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.
|
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.
 |
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”.
 |
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.
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.
 |
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
 |
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
Answer Key
Module
1
 |
 |
|||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
 |
|||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
 |
|||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
 |
|||||||||||||||||||||||||||||||||||||||||||||||
 |
 |
|||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
 |
|||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
 |
|||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
 |
|||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
 |
|||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
 |
|||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
 |
|||||||||||||||||||||||||||||||||||||||||||||||
 |
 |
|||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
 |
|||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
 |
 |
|||||||||||||||||||||||||||||||||||||||||||||||
 |
 |
 |
||||||||||||||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||||||||||||||||
Module 2
|
|
|
|
Module 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.
No comments:
Post a Comment