Reading and Writing PDF

ANDRES SORIANO COLLEGES OF BISLIG
Mangagoy, Bislig City
SENIOR HIGH SCHOOL DEPARTMENT
READING AND
WRITING
Module 1 Reading and Thinking Strategies Across Text Types
Lesson 1 1.1 Describes a written text as connected discourse
Lesson 2 1.2 Distinguishes between and among techniques in
Selecting and organizing information
Lesson 3 1.3 Distinguishes between and among patterns of
development in writing across disciplines
Lesson 4 1.4 Identifies properties of a well-written text
Module 2 Text and Context Connections (Critical Reading)
Lesson 1 2.1 Explains critical reading as looking for ways of
thinking
Lesson 2 2.2 Identifies claims explicitly or implicitly made in
a written text
Lesson 3 2.3 Identifies the context in which a text was developed
Lesson 4 2.4 Explains critical reading as reasoning
Lesson 5 2.5 Formulates evaluative statements about a text read
Lesson 6 2.6 Determines textual evidences to validate
assertions and counterclaims made about a text read
Module 3 Purposeful Writing in the Disciplines and for Professions

Lesson 1 3.1 Explains how one’s purpose is a crucial
consideration in academic and professional writing
Lesson 2 3.2 Identifies the unique features of and requirements in
composing texts that are useful across disciplines
Lesson 3 3.3 Identifies the unique features of and requirements in
composing professional correspondence

Module 1 Reading and Thinking Strategies Across Text
Types
OBJECTIVES
In this Module, the students will be able to:
• Describe the connectedness of discourse in a written text;

• Use the different techniques in selecting and organizing information;
• Differentiate between and among the patterns of paragraph development
• Write paragraphs from the suggested topics employing the different patterns
of development; and
• Incorporate the properties of a well-written text in crafting an academic paper
Lesson 1 Describes Written Text as Connected Discourse
Learning Outcomes:
In this lesson, the student will be able to:
• Analyze a discourse in a written text

• Describe connectedness of discourse in a written text
• Create a script that details the descriptions and significance of historical
sites
Time Frame: 3 hours
Introduction
This module covers the components of narratives and expositions as well as

frameworks for analyzing them and the use of graphic organizers or cognitive maps to
show the structure, patterns, and properties of texts. It is hoped that the students
realize that information in a written text may be selected and organized to attain a
particular purpose and appreciate the importance of knowledge of text structure in
reading comprehension. To achieve the desired performance standard, the student
critiques a chosen sample of each pattern of development focusing information
selection, organization and development. Performance task along with discrete point
tests provide the students the opportunity to outwardly exhibit their understanding
of the concepts.
LET’S AMPLIFY
LET’S COMMUNICATE
What is a discourse?
A discourse is a formal and often lengthy discussion of a topic where concepts and
insights are arranged in an organized and logical manner. Also, it refers to the way
how language is used to convey meanings or to propel action or provoke a specific
response. It is often associated with speech, but it may also be written. It usually
serves as a writer’s or a scholar’s analysis of a concept or theory proposed by
another writer.
What are the purposes of a discourse?
To inform
A discourse that aims to inform provides a descriptive and comprehensive
discussion on the topic. It points out what one should know about a topic or
subject.
To persuade
A discourse that aims to persuade tries to convince the readers that the proposed
claim or solution is better than any other proposal.
To entertain
A discourse that aims to amuse provides a source of entertainment for its readers.
How does one analyze a discourse?

Analyzing a discourse is usually contextual. The reader tries to consider several
factors that may have influenced the writer to make certain claims. Those factors
explain the author’s biases, philosophy, and educational and professional
backgrounds, among others.
What factors should be looked upon in analyzing a discourse?
Culture
The beliefs, customs, attitudes, language, and other things that define culture may
influence the author’s perspective on several issues. Knowing about the culture
the author belongs to, the reader may understand his or her biases.
Social environment
The author’s physical surroundings and social relationships, as well as the culture
of the time may have influenced his or her writing. For instance, during the early
decades of the 20th century, most writers produced works that were classified as
“modern” because of its distinct feature: stream of consciousness.
Experiences
Personal accounts or first-hand experience of events, though subjective, establish

credibility and reliability of information presented in any discourse.
What is a text?
Text is a large unit of written language. It is a group of ideas put together to make
a point or one central idea. It has a structure which requires the ideas in the
discourse to be relevant to each other.
How is a written text considered as a connected discourse?
A text is a connected discourse, which means that all ideas in the text must be
related in the sense that they would express only one main idea, or that the text
must have unity by combining all ideas to emphasize central idea.
Let’s think critically
A text is a semantic unit, that is to say a unit of meaning. It is a unified whole

which arises from the language in use, as a product of social interaction, conveyed
and encoded in a particular situation, and realized by sentences, communicating
a collection of meanings in a harmonic way. Thus, a text is always understood in
a particular linguistic context. It can be considered a passage of whatever length,
written or spoken, not a grammatical unit, but one that carries meanings,
expressed by a set of choices the speaker does, which ones are determined by the
social and cultural context. For example, some aspects of context, such as field,
tenor and mode, are defined by the immediate linguistic and social environment
and are clear examples of elements that vary according to the speaker’s choices.
Field is what is being talked about, the topic of a text; tenor is the relation
established among the participants involved in the interaction, the social distance
or hierarchy, the role relations of power; and mode is the symbolic organization of
a text, how the text is transmitted (the channel of communication), and the role of
language according to the context. Texture is an important element that let us
distinguish a text from non-text. Texture is what gives unity to a text, by holding
the clauses together. A feature of texture is “sequential implicative.” This
denotes connectionism- each line in a text is connected from or connected to the
previous line. Each succeeding line is built upon the preceding line/s; henceforth,
language contains a linear sequence. Linear progression of text creates a context
of meaning- the “with” the text.
LET’S ANALYZE
Analyze the sample written texts below and answer the following questions:
1. How is the principle of sequential implicative shown in the presentation of the
story
below?_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________
2. What context is created?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________
3. Identify the surface text and the deep text in the story.
The Mountain
There were two warring tribes in the Andres, one that live in the lowlands and the other
high in the mountains. The mountain people invaded the low landers one day, and as part
of their plundering of the people, they kidnapped a baby of one of the lowlander families
and took the infant with them back up into the mountains.
The lowlanders didn’t know how to climb the mountain. They didn’t know any of the
trails that the mountain people used, and they didn’t know where to find the mountain
people or how to track them in the steep terrain.
Even so, they sent out their best party of fighting men to climb the mountain and bring
the baby home.
The men tried one method of climbing and then another. They tried one trail and then
another. After several days of effort, however, they had climbed only several hundred
feet.
Feeling hopeless and helpless, the lowlander men decided that the cause was lost, and
they prepared to return to their village below.
As they were packing their gear for the descent, they saw the baby’s mother walking
toward them. They realized that she had the baby strapped to her back. How could that
be? One man greeted her and said, “We couldn’t climb this mountain. How did you do
this when we, the strongest and most able men in the village, couldn’t do it?’
She shrugged her shoulders and said, “It wasn’t your baby.”
(Source www.chickensoup.com/book-story/525215/moving-
mountains)
Let’s do this
Task 1. QUIZLET
Choose the correct answer.

1. It is usually considered as an extended expression of thoughts or ideas,
utterance, talk, speech, discussion, and conversation. It is often associated
with speech, but it may also be written.
a. Text
b. Discourse
c. Writing
d. Speech
2. What purpose of discourse points out what one should know about a topic or
subject?
a. To inform
b. To persuade
c. To entertain
d. To ridicule
3. What is the purpose of a discourse that convinces its readers to believe what
the writer claims?
a. To inform
b. To persuade
c. To entertain
d. All of these are correct
4. Can discourse be entertaining?
a. Yes
b. No
c. Maybe
d. It depends
5. Analyzing a discourse is usually contextual.
a. True
b. False
c. Maybe
d. Cannot be determined
6. In analyzing a discourse, what factor should we look into if we want to
understand the beliefs, customs, attitudes, language, and other things that
may influence the author’s perspective on several issues?
a. Economic status
b. Social environment
c. Experiences
d. Culture
7. It is the author’s physical surroundings and social relationships, as well as
the way of life of the time may have influenced his or her writing.
a. Economic status
b. Social environment
c. Experiences
d. Culture
8. Personal accounts of events are not considered reliable, thus, should not be
part of any discourse.
a. True
b. False
c. Maybe
d. Cannot be determined
9. ________is a large unit of written language. It is a group of ideas put together
to make a point or one central idea.
a. Text
b. Discourse
c. Writing
d. Speech
10. What is the connection between a text and a discourse?
a. A text and a discourse are both written
b. A text and a discourse are both subjective in nature
c. A text us a connected discourse
d. A text us an arbitrary form of discourse
Let’s practice
Task 2. Target Language Use Setting : Taking Orders in a Restaurant
Target Language Use Task : Matching the Questions (1-6) with
the
answers (a-f)
1. Are you ready to order? ________________
2. Would you like any dessert? ________________
3. Anything to drink? ________________
4. How would you like your hamburger? ________________
5. What would you like? ________________
6. What kind of ice cream do you have? ________________
a. Medium, please.
b. I’ll have a bowl of soup.
c. Vanilla, chocolate and strawberry.
d. Yes. I’d like an egg salad sandwich.
e. Just a glass of water.
f. Cherry pie, please.
Let’s evaluate
Task 3. Answer the following:
As you delve deeper into the nature of written text as connected discourse, you
uncover its characteristics. Read the sentences below and write YES if the
statement describes a ‘text’, NO of it does not apply to the nature of a text.
_____1. Texts have to well-woven to serve their purpose.
_____2. Written text is a form of speech immersed in life.
_____3. Texts are not bound up with the notion of communicative situation.
_____4. Linguistic accounts of the sentence can be extended to discourse.
_____5. Hypersentence can be formed out of a single sentence.
_____6. Discourse can be joined together by appropriate conjunctions or other
connectives.
Let’s create
Task 4. Do it!
Target Language Use Setting: Welcoming the guests and bringing them to
historical sites in the country
Target Language Use Task : Writing a script that details the descriptions
And significance of historical sites to be visited
The Tourist Guide’s Script
You are a newly-hired tourist guide in Bislig City Travel and Tours.
Your first assignment is to welcome the 20 delegates from Chinju University in South
Korea. These tourists are on an educational tour. You need to take them to different
historical sites in the Philippines. Your task is to write a script that gives the details
of your welcoming them as well as the descriptions and historical significance of each
place to be visited. Your effectiveness as a tourist guide based on the script will be
judged using a rubric.
Scoring Rubric:
To
Components 5 4 3 2 1 tal
Sc
or
e
Ideas The script is The script is The The script is The script
fully focused consistently paragraph is minimally shows a little
and contains a focused and sufficiently focused. or no focus
wealth of ideas contains focused. and
how text as ample ideas. irrelevant, or
connected repetitive.
discourse is
shown in their
script (Let’s
CreatTask)
Organization The The The The The script
organization of organization is organization organization shows little
ideas supports appropriate is generally is formulaic or evidence of
the writer’s and appropriate inappropriate. organization
focus. Ideas are sequencing of and the ideas The response or
grouped in a ideas is are clearly may lack a sequencing.
logical manner. logical. Varied sequenced, clear Transitions
Effective and transitions are but may be introduction are not used.
varied used. repetitive. or conclusion. The response
transitions are Transitions Transitions is incomplete
used. are used. are rare. or too brief.
Style The student The language The language The language The language
utilizes and tine of and tone are and tone are and tone are
carefully script appropriate. uneven. Word inappropriat
phrases to enhance the Word choice is choice is e. Word
create a purpose. Word adequate, but simple, choice is
sustained tone choice is may be simple ordinary, or incorrect or
and an appropriate. or ordinary. repetitive. confusing.
authoritative Sentences are Some There is The response
voice. Word varied. sentence minimal is incomplete
choice reflects variety is variation in or too brief.
an advanced evident. sentence
vocabulary.
length and
structure.
Conventions The student The student The student The student The student
demonstrates demonstrates demonstrates demonstrates lacks
full command knowledge of sufficient minimal understandi
of the the control of the control of the ng of the
conventions of conventions of conventions of conventions of conventions
written English written written written of written
language. No English. English. English. English.
errors are Errors are Errors may Errors are Errors are
evident. minor and do interfere with frequent and pervasive.
not interfere meaning, but interfere with The response
with meaning. are not meaning. is incomplete
distracting. or too brief.
Total Score
Resources:
https://www.google.com/search?sxsrf=ALeKk025hPfNmbsFSvvrSZjO7eCZRk
7fzQ:1596686080657&source=univ&tbm=isch&q=BENEFITS+OF+READING&
sa=X&ved=2ahUKEwiE056V14XrAhVHyIsBHVCMDRIQ420oA3oECAoQCQ#im
grc=nuZy2qir0G2V-M
Lesson 2 Selecting and Organizing Information
Learning Outcomes:
In this lesson, the student will be able to:
• Use the different techniques in selecting and organizing information

• Make a presentation of ideas/information using brainstorming list
Time Frame: 3 hours
Introduction
Views toward the nature of sentences have changed through time. Customarily,
sentences are regarded as self-contained units. Now, the focus is given to studying
how sentences are used in connected stretches of language, termed as “texts.”
Language is presented as sets of sentences and not just fragments of sentences.
Fowler (1991) maintained that a text is made up of sentences, but there exist separate
principles of text-construction that is beyond the rules for making sentences. As an
extended structure of syntactic units, texts are any passage-spoken or written, of
whatever length, that does form a unified whole.
LET’S AMPLIFY
Learning Process:
Did you practice some of the tips above?
Could you share to us your experience about organizing things?
Let’s communicate
What is the importance of selecting and organizing information in the
reading and writing process?
Organizing information is necessary in the prewriting stage. It helps you narrow

down the topics for your paper. You can use several techniques for selecting and
organizing information.
What are techniques in selecting and organizing information?
Brainstorming helps you generate topics and narrow them down to one. It
improves your creative thinking skills and deepens your understanding of a
possible topic. On a brainstorming list you simply jot down all the words or ideas
that come to mind about a topic. You can make the list when you have many ideas;
you can cross out some of them as you limit the topic. Also, you can refer to the
list later on when your mind goes blank as you write.
How do we make a brainstorming list?
To make a brainstorming list, start by writing down a general topic. Then, write
all the words or phrases that you can think of in relation to the topic. You can
mark these by using bullet points. Do not feel pressured to come up with a
coherent piece of writing yet. Simply allow yourself to generate as many ideas as
you can about the topic. You can also make a brainstorming list based on a thesis
statement. The thesis statement is the main idea, argument, or purpose of your
paper. After writing your thesis statement, list any word, phrase, or statement that
you can think of that is related to the topic.
A graphic organizer is a tool that uses visual displays to express relationships

between or among ideas.
What are the types of graphic organizers?
Mind Map
A mind map is used to represent knowledge of a concept or idea. To create it, you
begin with an image or a word that represents the central idea. Then you add
branches of major ideas related to the central idea. You can further expand those
ideas by adding more branches.
Venn diagram
A Venn diagram is used to show the similarities and differences between two or
more objects or ideas. It uses overlapping circles to represent different objects or
ideas that share similar characteristics in some way. The intersection or the area
where the characteristic that is common between or among the objects or ideas.
Flowchart
A flowchart is used to show the different steps in a process. It contains information

on stages of a process that must be completed in order.
Topic outline
A topic outline uses words and phrases to list ideas. A topic outline is divided
into three levels: the headings, the subheadings, and the sub-subheadings. In
writing a topic outline, use short words or key phrases only. Also, do not forget to
indent the subheadings and the sub-subheadings.
A sentence outline uses complete sentences to define the subject matter. Like a
topic outline, a sentence outline consists of headings and subheadings. However,
unlike a topic outline which consists of words, phrases, or fragments, a sentence
outline presents the main and supporting ideas in complete sentences. A sentence
outline is particularly useful when you are discussing a complex topic because it
gives a clearer idea of exactly what each paragraph or section will contain. Also, it
develops your critical thinking as it allows you to think through ideas completely
in order to write them in full sentences.
Read the selection below and make a sentence outline.
The Coconut Tree
The coconut tree (Cocos nucifera) is a member of the palm tree family (Arecaceae) and the
only living species of the genus Cocos. The term "coconut" (or the archaic "cocoanut") can
refer to the whole coconut palm, the seed, or the fruit, which botanically is a drupe, not
a nut. The name comes from the old Portuguese and Spanish word coco, meaning 'head' or
'skull' after the three indentations on the coconut shell that resemble facial features. They
are ubiquitous in coastal tropical regions, and are a cultural icon of the tropics.
It is one of the most useful trees in the world, and is often referred to as the "tree of life". It
provides food, fuel, cosmetics, folk medicine and building materials, among many other
uses. The inner flesh of the mature seed, as well as the coconut milk extracted from it, forms
a regular part of the diets of many people in the tropics and subtropics. Coconuts are distinct
from other fruits because their endosperm contains a large quantity of clear liquid,
called coconut water or coconut juice. Mature, ripe coconuts can be used as edible seeds, or
processed for oil and plant milk from the flesh, charcoal from the hard shell, and coir from
the fibrous husk. Dried coconut flesh is called copra, and the oil and milk derived from it are
commonly used in cooking – frying in particular – as well as in soaps and cosmetics. The hard
shells, fibrous husks and long pinnate leaves can be used as material to make a variety of
products for furnishing and decoration.
The coconut has cultural and religious significance in certain societies, particularly in India,
where it is used in Hindu rituals.
Source:https://en.wikidepia.org/wiki/coconut
Let’s do this
QUIZLET. Choose the correct answer.

1. What type outline must you use in tackling a complex topic?
a. Topic outline
b. Sentence outline
c. Thematic outline
d. Area outline
2. Unlike a topic outline which consists of words, phrases, or fragments,
______presents the main and supporting ideas in complete sentences.
a. Topic outline
b. Sentence outline
c. Thematic outline
d. Area outline
3. A type of outline which uses words and phrases to list ideas.
a. Topic outline
b. Sentence outline
c. Thematic outline
d. Area outline
4. A/An _________ is the skeleton of any written text.
a. Brainstorming list
b. Graphic organizer
c. Outline
5. A graphic organizer that is used to show the different steps in a process.
a. Mind map
b. Venn Diagram
c. Flowchart
d. None of these are correct
6. Which of the following refers to a graphic organizer that is used to show the
similarities and differences between two or more objects or ideas?
a. Mind map
b. Venn Diagram
c. Flowchart
7. Which of the following refers to a graphic organizer that is used to represent
knowledge of a concept or idea and begins with an image or a word that
represents the central idea?
a. Mind map
b. Venn Diagram
c. Flowchart
8. What technique for selecting and organizing information uses visual displays
to show relationships between or among ideas?
a. Brainstorming list
b. Graphic organizer
c. Topic outline
d. Sentence outline
9. You can make a brainstorming list based on a thesis statement.
a. True
b. False
c. Maybe
d. None of these is correct
10. It is a technique in selecting and organizing data wherein you simply jot down
all the words or ideas that come to mind about a topic.
a. brainstorming list
b. graphic organizer
c. topic outline
d. sentence outline
Let’s create
Target Language Use Setting: Advertising your health and wellness
program
Target Language Use Task : Enticing the public to enroll in your health
and wellness program
Directions:
1. Using brainstorming list, craft your plan to entice the public to enroll
in your health and wellness program.
2. Prepare an outline of your marketing strategy.
3. Use an outline of your marketing strategy.
4. Use a graphic organizer to present the benefits of staying healthy.
5. Creatively design a brochure to promote your program
Distinguishes between and among patterns of
Lesson 3 Development in writing across disciplines
Learning Objectives
In this lesson, the students will be able to:

• Distinguishes between and among patterns of development in
writing across disciplines
Time Frame: 3 hours
Introduction
Writing paragraph entails considerable thought if you want to write well-
focused paragraphs otherwise you end with short, choppy ones that contain
unrelated sentences. When asked to come up with an easy, for example, students
resort to obvious dodges like larger fonts, increasing the page margins and even
pad their compositions apparent repetitions. At some point, you use strategies
when you write. One of which is the use of patterns in developing your ideas.
‘Process analysis’ is a particular strategy when you show someone how to change
his cover or profile photo or how to save contacts in his smartphone. It is hoped
that at end of this learning package you must have distinguished common
patterns of development used in written works and have used these patterns of
development effectively in your own writing.
LET’S AMPLIFY
Who doesn't love pizza? I found some adorable clip art at Digi Web Studios.
Game 1: Sentence Sequencing! You must rearrange the sentences to put them in
order. Follow the instruction below:
1. Read it twice.
2. Take down notes.
3. Rearrange each index card and have them move around to create an order.
4. And present your sequence to the class. Let’s compare your answers and to find out
who made the correct sequence.
Let’s communicate
What kinds of academic writing assignments do your professors require

you to do?
As a student, you will be asked to write different kinds of academic texts by your
professors. It is important that you know the basic text types or genres in various
disciplines.
In writing, genre refers to any category of written text that has a particular set of
rules or conventions. Some examples of writing genres are critical reports, essays,
case studies, book or film reviews, reflective diaries, and research proposals.
Equally, you need to understand the writing conventions that are common across
disciplines. Such knowledge can help you prepare for the typical writing tasks that
you will face in your chosen field or discipline.
The following are the three general disciplines that require academic writing:
Sciences
Academic writing in the sciences is mainly done to inform the readers or to

persuade them (by supporting a claim). For whatever reason, the information you
will present must be based on verifiable data gathered through research or
experimentation. Writing in the sciences requires precision in the use of
terminology, simple and direct language, objectivity, and clarity. All
information must be well supported by evidence and reliable sources. Some
examples of writing genres in the sciences are laboratory reports, research papers,
and journal articles.
Humanities
This discipline deals with the study of the human culture and experience. Some
of the specific disciplines under the humanities are literature, languages,
philosophy, music, history, art, and theology. The common writing genres in
the humanities include literature reviews, book reports, literary analyses,
essays, critical reviews, and argumentative papers. Writing in the humanities
usually requires you to analyze works or texts and to draw conclusions and make
your own interpretations about them. Using a subjective tone in writing which
reveals your thoughts, opinions, attitudes, and feelings on the topic is typical in
this discipline.
Business
Business writing is often audience-centered and action-oriented. Business papers

aim to motivate a specific audience to perform an action. Writing in business
includes documents (e.g., memos, claim letters), economic research papers,
résumés, school application essays, scholarship application letters, and business
proposals. Writing in business requires you to have a specific purpose and
target audience in mind. It uses straightforward and concise sentences to deliver
the message quickly and clearly. Usually, business papers are structured or
formatted for proper organization and optimal readability.
What are the patterns of development in writing across disciplines?
Narration
Narration tells a story. It relates an incident or a series of events that leads to a

conclusion or ending. It tells the readers when, where, and what happened.
A narrative paragraph contains action verbs and transition words that indicate
time or sequence. Narration is usually used in the humanities. In a writing class,
for instance, you can write about a particular event or situation.
Description
Description gives information of what a person, an object, a place, or a situation

is like. It appeals to the reader’s senses; it makes the reader see, hear, taste, smell,
or feel the subject.
A descriptive paragraph has concrete and specific details, which are carefully
chosen by a writer to paint a picture in the mind of the reader. Literary analyses,
descriptive essays, business plans, lab reports, and research papers are some
examples of writing genres that use descriptive paragraphs.
Definition
Definition explains a concept, term, or subject. Its main purpose is to tell what
something is. It consists of three parts: (1) the term, concept, or subject to be
defined; (2) the general class to which it belongs, and (3) the characteristics that
differentiate it from the other members of its class. This pattern of development is
commonly used in the sciences, humanities, and business.
Comparison and Contrast
Comparison and contrast paragraphs are common in writing in many academic

disciplines like the humanities, sciences, and business. Such paragraphs can be
found in character analyses; various kinds of essays; political science, sociology,
and historical papers; lab reports; progress reports; book and film reviews; and
marketing campaigns.
A paragraph developed by comparison and contrast has a unifying idea or

purpose. Also, it must be balanced in such a way that there is an equal amount
of information for each subject to avoid bias.
Exemplification/Classification
Exemplification is one of the most common and effective ways to show or explain
an idea or point (e.g., observation, opinion, belief). In this pattern of development,
the main idea is explained by giving an extended example or a series of detailed
examples.
Many writing assignments in various disciplines require the use of exemplification.
Argumentative and exemplification essays, feature articles, reviews, reports, and
case studies often use examples to prove a point.
Cause and Effect
A cause is simply “why something happens,” and an effect is “what happens.”

Together, they can be used as a pattern of development in writing.
With the cause-and-effect pattern, the writer can explain how an event or action
leads to another. The following words can be used to signal cause and effect:
as a result
accordingly
because of (this)
due to (this)
consequently
Problem-Solution
In composition, problem-solution is a method for analyzing and writing about a

topic by identifying a problem and proposing one or more solutions.
A problem-solution essay is a type of argument. This sort of essay involves
argumentation in that the writer seeks to convince the reader to take a particular
course of action. In explaining the problem, it may also need to persuade the
reader concerning specific causes.
Persuasion
A persuasive paragraph intends to convince readers to do or believe in something.

Many writing genres such as critiques or reviews, reaction papers, editorials,
proposals, advertisements, and brochures make strong use of persuasive
paragraphs to state opinions and to influence others.
Knowing how to write a persuasive paragraph allows you to express your personal
conviction or opinion about an issue or topic and make the readers agree with or
adopt your conviction or opinion. There are three common techniques that you
can use in developing a persuasive paragraph:
Using evidence
Giving examples
Attacking an opposing
Let’s do this
Task 1. Quizlet
1. Which of the following disciplines requires precision in the use of terminology,
simple and direct language, objectivity, and clarity in writing?
a. Sciences
b. Humanities
c. Business
2. Which of the following disciplines requires you to have a specific purpose and
target audience in mind?
a. Sciences
b. Humanities
c. Business
3. Using this pattern of development, a writer can tell the reader when, where,
and what happened. Which pattern is it?
a. Narration
b. Description
c. Definition
4. It gives information of what a person, an object, a place, or a situation is like.
a. Narration
b. Description
c. Definition
5. What pattern of development must be used to explain a term, concept, or
subject?
a. Narration
b. Description
c. Definition
6. Compare and contrast pattern of development presents the similarities and
differences of two or more persons, things, places, situations, events, or ideas.
a. True
b. False
c. Maybe
d. It depends
7. In this pattern of development, the main idea is explained by giving an
extended example or a series of detailed examples.
a. Compare and Contrast
b. Exemplification/Classification
c. Cause and Effect
d. Problem Solution
8. With this pattern, the writer can explain how an event or action leads to
another.
a. Exemplification/Classification
b. Cause and Effect
c. Problem-Solution
d. Persuasion
9. With this pattern, the writer can explain how an event or action leads to
another.
a. Exemplification/ Classification
b. Cause and Effect
c. Problem-Solution
d. Persuasion
10. This pattern of development intends to convince readers to do or believe in
something.
a. Exemplification/ Classification
b. Cause and Effect
c. Problem-Solution
d. Persuasion
Let’s practice
Task 2.1 Developing a Paragraph Using Narration

Points to remember:
1. Use action verbs and transitional expressions. A story is built around people
doing things.
2. Your paragraph/s is/are characterized by words that show action and words
that show sequence.
3. Descriptive details in a narrative paragraph are essential to a good story.
Details help readers to connect to the world the author envisions.
4. Choose the right words for their meaning and use specific expressions.
5. B guided by the sample narrative paragraph below.
I took up the river road as hard as I could put. By and by I begin to hear guns
a good ways off. When I came in sight of the log store and woodpile where the
steamboats lands worked along under the trees and brush till I got to a good
place, and I climb up into the forks of a cottonwood that was out of reach, and
watched. There was a wood-rank four foot high a little ways in front of the tree,
and first I was going to hide behind that: but maybe it was luckier I didn’t.
(Source: The Adventures of Huckleberry Finn by Mark Twain
www.sparcknotes.com/nofear/lit/huckleberry-finn)
Name:____________________________________________Date:__________________
Year and Section:___________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Task 2.2 Developing a Paragraph Using Definition

Task 2.3 Developing a Paragraph Using Exemplification
Think of an idea you want to exemplify/illustrate. Then decide the form

of illustration to use-series of example or statistical information, single and
extended illustration or a quotation
Name:____________________________________________Date:__________________Year
and Section:___________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________
Task 2.4 Developing a Paragraph using Comparison and Contras

From the list of ideas/topics below, develop your paragraph using
comparison and
contrast.
1. Facebook comments and class discussion

2. Twitter and newspapers
3. Radio and television
4. Love and friendship
5. It’s Showtime and Eat Bulaga
Name:____________________________________________Date:__________________
Year and Section:___________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Task 2.5 Developing a Paragraph Using Cause-and-Effect
From the listed topics below choose one and develop a paragraph
emphasizing
cause and effect.
1. Earthquakes
2. Global warming
3. Dropping out
4. Cyber bullying
5. Social media on life
Name:____________________________________________Date:__________________
Year and Section:___________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Resources:
https://www.google.com/search?q=sequencing+games+for+adults&hl=en&biw=1
366&bih=657&sxsrf=ALeKk02wCw0Uxm77qv8x74_5V6zHsTGOEQ:1596986568
049&source=lnms&tbm=isch&sa=X&ved=2ahUKEwi91OXIto7rAhUWiZQKHY33
CbIQ_AUoAXoECA0QAw#imgrc=aZP1qUJ8abW28M
Lesson 4 Applying Properties of a Well-written Text
Learning Outcomes

• Identify the properties of a well-written text
Time Frame: 3 hours
Introduction
The organization of ideas is invariably one of the aspects in writing which is often
highly valued. The overriding principle of effective and well-written text is the
writer’s knowledge of the fundamental properties of text-organization, coherence
and cohesion, language use and mechanics. These properties show the interplay
of both the physical aspects of organization and deeper textual aspects. A well-
written text, therefore, is built around effective paragraphing, or coherence and on
established conventions.
LET’S AMPLIFY
Reflect!
Bring to the act of writing all of your craft, care, devotion, lack of
humbug, and honesty of sentiment. And then write without looking over
your shoulder for the literary police. Write as if your life depended on
saying what you felt as clearly as you could, while never losing sight of
the phenomenon to be described.
If something feels bad to you, it is bad.
(The Spooky Art: Thoughts on Writing. Random House, 2003, http:grammar.about

.com)
Learning process:
What can you say about the adage? __________________________________________
What are the traits of a being a good writer? __________________________________
How will you embody this kind of traits as a student, and as a writer?
_____________________________________________________________________________
Text organization is the way a text is organized that helps to guide the reader
logically through it. This property makes a text readable and its message clear.
Organization can be achieved through the following techniques:
▪ Physical Format
The format is an aspect of the organization that is immediately apparent to the

reader. It is seen in how the text physically appears like headings and
subheadings, bullet points or font emphasis. However, use this technique with
discretion as improper or superfluous formatting can be confusing.
▪ Signal Words
Signal words are textual cues that readers can use to follow a text. They can
“signal” the transition from one point to another, the ordering of events and
concepts, or the writer’s chosen text type (e.g., linear narration, question and
answer).
Transition Order words
first before
next after
then later
finally while
Structure
The structure provides the framework upon which the text is organized. It consists
of the following:
Beginning: introduction, thesis statement, hook
Middle: supporting details
End: conclusion, summary, final message
Coherence and Cohesion
Coherence and cohesion make your text easier for your readers to follow and
understand. Cohesion is the connection of ideas to the central concept of a text
while coherence is the relationship of ideas between sentences. Both should be
present in your text because having one without the other will still create
confusion for readers. A text with both cohesion and coherence has a central
concept linking all the ideas in the text, and these ideas are presented in a logical
manner. The main point is clear, and the text is easy to follow and understand.
Cohesion without Coherence
A text with cohesion has a central concept or “glue” that holds all the different
ideas together. Although without coherence, there is no apparent logic to the way
these ideas are presented. The writer appears to move on to another related idea
without a proper transition from the previous idea.
Coherence without Cohesion
A text with coherence has ideas that are logically sequenced in a way that is easy
to follow for the reader. Although without cohesion, no central concept links all
these ideas together. The main point of the text remains unclear for readers.
Language Use
It is important that you make good choices when it comes to language use because
how you use language affects the tone of the text and the reader's’ interpretation
of it. Before writing, you have to think about and consider your target audience.
Determine when it is appropriate to use formal language or when informal

language is acceptable. Informal language is usually used in writing for oneself or
in writing to family, friends, and colleagues. On the other hand, formal language
is used in writing academic, business, and official texts.
Proper language use allows you to capture the message that you want to convey
to your readers. It is all about choosing the right words that accurately capture
your ideas. However, writers sometimes encounter the following problems:
• Misused Words
A writer might sometimes use a word incorrectly and this occurs when the word
does not mean what he or she thinks it does. Thus, it is important to be certain of
the definition of a word before using it. This often happen with words that sound
or look alike.
• Words with Unwanted Connotations

There are words that take on a meaning specific to a certain context. Some writers
might not be aware of these connotations so they end up using language that is
unintentionally confusing, comical, or even offensive to readers.
• Technical or Highfalutin Words

Writers want to sound smart by using words that are very technical or have deep
meanings. Though some writing genres require the use of such words, writers
should still be careful about using them since they make readers work harder to
understand texts.
Mechanics
Mechanics are conventions that have to be considered in writing. Some of these

conventions are spelling, punctuation, and capitalization. It is important to know
and observe these conventions in writing to avoid confusion.
• Spelling
When you write, always make sure that you are consistently using one standard
with regard to the spelling of your words. Remember that there are slight
differences in American English spelling and British English spelling.
• Punctuation
Punctuation is the act of using a system of symbols such as the comma, period,
quotation marks, question marks, etc. that are used to give structure to and
organize a text. The use of punctuation guides the reader regarding how the text
should be read.
• Capitalization
Capitalization is the act of writing the first letter of a word in uppercase while the
rest of the letters are in lowercase.
Let’s do this
Task 1. Quizlet
1. It is an aspect of the organization that is immediately apparent to reader. It is
seen in how the text physically appears.
a. Physical format
b. Signal Words
c. All of these are correct
2. What are the following words called? however, therefore, as a result, lastly, in
contrast
a. Noun
b. Verbs
c. Adjectives
d. Signal Words
3. The format provides the framework upon which the text is organized.
a. It depends
b. True
c. False
d. Maybe
4. This/these what make(s) your text easier for your readers to follow and
understand.
a. Coherence and cohesion
b. Spelling
c. Punctuation
d. Format and structure
5. Can a text be considered well-written if it has cohesion but no coherence?
a. Maybe
b. Yes
c. It depends
d. No
6. It is all about choosing the right words that accurately capture your ideas.
a. Mechanics
b. Organization
c. Language Use
d. Signal Words
7. Which of the following does not fall under mechanics as an aspect of a well-
written text?
a. Punctuation
b. Spelling
c. Capitalization
d. Vocabulary
8. When writing, people should always make sure that one standard is
consistently used with regard to the spelling of chosen words.
a. It depends
b. False
c. Maybe
d. True
9. It is the act of using a system of symbols such as the comma, period, quotation
marks, question marks, etc.
a. Spelling
b. Capitalization
c. None of these are correct
d. Punctuation
10. In writing, proper nouns should be capitalized.
a. True
b. False
c. It depends
d. Maybe
Let’s practice
Task 2 Collaboration
Visit https:www.youtube.com/watch?y=8h8qrk-ex34 (on the features of
well-written text) Using an AVP, present the synthesis of the contents of the
video clip.
Let’s create
Task 3. Make your own
Think of a most pressing environmental issue. Make a position paper
on the issue.
Let’s wrap-up
Choose two articles from two different sources. Compare and contrast the
articles in terms of:
1. Organization
2. Coherence and cohesion
3. Language use
4. Mechanics
• Your work will be graded using this holistic rubric.
10 – Items were proudly contrasted and compared with strong
supporting information.
The paper points to specific examples to illustrate the
comparison
8 – There was a clear comparison and contrast of items but the
supporting information is general.
6 – There was a clear comparison and contrast of items but the
supporting information is incomplete.
4 – The paper compares or contrasts, but does not include both. There
is no supporting information.
Module 2 Text and Context Connections
OBJECTIVES
In this Module, the students will be able to:
• Explain critical reading as a way of thinking and reasoning;
• Identify claims explicitly or implicitly made in a written text;
• Identify the context in which a text is developed;
• Formulate evaluative statements about a text; and
• Determine textual evidence to validate assertions
Time Frame: 3 weeks
Lesson 1

• Use critical reading for thinking and reasoning
• Discuss the significance of critical reading
Time Frame: 3 hours
Introduction
We read every day. From day in to day out, consciously or unconsciously, we

grab or check any written material, read it to satisfy our certain needs. But
are we convinced that this act leads us to look for, analyze and evaluate a
text/context? If so, you are active in such learning engagement.
Critical reading is dissecting a reading material. It is the art of asking oneself

about the text, “Why did it happen? How did it happen? What should have
been done instead, or be done thereafter? Etc.” once this process is
practiced, any reader gets used to read between and beyond lines. This
scenario of critical reading trains a reader to believe in his/her capacity to
think beyond and later cultivate this value as it ultimately engenders the
critical thinking skills of a reader
If this skill is well developed, nurtured and enhanced, the reader is obviously
challenged to reason out and justify for her thoughts, ideas and decisions. The
act and the art of reasoning brought about critical thinking is noteworthy
accomplishment that any reader can claim.
LET’S AMPLIFY
Convince me, not
LET’S COMMUNICATE
Simple Reading
• involves identifying and recognizing the meaning of a text

• it gives the basic definition of a text
• its central idea is the message being imparted
• it recognizes what a text says
• the reader absorbs and understands
Critical Reading
• is a more advanced form and a higher level of reading
• is a type of reading whereby the reader analyzes and interpret the reading
material to know if it presents logical ideas and connection of ideas
• after recognizing what a text says, it reflects on what the text does by
making judgment
• its certain goal is to recognize the author’s purpose in writing the material,
understand the tone and persuasive elements in it, and to recognize bias
in the text
• it recognizes what a text says, reflects on what the text does, and infers on
what the text means
• the reader actively recognizes and analyzes evidence in the text
Critical reading is a technique for discovering information and ideas within a text.
Critical thinking is a technique for evaluating information and ideas and for
deciding what to accept and believe.
Critical reading refers to a careful, active, reflective, analytic reading. Critical
thinking involves reflecting on the validity of what the reader have read in light of
his/her prior knowledge and understanding of the world.
For example, consider the following (somewhat humorous) sentence from a

student essay:
Parents are buying expensive cars for their kids to destroy them.
As the terms are used here, critical reading is concerned with figuring out
whether, within the context of the text as a whole, "them" refers to the parents,
the kids, or the cars, and whether the text supports that practice. Critical
thinking would come into play when deciding whether the chosen meaning was
indeed true, and whether or not you, as the reader, should support that practice.
By these definitions, critical reading would appear to come before critical thinking:
Only once the reader have fully understood a text (critical reading) can truly
evaluate its assertions (critical thinking).
How does Critical Reading and Critical Thinking work together?
In actual practice, critical reading and critical thinking work together.
Critical thinking allows the readers to monitor their understanding as they read.
If the readers sense that assertions are ridiculous or irresponsible (critical
thinking), they examine the text more closely to test their understanding (critical
reading).
Conversely, critical thinking depends on critical reading. The reader can think
critically about a text (critical thinking), after all, only if he/she has understood it
(critical reading). The reader may choose to accept or reject a presentation, but
he/she must know why. The reader has a responsibility to himself, as well as to
others, to isolate the real issues of agreement or disagreement. Only then can the
reader understand and respect other people’s views. To recognize and understand
those views, the reader must read critically.
Components of Critical Thinking
• Getting the Main Idea
- involves identifying the general idea in a text which may be explicitly or implicitly
stated.
• Summarizing
- includes recalling all pertinent information and thinking how to compact them
all in a summary.
• Inferring
- is done by combining the reader’s knowledge and background with details and
clues stated by the author.
- is a process used by a reader to understand an idea that the author does not
state explicitly.
• Drawing Conclusions
- is usually done after reading the whole text.

- is figuring out much more than what an author says directly.
• Analyzing Sequence
- considers the order of arrangement of events present in the text.
• Determining Fact from Opinion
- Opinion is an unverified idea; it may or may not prove to be true.

- Fact is an idea that is already proven or is obviously true.
• Comparing and Contrasting
- Contrasting is determining how things are different.

- Comparing is determining how things are the same.
• Understanding Cause and Effect
- involves identifying the event that causes another event.
• Identifying the Problem and Solution
- involves discussing complex issues and identifying the solution.

Let’s do this
Task 1. Quizlet
1. The following statement is true about simple reading, except:

a. It reflects on what the text dose by making judgment
b. The reader absorbs and understands
c. It gives the basic definition of a text
d. Involves identifying and recognizing the meaning of a text
2. Critical reading aims to recognize the author’s purpose in writing the material,
understand the tone and persuasive elements in it, and to recognize bias in
the text.
a. Maybe
b. False
c. True
d. It depends
3. Critical reading does necessarily involve critical thinking. Is this statement
true?
a. No
b. Maybe
c. Yes
d. It depends
4. It involves identifying the general thought in a text which may be explicitly or
implicitly stated.
a. Getting the main idea
b. Understanding the text
c. Giving definition to a text
5. It helps students learn to determine essential ideas and consolidate important
details that support them.
a. Inferring
b. Getting the main idea
c. Summarizing
6. It is done by combining the reader’s knowledge and background with details
and clues stated by the author.
a. Inferring
b. Implying
c. Signifying
7. When someone drops hints, people were able to draw conclusions about what
they are really trying to say. Similarly, the readers use clues to draw
conclusions from texts.
a. False
b. True
c. Maybe
d. It depends
8. A component of critical thinking in which you try to analyze the plot or
structure of a story.
a. Analyzing the sequence
b. Understand the text
c. Inferring from the text
d. Absorbing the message
9. If a statement can be proved, it is a fact. If a statement tells what someone
thinks or feels about something, it is an opinion.
a. True
b. Maybe
c. False
d. It depends
10. Which of the following involves critical thinking?
a. Comparing and contrasting
b. Understanding cause and effect
c. Identifying the problem and solution
Let’s create
Read a national/international issue from any source. Then imagine that you
are the president of the country. Identify your top priority for national
development. Create a program to achieve such. You may use a graphic organizer
and present it to class. Follow the tips/techniques to develop critical thinking.
Student’s output
To Assess Student’s Output
5 4 3 2 1
The program The program The program The program The program
is relevant, is relevant, is relevant is relevant is not
attainable, attainable, and but not relevant, not
well- well- attainable attainable, attainable,
organized, organized but but not well- not well- not well-
and free from contains organized organized organized and
grammatical grammatical and contains and contains contains
errors. errors.
grammatical grammatical grammatical
errors. errors. errors.
Lesson 2 Explicit and Implicit Claim in a written text
Leaning Outcomes
• Identify explicit and implicit claim in a written text
Time Frame: 3 hours
Introduction
In a meaningful reading engagement getting into the message of the text by

verifying issues, affirming one’s values or even stand by a decision is highly necessary.
The author aside from offering information, he/she too challenges the reader to give
reactions as the text purposively makes circumstances alive. If teeming with exciting
and stimulating content, the reading material is readily shared, thus it becomes a
potent source of discussion in the academe, the community or the industry.
It is in this context that the reader be made conscious that in order to engender fruitful
reading engagement, one has to take note that one’s opinion about the text covers
certain claims- claim of fact, claim of value and claim of policy.
LET’S AMPLIFY
Read the following passage and answer the question.
1. Maggie was getting ready to walk to school. She put on her coat and grabbed
her backpack. As she was leaving, her mother said, “I love you. Be careful.”
Which of the following is explicitly stated in the paragraph?
• Maggie lives close to the school.
• Maggie put on her coat and grabbed her backpack.
• Maggie is in Kindergarten or 1st grade.
• Maggie is never late to school.
2. Identify the implicit information in the article below.

Maggie was getting ready to walk to school. She put on her coat and grabbed
her backpack. As she was leaving, her mother said, “I love you. Be careful.”
• Maggie was late to school.
• Maggie was in Kindergarten or 1st grade.
• Maggie lives close to the school.
• Maggie is excited about going to school.
We will reveal the answers from 1 and 2 after the lesson.
LET’S COMMUNICATE
How does critical reading lead to significant understanding?
Readers interact with the material through critical reading. In the practice of
critical reading, the readers are not just gathering information; they also judge the
importance and legitimacy of the information gathered by judging the purpose,
manner of presentation, and holistic development of the arguments presented in
the text.
To properly evaluate the ideas the readers have gathered while reading, they must
know the different kinds of information.
What are the two kinds of Information?
Explicit Information is the information stated in the text. The readers can see
the piece of information stated in the given passage.
Implicit Information is the information not directly presented in the text. As

readers, they need to read between the lines to understand the details that the
writer is trying to convey.
Sometimes, readers read because they need to perform a particular task after
reading. The different kinds of information gathered through reading may be used
as a basis for the next task. The readers can sufficiently discuss opinions
depending on the evidence that collected from the read texts.
Proofs or claims can be used based on the type of presentation or argumentation
that the reader wish to do.
What are the kinds of Claim?
2.2 .1 Claims of Fact
Claims of Fact are pieces of information which are grounded on reliable authority
such as science or history.
Proof requires:
• sufficient and appropriate grounds
• reliable authority
• recent data
• accurate, typical data
• clearly defined terms -no loaded language
• a clear distinction between fact and inference
Samples of Claim of Fact:
• The United States’ population will double to about 560 million in a about
the next 60 years.
• Agriculture uses about 85% of all fresh water consumed by Americans.
Claims of Value
Claims of Value are pieces of information that are focused on relative judgment
such as goodness or badness, and these are usually addressed based on
standards.
Proof requires:
• establishing standards of evaluation (i.e. a warrant that defines what
constitutes instances of the relevant value)
• note the priority of the value in this instance
• establish the advantage (practical or moral) of your standards
• use examples to clarify abstract values
• use credible authorities for support
Claim of Value Examples

• Grits taste better with honey and nutmeg.
• The Dallas Cowboys are the best team in the league.
• Killing is wrong.
• Rock music sucks.
• Van Gogh is a great artist.
Claims of Policy
Claims of Policy are specific statements on procedures or laws that need to be

modified based on certain issues or conditions. Most of the time, claims of policy
ask for plans of action to solve current problems.
Proof requires:
• making proposed action clear
• need (justification)
• plan, (must be workable)
• benefit (advantages)
• consider opposition / counter arguments
Samples of Claim of Policy:
• All students in middle school should wear school uniform.
• The California driving test should be given every five years from the first
time that it was taken.
• The age to buy tobacco products should be raised to 21 years old.
Let’s do this
Task 1. Quizlet
1. How does critical reading lead to significant understanding?
a. The readers are judging the purpose and holistic development of the
arguments in the text
b. The readers are judging the significance and the authority of the
information
d. It helps the readers interact with the reading material
2. The reader must know the different kinds of information in order to evaluate
the ideas in a text well.
a. False
b. It depends
c. Maybe
d. True
3. The information that is clearly stated in the text.
a. None of these is correct
b. Explicit
c. Inference
d. Implicit
4. The information that is implied or suggested in the text.
a. Explicit
b. Implicit
c. Inference
5. Can we sufficiently discuss our opinion depending on the evidence that we
have collected from the texts we have read?
a. Yes
b. It depends
c. Maybe
d. No
6. It is a statement that asserts something to be true.
a. Opinion
b. Fact
c. Argument
d. Claim
7. All of the following are types of claims, except ____________.
a. Claims of fact
b. Claims of proof
c. Claims of value
d. Claims of policy
8. The type of claim which is factual or historical and is generally objective.

a. None of these are correct
b. Claims of value
c. Claims of policy
d. Claims of fact
9. It is a claim based on the morals or the good and bad and is generally relative.
a. Claims of value
b. Claims of fact
c. Claims of policy
10. These suggest a solution to a problem that has been defined or described by
an argument.
a. Claims of fact
b. Claims of policy
d. Claims of value
Let’s practice
Task 2 .Analyze each statement below. Identify whether it claims a Fact,
Value or Policy.
__________1. Living in the countryside is better than living in the city.
__________2. Other planets have already been visited by people.
__________3. Football is more exciting than basketball.
__________4. ASEAN Integration should be made part of the curriculum.
__________5. Following healthy diet with enough rest and exercise will make you
healthy.
__________6. Birds are the most lovable pets.
__________7. Law is more encompassing profession than Medicine.
__________8. Students should wear their identification card anytime, anywhere
in the school campus.
__________9. The PBO industry should hire single individuals.
__________10. Gender equality needs to be strengthen in the academe
Let’s create
Task 3. Compose a paragraph/article about one area of concern in the pandemic

– Corona Virus. Then compose a corresponding claim of fact, value and policy
respectively. Discuss your output.
Student’s Output:
To assess student’s output: on the composition
Tot
al
5 4 3 2 1 scor
e
The The The The The
composition composition composition composition compositi
is clear, is clear and is clear, is clear but on is not
comprehens comprehensi comprehens not clear, not
ive and well- ve, well- ive but not comprehensi well-
organized organized well- ve, not well- organized
and free but contains organized organized and
from grammatical and contains and contains contains
grammatical errors. grammatical grammatical grammati
errors. errors. errors. cal errors.
Lesson 3 Using Context in Text Development
Learning Outcome
• Identify the context in which a text was developed
Time Frame: 3 hours
Introduction
In this era of technology readers are very much open to use either the print or the
non-print medium for reading. To browse back and forth for clarity and mastery
without prejudice to some visual discomforts. A number of readers however, especially
those who belong to the generation Y and Z are more attuned to the latter because
undeniably, it offers an array of information.
In this course of browsing information, there are readers who find pleasure and
satisfaction in the text by connecting it with a similar narrative or issue thus making
the reading material more comprehensive and meaningful.
LET’S COMMUNICATE
Why is there a need to identify the context of text development?
Being a critical reader also involves understanding that texts are always developed
with a certain context. A text is neither written nor read in a vacuum; its meaning
and interpretation are affected by a given set of circumstances
Why is there a need to identify the context of text development?
Being a critical reader also involves understanding that texts are always developed
with a certain context. A text is neither written nor read in a vacuum; its meaning
and interpretation are affected by a given set of circumstances.
What is a Context?
Context is defined as the social, cultural, political, historical, and other related
circumstances that surround the text and form the terms from which it can be
better understood and evaluated. It also refers to the occasion or situation that
informs the reader about why a document was written and how it was written.
The way writers shape their texts is dramatically influenced by their context.
Writers decide how to shape their sentences by considering their contexts.
What are the ways in identifying the context of text development?
Intertextuality
When reading, the readers try to make meaning of the material that they are
absorbing through many different processes. Unintentionally, sometimes, the
patterns in the materials read are apparent in another text. Theorists term this as
Intertextuality, as a literary device, "is the complex interrelationship between a
text and other texts taken as fundamental to the creation and interpretation of the
text" (Merriam-Webster Dictionary, 2015). As readers, the ability to create
connections among various texts enhances the meaning of the reading material.
Intertextuality is also the modeling of a text's meaning by another text. It is

defined as the connections between language, images, characters, themes, or
subjects depending on their similarities in language, genre, or discourse.
Hypertextuality allows readers to study a text in a different manner. Typically, a
text is written in a linear fashion. This linear progression only enables the reader to
read the material the way the author designed it from beginning to end. In a hypertext,
pieces of information are connected semantically. There is an undefined beginning,
middle, and end (Department of Education, 2013).
Hypertext creates a network of materials linked because of various connections

they share. This encourages and, at times, requires readers to go through the
material at their pace.
Hypertext is simply a non-linear way of presenting information. Rather than

reading or learning about things in the order that an author, or editor, or publisher
sets out for us, readers of hypertext may follow their own path, create their own
order-- their own meaning out the material.
This is accomplished by creating "links" between information. These links are

provided so that readers may "jump" to further information about a specific topic
being discussed (which may have more links; leading each reader off into a
different direction).
Let’s do this
Task 1. Quizlet
Choose the best answer.
1. It refers to the occasion or situation that informs the reader about why a
document was written and how it was written.
a. Social environment
b. Personal experiences
c. Culture
d. Context
2. Context has a great influence on the way a writer shapes his/her own texts.
a. False
b. Maybe
c. It depends
d. True
3. In critical reading, it is not that necessary to consider the context of a certain
text; sometimes it is better to consider a text as a blank slate.
a. It depends
b. True
c. Maybe
d. False
4. In understanding a literary piece, what considerations should you look into in

order to identify with its context?
a. What influences there may have been in the genre that may have affected
the writer
b. What or who influenced the writer
d. What political or social influences there would have been
5. Which of the following is not one of the ways in identifying the context of text
development?
a. Hypertextuality
b. None of these are correct
c. Supertextuality
d. Intertextuality
6. Can we see patterns in the materials that we are reading that are apparent in
another text?
a. Never
b. Maybe
c. No
d. Yes
7. It is the modeling of a text's meaning by another text.
a. Intratextuality
b. Hypertextuality
c. None of these is correct
d. Intertextuality
8. It is possible to read and understand a text in a non-linear way.
a. It depends
b. True
c. Maybe
d. False
9. Readers of ___________ may follow their own path, create their own order-- their
own meaning out of the material.
a. Intertext
b. Hypertext
c. Intratext
10. Hypertextuality is accomplished by creating _____________ between
information.
a. Website
b. Pictures
c. Video
d. Link
LET’S ANALYZE
Task 2. In the Venn diagram, cite the similarities and differences
between Intertextuality and Hypertextuality.
Let’s evaluate
Task 3. Think Critically
Choose one topic below. Browse its information through internet.
(Choose one link only). Present it both in intertext and hypertext way. Then
compare and contrast the results.
1. Covid 19
2. Social Media
3. ABS-CBN Franchise Renewal
4. Anti-terror Bill
5. New Normal
Answer here:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Let’s create
Task 4. Read any topic of your interest. Enhance it either through intertext or
hypertext.
Write here:
To assess student’s output:
Tota
5 4 3 2 1 l
scor
e
The The The The The
enhanceme enhanceme enhanceme enhanceme enhancement
nt of topic is nt of topic is nt of topic is nt of the of the topic is
factual, factual, factual, topic is not factual,
clear, and clear, well- clear, well- factual, but not clear, not
well- organized organized not clear, comprehensiv
organized but and not well- e, not well-
and free contains contains organized organized and
from grammatica grammatica and contains
grammatica l errors. l errors. contains grammatical
l errors. grammatica errors.
l errors.
Lesson 4 Critical Reading as Reasoning
Learning Outcomes:
• Explains critical reading as reasoning
Time Frame: 3 hours
LET’S COMMUNICATE
DISCUSSIONS:
What is Critical Reading?
To read critically is to make judgments about how a text is argued. This is a highly
reflective skill requiring you to “stand back” and gain some distance from the text
you are reading. (One might have to read a text once to get a basic grasp of the
content before starting to make an intensive critical reading.) It is not
recommended to read just to look only or primarily for information; instead, read
to look for ways of thinking about the subject matter.
When reading, highlighting, or taking notes, avoid extracting and compiling lists
of evidence and lists of facts and examples. Avoid approaching a text by asking
“what information can I get out of it?” rather, ask “how does this text work?”, how
is it argued?, “how is the evidence (the facts, examples, etc.) used and
interpreted?” , and “how does the text reach its conclusions?”.
How does one read looking for ways of thinking?
1. First determine the central claims or purpose of the text (its thesis). A critical
reading attempts to identify and assess how these central claims are developed
or argued.
2. Begin to make some judgments about the context. Ask the following:
“What audience is the text written for?” “Who is it in dialogue with?” (This will
probably be other scholars or authors with differing viewpoints.).
“In what historical context is it written?” All these matters of context can
contribute to the assessment of what is going on in a text.
3. Distinguish the kinds of reasoning the text employs. Ask the following:
“What concepts are defined and used?”

“Does the text appeal to a theory or theories?”
“Is any specific methodology laid out?”
“If there is an appeal to a particular concept, theory, or method, how is that
concept, theory, or method then used to organize and interpret the data?”
The reader might also examine how the text is organized: “how has the author
analyzed (broken down) the material?” Different disciplines (i.e. history, sociology,
philosophy, biology) will have different ways of arguing.
4. Examine the evidence (the supporting facts, examples, etc) the text employs.
Supporting evidence is indispensable to an argument. Having worked through
Steps 1-3, the readers are now in a position to grasp how the evidence is used to
develop the argument and its controlling claims and concepts. Steps 1-3 allows
the reader to see the evidence in the context. Consider the kinds of evidence that
are used. Ask the following:
“What counts as evidence in this argument?”

“Is the evidence statistical? literary? historical?”
“From what sources is the evidence taken?”
“Are these sources primary or secondary?’
5. Critical reading may involve evaluation. The reading of a text is already critical
if it accounts for and makes a series of judgments about how a text is argued.
However, some essays may also require one to assess the strengths and
weaknesses of an argument. Ask the following:
“If the argument is strong, why?”
“Could it be better or differently supported?”
“Are there gaps, leaps, or inconsistencies in the argument?”
“Is the method of analysis problematic? Could the evidence be interpreted
differently?”
“Are the conclusions warranted by the evidence presented?”
“What are the argued assumptions?”
“Are they problematic?”
“What might an opposing argument be?”
LET’S ANALYZE
What is Critical and Analytical thinking?
Critical analytical thinking is a key part of any study. In brief, this means looking
very closely at the detail and not taking what one read or hear for granted. One is
expected to:
• Evaluate how far materials are appropriate and up-to-date.
• Evaluate how far the evidence or examples used in materials really proves
the point that the author claims.
• To weigh up opinions, arguments, or solutions against appropriate criteria.
• To think a line of reasoning through to its logical conclusion.
• Check for hidden bias or hidden assumptions.
• Check whether the evidence and argument really support the conclusions.
The reader will need to do this for the materials read. For example, when citing a
source of evidence for own arguments, the reader will need to be sure that the
evidence really does support his/her point; and is accurate and reliable. Sources
should be critically chosen and only those evidence that has been well researched
should only be used rather than just relying on one’s own opinion or what friends
think.
Identifying the main line of reasoning in what you read or write
• What is the main argument or line of reasoning?

• Is the line of reasoning clear from the text?
Critically evaluating the line of reasoning for what you read or write
• Note any statements from the text which strengthen its line of reasoning
or prove the argument.
• What statements, if any, undermine the argument?
• Are points made in the best logical order?
Identifying hidden agendas in sources and own writing
• What hidden agendas might the writer have that might make the reader
question the contents or conclusions of the passage? Consider what they
might hope to gain through writing this piece.
• What information might be missing that could paint a different picture?
Evaluating evidence in the text
• What kinds of evidence or examples does the writer use? How reliable and
useful is this evidence?
• Does it really support the argument? Is the evidence strong enough?
• Is the data up-to-date?
• Does the text use reliable sources? What are these? What makes you think
they are or are not reliable?
Looking for bias

• Do you think there may be any bias in the text? Give reasons and
examples.
• Comment on any statistics used. Are these likely to give a true and full
picture?
• Does their writing reflect a political viewpoint?
• Who might disagree with the writer?
Identifying the writer's conclusions
• Does the evidence support the writer's conclusions?

• Does the line of reasoning lead you to make the same conclusions?
Let’s do this
Task 1. Quizlet
1. To read critically is to make judgments about how a text is argued.

a. True
b. False
c. Maybe
d. It depends
2. Which of the following question does not show reasoning in critical reading?
a. How does this text work?
b. What information can I get out of it?
c. How is the evidence used and interpreted?
d. How is it argued?
3. How does one read looking for ways of thinking?
a. Make some judgments about context
b. Distinguish the kinds of reasoning the text employs
d. Examine the evidence
4. Critical reading involves analytical thinking. Which of the following is not an
example of analytical thinking when studying a material?
a. To think a line of reasoning through to its logical conclusion
b. Understand the message of the material
c. Check whether the evidence and argument really support the conclusions
d. Check for hidden bias or hidden assumptions
5. Which question does not help you identify the main line of reasoning in the
text you are reading?
a. What is the main argument or line of reasoning?
b. None of these are correct
c. How can I disprove this line of reasoning?
d. Is the line of reasoning clear from the text?
6. Critically evaluating the line of reasoning for what the readers read or write
involves taking note of the statements that weaken the argument.
a. Maybe
b. False
c. It depends
d. True
7. How does one identify the hidden agenda of a writer?
a. All of these are correct
b. Determine the information might be missing that could paint a different
picture
c. Reading another texts to compare the material with
d. Identify the purpose of the writer
8. Is it really necessary to check the sources of the text to evaluate its evidence?
a. Yes, of course.
b. No one really knows.
c. It depends on the evidences given.
d. No, you can evaluate without them.
9. Which of the following questions should you ask when looking for bias in a
text?
b. Does their writing reflect a political viewpoint?
c. Are these likely to give a true and full picture?
10. It is necessary to identify if the line of reasoning in the text will lead the reader
to the same conclusions as the writer.
a. True
b. False
c. It depends
d. Maybe
Lesson 5 Formulating Evaluative Statements
Learning Outcomes
• Formulate evaluative statements about a text read
Time Frame: 3 hours
Introduction
Every reader aims for satisfaction out of the material read-may it be personal,
social, intellectual, and/or spiritual. To ascertain this, one needs focus and
discernment.
In the process of reading, he/she needs to keep a watchful eye to the content, context,
semantics, syntax and very importantly significance. This bears an impact to the
degree of satisfaction one experiences.
In account to this, it is essential that aside from evaluating statements read from text,
it is likewise necessary to formulate evaluative statements about the text read.
LET’S AMPLIFY
Evaluate yourself, using the template below. And share your reflections too.
LET’S COMMUNICATE
What is an Assertion?
An assertion is a statement used to make a declaration or to express strong belief
on a particular topic, often without evidence. An assertion can be formulated after
reading a story or a poem and even after watching a play. The purpose of writing
an assertion is for the writer to convey directly an idea or feeling and to convince
the reader to accept the writer’s interpretation of a particular literary work.
What should one do before formulating an Assertion?
Before writing an assertion in literature, the author must comprehensively read

or watch the literary work. He must take down the part he is for, or he is opposed
to, followed by his explanation of it. It is also best to collect evidence from the same
or other literary authors that have the same assertion as with the writer.
What are the kinds of Assertion?
● Basic Assertion
Basic Assertion is a statement used to express the writer's feelings, beliefs, and
opinions directly. This type of assertion is usually used in writing formal papers
like thesis and dissertation.
Basic Assertion
• A Basic Assertion is a simple statement of what you want or don’t want to
happen
“I would like to go to a movie tonight.”
“I don’t want to have to drive carpool today’”
The Basic Assertion is strengthened by its simplicity.
Too much detail or explanation complicates the request or stand you take.
● Emphatic Assertion
Emphatic Assertion is a statement used to express empathy or on how a person

understands the feelings and emotions of the literary author. This can be used in
writing a formal or informal paper.
It is usually composed of two parts:
• The first part is the statement that recognizes the situation or even the
feelings of the characters on the text being read followed by ;
• The second statement is where the writer states his stand about the
situation.
Emphatic Assertion
• The Emphatic Assertion is the most effective assertive statement one can
make
• The emphatic assertion attempts to imagine how the other person may be
thinking or feeling before you make a basic assertion:
“I imagine you may be feeling frustrated with the lack of deadlines for this
project, but I want us to get everything right before we set an endpoint.”
I - Language Assertion
I - Language Assertion is a statement used to express the feeling and preference

of the writer. It is called I-Language because it focuses on the writer and the
pronoun ‘I’ is used. This type of assertion is recommended if the author wants to
express negative feelings and opinion. This is best used in writing a review or
reflection paper.
I-Language is composed of three parts:

1. The first part contains the accurate information from literary work, especially
the topic the writer disagrees with (When you. . .) .
2. The second part includes the effect or feeling of the writer towards the topic (It
affects/I feel...).
3. The last part includes the preference or recommendation of the writer
(Therefore, I prefer/I want...)
Important!
• The “I” language is an individual view of assertion – it respects the
listener or reader’s ability to receive criticism based on facts, logic
and/rational thinking
• What happens if the “I” language is used in the context of a collectivist
culture?
• Assertiveness can be successful if conveyed through an appropriate
tone – How can you articulate your views
What is an Evaluative Statement?
Evaluative Statement
An evaluative statement is a statement that you can make to reflect your judgment
and generalization about a text that you have read.
You may use evidence from the text in formulating evaluative statements. One way
of formulating evaluative statements is by formulating assertions or positive
statements about the content of a text and properties of a text that you have read.
Another way of formulating evaluative statements is by formulating
counterclaims. In this lesson, we will focus on formulating assertions.
For one to be able to formulate assertions about the properties and content of the
text read, one must identify the claim or claims made in the text. A claim suggests
an idea to the reader who may or may not agree with it. It is an arguable statement
that reflects the writer’s position about a topic. It is usually supported by reasons
by the writer.
The content of a text includes the information in the text and the claim/s of the
writer. It is important to know about the properties of a well-written text so that
one would know what to look for in a text when evaluating it.
Below are properties of a well-written text:
• Organization(clear and logical pattern)

• Coherence and Cohesion(connection of ideas)
• Language Use(choice of words)
• Mechanics (capitalization, punctuation, spelling, grammar, etc.)
In formulating evaluative statements, the reader must express one’s judgment of

the text. It is important that the reader will state if he/she liked the text and what
he/she liked about how it was written. The parts of the text should always be
quoted to support assertions about it. When quoting, the use of quotation marks
and citing the page, if it is from a book or article, is always a must.
Let’s do this
Task 1. Quizlet
1. A statement used to make a declaration or to express strong belief on a certain

topic is called _______________.
a. Assertion
b. Opinion
c. Argument
d. Claim
2. When is the best time to formulate literary assertion?
a. While reading a literary piece
b. Before reading a literary piece
d. After reading a literary piece
3. Which of the following is NOT done before formulating assertion?
a. Collect evidence from the same or other literary authors that have the same
assertion as with the writer
b. Read the biography of the author
c. Take down the part one is for, or one is opposed to
d. Comprehensively read or watch the literary work
4. The following are types of assertion; EXCEPT __________.
a. Empathic assertion
b. Basic assertion
c. Argumentative assertion
d. I-Language assertion
5. It is a statement used to express the writer's feelings, beliefs, and opinions

directly.
a. I-Language assertion
b. Basic assertion
d. Empathic assertion
6. It is a statement used to express empathy or on how a person understands the
feelings and emotions of the literary author.
a. Basic assertion
b. None of these is correct
c. Empathic assertion
d. I-Language assertion
7. It is a statement used to express the feeling and preference of the writer.
a. I-Language assertion
b. Basic assertion
c. Empathic assertion
8. What kind of statement contains a judgment or generalization about the text
you have read?
a. Claim
b. Argument
c. Evaluative Statement
d. Assertion
9. The overall thesis the writer will argue for.
a. Claim
b. Assertion
c. Counterclaim
10. This refers to a claim that negates or disagrees with the thesis/claim.
a. Claim
b. Counterclaim
c. Assertion
Let’s evaluate
Task 2. Identify whether each given statement below is a descriptive or evaluative

statement. Write DS or ES on the blank provided for.
___________1. Poor people in the society are humble.

___________2. Hard work and common sense are key elements to success.
___________3. You taught the children good manners and right conduct.
___________4. The government leaders plan, execute and evaluate their projects.
___________5. Cheating in all forms is a crime.
___________6. The head of the institution has been aggressive in eradicating
corruption.
___________7. The students show cooperation in all their activities from the start
to the culminating activity.
___________8. The society with a strong leader is peaceful and united.
___________9. Parents work hard everyday to earn a living and support the needs
of the family.
___________10. Children of well-to-do families are pampered.
Lesson 6 Determining Textual Evidence
Learning Outcomes
• Determine textual evidence to validate assertions and counterclaims made
about a text read
Time Frame: 3 hours
Introduction
In the process of evaluating statements, the reader tends to assert his/her point
of emphasis or simply put, his/her claims. Assertion about the content is helpful in
order to get to the central thought of the text and be consistent with the claim. These
assertions are usually based on his/her knowledge, experiences as well as values.
Thus, in the process of reading, readers may vary in their assertions. Likewise one’s
claim gives credence to his/ her conviction.
LET’S COMMUNICATE
How do we evaluate a text?
Whenever one is asked to express his/her ideas about a text he/she has read,
there might be claims in the text that one can agree with, and there might be some
claims in the text that one can disagree with.
The writer’s claims in the text try to persuade the readers to think the way he or
she thinks about a topic or issue. A claim is an arguable statement in a text, and
its purpose is to persuade the reader to believe the writer’s position about an issue.
Stating a judgment and generalization about the claims of the writer in a text is
called formulating evaluative statements.
When making evaluative statements that show how one agrees with the claims in
a text, one is actually formulating assertions. Assertions are positive statements
about a text read. When making evaluative statements that express how one
oppose with the claims in a text, one is formulating counterclaims. Counterclaims
are statements that oppose the claims of the writer in the text.
What is textual evidence?
Textual Evidence
In formulating assertions and counterclaims about a text, it is important that the

reader supports his/her own statements with textual evidence. Textual evidence
is information gathered from the text that supports one’s assertion or
counterclaim about the text.
These are the steps in expressing one’s judgment about the text:
1. First, the idea about the text should be stated.
2. To determine evidence from the text, look for clues and keywords that support
an idea about the text.
3. The part of the text which is helpful in coming up with that idea should be
quoted or paraphrased.
4. Quotation marks should be used to quote a part of the text. If it is from a book,
the page number should also be indicated at the end of a sentence.
5. Lastly, express how the quote supports the idea.
What are the types of textual evidence?
• Paraphrasing is restating the text in one’s own words.

• Summarizing is restating the text in a shorter way using one’s own words.
• Referencing is mentioning a specific section of the text.
• Quoting is stating a part of a text in the exact way it was written.
Support the statements with textual evidence to come up with strong or solid
arguments and make ideas more credible. One can come up with good textual
evidence by selecting the most relevant section of the text that strongly supports
the statement.
Let’s do this
Task 1. Quizlet
1. Stating one’s judgment and generalization about the claims of the writer in a
text is called formulating ______________.
a. Assertion
b. Opinion
c. Evaluative statements
2. These are positive statements about a text read.
b. Assertion
c. Counterclaims
d. Evaluative statements
3. ______________ are statements that oppose the claims of the writer in the text.
a. Counterclaims
b. Evaluative statements
c. Claims
d. Assertion
4. In formulating assertions and counterclaims about a text, it is important to
support one’s statement with ________________
a. Evaluative statement
b. Textual evidence
d. Opinion
5. How do readers express judgment about the text?
a. The text that is helpful in coming up with an idea is quoted or paraphrased
b. State one’s idea about the text
c. Look for clues and keywords that support the idea about the text
6. Which of the following refers to a type of textual evidence that restates the text
into one’s own words?
a. Paraphrasing
b. Quoting
c. Referencing
d. Summarizing
7. It is the restating of the text in a shorter way in one’s own words.
a. Referencing
b. Summarizing
c. Paraphrasing
d. Quoting
8. ____________ is mentioning a specific section of the text.
a. Referencing
b. Summarizing
c. Quoting
d. Paraphrasing
9. Which of the following refers to a type of textual evidence that states a part of
a text exactly how it was originally written?
a. Summarizing
b. Quoting
c. Referencing
d. Paraphrasing
10. In referencing texts, citations should be used to acknowledge the original
owner of the ideas. Below are types of citation styles; except _______.
a. APA Citation style
b. Oxford Citation Style
c. Chicago Manual style
d. MLA Citation style
Module 3 Purposeful Writing in the Disciplines and for
Professions
OBJECTIVES
In this Module, the students must:
• Identify considerations for effective book review, literature review, project

proposals and research report;
• Write an effective texts following the characteristics of and requirements in
composing texts that are useful across disciplines and professions;
• Write office correspondence.
Lesson 1
Explains how one’s purpose is a crucial consideration in academic and

professional writing
LET’S COMMUNICATE
What is the difference between Academic Writing and Professional Writing?
Academic Writing and Professional Writing
Before writing a paper, one must determine the purpose of writing. It can either
be for academic purposes, business or professional purposes. There are two styles
of writing; Academic Writing and Professional or Business Writing.
Academic writing is a style practiced by teachers or students as they produce

educational materials. Professional writing, also known as ‘business writing,' is
a style used in the workplace.
What are the factors to consider as one writes an academic and professional
paper?
Considerations in Academic Writing
● Formats
Academic Writing has a serious tone and is written for its knowledgeable audience.
It is the standard of writing used in scholarly articles. Different formats that use
academic writing are abstract, book report, conference paper, thesis or
dissertation, essay, and research paper.
● Focus
The focus of the academic writing is on stating facts and issues, not on the opinion
of the writer (unless otherwise followed by evidence or claim from another author
that has the same stand or opinion as of the writer).
● Style
An academic paper is a formal type of paper and must be in third person point of
view. Use the pronouns he, she, it or they instead of I, me, you and yours. Avoid
jargon and slang words. Jargon words are utilized by a particular industry (an
example of medical jargon: BP for blood pressure, FX for bone fracture). Slang
words are considered as very informal language (e.g. "bae" for "babe" or acronym
for "before anyone else," "turnt" for "full party mode"). Academic paper can also
have short or long sentences.
• Audience
The question of whom you are writing for shapes a number of choices, including
those related to register. Whether to use more or less formal language is largely a
function of who your reader will be.
• Purpose
Although all academic writing has the transmission of information as an

important purpose, there is some difference among genres. For example, in theses
and dissertations, the knowledge display function is enhanced, while it is less
salient in the research article
• Organization
A number of organizational patterns commonly occur in academic texts. The SPSE

(situation-problem-solution-evaluation) structure is common in reports; academic
research articles are often written in some version of the IMRD (introduction-
methods-results-discussion) structure.
• Flow
Flow is what keeps the reader moving forward in a text. This is not an entirely
rhetorical consideration; the connecting words and phrases that ensure flow also
show the relationship between the ideas in a text.
• Presentation
Before presenting your paper, ask yourself these questions: are information flow
and overall format good enough? Is your paper grammatically accurate? Have you
checked for spelling errors?
Considerations in Professional Writing
● Formats
Professional writing is the standard of writing used in Journalism, Advertising,

Military and Technical writing to name some. Different formats that can be used
in professional writing are letter, memo, business e-mail, press release, and
resume writing.
● Focus
The focus of professional writing is on giving opinion, since this type of writing
style is used in workplace communication. It is advisable to focus on the state of
action (e.g. recommend, endorsed) rather than the mental state (e.g. think,
believe).
• Style
A professional or business paper is a less formal type of paper. The sentence
should be short or not more than twenty fie words. It can also use first, second
and third point of view (e.g. I, me, you, yours, he, she, it and they) the writer
should avoid qualifiers such as would be, maybe, and probably because these
weaken the tone of the paper. Use active voice rather than passive voice.
Active Voice – describes a sentence where the subject carries out the action verb
(e.g. I would like to remind you of the company policy.)
Passive voice – describes a sentence where the subject of the sentence is acted
on by the verb. (e.g. The company policy was reminded by him.)
What do students learn in Academic Writing?
Academic Writing prepares students to:
• Demonstrate an understanding of writing as a series of tasks including

finding, evaluating, analyzing, and synthesizing appropriate sources, and
as a process that involves composing, editing, and revising;
• Demonstrate critical reading and analytical skills, including
understanding an argument's major assertions and assumptions and how
to evaluate its supporting evidence;
• Demonstrate facility with the fundamentals of persuasion as students are
adapted to a variety of special situations and audiences in academic
writing;
• Demonstrate research skills, integrate the student’s own ideas with those
of others, and apply the conventions of attribution and citation correctly;
• Use Standard Written English. Edit and revise the student’s own writing
for appropriateness. Demonstrate an understanding of the connection
between writing and thinking, and use writing and reading for inquiry,
learning, thinking, and communicating in an academic setting.
What do Students Learn in Professional Writing?
Professional Writing prepares students to:

• Analyze a variety of professional rhetorical situations and produce
appropriate texts in response.
• Understand the stages required to produce competent, professional writing
through planning, drafting, revising, and editing.
• Identify and implement the appropriate research methods for each writing
task.
• Practice the ethical use of sources and the conventions of citation
appropriate to each genre.
• Write for the intended readers of a text and design or adapt texts to
audiences who may differ in their familiarity with the subject matter.
• Demonstrate competence in Standard Written English including grammar,
sentence and paragraph structure, coherence, and document design
(including the use of the visual) and be able to use this knowledge to revise
texts.
• Produce cogent arguments that identify arguable issues, reflect the degree
of available evidence, and take account of counter arguments
Let’s do this
Task 1. Quizlet
1. What is the style of writing practiced by teachers or students?

b. Academic Writing
c. Professional Writing
d. Freelance Writing
2. What style of writing is used in the workplace?
a. Professional Writing
b. Freelance Writing
c. Academic Writing
3. Which of the following is not a format use in academic writing?
a. Thesis
b. Book report
c. Memo
d. Conference paper
4. The focus of the academic writing is on stating facts and issues.
a. Maybe
b. False
c. It depends
d. True
5. What kind of language should one use in writing academic papers?
a. Jargon
b. Formal
c. Slang
d. Informal
6. It refers to the consideration in academic writing wherein one should think of
who he/she is writing for.
a. Purpose
b. Audience
c. Organization
7. Audience and purpose are interconnected.
a. Yes
b. It depends
c. Maybe
d. No
8. It is a matter of priorities and structure.
a. Organization
b. Flow
c. Style
9. It means moving from one statement in a text to another.
b. Organization
c. Flow
d. Style
10. In academic writing, one should also consider the presentation of the text.
a. Yes
b. It depends
c. No
d. Maybe
Lesson 2
Learning Outcomes:
• Identify the unique features of and requirements in composing

texts that are useful across disciplines
Time Frame: 3 hours
LET’S COMMUNICATE
What is a Book Review?
Book Review or Article Critique
One of the basic school requirements is writing a book review or an article

critique. A book review or an article critique gives essential information about
a book (fiction or nonfiction) or an article (e.g. from newspapers, magazines,
academic journals) and provides an evaluation or a critical analysis of it. This
type of academic writing is usually required in courses in the Humanities such
as literature, history, and philosophy and in the Social Sciences such as
sociology, psychology, and political science.
Read the Material
• Before one can begin writing a book review or an article critique, one
has to read and understand the material first. Academic materials
demand a different way of reading from those which require mere
pleasure reading. The material that one will review or critique would
require him/her to read actively, intelligently, and critically. One has
to go beyond the content of the material.
• As one reads, take down notes. Write down the following elements
which will be useful in the review or critique: title; genre; for a book:
theme(s), characters, mood, and tone; for an article: main ideas or
arguments, and presentation of ideas; author’s writing style and
language; and author’s purpose.
• Formulate questions about the content. These questions may be about
concepts that one does not fully understand or wants to elaborate later
on in his/her analysis.
• The material should be read more than once for an in-depth
understanding of what the author is trying to convey.
Write the Review or Critique Paper
• A paper should give an informed analysis of the material. It should be

more than just a summary of the book or article.
• One should be mindful of the structure of the review or critique. Like
all essays, a book review or an article critique has an introduction,
body, and conclusion.
Introduction
As a starting point for book reviews or article critique, one should use the notes
that he/she has taken down while critically reading the material. One should
always be guided by the following when writing the introduction:
1. Know the context or information in which the material was written—

author’s background (i.e., life, culture, and beliefs); and social, economic,
or political conditions in which the material was produced.
2. Mention the title of the material, year or date of publication, and author’s
name.
3. If writing an article critique, state the main argument or author’s purpose
of the material.
4. One should come up with a thesis statement that will indicate one’s
evaluation of the material. When doing a book review, it should be planned
first whether to write a positive, negative, or mixed review. When writing
an article critique, it should be decided first if he/she is for or against the
main argument.
5. Briefly summarize the book or the main points of the article.
Body
This is the analysis and evaluation part of the review or critique paper. Here
are some questions that can help in the critical evaluation of the material.
When writing a book review:
• What are the setting, theme(s), plot, characterization, and other

significant literary devices used by the author?
• How do these elements contribute to the overall meaning of the book?
• What are the strengths and weaknesses of the book?
• What significant human experience and relationships can one relate
with in light of one’s personal experience?
• How is the book similar to and/or different from other books in the
same genre?
• Is the book informative, entertaining, or meaningful? Should it be
recommended to others? Why or why not?
When writing an article critique:
• Are the ideas presented clear and convincing? What pieces of evidence
are used to support the author’s ideas? Are they valid or accurate?
• Is the purpose of the paper achieved? If yes, how? If no, why not?
• What is the overall structure of the article? Are the ideas logically
organized and adequately developed?
• What are the strengths and weaknesses of the article?
• What further issues does the article raise?
• Does the article contribute to one’s knowledge or understanding of a
particular concept or topic? How is it helpful to other works in its
discipline or to works of related topic?
Conclusion
This is a brief summary of the overall evaluation of the material. One may
include here the main reasons, stated in the body paragraphs, why he/she
agrees or disagrees with the author. After writing the review or critique, citing
the references used in the paper should not be missed. It is important to ask
which style guide or citation format to use.
What is a Literature Review?
A literature review is an integrated analysis and synthesis of scholarly articles

related to the topics or issues included in a written thesis, dissertation or
journal article. It is used to describe critically, summarize, and evaluate the
updated information from sources like academic books, journal articles,
research resources, and government articles.
The purpose of writing a literature review is to let the readers have a full grasp
of understanding on the background of one’s research, problem, experiment
or investigation. It is also used to analyze critically and synthesize other
published writings to one’s work or research.
Before Writing
Before writing the literature review, one must identify the issue to be discussed
on the paper. It is also important to determine the problem statement, main
statement questions, research/problem findings, and scope and delimitation
of the paper. After doing so, collect the materials from credible sources. Then,
evaluate and categorize the information gathered. It is important to make sure
that the information contributes to the understanding of the topic and is
supported by evidence such as case study, statistics or scientific finding. The
information gathered can be either the same or against one’s proposed
statement.
Structure of a Literature Review
After collecting the information from different sources, decide on the structure
of the literature review. It can either be chronological or thematic literature
review.
Chronological Literature Review is a type of review where the information is

arranged sequentially in the progression of time. It is best used for
historiographical paper and research methodology that focuses more on how
the ideas have developed over time.
Thematic Literature Review is a type of review that defines or describes a

theory or categories significant to one’s research. It can be compared to an
inverted pyramid that focuses on broad to specific topics and ends with a
synthesis. It is considered more essential as compared to the Chronological
Literature Review.
Writing a Thematic Literature Review
Broad Topic
The broad topic discusses a clear background on what the research is. It gives
the reader an overview of what the general topic is all about.
Introduction
As a starting point for book reviews or article critique, one should use the notes
that he/she has taken down while critically reading the material. One should
always be guided by the following when writing the introduction:
1. Know the context or information in which the material was written—

author’s background (i.e., life, culture, and beliefs); and social, economic,
or political conditions in which the material was produced.
2. Mention the title of the material, year or date of publication, and author’s
name.
3. If writing an article critique, state the main argument or author’s purpose
of the material.
4. One should come up with a thesis statement that will indicate one’s
evaluation of the material. When doing a book review, it should be planned
first whether to write a positive, negative, or mixed review. When writing
an article critique, it should be decided first if he/she is for or against the
main argument.
5. Briefly summarize the book or the main points of the article.
Body
This is the analysis and evaluation part of the review or critique paper. Here
are some questions that can help in the critical evaluation of the material.
When writing a book review:
• What are the setting, theme(s), plot, characterization, and other

significant literary devices used by the author?
• How do these elements contribute to the overall meaning of the book?
• What are the strengths and weaknesses of the book?
• What significant human experience and relationships can one relate
with in light of one’s personal experience?
• How is the book similar to and/or different from other books in the
same genre?
• Is the book informative, entertaining, or meaningful? Should it be
recommended to others? Why or why not?
When writing an article critique:
• Are the ideas presented clear and convincing? What pieces of evidence
are used to support the author’s ideas? Are they valid or accurate?
• Is the purpose of the paper achieved? If yes, how? If no, why not?
• What is the overall structure of the article? Are the ideas logically
organized and adequately developed?
• What are the strengths and weaknesses of the article?
• What further issues does the article raise?
• Does the article contribute to one’s knowledge or understanding of a
particular concept or topic? How is it helpful to other works in its
discipline or to works of related topic?
Conclusion
This is a brief summary of the overall evaluation of the material. One may
include here the main reasons, stated in the body paragraphs, why he/she
agrees or disagrees with the author. After writing the review or critique, citing
the references used in the paper should not be missed. It is important to ask
which style guide or citation format to use.
What is a Literature Review?
A literature review is an integrated analysis and synthesis of scholarly articles

related to the topics or issues included in a written thesis, dissertation or
journal article. It is used to describe critically, summarize, and evaluate the
updated information from sources like academic books
Parts of a Research Report
The Research Problem and Reviewing Related Literature
The research problem and the questions that one produces are the heart of
the research report. The research questions embody the main problem of the
research that will be answered later on. The first thing that one should do is
to have a topic in mind and know what he/she is interested in. Write down the
words or phrases on a piece of paper and try to make connections between the
ideas and terms that he/she has generated.
Example:
The terms “poor country, “dental habit,” and “non-governmental organization”
are simple independent ideas. By establishing connections among the terms,
research questions can be produced. Take note that the research questions
should not be simply answerable by "yes" or "no".
After formulating the research questions, relevant sources for the research
paper should be found. In some instances, research questions are not stated
– a research problem is shown instead.
Materials and Method
This section of the research report should explain the methods that one will
deploy and the data that one will gather. There are several ways to gather data.
In the sciences, experiments are used to test the hypothesis. This is one way
of obtaining data, through experimentation. In other fields such as the social
sciences and business, researchers, survey questionnaires and interviews are
utilized to obtain the necessary information.
The questionnaire is the instrument that will be distribute to the respondents.

It contains questions that would prompt answers from the survey population.
The answer provided by the respondents will assist in answering the research
questions or problem. Ultimately, the data from this part of the research
process will enrich the research report in totality. Before, creating the
questionnaire, one has to determine his/her purpose. Furthermore, all the
questions that will be formulated should be aligned with the research problem
or questions.
Assuming that the data gathering stage is completed, it is then followed by the
methodology for the research report. It is important that the following items
will be stated:
The respondents of the research
The data gathering procedure
How the data is analyzed
Results and Discussion
The results contain graphic representation of that data processed in the course
of the research. The results of the data analysis is provided but the
implications are yet to be discussed.
A table may be used to summarize the data analysis. On the other hand,
figures may also be used such a charts if there are trends to be shown in the
data set.
The discussion presents answer to the research questions created in the

introduction. One should relate the data analysis to the questions. Also, one
should discuss the studies that support or contradict the findings. Inferences
should be made as well with the uncovered information.
In the conclusion, inferences made should be cited. This can be done in bullet
form or in prose form. Consequently, the recommendation provides possible
tasks to those who will benefit from the research report.
What is a Project Proposal?
Project Proposal
A Project Proposal sometimes referred to as ‘Terms of Reference’, is a
document used to present the general plan and justification to pursue a
project. It is usually two to four pages in length.
The purpose of writing a project proposal is to serve as a guide, to get funding,

to convince people to participate, and to serve as a reference for evaluating the
project.
Types of Proposal
There are three types of proposals which include solicited proposal, unsolicited
proposal, and grants. Solicited Proposal is a type of proposal requested by
businesses and government agencies; this could also include Broad Agency
Announcements (BAA), Request for Proposal (RFP) and Request for Quotation
(RFQ). Unsolicited Proposal is a type of work proposal submitted voluntarily.
It can either be a research or academic program proposal. Grant is a type of
proposal asking for financial solicitation that is related to business and not
work.
Parts of a Project Proposal:
I. Background/Situational Analysis
In this part, one may write the brief history of the proposal and the immediate
need or potential problem that will be addressed. The major goal of the project
may be included at the end of the background.
II. Project Objectives
Project Objectives include short-term objectives needed to achieve a major

goal. It also includes strategies to be done to make the project successful.
III. Expected Output or Outcome of the Project
Expected Output or Outcome of the Project refers to the specific and long term
effect of the project in relation to the economic, social, institutional, or
environmental factors. It includes an indicator (e.g. 90%) that is used to
measure the success of the project.
IV. Risk Management Plan
This is the part where the risks that could impair a person from achieving
his/her objectives and outcomes are listed down. The steps needed to be done
to prevent such occurrence are also included.
V. Project Organization and Staffing
It includes information about the staff assigned as well as his/her

responsibilities. One can also indicate the name of the contact person and
his/her mobile number to ensure commitment to the project.
VI. Project Work Plan
Project Work Plan is a part of a project proposal where the detailed activities
for every phase of the project are written.
Position Paper
A position paper, also known as point of view paper, is used to claim a one-
sided position on a specific issue. This type of paper is used in academics, law,
and politics and is usually one to one-and-a-half pages in length. It contains
factual arguments to support the one-sided claim or position statement, but
this will not limit the paper to present just only the strength but also the
weakness of the position statement.
Writing a Position Paper
The Introduction
Write the specific issue, together with its importance and effect to the society.
End the introductory paragraph with a position statement or a stand on the
issue. Keep in mind that one could take only one side of the argument.
The Content
The content may have several paragraphs. It may begin with a short
background information or a discussion of arguments on both sides of the
issue. In each paragraph, an explanation or observation to clarify the portion
of the position statement must be written and then followed by the supporting
evidence. The evidences that can be used are the primary source quotation,
interviews with field experts, recommendation from scholarly articles and
position papers, historical dates or events, and statistical data.
The End Statement
On the last part of writing the paper, summarize and reinforce the concepts
and facts presented without repeating the introduction and its content. It is
also optional to include the procedure used to deal with the issue and your
suggested possible solution or recommendation.
Let’s do this
Task 1. Quizlet
1. A/An __________ gives essential information about a book or an article and
provides an evaluation or critical analysis of the book or article.
a. Literature review
b. All of these are correct
c. Book review/ article critique
d. Position paper
2. Which of the following elements should one take note when writing a critique
or review?
a. author’s purpose
b. main ideas or arguments and presentation of ideas
d. characters, mood, and tone for an article
3. An integrated analysis and synthesis paper of scholarly articles related to a
proposed statement is called _______.
a. Position paper
b. Book review
c. Literature review
4. Which of the following is not a structure to follow in writing a literature review?
b. Chronological Literature Review
c. Classification Literature Review
d. Thematic Literature Review
5. It is a careful or diligent search, studious inquiry or examination especially
investigation or experimentation aimed at the discovery and interpretation of
facts.
a. Research
b. Investigation
c. Theory
6. A good research hypothesis should be testable.
a. It depends
b. False
c. Maybe
d. True
7. It is a document used to present the general plan and justification to pursue
a project.
b. Business plan
c. Budget proposal
d. Project proposal
8. Which of the following is a type of project proposal?
a. Solicited Proposal
b. Unsolicited Proposal
d. Grants
9. This paper is used to claim a one-sided position on a specific issue.
a. Book review
b. Project proposal
c. Position paper
d. Research report
10. What should be used to structure a position paper?
a. Venn Diagram
b. All of these are correct
c. Flowchart
d. Sandwich Graphic Organizer
Lesson 3
Learning Outcomes
• Identify the unique features of and requirements in composing

professional correspondence
Time Frame: 3 hours
LET’S COMMUNICATE
What is a Resume?
Resume
A resume is a written compilation of one’s education, work experience,

credentials, and accomplishments. Most professional positions require
applicants to submit a resume and cover letter as part of the application
process. Résumé formats differ in the arrangement, order, or the headings.
What are the different formats of a resume?
● Chronological Format
The chronological format is used to emphasize the applicant’s work

experiences progress. It starts with the complete work experiences, followed
by the educational background. It is best used if the applicant is applying for
a job related to his previous experiences, and has ten to fifteen years work
experiences.
● Functional Format
Functional format, on the other hand, focuses on the skills, not on the work
history. It is best used if the applicant changed career or if he/she is re-
entering the industry after a long absence. It is also used by the high school
or college students entering the industry.
● Combination or Hybrid Format
Combination or Hybrid combines the chronological and functional format. It

works best if the applicant is aiming for a career change or wants to present
both skills and accomplishment.
Writing a Resume
Listed below are the six essential sections of a resume:
● Heading
The resume heading includes the applicant’s complete name, current address
and contact details such as cell phone number or e-mail address. The heading
can be written in the center or on the left-side. Make sure that the formatting
style, especially the font type, looks professional.
● Objectives
An objective, also referred to as job objective or career objective, reflects the

applicant’s career goals and intention for applying for the job. It is important
to write the direct and specific objective that contains what one wants to
achieve in his/her career and what the employer should expect.
● Professional Summary
Professional summary, also referred to as ‘career summary’ or ‘career profile’,

showcases one’s knowledge and abilities. It includes short recent job summary
and the applicant’s soft skills (e.g. problem-solving capability, adaptability to
change, etc.).
● Expertise and Achievement
This also refers to the ‘professional skills’ and ‘qualification’ of the applicant.
It includes personal and technical skills including the certifications and
recognition received.
What is a college admission letter and admission essay?
College Admission Letter and Essay
College Admission Letter also referred to as the "letter of intent," is a one-

page letter required for college and university admission. The sender writes a
letter to briefly discuss his intention for attending the college program. College
Admission Essay, or known as "statement of purpose" or "personal statement,"
is an essay written by the student applicant to answer the essay topics given
by the admission office.
Pre-writing
Before writing a college admission letter and essay, one must first determine
the program one want to take, followed by a thorough research on program
structure. Then reflect on the purpose in enrolling the course, achievements,
and future goals. Decide the format to use in writing a letter. If there is no
required format, write the letter in a full-block style, meaning all parts are
aligned to the left, with the format of one-inch margin, twelve-point font size,
and single-spaced paragraph.
Writing a College Admission Letter
● Heading, Date and Inside Address
Write on the top left the heading that includes one’s complete address and zip
code. It is the address of the sender. The date should be fully spelled out. The
inside address contains the name of the college or university admission head,
his job title (if applicable) and the address of the university. It is the address
of the receiver. Skip a line between the heading, date, and inside address.
● Greeting or Salutation
It starts mostly with the word "Dear" followed by the last name of the receiver.
End the salutation with a colon ). If the name has not been obtained,
address it as “Ma’am/Sir”.
The Body
The body is the main part of the letter which includes the course one is
interested in, reason for choosing the university, description of academic
interest, the basis for them to consider the application, and plans, if any. Last
part will be the request to consider the application for admission and
information on how to contact the applicant
● Complimentary Close
Complimentary Close is a polite way of finishing the letter. Remember that it

always ends with comma (,).
● Signature and Sender’s Identification
This is the last part of the letter. Write the name on the first line and the title
(if applicable) on the second line. Then sign directly above the first line.
Writing a College Admission Essay
Most admission essays have a limit of two hundred to five hundred words and
usually answers assigned topic. The challenge here is to showcase oneself- as
the right candidate - for their university in a limited number of words.
Remember that the purpose of this essay is to know more of the applicant’s
personality without repeating what is written in the profile or registration form.
It should answer the question or topic clearly.
● Introduction
The introduction should catch the attention of the reader. It should contain
the main concept of the essay. One can also restate the question without
repeating the exact words.
● Content
This is the part where one should answer the topic or question with clarity.
Provide justification based on the experience undergone. One can also
incorporate the factors that drive one into finishing his/her studies.
● Conclusion
To end the essay, write the plans after graduating from college. It could also
include the reinforcing statement stating that he/she is one of the best
applicants to their college.
What is an employment application letter?
3.3.3 Employment Application Letter
Employment Application Letter, also referred to as the "job application letter"

or "cover letter", is a one-page letter attached to the resume when applying for
jobs. The purpose of writing the employment application letter is to highlight
the applicant’s experiences and personal qualities for him to be considered for
an interview schedule, as well as with the available job position.
Letter Formats
The format, including the content and tone of the employment application
letter, depends on the applicant’s preference. Employment application letter
or cover letter has three different formats: full block, modified block and semi-
block format. The content in a cover letter are all the same and will vary on
the format or on the placement of each part.
● Full Block Format
This is the most common layout used in writing cover letter. In this format all
parts are justified to the left.
●Modified Block Format
Another common format used is the modified block format. Modified block is
a type of format where applicant’s address, complimentary close, signature
and sender’s identification is shifted to the right side. Note that the first
sentence in the body or in each paragraph is not indented.
● Semi-Block Format
The least used format is the semi-block. It is almost the same as the modified
block format; however, the difference is that the first sentence in each
paragraph is indented.
Writing an Employment Application Letter
● Heading, Date and Inside Address
The heading includes the applicant’s address to make it easier for the employer
to easily contact the applicant. The date written below the heading indicates
the date when the letter was written. The inside address refers to where and
to whom the letter is addressed. Ensure that there is a line in between heading,
date and inside address.
● Greeting or Salutation
It starts mostly with the word "Dear" followed by the last name of the receiver.
End the salutation with a colon ). If the name has not been obtained,
address it as “Ma’am/Sir”.
The Body
The body is the main part of the letter which includes the course one is
interested in, reason for choosing the university, description of academic
interest, the basis for them to consider the application, and plans, if any. Last
part will be the request to consider the application for admission and
information on how to contact the applicant.
● Complimentary Close
Complimentary Close is a polite way of finishing the letter. Remember that it

always ends with comma (,).
● Signature and Sender’s Identification
This is the last part of the letter. Write the name on the first line and the title
(if applicable) on the second line. Then sign directly above the first line.
Let’s do this
Task1. Quizlet
1. It is a written compilation of one’s education, work experience, credentials,

and accomplishments.
a. Employment application letter
b. College admission letter
c. Resume
2. Should a resume be submitted with a cover letter?
a. Maybe
b. No
c. Never
d. Yes
3. Which of the following is the type of letter written by the sender to briefly
discuss the intention in attending the college program?
b. Employment application letter
c. Excuse letter
d. College admission letter
4. It is an essay written by the student applicant to answer the essay topics given
by the admission office.
a. Resume
b. College admission essay
d. Cover letter
5. What should one do before writing a college admission letter and essay?
a. Determine the program one wants to take, followed by a thorough research
on program structure
b. Decide the format to use in writing a letter
c. Reflect on the purpose in enrolling the course, achievements, and future
goals
6. Which of the following letter is attached in the resume as the applicant applies
for a job?
b. Employment application letter
c. Cover letter
d. College admission letter
7. Which of the following is not the reason in writing the employment application
letter?
a. Highlight the applicant’s experiences and personal qualities
b. To propose a new project for the company
c. To be considered for an interview schedule
d. To be considered for the available job position
8. This refers the written form used to exchange internal and external
communication to support all business processes.
a. Business letter
b. Business memo
c. Business e-mail
d. Office correspondence
9. The communication or agreement between departments or branches of the
same company is known as ___.
a. Internal correspondence
b. External correspondence
d. Business letter
10. This is the communication between the company and another organizations of
the firm.
a. External correspondence
b. Business memo
d. Internal correspondence
REFERENCES:
Books:
Dayagabil, Filomena, Abao, Ethel and Bacus, Remedios (2016). Critical
Reading and Writing for Senior High School. Lorimar Publishing, Inc. Quezon City.
Web Sources:
https://bit.ly/2SHyLwf

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What are the main topics covered in the document?

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What are the objectives of Module 1?

What are the objectives of Module 1?

ANDRES SORIANO COLLEGES OF BISLIG

Mangagoy, Bislig City

SENIOR HIGH SCHOOL DEPARTMENT

Lesson 1 1.1 Describes a written text as connected discourse

Lesson 2 1.2 Distinguishes between and among techniques in

Selecting and organizing information

Lesson 3 1.3 Distinguishes between and among patterns of

development in writing across disciplines

Lesson 4 1.4 Identifies properties of a well-written text

Module 2 Text and Context Connections (Critical Reading)

Lesson 1 2.1 Explains critical reading as looking for ways of

Lesson 2 2.2 Identifies claims explicitly or implicitly made in

Lesson 3 2.3 Identifies the context in which a text was developed

Lesson 4 2.4 Explains critical reading as reasoning

Lesson 5 2.5 Formulates evaluative statements about a text read

Lesson 6 2.6 Determines textual evidences to validate

assertions and counterclaims made about a text read

Module 3 Purposeful Writing in the Disciplines and for Professions

consideration in academic and professional writing

Lesson 2 3.2 Identifies the unique features of and requirements in

composing texts that are useful across disciplines

Lesson 3 3.3 Identifies the unique features of and requirements in

composing professional correspondence

• Describe the connectedness of discourse in a written text;

Lesson 1 Describes Written Text as Connected Discourse

• Analyze a discourse in a written text

Time Frame: 3 hours

This module covers the components of narratives and expositions as well as

What are the purposes of a discourse?

How does one analyze a discourse?

What factors should be looked upon in analyzing a discourse?

Personal accounts or first-hand experience of events, though subjective, establish

Let’s think critically

A text is a semantic unit, that is to say a unit of meaning. It is a unified whole

Choose the correct answer.

In this lesson, the student will be able to:

• Use the different techniques in selecting and organizing information

Time Frame: 3 hours

Did you practice some of the tips above?

Could you share to us your experience about organizing things?

Organizing information is necessary in the prewriting stage. It helps you narrow

How do we make a brainstorming list?

A graphic organizer is a tool that uses visual displays to express relationships

A flowchart is used to show the different steps in a process. It contains information

The Coconut Tree

QUIZLET. Choose the correct answer.

In this lesson, the students will be able to:

writing across disciplines

Time Frame: 3 hours

What kinds of academic writing assignments do your professors require

Academic writing in the sciences is mainly done to inform the readers or to

Business writing is often audience-centered and action-oriented. Business papers

What are the patterns of development in writing across disciplines?

Narration tells a story. It relates an incident or a series of events that leads to a