a beginning, middle and end?

 

 

Language (5)

Did you use clear and thoughtful language?

Did you use the events as reflected in the episodes of your life?

 

 

Formatting/Organization (5)

Is your story broken up into paragraphs?

 

 

TOTAL

 

 

Lesson 2         Coherence and Cohesion

One of the most important elements in writing is the form or  structure.  Without  a  solid structure in place, the content you have gathered would fall apart. After sequencing the events  in your paragraph  – a group of related sentences  that  leads  to  a single topic or idea, it is time to get on to unifying your writing.

In this lesson, we will focus on structuring an effective paragraph through coherence and cohesion. Thus, you are later expected to organize ideas using proper transitional devices and eventually construct a coherent and cohesive paragraph.

 What’s In

In the previous lesson, you have learned that organization plays an important role in developing a well-written text. It is also known as arrangement and is achieved when ideas are logically and accurately arranged with focus on the sequence of ideas, incidents, evidence, or details in a definite order in a paragraph, essay, or speech.


After learning this property of a well-written text, it is important to interconnect it to other properties of text: coherence and cohesion.

 What’s New

Set A. Number the sentences to form a well-structured paragraph.

          A. I knew that we will go to their house to celebrate her birthday but during that time, I was still in our school because of my training for campus journalism.

          B. I talked to her and said sorry for what I had done and I explained my reasons for not attending her birthday. At last, I was still thankful to her for understanding my situation.

          C. It was 2:00 o'clock in the afternoon when Angelita called me over the phone and said that she was waiting for me at 7/11 store together with our other friends.

          D. It's hard for me to choose what should I prioritize but I ended up staying in school.

          E. On the next day, I saw her inside our room and it seemed that she did not want to look at me.

 

Set B. Combine the sentences in each set into two clear sentences. Add a transitional word or phrase to the second to show how it relates to the first. Here is an example.

·         Retirement should be the reward for a lifetime of work.

·         It is widely viewed as a sort of punishment.

·         It is a punishment for growing old.

 

Retirement should be the reward for a lifetime of work. Instead, it is widely viewed as a sort of punishment for growing old.

 
Sample combination:

 

 

Now, it’s your turn!

·         There are differences in English performance between boys and girls.

·         These differences cannot be attributed simply to differences in innate ability.

·        


If one were to ask the children themselves, they would probably disagree.

What is It

In arranging the sentences in the first activity, we consider coherence or the connection of the succeeding sentences to the topic sentence. Meanwhile, in the second activity, we make use of cohesive or transitional devices to link the first sentence to the second.

Coherence and cohesion are two basic features that facilitate textual continuity. Basically, coherence refers to the rhetorical aspects of your writing, which include developing and supporting your argument (e.g. thesis statement development), synthesizing and integrating readings, organizing and clarifying ideas.

Text Box: Coherence means the connection and organization of ideas in a text to create unity.


To achieve coherence, every good paragraph must have UNITY or oneness of idea. Sentences in a paragraph are unified and directed by a topic sentence.

 

On the other hand, cohesion in writing means unifying ideas by binding words, phrases, sentences and paragraphs, thus, show relationships and smooth “text flow”.

Text Box: While coherence focuses on the overall (macro) structure of the essay, cohesion
is more specific. It pays attention to links between words and sentences.

To achieve good cohesion, you need to know how to use cohesive devices, certain words or phrases that serve the purpose of connecting two statements, usually by referring back to what you have previously written or said

 

Here is a chart of the transitional devices (also called conjunctive adverbs or adverbial conjunctions) accompanied with a simplified definition of function.

 

addition

again, also, and, and then, equally important, finally, first, further, furthermore, in addition, in the first place, last, moreover, next,

second, still, too

comparison

also, in the same way, likewise, similarly

concession

granted, naturally, of course

contrast

although, yet, at the same time, but at the same time, despite that, even so, even though. for all that, however, in contrast, is spite of, instead, nevertheless, notwithstanding, on the contrary, on the other

hand, otherwise, regardless, still, though

emphasis

certainly, indeed, in fact, of course

example/ illustration

after all, as an illustration, even, for example, for instance, for conclusion, indeed, in fact, in other words, in short, it is true,

namely, specifically, that is, to illustrate, thus, truly

summary

all in all, altogether, as has been said, finally, in brief, in conclusion,

in other words, in particular, in short, in simpler terms, in summary, on the whole, that is, therefore, to summarize

 What’s More

For items 1-3, combine each pair of sentences by changing one sentence to a subordinate clause. Use an appropriate subordinating conjunction to link the ideas.

Sample:          I got tired. It  was  so  late. Answer:        I got tired because it was so late.

 

1.    I was studying my lesson. I heard a loud crash in the next room.

2.   I pulled the blankets on my bed. I was afraid.

3.   I finally got up from where I was sitting. I heard the cat’s meow.

 

For items 4-5, continue the story by completing the sentences.

 

4.   I went to get a broom so that                                                               .

5.     I did not get very much sleep that  night because                                   .


What I Have Learned

Using a Venn diagram, write the similarities and differences between coherence and cohesion.

 

 

 

 

 

What I Can Do

On a draft paper, jot down all your ideas about the word happiness. Decide how to organize them by observing coherence and cohesion in writing your paragraph. Then, review the draft and check on your use of cohesive ties before writing your second drafts.

CRITERIA

YOUR

RATING

TEACHER’S

RATING

Content (5)

Did your story have a beginning, middle and end?

 

 

Completeness (5)

Did you write to the prompt? Did you write enough?

Was your story complete?

 

 

Language (5)

Did you use clear and thoughtful language? Did you use transitional devices?

Did you use the events as reflected in the episodes

of your life?

 

 

Formatting/Organization (5)

Is your story broken up into paragraphs?

 

 

TOTAL

 

 

Additional Activities

Rewrite the paragraph below by organizing the flow of ideas. Make sure that the links are made clear between each point.

Text Box: One of my favorite books is entitled “Me Before You”. It’s written by Jojo Moyes. It has a movie adaptation that was directed by Thea Sharrock. The movie adaptation and the written book show similarities and differences. The plot of the book and the movie are completely the same. The catch in some parts of the book are not in the movie. The movie adaptation catches the gist of the book’s story. Regarding emotions, both the book and movie justify the tragic ending of the story. I was more moved to the movie adaptation. I can clearly see the scene with a good background, the emotion of the character portrayed by the actors, and I can clearly hear the dialogues. Both are enjoying but I was more satisfied with the book. It’s very detailed. The movie can offer you the whole package without the sense of curiosity. If I were to choose between its published book and movie adaptation, I would choose the book. Books can be a wild curious journey of the reader or traveler.


Lesson 3         Language Use

Now that you already  know  the importance of  organization,  coherence and  cohesion in creating a well-written text, let’s move on to another significant factor that a writer should consider – the language use.

In this lesson, you are expected to determine the essence of proper language use in written texts and, later, to evaluate a written text based on the appropriateness of language use.

 What’s In

Before we proceed to the role of language use in well-written texts, answer the following questions first:

·         Would it be enough to just consider organization, coherence and cohesion in writing?

·         How would improper use of language affect the message of a written text?

·         Why is language as significant as organization, coherence and cohesion in developing a well-written text?

 

 What’s New

Study the conversation of three students during the first day of school.

 

Identify which is very formal, formal and informal?

 

 

 

 

What is It

Writing is a rigorous activity. No matter how good and substantial the content of a document is, if it’s not carefully written as to how you, as the writer, would like to present it to your readers, your purpose will not be served wisely. Hence, you have to bear in mind that aside from considering the organization of your ideas and the

coherence and cohesion of your sentences and paragraphs, you also have to regard the style, tone and clarity of your writing. On this note, you are responsible to choose the appropriate language to be used and to regard the objective of the writing, the context in which it was written and the target audience in mind.

There are five major issues with appropriate language that should be avoided in an effective and well-written text, as identified by (Purdue Online Writing Lab 2020):

First, the formality of the language one uses should depend on how formal the situation is and how the writer and the reader are related to one another.

Second, jargons or specialized language used by groups of individuals in the same field, should only be used if the target readers belong to the same group.


Third, slangs and idioms should be avoided. Slangs are words, phrases, or expressions that do not literally mean what they express (like “frenemy” to describe someone who is both a friend and an enemy) while idioms or expressions whose meaning is different from the meanings of the individual word it contains (like “to kill two birds at one stone”, which means to get two things done with a single action.

Fourth, euphemisms or words that veil the truth shall also be avoided. Examples of which are “virtually challenged” for someone who is short; “passed away” instead of died, and other deceitful language.

Fifth, avoid using any biased language including those associated with any racial, ethnic, group, or gender.

Hence, an effective language can be characterized as:

·         Concrete and specific, not vague and abstract

·         Concise, not verbose

·         Precise and clear, not obscure

·         Constructive, not destructive

·         Appropriately formal, not slang

 

 What’s More

Clip an article from a magazine, journal or newspaper that is related to your strand or specialization. Evaluate its language use by answering the following:

 

Guide Questions

Yes or

No?

Evidence/

Justification

Is the article appropriately formal?

 

 

Are there jargons?

 

 

Are there idiomatic expressions?

 

 

Are there euphemisms and other deceitful words?

 

 

Is there any bias in language use?

 

 

Are the ideas presented in the text concrete and

specific?

 

 

Is the article concise?

 

 

Are the ideas presented precisely and clearly?

 

 

 

Is there any suggestion you can give to improve the language use in your chosen article?


 

 

 

 


What I Have Learned

Complete the sentences below:

1.    A well-written text is/has                                                                            .

 

2.    Language use should be considered when writing a text because if not,

                                                                                                                       .

 

3.    As a writer, I will                                                                                         .

What I Can Do

Now that you already learned the importance of language use in achieving an effective and well-written text, it’s now time for you to utilize this property in your writing task.

Supposed that you are an animal enthusiast. Write a letter of appeal addressed to the local government to take legal action against human activities that endanger wildlife in your locality. Please be guided by the scoring rubric below.

4                                                              3                                              2                                              1

 

Parts of the business letter are complete.

One part of the business letter is missing.

Two parts of the business letter are missing.

Three or more parts of the business letter are

missing.

The argument/s presented is/are precise, clear and supported by facts and details.

The argument/s presented is/are precise and clear but not completely supported by facts

and details.

The argument/s presented is/are not precise and unclear but supported by facts

and details.

The argument/s presented is/are not precise and unclear and supported by

opinions.

The writer used constructive, unbiased and formal language.

The writer used constructive, unbiased language

and some informal language used.

The writer used constructive yet unbiased and informal language.

The writer used destructive, unbiased and informal language.

The writer did not use  jargon/slang/ idiomatic expression/ euphemism/other deceitful

language.

The writer used one jargon/slang/ idiomatic expressions/ euphemisms/other deceitful language.

The writer used two  jargons/slang/ idiomatic expressions/ euphemisms/other deceitful language.

The writer used three or more jargons/slang/ idiomatic expressions/ euphemisms/other deceitful language.

There are no to grammatical

errors.

There are few grammatical

errors.

There are some grammatical

errors.

There are many grammatical

errors.


Additional Activities

Write a three-paragraph expository essay about one of the given topics below. Make sure to consider organization, coherence and cohesion, and language use. Please be guided by the scoring rubric.

1.           How can pets make you happy and improve your life?

2.          How to keep a virus free environment?

3.           Why do you want to pursue your desired career?

 

4                                                              3                                              2                                              1

Writing shows high degree of attention to logic and reasoning of points. Unity clearly leads the reader to the conclusion and stirs thought regarding the

topic.

Writing is coherent and logically organized with transitions used between ideas and paragraphs to create coherence. Overall unity of ideas is present.

Writing is coherent and logically organized. Some points remain misplaced and stray from the topic. Transitions evident but not used throughout essay.

Writing lacks logical organization. It shows some coherence but ideas lack unity. Serious errors.

The idea/s presented is/are precise, clear and supported by facts and details.

The idea/s presented is/are precise and clear but not completely supported by facts

and details.

The idea/s presented is/are not precise and unclear but supported by facts

and details.

The idea/s presented is/are not precise and unclear and supported by

opinions.

The writer used constructive, unbiased and formal language.

The writer used constructive, unbiased language

and some informal language used.

The writer used constructive yet unbiased and informal language.

The writer used destructive, unbiased and informal language.

The writer did not use  jargon/slang/ idiomatic expression/ euphemism/other

deceitful language.

The writer used one jargon/slang/ idiomatic expressions/ euphemisms/other deceitful language.

The writer used two  jargons/slang/ idiomatic expressions/ euphemisms/other deceitful language.

The writer used three or more jargons/slang/ idiomatic expressions/ euphemisms/other deceitful language.

There are no to

little grammatical errors.

There are few

grammatical errors.

There are some

grammatical errors.

There are many

grammatical errors.

 

Lesson 4 Mechanics

In this lesson, you will utilize your writing prowess through practice skills in grammar. You are also expected to learn the mechanics in writing such as spelling, punctuation, capitalization, and paragraphs in explaining a position in an essay.


 What’s In

Let us recall each of the previously learned properties by classifying the words or phrases inside the word pool. Write your answers on their respective sheets of paper

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Now, that you have learned how to arrange your ideas, link your sentences and paragraphs, and use appropriate language, you are now ready to apply mechanical neatness in your written text. This refers to how you will adhere to acceptable grammar and other rules in writing.

 What’s New

Read the letter below. Identify all errors by placing the correct capitalization and punctuations, correcting misspelled words, and writing the sentences in paragraph form.


Were you able to identify and correct the errors? Do you think an employer will feel bad about receiving such letter from a job applicant or from an employee? Is it of utmost importance to adhere to proper grammar and apply appropriate text formatting?

 

If you answer yes in all of these questions, then you agree that mechanics is another essential property of a well-written text.

 

What is It

Generally, mechanics is essential in all types of writing because it describes the technical aspects of writing. It also serves as a road sign to guide learners like you on how to use words appropriately in terms of conventions such as spelling, punctuation, capitalization, and others.

 


Consider this example:

It is apparent that the above example is quite difficult to read because of the lack of two important conventions: punctuations and capitalization. In addition, you cannot easily understand the message it sends across its readers. If we put appropriate punctuations, it could be read in this way:


The second paragraph is easier to read and understand. Through applying proper mechanics in writing, you can facilitate better transfer of message in your written text. You will never be lost as long as you keep in mind and follow the basic rules of subject-verb agreement, capitalization, punctuations, paragraphing, and even spelling.

 What’s More

Add the correct end punctuation to complete each sentence.

1.    What is the name given to the 2019 novel corona virus

2.   People of all ages can be infected by the new coronavirus-2019-nCoV

3.   Take steps to protect yourselves from the virus, like following good respiratory hygiene.

4.   What a terrible and dangerous disease is COVID-19


Write three sentences about COVID-19. Make sure to apply proper mechanics in writing.

5.   Declarative Sentence:                                                                                

6.   Interrogative  Sentence:                                                                              

7.   Imperative  Sentence:                                                                                       

8.   Exclamatory Sentence:                                                                                           

What I Have Learned

Write your insights about the quote from Terry Pratchett:

Let grammar, punctuation, and spelling into your life! Even the most

energetic and wonderful mess has to be turned into sentences.”

What I Can Do

A famous American writer and orator, Frederick Douglas, once said, “Once you learn to read, you will be forever free.” Douglas meant that reading gives you the freedom to explore the world and bring that world into a new dimension of learning and discovery. Do you mainly agree or disagree with him? What are some of the effects of reading such as books, newspapers, magazines, and even e-books on our lives? Are these effects mainly negative, positive, or both?

Explain your position in an essay of five paragraphs. Use specific examples to support your view. Observe the mechanics in writing and be guided by the following criteria:

 

 

CRITERIA

 

MY  PERSONAL RATING

 

MY TEACHER’S EVALUATION

Completeness (5)

Did you write to the prompt? Did you write enough?

Was your essay complete?

 

 

Content (5)

Did your story have a beginning, middle and end?

 

 

Language (5)

Did you use clear and thoughtful language? Did you use transitional devices?

Did you use specific examples to support your view?

 

 

Formatting/Organization (5)

Is your story broken up into paragraphs?

 

 

TOTAL

 

 

 

Additional Activities

Create a short (3-to-5 minute) vlog about the importance of mechanics in written texts. You may choose to have it uploaded in any social media platform or just send it via email or private message. Be guided by the following criteria:


CRITERIA

YOUR SCORE

TEACHER’S SCORE

Content (5)

Did the vlog include topics on grammar, capitalization,      punctuation,      spelling     and

paragraphing?

 

 

Speech and Grammar (5)

Does the vlogger speak fluently?

Is there any grammatical error?

 

 

Video Quality (5)

Is the video well-recorded and framed? Is it digitally enhanced and cohesive?

 

 

Sound Quality

Is the sound clear and understandable? Is the volume appropriate?

 

 

TOTAL

 

 

 

Assessment

Read carefully each item before choosing the letter of the best answer. Write the chosen letter on a separate sheet of paper.

 

1.  It is one of the properties of a well-written text that means being able to identify the components of an event in order, such as beginning, middle, and end of a story or the steps in a science experiment.

A.   sequencing of events

B.    following directions

C.    identifying errors

D.    organizing ideas

 

2. It is one of the properties of a well-written text that means being able to  describe    the technical aspects of writing which focuses more on the specificity and clarity for words that you use – spelling, punctuation, capitalization, etc.

A.   mechanics

B.    organization

C.    language use

D.   coherence and cohesion

 

3.  Fill in the blank with the connecting word that best joins the  two  thoughts. Walking, running, and jogging give you energy.                         any exercise that speeds up your heart rate is good.

A.   Finally

B.    In short

C.    Therefore

D.    In contrast

 

4.   “Let me tell you about my experience when I lost myself in an unexpected situation.” This line is a part of the of a narrative.

A.   end

B.    middle

C.    beginning

D.    conclusion


5.  Coherence applies to

A.   sentences

B.    whole arguments

C.    paragraphs

D.    all of the above

 

6. What is cohesion?

A.   Cohesion introduces new ideas in a text.

B.    A special type of argument used in writing.

C.      Cohesion is a special type of glue that writers use to make ideas stick together.

D.    The way in which an author uses sentence structure to make the text more understandable to the reader.

 

7.  These are certain words or phrases that serve the purpose of connecting two statements.

A.   Coherence

B.    Cohesion

C.    Topic Sentence

D.   Cohesive Devices

 

8. Which of the following sentences shows the correct usage of a transition signal?

A.   Mrs. Vista will accept late homework; however, she will take points off of the grade.

B.   The Grade 11 class finished the test early; indeed, they were allowed to read quietly before the bell.

C.    Since Donna was the last to leave class, she was the first on the bus.

D.  No one expected so many people at the evacuation area; furthermore, we ran out of food.

 

9. What is the nature of the underlined transition in the given sentence?

“A total lockdown in the entire city was implemented, so several businesses had stopped operating for a month.”

A.   Time

B.    Addition

C.    Comparison

D.   Cause and effect

 

10.   Which of the following sentences has a precise and clear language?

A.   Killer sentenced to die for second time in ten years.

B.   The movie is a classic example of a horror movie because it incorporates all the elements of a horror film.

C.    He is an interesting individual.

D.  The practice of theory of politics are studied in the classroom but political habits on campus do not seem to benefit from such labor.

 

11.  The following are examples of transitional devices that indicate opposition, limitation and contradiction except for?

A.   On the other hand

B.    furthermore

C.    On the contrary

D.   in spite of


12.  What correct end punctuation are you going to use to complete the sentence:

For heaven’s sake Paul, why do you keep on mumbling__

A.   period

B.    comma

C.    exclamation

D.    question mark

 

13. ‘Vertically challenged’ is what example of language feature?

A.   jargon

B.    slang

C.    idiom

D.   euphemism

 

14. Which of the following is referred to as specialized language used by groups of like-minded individuals?

A.   slang

B.    euphemism

C.    jargon

D.   idiom

 

15.  Which of the following sentences is asking for an information?

A.   Marsha, are you joining the class exhibit tour tomorrow?

B.    Mr. Pineda, excuse me, are we there yet?

C.    Hmmm, I guess, you are not with us, aren’t you?

D.   What do you think is the easiest way to get to the train station on time?


 

Reading and Writing Skills

Explicit and Implicit Claims in Written Text

 

Lesson 1

As a critical reader, you may encounter texts that exhibit specific claims. Some can be directly stated while others can be mentioned indirectly. It is important to know how you can identify them and how you can distinguish the type of claims a written text has. These are the key concepts and skills you have to learn in this lesson.

Reading engagement becomes very productive when learners like you have to be

What I Need to Know

conscious in giving sound reactions about the text. This is a manifestation that your attachment towards the reading materials becomes intense. Consequently, you are reaching the stage where critical reading happens. As critical readers, you can assess texts that exhibit specific claims such as claim of fact, claim of value, and claim of policy.

 

This lesson is divided into a variety of activities which you will answer at your own pace so that you will be able to learn the skills that will enable you to read critically and react logically.

 

The lesson is divided into three lessons, namely:

·         Lesson 1 – Claim of Fact

·         Lesson 2  – Claim  of Policy

·         Lesson 3  – Claim  of Value

 

After going through this lesson, you are expected to:

1.    identify claims explicitly or implicitly made in a written text;

2.   determine the key elements of explicit and implicit claims;

3.   differentiate claim of fact, claim of policy and claim of value from  each other; and

4.   identify claims of fact, policy and value presented in written texts.

 

 What’s In

After learning about the properties of a well-written text, analyzing the stand or argument of a text would be your next step. Here, you are encouraged to illustrate a good level of understanding of the written text through verification, affirmation, and assertion. This undertaking leads to bits of information covering a discourse called claims.


 What’s New

Examine the pictures below and write one direct and one indirect observation for each.

 

 

Direct Observation

Indirect Observation

 

 

 

 

Claims are synonymous to belief, argument, assertion, or stand. According to (Tiongson 2016, 20-21), a good claim should be argumentative and debatable, specific and focused, interesting and engaging, and logical.

These information can be explicit or implicit. An explicit claim is directly and clearly stated in the text. It is when you can easily point out the information in the passage. Meanwhile, an implicit claim is indirectly expressed in the text and you need to look for clues or make inferences to understand its meaning.

There are three types of claims in written texts. One of which is the claim of fact. Simply, this claim is a statement that reports, describes predicts, make causal claims, or whether something is a settled fact.

 What’s More

A.   Read the text and write down E if the piece of information is explicit or write down I if it is implicit.

Text Box: “Congratulations, Rosie! Your parents must be proud of you.” The teacher greeted her with delight. It was graduation day and Rosie managed to stand on stage and delivered her speech in front of her fellow graduates and guests. She ended her speech thanking her Alma mater and her parents and said, “Let us trust God’s plan.”
Rosie left the stage with tears in her eyes as the clicking of the medals could be heard from afar.
As she approached her parents, they kissed her and gave her a big hug and uttered, “We love you, dear! Your success is our success. We will surely celebrate at home.

1.    The teacher congratulated Rosie.

2.   Rosie stood on stage and delivered her speech.

3.   Rosie was full of happiness.

4.   Rosie was a hard-working and intelligent student.

5.   The parents of Rosie promised to celebrate her success.


B.    Put a check mark (ü) if the statement is a claim of fact and put a cross mark (X) if it is not.

1.  The Department of Education shows its readiness on the ‘new normal’ in the teaching and learning process.

2. Curfew must be enforced by parents to their children.

3. Vaping can have same side effects as smoking.

4. The closing of Philippine borders to tourists is one way to  slow  down  the spread of COVID-19.

5.  Doing videos in TikTok is more exciting than vlogging.

6. Research says that people can reduce stress by taking a nap.

7.  It is more beneficial for a child to grow up speaking more than one language than knowing only his or her mother tongue.

8. National ID system should now be implemented in the Philippines.

9. Neil Armstrong made a history as the first man to walk on the moon.

10. Watching K-Drama is the best form of entertainment.

What I Have Learned

On a separate sheet, copy and complete the table below by listing the needed information.

3

THREE new things that you have learned today.

2

TWO things that you will work on for improvement.

1

ONE thing that you should review before moving on to the next lesson.

What I Can Do

On a separate sheet of paper, write a 150-word paragraph on a topic about “Social Media: Benefits and Drawbacks”. In this essay, you are  REQUIRED  to  use  claims  such as claim of fact which you learned from the lesson. INDICATE the claim(s)you used and write it at the bottommost part of your paper.You are  free  to  encode and print it on a bond paper. A rubric is attached for  your  reference  on  checking  the  essay. The highest point that you can get for each criterion is five (5). Otherwise, if the description for each criterion is not met, you will get four (4) points. This writing activity will have a total score of 20.

 

RUBRIC FOR ESSAY

CRITERIA

Highest Possible Score

SCORE

Use of Claims

Did you use 5 or more arguable claims?

5

 

Content

Does your paragraph show focus on the central idea? Did you provide evidences to support your claim?

5

 

Structure

Did your paragraph show smooth and logical transition?

Is it organized with a good flow of thought?

5

 


Conventions

Does your paragraph show little or no errors in sentence structure, spelling, capitalization, and punctuation?

Did you use formal vocabulary with appropriate tone?

5

 

TOTAL

20

 

 

Lesson 2         Claim of Policy

In this lesson, you are expected to learn how to determine another type of claim in a written text. Claim is described as a debatable set of words or a concept that allows the source to influence the receiver for acceptance. It is equated to an opinion, idea, or assertion.

 What’s In

Claim has been associated with words such as belief, argument, assertion or stand. It can be classified according to method and nature. Explicit claim and implicit claim are types of claim based on method. On the other hand, claim of fact, claim of policy and claim of value are types of claim based on nature.

 

In the last module, you have learned that claim of fact is an argument that is based on reality, it considers time (past, present, and future). Now, we’re moving on to the claim of policy.

 

 

 What’s New

 

Loop a word from the table which you think is the most significant one. Be able to relate it to the main concept of this lesson.

 



What is It

Claim of policy is the argument where actions should be carried out. Basically, it is perceived as a relatively direct statement. This claim can also be called claim of solution because it suggests and supports policies and solutions, and the action to be taken is based on the results. You will know if a statement is a claim of policy if there is an action to be done or a solution to be taken.

 What’s More

Analyze each statement below. Then answer the guide questions on a separate sheet.

 

1. Gender equality should be supported by every Filipino.

Is there an action to be done?

If yes, what is that action?

What type of claim is this?

2. The pandemic which the world is experiencing takes away lives; thus,

Filipinos are ought to stay at home.

Is there an action to be done?

If yes, what is that action?

What type of claim is this?

3. The Bayanihan to Heal as One Act is implemented to fight COVID 19 crisis

and therefore should be obeyed.

Is there an action to be done?

If yes, what is that action?

What type of claim is this?

4. Spreading fake news in the midst of pandemic will not help at all; hence,

by all means it should be stopped.

Is there an action to be done?

If yes, what is that action?

What type of claim is this?

5. Frontliners save lives while sacrificing their own; discrimination of these

people should not be tolerated.

Is there an action to be done?

If yes, what is that action?

What type of claim is this?


What I Have Learned

Complete the sentence by writing down the letter of the correct word.

 

A.     Should                                                   E. discipline

B.     Result                                                    F. problem

C.     Intervention                                         G. action

D.     Comparison                                          H. love

 

1.    Claim of policy is also called claim of solution because it proposes

                       to solve the existing problem.

2.                              is the main element of claim of policy.

3.   The suggested action is based on the identified                            .

4.   “Ought”, “must”, and                          can be directly or indirectly stated in the claim.

5.   In claim of policy, one can notice the possible solution because there is an existing               .

What I Can Do

Pretend that you are one of the officers of the Supreme Student Government (SSG) in your school and you are tasked to write a report about your school. The report should contain three current problems or concerns experienced by students like you. So, a possible solution for each problem should also be proposed. Merge your identified problems and solutions to produce three claims of policy. Be guided by the rubric that follows.

 

Points

Descriptions

 

All important details are complete.

3

Writing shows high degree of attention to logical content.

 

No mechanical errors.

 

Some important details are missing.

2

Writing shows less degree of attention to logical content.

 

Few mechanical errors.

 

Many details are missing.

1

Writing shows no degree of attention to logical content.

 

Many mechanical errors.


Additional Activities

On a separate sheet, write ‘CP’ if the given statement is a claim of policy and ‘NCP’ if not.

1.  Anti-Text Scam Bill should be passed as law to protect the people.

2. Euthanasia also known as mercy killing is against the Law of God.

3.  We should not support nor do Euthanasia or mercy killing in the Philippines because it is still an act of killing.

4.   Abortion should not be legalized in the Philippines because every child is a gift.

5. Every child has the right to be born whether he/she is made out of love or anything else. Doing abortion is doing a criminal act.

Lesson 3         Claim of Value

In this lesson, you are going to learn more about another type of claim –  something  that allows the readers to decide what should or should not be valued. It  is  beyond facts and beyond policies but surely appeals to  your  emotions  and  justifications.  Later in this lesson, you are expected to be able to identify different types of  claims  from a written text.

 What’s In

Previously, you have learned that claim of policy is an argument that offers solutions based on the identified problems. Action is its main core; thus, its end result is when a certain action has been taken or implemented. However, other than taking actions, making justification is also as important. So, this will be the focus of this lesson.

On a separate sheet, write the answer to the riddle to reveal the mystery word.

You caught me first at home but over the years, you formed me in school.

 

 

 

 

 

 

 

 

 

Claim of value is an argument based on morality, belief, ethics, or philosophy. It is influentially stated by combining limited facts and proving them as either good or bad by targeting the reader’s emotion.

It is also called claim of judgment because the reader has to decide whether the argument or proposition is right or wrong or has to be accepted or rejected. In other words, this type of claim is more appealing to the reader’s subjectivity. If the argument challenges the decision making or judgment leading to acceptance or rejection of the reader, then it is considered to be a claim of value.


 What’s More

Text Box: A.	Does it appeal to your judgment?
B.	Is it right or wrong?
C.	What type of claim is this?

Answer the three questions relative to the listed issues. Write your answers on a separate sheet.

1.  Bullying will never be right.

2. Security is more important than privacy.

3. In the midst of pandemic, restriction is much better than individual freedom.

4. Fake news is not worthy of our attention.

5.  Discriminating our front liners who save our lives does not make sense.

 

What I Have Learned

Write the letter of the word which completes the statement. Use a separate sheet.

 

A.     result                                                     E. action

B.     evaluation                                             F. judgment

C.     emotion                                                 G. problem

D.     bad                                                        H. ethics

1.  Claim of value appeals to                    .

 

2. Words like good or                     allow us to recognize claim of value.

3. Claim of value is also called                     because it persuades the readers to decide whether to value or not an argument.

 

4. Morality, philosophy, belief, or                     are references of claim of value.

 

5.  Acceptance and rejection must be done with claim of value after the argument undergoes thorough comparison and      .

 

 

What I Can Do

On a separate sheet, write an acrostic poem about the essence of claim of value.

V-                                                                                                                                                                         .

 

A-                                                                                                                                               .

 

L-                                                                                                                                               .

 

U-                                                                                                                                               .

 

E-                                                                                                                                               .


Be guided by the rubric below.

 

Points

Descriptions

5

o    The acrostic shows a highest degree of content congruency.

o    It reveals a highest degree of critical thinking.

4

o    The acrostic shows a higher degree of content congruency.

o    It reveals a higher degree of critical thinking.

3

o   The acrostic shows a high content congruency.

o   It reveals a high degree of critical thinking

2

o   The acrostic shows less content congruency.

o   It reveals less degree of critical thinking.

1

o   The acrostic does not display content congruency at all

o   It reveals no degree of critical thinking.

 

 

Additional Activities

On a separate sheet write ‘CV’ if the statement is a claim of policy and write ‘NCV’ if not.

              1. Mercy killing is objectionable because it is still an act of killing.

              2. Self-restriction during the pandemic is better than individual freedom.

               3. Discrimination has no place in a good society because it weakens its moral fiber.

              4. Hallucination is the side effect of using marijuana.

              5. According to studies, smoking causes lung cancer.

 

Assessment

Write the letter of the best answer on a separate sheet.

1.    The following are characteristics of a good claim EXCEPT

a.      argumentative and debatable

b.     specific and focused

c.      interesting and engaging

d.     fun and entertaining

2.   Coronavirus is now classified as a pandemic. What type of claim is this?

a.      claim of judgment

b.     claim of policy

c.      claim of value

d.     claim of fact


3.   Jeremiah is happy because he gets good grades. Which question from the list below is explicit?

a.      Who is Jeremiah?

b.     Where is Jeremiah?

c.      What did Jeremiah feel after seeing his grades?

d.     What did Jeremiah do to be able to get a good grade?

4.   Tears came out of Rhianne’s eyes when her teacher announced the honor students. Which question from the list below is implicit?

a.      What was announced?

b.     Who announced the honor students?

c.      What was the name of the girl who cried?

d.     Why did Rhianne cry?

5.   What specific claim asserts some empirical (experience/ observation-based) truth?

a.      claim of fact

b.     claim of value

c.      claim of policy

d.     claim of judgment

6.   Which of the following statements is an example of a claim?

a.      Ruiz believes that change has come.

b.     Filipinos need to exercise their right to vote.

c.      Annie thinks that we should have a universal health care.

d.     All of the above

7.   Which of the following types of claim leads to action?

a.      claim of judgment

b.     claim of policy

c.      claim of value

d.     claim of fact

8.   Which among the claims is claim of policy?

a.      Severe acute respiratory syndrome coronavirus 2 is the reason behind the existence of a respiratory ailment called coronavirus disease 2019(COVID-19).

b.     With what is happening in the world now, we should spend more on research.

c.      Coronavirus disease is now considered to be a pandemic.

d.     Coronavirus disease was first discovered in China.

9.                                           All characteristics are true about claim of fact  EXCEPT

a.      Something that can be proven or disproven with facts

b.     Argues about the definition of something

c.      Argues for or against a solution or policy

d.     Argues whether something is a settled fact

10.                Which of the following question is intended for claim of policy?

a.      What action can be taken?

b.     Is it right or  wrong?

c.      Is it true or untrue?

d.     Is it a yes or no?


11. This question is intended for claim of value.

a.  What action can be taken?

b.  Is it  right  or wrong?

c.   Is it true or untrue?

d.  Is it a yes or no?

12.  Giving vaccines to children without sufficient scientific studies is wrong. What specific claim is the given statement?

a.   claim of value

b.  claim  of policy

c.   claim of cause

d.  claim of fact

13.  Which among the claims is a claim of value?

a.  Marijuana pertains to major parts taken from the Cannabis sativa or Cannabis indica plant such as seeds, dried leaves, flowers, stems, and seeds.

b.  Marijuana has adverse effect if it will be used for recreational purposes.

c.  Marijuana should be legalized for medical purposes.

d.  Marijuana can be used to treat insomnia.

14.  Which is not the reference of claim of value?

a.   philosophy

b.   fiction

c.   ethics

d.   belief

15.  In claim of policy, which modal verb should not be used?

a.   have to

b.   should

c.   must

d.   could


Lesson 6: What's More1. x2. ✓3. ✓4. ✓5. xAssessment5. F10. A15. B4. C9. A14. A2. B 3. A1. E6. G11. B7. H 8. A12. C 13. BLesson 4: What's NewTopic Sentence: Humans are often harmed by pollutionClassification:1. Land2. Air3. WaterExample of Hazardous substances:d. other chemicalsc. heavy metalsb. pesticides1. a. garbageb. solid and liquid particles or aerosols2. a. toxic gasesc. other hazardous air pollutantsc. waste waters d. chemical fertilizerssewage3. a. industrial wastes b.e. pesticidesTransitional Expressions: For instance, such as, lastly, to be specific, like, andLesson 3: What’s moreMethod usedBy exampleBy stating characteristicsSentence/sSentence 4, Sentence 8-9, Sentence 10Sentence 8, Sentence 3Sentence 7functionBy explanation of use orLesson 2: What's More1. Objective – type of volcano, exact location, approximate size2. Subjective – best tourist spots, can witness the beauty of natureLesson 1: What's MoreAnswer Key

 

Masayahin Senior High, during his first class in Grade 11.At First , Then, After a year, In the end1.2.I entered the class and Jasper offered me a seat.3.4. a story5. in chronological orderModule 1

6. A. Yes
ü
C. Claim of value
5. 4.
X
B. Right 15. D
4.
ü
5. A. Yes 14.
B. Should be obeyed,C. claim of policy B
3.
ü
13. B
B. Right,C. claim of value
X 2.
12.
A
A. Yes
1.
ü
4. A. Yes
11. B
3.
B.
C. claim of value 10. A
C. claim of policy
B. Right
9. C
B. Stay at home
3. A. Yes
Explicit 5.
8. B
A. Yes
B. Answer may vary,C. claim of value 7.
B
Implicit 4.
2.
6. D
Implicit 3.
B. should be supported,C. claim of policy 5. A
2. A. Yes
Explicit
2.
4.
C. claim of value
D
Explicit
1.
B. Right
3. C
A. Yes
A.
1 A. Yes
D 2.
1.
1. D
What's More
What's More What's More
Lesson 1 Lesson 2 Assessment
Lesson 3
 


Lesson 1What's MoreThe story starts when Manuel, the patriarch of the Bonifacio family is diagnosed with a lungcancer.Lesson 2What's MoreI.1.2.3.4.5.II.a.b.c.d.e.whenbecauseafteranswer variesanswer variesBEGINNINGMIDDLEDespite all the struggles that beset his four children, they decided to stay in one roof togrant their father’s dying wish.41352ENDWith the financial assistance of Bryan, the richest among all four siblings, the family’sbusiness is saved from bankruptcy and they all live in harmony and love.Module 2

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

B. Should be stoppedC. claim of policy5.A. YesB. should not be toleratedC. claim of policy7.8.XXü9.10. XLesson 3What's New1. CockatooLesson 4What's MoreAssessment1. A1.?ACCCCDADBCDDCDVisayan Wrinkled2.3.4.5.6.7.8.9.10.11.12.13.14.15.2.2. .Hornbill3..3. Crocodile4. !Flying Lemur4.5. TamarawsTarsier6.For nos. 4-8, answers vary.7. Dugong8. EagleModule 3


References

Module 1

Books

 

Emmanuel Tatah Mentan, English Essay Writing Handbook Bloomington, IN: AuthorHouse, 2019.

 

Marella Therese A. Tiongson and Maxine Rafaella C. Rodriguez, Reading and Writing Skills Quezon City: Rex Publishing Inc., 2016.

 

Plata, Sterling M. et.al. New Literacies: Critical Reading, Writing, and Viewing.

Laguna: Trailblazer Pub, 2013

 

Rebecca D. Espina and Felicidad P.Espina, Technical writing for Filipino students, Quezon City: Katha Pub, 1995.

 

Journal

 

Betzalel, Avitzur et al., “Criterion for the Prevention of Core Fracture during Extrusion of Bimetal Rods,” Journal of Engineering for Industry, 1983.

 

Online Sources

Ahon Writing Workshop, Problem-Solution Essay, Accessed May 22, 2020 http://www.phschool.com/atschool/ahon09/pdfs/AHON_WW_unit_2.pdf

 

Argumentative Essays," Purdue University, accessed May 22, 2020, https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writin g/argumentative_essays.html.

 

Argumentative Essay,Literary Devices, accessed May 22, 2020, https://literarydevices.net/argumentative-essay/.

Christine Sarikas, "3 Strong Argumentative Essay Examples, Analyzed" SAT

/ ACT Prep Online Guides and Tips, Jun 13, 2019 6:00:00 PM, https://blog.prepscholar.com/argumentative-essay-example.

Cambridge Assessment English, “Writing a problem-solution essay,” Copyright 2020, Accessed May 22, 2020, www.lingoda.com, https://www.linkedin.com/company/lingoda-gmph

 

"Come on… Convince Me: Your Guide to Writing a Persuasive Text", 3P Learning, accessed May 22, 2020, https://www.3plearning.com/blog/persuasivewriting/.

 

“Compare and Contrast Essay Writing Guide.” Accessed May 20, 2020 https://www.essaytigers.com/how-write-compare-and-contrast-essay

 

D. Ramirez, Problem/Solution Essay,MicrosoftWordHandbook_ProbSolnEssay.doc, February 15, 2011, http://spot.pcc.edu/~dramirez/262Writing8/Handouts/Handbook_ProbSol nEssay.pdf


Harraju, Vinayad. “Rubrics for Paragraph Writing”.Forum for English Language Teachers-FELT. Accessed May 21, 2020. http://feltap.blogspot.com/2015/03/teaching-paragraph-writing-using- rubrics.html#.Xsca2MARW.

 

Helpful tips for writing a successful persuasive essay, Scribendi, last modified May 19, 2016,

https://www.scribendi.com/advice/how_to_write_a_persuasive_essay.en.ht ml.

 

Jenn, Kepka. Oregon Writes Open Writing Text. 2015, accessed May 21, 2020, https://openoregon.pressbooks.pub/oregonwrites/chapter/comparison- and-contrast/

 

Student Sample: Cause-and-Effect Essay, Lumen Learning, accessed May 22, 2020,https://courses.lumenlearning.com/sunyenglishcomp1v2/chapter/st udent-sample-cause-and-effect-essay/.

 

Tips and Tools: Comparing and Contrasting. Accessed May 21, 2020. https://writingcenter.unc.edu/tips-and-tools/comparing-and-contrasting/

 

Williams, Madalyn. Comparing the Block Method and Point by Point Method.

February 21, 2017. Accessed May 20, 2020. https://prezi.com/hdigz1iuziht/comparing-the-block-method-and-the- point-by-point-method/

 

Writing a Compare Contrast Paper. Accessed May 21, 2020. http://www.butte.edu/departments/cas/tipsheets/style_purpose_strategy/ compare_contrast.html

 

Writing for Success. Saylor Academy:2012. Accessed May 20, 2020, https://saylordotorg.github.io/text_writing-for success/s14-07-comparison- and-contrast

Module 2

Books

 

Filomena D. Dayagbil, Ethel L. Abao, and Remedios C. Bacus. Critical Reading

and Writing for the Senior High School Quezon City: Lorimar Publishing, Inc., 2016, 63-64.

 

Ostrom John and William Cook, Paragraph Writing Simplified New York: Random House Inc, 1994, 108-110.

 

Electronic References

 

“Appropriate Language: Overview,” Purdue Online Writing Lab, accessed May 21, 2020, Appropriate Language: Overview//Purdue Writing Lab. https://owl.purdue.edu/owl/general_writing/academic_writing/using_appro priate_language/index.html.


Becette, Natalia. Coherence and Cohesion Activity Sheets.https://busyteacher.org/19266-coherence-and-cohesion-activity- sheet.html

 

“Cohesion     and     Coherence     Exercises,”     Humanities     Writing          Centre                       (HWC), https://www.up.ac.za/media/shared/Legacy/169/hwc.zp12816

 

"Effective Technical Writing: The Informative Age," accessed May 22, 2020, https://books.google.com.ph/books?id=nxtwAAAACAAJ&dq=Effective+Tech nical+Writing:+The+Information+Age+by+Joe+Schall&hl=en&sa=X&ved=Oah UKEwjahfXmutP

 

“Effective Use of Language.” Effective Use of Language, accessed May 21, 2020, https://faculty.washington.edu/ezent/el.htm

 

“Movie Review              Seven       Sunday,”        accessed        September       15,               2018, https://www.lionheartv.net/2017/10/movie-review-seven-sundays-hits- right-heart/.

 

“Paragraph           Writing          Simplified,"          accessed          May                  19,                  2020, https://books.google.com.ph/books/about/Paragraph_Writing_Simplified.ht ml?id

 

“Pena: Endangered Animals,” SunStar Philippines, accessed May 21, 2020, Pena: Endangered Animals-SUNSTAR.sunstar.com.ph/article/11223

Module 3

Books

 

Marella Therese A. Tiongson and Maxine Rafaella C. Rodriguez, Reading and Writing Skills Manila: Rex Book Store Inc., 2016, 20-21.

 

Electronic Sources

 

“Claims of Policy or Solutions,” Colorado State University, accessed May 21, 2020, https://writing.colostate.edu/guides/page.cfm?pageid=1088&guided=54 .

 

Robertson, Eric. “Claims of Fact, Value, and Policy.”June 15, 2018. YouTube video,

16:01. https://www.youtube.com/watch?v=KJW1WQxddPQ

 

“Severe Acute Respiratory Syndrome Coronavirus 2,” Wikipedia, last modified May 28,        2020,                     https://en                 https://en.wikipedia.org/wiki/Severe_

_acute_respiratory_syndrome_coronavirus_2

 

“Unit 4: Common Arguments,” Writing Arguments, last modified August 25, 2013,https://www.writingarguments.com/claims-of-policy.html.

 

“What is Marijuana?,” National Institute on Drug Abuse, accessed May 21, 2020, https://www.drugabuse.gov/publications/drugfacts/marijuana.


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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