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Reading and Writing Skills

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ILLUSTRATION: RICARDO B. RUIZ
LAYOUT: ARVIN C. AUSTRIA

Department of Education ● Republic of the Philippines

Reading and Writing Skills - Core Subject
Alternative Delivery Mode
Quarter 3 – Module 1 and 2: Reading and Thinking Strategies Across Text
Types
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education
Secretary: Leonor Magtolis Briones

Development Team of the Module

Writers:
Vilma C. Bandola – Lingunan NHS
Justine A. Dionisio – Dalandanan
Katherine A. Libante - ValMaSci
Deody S. Fabroa – Polo NHS
Rheydith G. Conde, Ed. D – Sitero Francisco Memorial NHS
Henee Arcinue – Sitero Francisco Memorial NHS
Arlene A. Almazan- Valenzuela NHS

Editors:
Reviewers:
Illustrator:
Layout Artist: Raphael A. Lopez, Administrative Aide IV, Dalandanan NHS
Management Team:

Meliton P. Zurbano Assistant Schools Division Superintendent, OIC-SDS
Filmore R. Caballero, CID Chief
Jean A. Tropel, Division, EPS In Charge of LRMS
Jean A. Tropel Division, ADM coordinator
Winnie F. Tugade, EPS - English

Printed in the Philippines by ________________________
Department of Education Valenzuela
Office Address: Pio Valenzuela Street, Marulas, Valenzuela City
Telefax: 08-292-4340
E-mail Address [email protected]

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Reading and
Writing Skills

Quarter 3 – Week 1and 2:

Reading and Thinking
Strategies Across Text
Types

Introductory Message

For the facilitator:
Welcome to Reading and Writing SkillsAlternative Delivery Mode (ADM) Module on
Reading and Thinking Strategies Across Text Type.s
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or faciliattor in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

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This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners to enhance the Reading and Writing Skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to Reading and Writing Skills Alternative Delivery Mode (ADM) Module on
Reading and Thinking Strategies Across Text Types. We are pleased to be your guide
and partner as you stroll through the module. We start by telling you the
competency, depict a composed book as associated talk where enables you to utilize
Reading and Writing strategies across text types.
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
What I Know competencies you are expected to learn in the
module.

This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

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What’s In This is a brief drill or review to help you link
What’s New the current lesson with the previous one.

What is It In this portion, the new lesson will be
What’s More introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
What I Have Learned activity or a situation.
What I Can Do
Assessment This section provides a brief discussion of the
Additional Activities lesson. This aims to help you discover and
understand new concepts and skills.
Answer Key
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.

This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

This contains answers to all activities in the
module.

At the end of this module you will also find:

References This is a list of all sources used in developing
this module.

The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.

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2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.

3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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What I Need to Know

Most Essential Learning Competency:

Describes a written text as connected discourse

This module was designed to empower you your reading and thinking strategies
across text types. The competency enables the students to describe a written text as
connected discourse. It also helps you distinguish techniques in selecting and organizing
information as well as sharpens your ideas by differentiating the patterns of development in
writing across disciplines.

This module also aims to enhance your skills in analyzing the components of
narratives and expositions as well as to appreciate the importance of knowledge of text
structure in reading comprehension.
After going through this module, you are expected to:
Describes a written text as connected discourse
Observe text as connected discourse by writing a paragraph and ads
Identify the types of Discourse

What I Know

Directions: Read carefully the sentences below and write YES if the statement describes a
“text”, No if does not apply to the nature of a text.

______1. Texts need to be well-woven to serve their purpose.
______2. Written communication could be a type of speech immersed in life
______3. Texts aren’t bound up with the notion of communicative situation.
______4. Linguistic accounts of the sentence is extended to discourse.
______5. Transitional words and other similar devices.
______6. Discourse are often joined together by appropriate conjunctions or other

connectives.
______7. Discourse is any stretch of language larger than a sentence.
______8. A text is an extended structure of syntactic units.
______9. Discourse markers are sentences that give us little messages to assist us

comprehend a text or to know how the speaker or writer feels.
______10. A conversation involves a variety of participants, a minimum of two, who

express their individual thoughts and emotions through spoken words.

What’s In

Directions: Read and understand the written text and answer the questions that
follow.

Our little store rose right up from the sidewalk; standing in an exceedingly street of
family houses, it alone hadn’t any yard before, any tree or flower bed. It had been a clear
frame building covered over with brick. Above the door, a touch railed porch ran across on

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an upstairs level and four windows with shades were searching. But I didn’t catch on to those.
Running in out of the sun, you met what seemed total obscurity inside. There were almost
tangible smells- licorice recently sucked in a child’s cheek, pickle brine that had leaked
through a paper sack in a very fresh trail across the wooden floor, ammonia-loaded ice that
had been hoisted from wet crooker sacks and slammed into the icebox with its sweet butter
at the door, and maybe the smell of still un trapped mice.

1. What type of written text is the example above?
_____________________________________________________________________________

2. How did the author express his concept or process in writing?
______________________________________________________________________________

3. Using another genre, how else can one present the same concept?
______________________________________________________________________________

What’s New

To achieve a unified text, one must consider the flow of ideas such that link is establish
within the text. Consider the task given.

Target Language use Setting: Taking orders in a Restaurant

Target Language use Task:

Directions: Match the questions ( 1-8 ) with the answers in ( A-H ).

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 pasta would you like to add? ____________________________________

6. What kind of ice cream do you have? ____________________________________

7. Are you enjoying the dish tonight? ____________________________________

8. What else would you like? ____________________________________

A. I’d like some spaghetti E. Vanilla, chocolate and strawberry
B. Yes, so much F. Yes, I’d like an egg salad sandwich
C. Yes, please G. Just a glass of water
D. A bowl of soup H. Leche flan, please

What’s More

Activity 1
Directions: Identify on what type of discourse are the following:

1. "The idiosyncrasy of this town is smoke. It rolls sullenly in slow folds from
the great chimneys of the iron-foundries, and settles down in black, slimy

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pools on the muddy streets. Smoke on the wharves, smoke on the dingy boats,
on the yellow river--clinging in a coating of greasy soot to the house-front, the
two faded poplars, the faces of the passers-by. __________________
2. A 32-year-old woman who was upset over an argument she had with her
husband proceeded to drink two bottles of wine and then get behind the wheel
to buy a third. She took their lives in less time than it takes to say, “Cheers.”
If alcohol was banned, there would be a reduction in violent crimes and a
diminished number of vehicular manslaughter cases. More to the point, the
ever-popular Abigail would still be alive. _________________________
3. "July 1950. I may never be happy, but tonight I am content. Nothing more
than an empty house, the warm hazy weariness from a day spent setting
strawberry runners in the sun, a glass of cool sweet milk, and a shallow dish
of blueberries bathed in cream. When one is so tired at the end of a day one
must sleep, and at the next dawn there are more strawberry runners to set,
and so one goes on living, near the earth. At times like this I'd call myself a
fool to ask for more . . . _____________________________________________
4. “We met very early at our office this morning to pick out the twenty-five ships
which are to be first paid off. After that to Westminster and dined with Mr.
Dalton at his office, where we had one great court dish, but our papers not
being done we could [not] make an end of our business till Monday next. Mr.
Dalton and I over the water to our landlord Vanly, with whom we agree as to
Dalton …” ____________________________________________
5. Coronavirus disease (COVID-19) is an infectious disease caused by a newly
discovered coronavirus. Most people infected with the COVID-19 virus will
experience mild to moderate respiratory illness and recover without requiring
special treatment. Older people, and those with underlying medical problems
like cardiovascular disease, diabetes, chronic respiratory disease, and cancer
are more likely to develop serious illness. _______________________
Activity 2
Directions: Observing text as connected discourse, Choose one tourist spot and

write a short paragraph about it.

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Activity 3: Let’s Create
Task:
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
DIRECTIONS: Write a script that provides the details of welcoming the tourists

for an educational tour as well as the descriptions and historical
significance of every place to be visited. Be guided by the rubric
below.
The Tourist Guide’s Script
You are a newly-hired tourist guide in Sojourners’ Travels and Tours. Your first
assignment is to welcome the 20 delegates from Chinju University in Korea. These
tourists are on educational tour. You need to take them to different sites within the
Philippines. Your task is to write a script that provides the details of your welcoming
them as well as the descriptions and historical significance of every place to be
visited.

What I Have Learned

DIRECTIONS: Answer the following questions below. Write your answers on a
separate sheet of paper.

1. What are the Classification of Discourse?
2. What are the two Literary Discourses?
3. How can you identify the different forms of Text as connected Discourse?

What I Can Do

Directions: Observing text as connected discourse, Write
a three-paragraph speech on how you value education. Use a
separate sheet of paper.

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Assessment

Directions: As you go deeper into the nature, forms or classification of written

text as connected discourse, identify what is being asked on the

following. Write the letter of the correct answer.

1. This type of writing tries to persuade the reader to think about something in

a new way or to take a certain action.

A. Exposition B. Argumentation C. Narrative D. Description

2. This type of writing explains things.

A. Exposition B. Argumentation C. Narrative D. Description

3. This type of writing tells a story

A. Exposition B. Argumentation C. Narrative D. Description

4. This type of writing uses the five senses to give specific details to the reader

A. Exposition B. Argumentation C. Narrative D. Description

5. You have written an article on “How to find the Best Deals while shopping

online.” What type of writing is it?

A. Exposition B. Argumentation C. Narrative D. Description

6. You wake up one morning and are feeling blue. You write a poem to convey a

sense of your feelings or emotions. What type of writing is it?

A. Exposition B. Argumentation C. Narrative D. Description

7. You have just finished writing the great American Novel. What type of writing

is it?

A. Exposition B. Argumentation C. Narrative D. Description

8. It does not involve the presentation of facts or the motivating of others but is

rather a reflection of our emotions which form the foundation of our

expressions.

A. Expressive B. Argumentation C. Narrative D. Description

9. A type of literary conversation which focuses on the expression of feelings,

ideas, imaginations, events and places through specific rhymes and

rhythms.

A. Exposition B. Argumentation C. Poetic D. Description

10. You have lived an interesting life so far, so you write your autobiography.

What type of writing is it?

A. Exposition B. Argumentation C. Narrative D. Description

Additional Activities

Directions: Observing text as a connected discourse, write a paragraph about the
Impact and Role of technology during the Pandemic (COVID 19). Use a
separate sheet of paper.

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Module 2: Distinguishes between and among Techniques in Selecting and
Organizing Information
Time Frame – 8 days

MODULE GUIDE

For the Learner

This module is made to guide and engage you in different techniques in selecting and organizing
information. Further, you will expose with different exploratory learnings and activities that will help
you to thoroughly understand and appreciate the various techniques in selecting information.

Module 2 focused on organizing information such as brainstorming list, graphic organizer, topic
outline, and sentence outline. It targets to broaden and excavate your understanding in elaborating and
connecting information towards a certain topic. By comprehending and discussing, it will expand your
critical and creative thinking, your sense of what is possible, and your ability to connect with the text.

For the Teacher, Parents/Guardians
L

This module provides precise and clear instructions that will assist you towards efficient
learning. The contents of this module are parallel to the Reading and Writing Curriculum Guide given
by the Department of Education to ensure quality of learning for the Senior High School students.

The activities and tasks in this module have specific directives and pointers that will lead you
towards the smooth flow of the lessons and activities from Day 1 to 4. Moreover, learning will be more
meaningful if it will be guided thoroughly.

Introduction to different Techniques in TOPICS FOR
Selecting and Organizing Information WEEK 2
Brainstorming List and Graphic
Organizer
Topic Outline and Sentence Outline

Q&A Corner ACTIVITIES FOR
Quick Exercises WEEK 2
Writing Activities
Filming a Video

WHAT I NEED TO KNOW?
Introduction
Module 2 of Reading and Writing Skills subject focused on the different techniques in
selecting and organizing information that will help the learners to broaden and associate different ideas
to a certain idea or topic. The significant purpose of organizing information is to carefully assist the
learners to classify ideas and make a connection to it. This will require you to break the subject down
through using different techniques such as brainstorming list, graphic organizer, topic outline, and

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sentence outline. Likewise, learners will engage into different activities that will showcase what they
learn from the week’s lesson.

Content Standards

Realizes that information in a written text may be selected and organized to achieve a particular
purpose.

Performance Standards

Critiques a chosen sample of each pattern of development focusing on information selections,
organization, and development.

Most Essential Learning Competency

Distinguishes between and among techniques in selecting and organizing information (EN11/12RWS-
IIIa-2): brainstorming list (EN11/12RWS-IIIa-2.1), graphic organizer (EN11/12RWS-IIIa-2.2), topic
outline (EN11/12RWS-IIIa-2.3), and sentence outline (EN11/12RWS-IIIa-2.4).

WHAT I KNOW?
Pre-Assessment

This part will determine and test how much you know about the different techniques in
selecting and organizing information. It is composed of 10 item identification test.

General Directions: Read the instructions and definitions CAREFULLY. Choose the BEST answer by
writing it on the blanks provided before each number. Choices will be given by the teacher.
(Please note that after you answered this part, your work will be checked and recorded. Take note of
the items you were not able to answer correctly and use it as your guide as you go through this module.)

__________1. These are approaches or methods that can use to organize the information and improve
one’s writing ability.

__________2. Gathering different ideas and conclusion through students’ collaboration.
__________3. A technique known as concept or knowledge map. It is composed of different tools in

communication such as visual symbols.
__________4. It shows associations between two or more ideas and are linked by words to describe

their connection.

__________5. A technique that requires you to write spontaneously disregarding errors in spelling and

grammar. It is writing all the ideas in your mind in connection to the given topic.

__________6. These are visual representations of ordered information that focused on the central idea
backed up by linked topics.

__________7. Used to identify similarities and differences between two or more concepts.
__________8. This serves as a general plan of one’s writing plan. It is classifying information and

establishing its connection to the topic or subject.
__________9. A strategy that uses six (6) viewpoints to examine a certain topic or idea.
__________10. It is also known as clustering and webbing. It involves jotting down details and ideas

and making connections by associating each similarly themed ideas.

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Bridging What You Know
After answering the pre-assessment part, let’s connect what you know by viewing a short video

clip about organizing techniques. Click the link below to access the video clip.
https://m.youtube.com/watch?v=C0JpKU0kn54

Q&A CORNER:
1. What is the importance of organizing and selecting information?
2. What are the different techniques in organizing information?
3. Choose at least two (2) techniques and define each.

WHAT’S NEW?
Lesson Proper

What is Technique? SALIENT QUESTION:
These are various methods or approaches that a writer may a. How do you organize
your ideas?
use in organizing and unifying information collected. It is a way to

complete one’s writing piece and to improve one’s writing craft.

What is the importance of Selecting and Organizing Information?

a. Specific ideas d. Well written piece
b. Unified information e. Least important details will be avoided
c. Avoidance of confusion f. Help writers to expand a topic

WHAT IT IS?

Techniques in Selecting and Organizing Information

What are the different Techniques in Selecting and Organizing Information?

A. Brainstorming List

A technique commonly used by group of people to share

and provide a various wide range of ideas in connection to Q&A CORNER:

a certain topic 1. What is brainstorming list?

Used in an individual or group activity. 2. What are the steps in doing

The term was interpreted by Alex Faickney Osborn. He brainstorming?

invented this technique way back 1953. 3. What are the benefits in

Efforts are made to make a solution to a particular problem. brainstorming?

BRAINSTORMING RULES: BRAINSTORMING BENEFITS:
a. Build each other’s ideas. a. Developing a sense of collaboration.
b. Aim to achieve many quantities of ideas. b. Expanding one’s perspective and view.
c. There should be no criticism among c. Changing the mindset with one focused.
team/group members. d. Sharing one’s idea.

STEPS IN BRAINSTORMING: LEVEL UP!
a. Explain the topic. For better understanding of the lesson, watch this 4-
b. Set time limit. minute video clip about “Brainstorming Done
c. Encourage members to share their ideas. Right” on youtube:
d. Record and write the ideas given. https://m.youtube.com/watch?v=9K8W4ooygUU

e. Choose and clarify all the ideas recorded.

Brainstorming is very effective and useful in generating ideas for two reasons:
a. It produces a large quantity if ideas.
b. It generates a large variety of different ideas pertaining to the topic

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EXERCISE 1:
With your groupmates, think of ideas you can associate with the topic “MUSIC”.

LET’S PRACTICE!
A. Give your ideas about the different problems the world is facing in the present. Organize your
answers by using BRAINSTORMING (listing). **Do this activity by pair

B. Graphic Organizer LEVEL UP!

For better understanding of the lesson, watch this

It is also known as knowledge map, 3-minute video clip about “Graphic Organizers”

advance organizer, concept map or on youtube:

diagram. https://m.youtube.com/watch?v=mNFk9AQhK

It is a tool to communicate using various AA

symbols to express ideas, concepts, and

thoughts.

Its main purpose is to provide and give a clear visual aid to facilitate instruction and learning.

It eases the writer to expand and associate different ideas to a given topic using this technique.

Types of Graphic Organizer

1. Concept Map
- Illustrates relationships between two or more concepts and are linked by words to

characterize and describe their relationships.

Why use a Concept Map?

- It helps to organize new ideas and information.

- It helps to make meaningful connections between the main idea and other

supporting information.

- It is easy to construct. Q&A CORNER:
Steps to construct a Concept Map: 1. What is graphic
organizer?
a. Think of the ideas you will include in the concept 2. What are the different
map. types of graphic organizer?
3. What is the difference
b. Organize your ideas into categories. (Note: you may between graphic organizer
include or change other information in this step) and brainstorming list?

c. Draw your concept map. Start with the circle at the
center for the main idea/topic given. Use lines or

arrows on the map to connect and represent how ideas

are connected to one another.

d. Limit the amount of information/ideas to avoid confusion, include essential and

meaningful information only.

(Exercise 2 will be provided by the teacher)

2. Venn Diagram
- Shows similarities and differences between two or more concepts.
- Great tool for showing comparison and contrast between two or more objects, people, etc.
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Steps to construct a Venn Diagram:
- Draw two or three large circles and write each circle a title you are comparing.
- In the areas outside the overlapping part, write all the specific traits/characteristics of the
particular person or object.
- Inside the overlapping area, write all the traits/characteristics both the objects have in common.
These are their similarities.

EXERCISE 3:

Directions: Using Venn diagram, distinguish the similarities and differences between
the concepts: reading and writing.

3. Flowchart
- Shows a series of steps or events in the order they will take place. They can be used in

outlining events in stories, or illustrating a procedure or process.
More about Flowchart:

- It helps in clarifying complex steps.
- It serves as a basis for designing new processes.
- It is used to define a process or project to be implemented.
- It plays an important part in displaying information and assisting reasoning.
- It shows and represents steps in sequential order using shapes such as boxes of various
kinds,

and connecting them with arrows.
Flowchart Symbols:

- Flowchart has various shapes with different conventional meanings. The more common
shapes are as follows:

a. Start/End or Terminator: represents the starting or ending point.

b. Process: indicates some particular operation.
c. Decision: represents a decision or branching point. It indicates different
possible situations, leading to different sub-processes.
d. Flow: lines represent the direction of a process and flow of the sequence.
e. Data (Input/Output): represents any type of data in a flowchart.

(Flowchart example and exercises 4-4.1 will be provided by the teacher via e-copy)
C. Outline

A general plan of your writing plan
Using this technique, classification of information and association to the topic is a
must. From the information formulated, provide main and subheadings parallel to the
structure/topic.

LEVEL UP!
For better understanding of the lesson, watch this 3-minute video clip about “Writing an
Outline” on youtube: https://m.youtube.com/watch?v=NAwmEV-aWIY

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Why Use an Outline?

- It is an ordered list of the main points in an essay.
- It helps to organize and broaden a topic, subtopics, supporting evidence, and conclusion.
- It is an effective technique that allows you to visualize ideas and to thoroughly plan the

essay.

Before you Outline…
a. Start with your thesis statement: Plan your essay ahead of time. Read and search for materials
about your topic and write a working thesis statement.
b. Purpose of your essay: What lesson do you want to impart to your readers? Why did you
choose those ideas? What do you want your audience to understand? Why did you focus on
that idea?
c. Define the audience of your essay: Know your audience so that you can focus on the content
of your paper.

What are the steps in writing an Outline?

a. Identify the purpose of your essay: Before writing, make sure you understand and know your
goals.

b. Brainstorm/Identify your key points: Think of the key ideas and facts you will include in
your paper.

c. Arrange and group your ideas: Make sure to sequence your ideas in logical order to avoid
confusion.

d. Categorize your ideas: Label your ideas and categorize it.
e. Start your outline: Write a draft of your outline.

LET’S DIG IN!
What are the things to consider in writing an outline?
What are the steps in writing an outline?
How can we write an effective and organized outline?

(Sample outline structure will be provided by the teacher via e-copy)

**********************************************************************************

Types of Outline:

A. Topic Outline
- Arranges your ideas hierarchically.
- Provides a quick overview of topics to be included in an essay.
- A type of outline that is made of single word or parallel phrases.

B. Sentence Outline
- The thesis and topic sentence are entirely written.
- A certain part of the essay is written out in sentences.
- It helps you to become specific about the subject instead of generalizing.
- A type of outline that is made of sentences starting from the heading down to the last.

Points to Remember:
a. Indention in very important.
b. Do not mix sentence and topic outline methods.

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c. Parallelism is a must for both topics and sub-topics.
d. In a topic outline, begin each idea with a capital letter but do not put a period after ideas.
e. In a sentence outline, begin with a capital letter and place a period at the end of the sentence.

(Exercise 5 will be provided by the teacher via e-copy)

Two Formats of Outlining:

1. Number-Letter Format

Use of number than letter in an outline.
Use letter “A” and Arabic number for subheadings.
Start with Roman Numeral “I” for the heading, subheading, and supporting details.
Example:

I. Main Heading
A. Subheading
1. Supporting Details
2. Supporting Details

II. Main Heading
A. Subheading
1. Supporting Details
a. Example

2. Decimal Outline Format

It has introduction, body, and conclusion.
a. Introduction: has the hook, context, rationale, and thesis statement.
b. Body: has the topic sentences, supporting points, and explanations.
c. Conclusion: restates writer’s claims and stand and has concluding points.
Uses decimals from headings to subheadings.
Start your subheading with number 1.1, and so on.
Start with Arabic number instead of Roman Numerals.
Makes use of decimal numbers instead of numbers-letters.
Shows the relationship of the parts of the paper among the rest.
Example:

1. Main Heading
1.1 Subheading
1.1.1 Supporting Details
1.1.2 Supporting Details

2. Main Heading
2.1 Subheading
2.1.1 Supporting Details
2.1.1.1 Example/s

18

EXERCISE 6:

Directions: Answer the following questions below. Write your answers on the
space provided.

1. Differentiate number-letter outline format to decimal outline format.
2. What is a topic outline?
3. What are the unique features of sentence outline?
4. What are the points to consider and remember when outlining?

D. Freewriting
- Writing down all your thoughts and ideas without stopping.
- You disregard spelling, grammar, capitalization, or any of the usual and common writing
rules and convention.
- It is an effective writing technique that allows a person to generate various ideas without
distracting thoughts.
- It can be applied to various writing forms such as essay, journals, fiction writing, etc.

What are the steps in Freewriting?

1. Set and focus your mind. Forget and disregard all the rules in writing such as grammar,
spelling, capitalization, etc.

2. Find a comfortable and quiet place to write. This will help you to clear out your thoughts and
avoid you from any form of distraction.

3. Set a time limit for your writing.
4. While the time is running, write nonstop. Pour out all your thoughts and ideas in your writing

piece.
5. When the time limit is finished, stop writing. Read over what you’ve written. Take note of the

essential ideas related to the topic you’re working.

LEVEL UP!
For better understanding of the lesson, watch this 2-minute video clip about “Freewriting” on
Youtube: https://m.youtube.com/watch?v=4O0EMX0nnl4

EXERCISE 7:

Directions: Using the freewriting technique, write something informative
about the topic “COVID-19”. Use the space provided below for your

WHAT’S MORE?

Additional Activity:
ACTIVITY #1
Directions: Differentiate the three techniques in selecting and organizing information by writing at
least 4 salient features and characteristics.

BRAINSTORMING LIST GRAPHIC ORGANIZER TOPIC AND SENTENCE
19 OUTLINE

ACTIVITY #2
A. Directions: Choose any technique in selecting and organizing information and write

something informative about the topic “2020”.
ACTIVITY #3
Directions: Write a SENTENCE OUTLINE about the given topic below:
TOPIC: PHILIPPINES
I. Introduction:

Thesis Statement:
II. Body
Topic Sentence 1:

A.
B.
C.
Topic Sentence 2:
A.
B.
C.
Topic Sentence 3:
A.
B.
C.
III. Conclusion:

ACTIVITY #4
Directions: Make a flowchart showing steps/process on how to write an essay.

WHAT I HAVE LEARNED?
Generalization

1. In what way does selecting and organizing information help you in

writing?

2. What are the unique features of:?

- Brainstorming list - Graphic Organizer

- Outline

3. What are the benefits of using these techniques?

4. Which among the given techniques you like the best and why?

WHAT I CAN DO?
Application

Directions: Revise and finalize your flowchart. Afterwards, create a short video clip of yours explaining
the steps and process of your output. Further instructions will be given by the teacher.

20

Post Assessment

Directions: Encircle the letter of the correct answer.

1. A technique commonly used by group of people to share and provide a various range of ideas in

connection to a certain topic.

a. Brainstorming c. Sentence and Topic Outline

b. Outline d. Graphic Organizer

2. Its main purpose is to provide and give a clear visual aid to facilitate instruction and learning.

a. Brainstorming c. Sentence and Topic Outline

b. Outline d. Graphic Organizer

3. Who interpreted and popularized the term brainstorming?

a. Albert Bandura c. Alex Faickney Osborn

b. Jean Piaget d. Sigmund Freud

4. It shows similarities and differences about a certain topic.

a. Mind Maps and Webs c. Concept Map

b. Venn Diagram d. Flow Diagram or Sequence Chart

5. Shows a series of steps or events in order they will take place. They can be used in outlining events in

stories, or illustrating a procedure or process.

a. Mind Maps and Webs c. Concept Map

b. Venn Diagram d. Flow Diagram or Sequence Chart

6. It has main and subheadings parallel to the structure/topic. It shows a general plan of your writing piece.

a. Brainstorming c. Sentence and Topic Outline

b. Outline d. Graphic Organizer

7. Starts with Roman Numeral for the heading, subheading, and supporting details. It also uses numbers

than letters in an outline.

a. Number Format c. Decimal Format

b. Number-Letter Format d. Decimal Outline Format

8. It starts with Arabic number instead of Roman Numerals.

a. Number Format c. Decimal Format

b. Number-Letter Format d. Decimal Outline Format

9. It is a type of outline that is made of sentences starting from the heading down to the last.

a. Topic Outline c. Story Outline

b. Essay Outline d. Sentence Outline

10. Which of the following is the benefit of brainstorming?

a. It aids to expand one’s own perspective and view about the topic.

b. Shows origin, events, and influences during a specific time of the topic.

c. Focuses on the heading and subheadings as a way of expanding the topic.

d. Involves symbols, word choices, and visual aids presented in the topic being examines.

21

WHAT’S MORE?

Additional Activity:

I. Directions: Using a tri venn diagram, give the similarities and differences of the topics

given below: NOVEL SHORT
ESSAY STORY

II. Directions: Complete the chart below. Write your answer inside the box provided.

THINGS I LEARNED THINGS I ENJOYED QUESTION IN MY MIND

Answer Key

References

Muzio, Ed. Brainstorming Done Right! 30 November 2011. https://m.youtube.com/watch?v=9K8W4ooygUU
Fante, Kristen. Graphic Organizers. 12 April 2016. https://m.youtube.com/watch?v=mNFk9AQhKAA
Learning Bites. Writing an Outline. 6 March 2017. https://m.youtube.com/watch?v=NAwmEV-aWIY
Techniques in Selecting and Organizing Information. 14 May 2019. https://m.youtube.com/watch?v=C0JpKU0kn54University
of North Carolina at Chapel Hill. The Writing Center. 2020. http://writingcenter.unc.edu/tips-and-
tools/brainstorming/Techniques in Organizing Information. https://www.slideshare.net/mobile/techniques-in-organizing-
information
Reading Lesson 3 Selecting and Organizing Information. https://www.slideshare.net/mobile/readinglesson-3-selecting-and-
organizing-informationBirbili, M. (2007). Mapping Knowledge: Concept Maps in Early Childhood Education. Retrieved
November 4, 2008.Council for Exceptional Children, the Division for Learning Disabilities (DLD) and the Division for Research
(DR). Graphic Organizers: Power Tools for Teaching Students with Learning Disabilities (528K PDF)Hyerle, D. (1996). Visual tools
for constructing knowledge. Alexandria, VA: Association of Supervisors of Curriculum Development.
Novak, Joseph D. (1998). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and
corporations. Mahwah, NJ: Erlbaum.
Noyd, Robert. (1998). A primer on concept maps. USAFA Educator, 7(1).
Tardiff, E., & Brizee, A. (2010). Types of outlines and samples. Retrieved March 25, 2010, from Purdue Online Writing
Lab: http://owl.english.purdue.edu/owl/resource/544/03/.
Prescott College Library. Writing Outlines. 2020. https://library.prescott.edu/writing-center/organization-outlines.php
Reading Rockets. Concept Map. 2020. https://www.readingrockets.org/strategies/concept_maps
Kenton, Will. Site: Investopedia. Venn Diagram. 17 January 2020. https://www.investopedia.com/terms/v/venn-diagram.asp

22

PRE-ASSESSMENT

Let’s find out how much you know about this module. Match column A (Terminology) with
column B (definition). Remember to answer all of the items. After taking this short test, your
asnwers will be checked to find out how much you know about the given topics. Take note of

the items that you were not able to answer correctly and look for the right answer as you go through this
module.

Key Terms (Column A) Definition (COLUMN B)
1. Narration a. It presents facts to create an accurate timeline of events.
2. Description
3. Definition Doctors used this type of writing to document a patient’s
4. Exemplification
5. Classification history.
6. Comparison and Contrast
7. Cause-and-Effect b. It develops a general statement – the topic sentence with one or

8. Problem-Solution more concrete examples. Not only do these examples illustrate
9. Persuasion
10. Objective Narration and explain the topic sentence, but they also make your writing

more interesting and more convincing.

c. It traces the results of an event or describes the reasons an event

happened. It is clearly organized and gives precise examples

that support the relationship between the concepts given.

d. It expresses ideas and feelings about real or imagined people,
events, and ideas. It uses precise language and sensory
expressions to create vivid images and figurative language to
express ideas in new, fresh, and interesting ways.

e. A writing strategy which involves presenting a position or
standpoint which is a product of careful research and supported
with valid claims in order to change the attitudes or behavior or
others.

f. It is used in explaining unfamiliar terms. It is also used to tell
the component parts of something and explain the derivation of
a word or an expression.

g. A basic strategy used by writers in presenting action. It is used
in telling a story or stating a certain idea, scenarios or even
experiences

h. It explores similarities and differences between two or more
things for a specific purpose.

i. It is used to organize a subject into categories and explains the
category into which an item falls.

j. It is a writing strategy which arranges the ideas from the
discussion of the problem of concern to the outlining of the
solutions.

23

Activity 1
ŝƌĞĐƚŝŽŶƐ͗ Using a Venn diagram, determine the similarities and differences of EĂƌƌĂƚŝǀĞ͕ ĞƐĐƌŝƉƚŝǀĞ ĂŶĚ
ĞĨŝŶŝƚŝŽŶ WĂƌĂŐƌĂƉŚ͘

Narration

Definition Description

Activity 2

For each of the following topics, think of three different ways the topic could be classified. Example:
Ways of Classifying: Three possible ways to classify sports:

9 By price: expensive, cheap, free
9 By number of players: team, two-player, alone (one-player)
9 By location: sea, countryside, city

1. Friends 4. Study Habits
2. Virus 5. Universities
3. Government

Activity 3

Directions: Complete the table by determining the salient features and providing examples of Comparison and
Contrast and Cause and Effect Paragraph. Find a partner and exchange ideas regarding your answers.

Pattern of Paragraph Feature(s) Example(s) Explanation
Writing

Comparison and Contrast

Cause and Effect

Activity 4

Directions: Listed below are few of the social problems that our country is facing. Write the possible solutions and
encourage our fellow Filipinos to join resolving these issues. Be ready to share your answers with the class.

1. Killing of Political Activists, Community Leaders and Human Rights Defenders
2. Freedom of Media
3. Children’s Rights
4. Sexual Orientation and Gender Identity
5. West Philippine Sea Issue

24

Application

Search one example for each pattern of writing discussed. Choose a partner and take turns
inreading the texts you have copied or downloaded. Have a short question-and-answer session on each text.

Post – Assessment

Directions: Read the questions carefully. Encircle the letter of the best answer.

1. Which of the following describes a definition?

a. It gives information of what something and someone is like.

b. It relates an incident or a series of events.

c. It appeals to reader’s senses.

d. It explains a concept, a term, or a subject.

2. Using this pattern of development, a writer can tell the reader when, where, and what happened. Which

pattern is it?

a. definition c. description

b. persuasion d. narration

3. Which pattern of development is appropriate to use in writing the product specifications of a new

smartphone model?

a. narration c. elimination

b. description d. definition

4. Identify the pattern of development used in the paragraph.

The gray swivel chairs are on display. They have adjustable backrests. With these, users can easily recline on

the chairs and take a quick nap. Also, the chairs are cushioned with memory foam. This material molds to the

user’s body and helps relieve back pain.

a. narration c. definition

b. exemplification d. description

5. Suppose a witness is making a report on the fire that broke out in a footwear factory. Which pattern

of development can he or she use in writing the report?

a. classification c. comparison

b. narration d. description

6. This requires the use of examples to show, prove, or explain a general idea or point.

a. definition c. comparison

b. classification d. exemplification

7. Which pattern of development would best suit a text that aims to discuss the taxonomy of a group of

fossilsthat were recently discovered by a paleontologist?

a. exemplification c. process

b. classification d. narration

8. Which pattern of development is the best to use in a marketing ad for an art school?

a. narration c. description

b. persuasion d. classification

25

9. All of the following can be good exemplification essay topics EXCEPT

a. TV Ads Stereotype Women c. The Need for Gun Control

b. The different Types of Debates d. The Negative Impact of Internet

10. Suppose you are the officer who wrote the report. What details can you add to the report to make it more
accurate?
This station received a phone call about a shooting incident that allegedly happened alongFireside

Avenue of Barangay San Jose of this municipality. Two on-duty officers of this station together with the investigator
on duty went to the scene immediately. In the scene they found a dead man with gunshots on his head and body.
He was found lying beside a white van with the plate numberHEY-789. A witness saw a group of men wearing black
masks, and they opened fire on the victim. -Anexcerpt from a police report

a. You can indicate specific times.
b. You can put the names of the shooters
c. You can put the victim’s lastwhereabouts.
d. You can add more adjectives.

Additional Activity

Create a portfolio of different patterns of writing. Analyze each text by following the discussed
guidelines in writing an effective paragraph.

References

Learn American English Online, Write in English, 10 October 2018.
https://learnamericanenglishonline.com/Write_in_English/WL11_descriptive_paragraphs.html(accessedon
15 June 2020)Peńa, Andrew Rey, Anudin Ali. Reading and Writing.Quezon City: Vibal Group Inc, 2016
Quipper. Reading and Thinking Strategies Across Text Types.
2020https://learn.quipper.com/en/topics/57a0b42e07f8aa0f74000ff5/lessons/1/chapters/1(accessed on15,
2020)Sandagan, Luzviminda. Reading and Writing Skills. Pasay City: JFS Publishing Services,
2016Tandoc, Shiella. Reading and Writing skills for Senior High School. Manila: Mindshapers

26

MODULE for Week 7 and 8

CONTENT STANDARD: The Learners realizes that information in a written text may be selected
and organized to achieve a particular purpose.

PERFORMANCE STANDARD: The learners shall be able to critiques a chosen sample of each
pattern of development focusing on information selection, organization, and development.

LEARNING COMPETENCIES: (MELCS)
1. Identifies properties of a well-written text.
a. Organization
b. Coherence and cohesion
c. Language use
d. Mechanics

2nd Semester: Week No. 7 AND 8

Topic: Properties of a well-written text

27

WHAT I NEED TO KNOW
This will give you an idea of the skills or competencies you are expected to learn in
the module.

Introduction

The 21st century learners are very enthusiast in learning now a days and
they are very equip in terms of multi-media and any accessories related to
reading and writing. Reading is not just a matter of knowing what is written
in the book. Learners are intelligent and able to read actively and critically.
They can easily understand what the text says and means, they can also
evaluate its content.
Content Standard:

The learner will be able to demonstrate understanding and appreciate the
text based on its properties.

Performance Standard:

The learner will be able to demonstrate understanding and appreciation of:
a. An organization of a text.
b. Coherence and cohesion of the sentences in a paragraph.
c. Language use and the mechanics of the sentence in a paragraph in terms
of grammatical expressions.
Learning Competencies:

Writing a close analysis and critical interpretation of literary texts,
applying a reading approach, and doing an adaptation of these, require from
the learner the ability to:

a. Evaluate written text based on its properties.

WHAT’S NEW

Lesson Proper

What is a Paragraph- It is a group of related sentences joined together to
develop one idea. The single idea is called the main idea, and the subject
matter that deals with is the topic. The sentence of the paragraph that
expresses this main idea is the topic sentence which is usually found at the
beginning or ending of the paragraph. A paragraph is often a series of
sentences that develop one topic or thought completely. It is taken from Greek
words para meaning beyond or behind, and graphene meaning to write. It
uses indention to indicate a new turn of thought. One may find writing a
paragraph easy since what one has to do is group related sentences. However,
it should be understood that the very purpose for writing is effective written
communication, which requires the writer to transmit clear messages and the
reader to have an accurate understanding of the messages.
For this kind of written communication to take place, the writer must develop
not only good but most importantly effective paragraphs. To write good and

28

effective paragraphs the writer should link ideas to achieve coherence, keep
paragraphs unified and vary sentences and paragraph length for emphasis.
Paragraph must consist of the following:
Unity- it is the quality of sticking to only one idea from the beginning till the
end, with the end, with every sentence contributing to the central point or the
main idea of the paragraph.
Unified- all the supporting sentences either major or minor must show
relationship by illustrating, clarifying, or explaining the main or controlling
idea. The main or controlling idea is presented in a topic sentence.
Coherence- means that all of the ideas support the topic sentence. It allows
the reader to easily understand the ideas expressed by providing links that
allow a smooth flow of ideas from the first to the last sentences in the
paragraph. It achieved through the use of connectors or transitions.
A paragraph has a coherence if the ideas are organized logically. This means
that the flow of transfer of ideas from one sentence to another is based on
sound thinking or reasoning, the order of sentences is based on time, space,
importance, similarities, and differences.
Emphasis- means highlighting or accenting the most important idea/s in the
paragraph. This is intentionally done for the reader to easily remember and
recall those important ideas.

Effective Use of Presentation Visuals

A multimedia presentation can be automated to move from one
visual to another without speaker intervention. An automated
presentation is quite effective for both in a trade show where you must
attract the attention of passerby. Another effective use of automated
presentation is a customized presentation for potential clients/ customers
or employees working in remote locations. The clients or employees can
run the presentation on their own personal computers privately at their
convenience and are able to repeat the presentation as many times as
necessary. A fully automated presentation tends to overwhelm a smaller
face-to-face audience, limits the interaction important in typical meetings
or presentation, and prevents the speaker from adapting a visual directly
from the computer screen to accommodate an audience.

Lehman and Dufrene

Lexical cohesions are words like nouns, verb, and adverbs used in relation to one
another to contribute in the expression of the macro-function of the language.

29

Coherence-Common transitional words

1. Chronological Order- The events or actions are arranged according to their
sequence in time.

2. SPATIAL ORDER-The presentation of the details depends on where they are
located. So, the reader may consider the details as coming from top to bottom,
from nearest to farthest, from interior to exterior, from the ground to the roof, or
from the roof down to the ground , and so forth.

3. For Order of Importance- The supporting details are arranged according to how
valuable they are to you, the writer. You may begin from the least important ideas
to the most important ones, or you may do it the other way around. Since this
method greatly depends on one’s perception , others name this method, order of
interest . This method is useful when you are presenting reasons to support an
opinion or to explain an idea.

4. For Comparison and Contrast Order This method of arrangement presents the
details according to similarities and differences, like first, discuss the
similarities, and then , the differences.

5. Inductive and Deductive Order- There are two logical ways of arranging
ideas in a paragraph: inductive order starts from the simplest to the most
complex ideas or from particular to general ideas while the deductive order
goes to opposite way; that is, it begins from general to particular ideas.

Some ways of achieving coherence
Repeating key words: Have your reader keep track of your train of thoughts by
using the same word or phrase several times in the paragraph. In this case, the
reader can see how the ideas are connected logically with one another.

Coherence – Using pronouns
Example:
As a boy, he picked cotton in a sunbaked Alabama field .He grew up poor and
often hungry ,living at a time when black people were struggling against
segregation and discrimination. Years later, as a man, he defied racist dictator
Adolf Hitler and won Olympic glory for all Americans. He was Jesse Owens,
one of the finest track stars of all time.
Arranging sentences reasonably: The way you order or arrange your
sentences helps you a lot in achieving coherence. Hence, you should be
familiar with the following methods of organizing ideas in paragraphs.

30

WHAT HAVE I LEARNED

Generalization

Therefore, reading plays a major role in writing. ... Similarly, phonics skills or
the ability to link texts helps them sounds together to construct words are
reinforced when children read and write the same words. For older children
practice in the process of writing their own analyze the pieces that they read.

REFERENCES
This is a list of all sources used in developing this module.

References
READING AND WRITING SKILLS ; Marilla Therese A. Tiongson and Maxine Rafaella C. Rodriguez
COMMUNICATION SKILLS : Esther L. Baraceros,Ph.D
READING AND WRITING ; Pena and Anudin
READING AND WRITING SKILLS ; Prof. Merry Ruth M. Gutierrez and Prof. Arceli M. Amarles
Reading and Writing in the discipline :Emelita S. Custodio et al

31

Week 8
WHAT I NEED TO KNOW

Introduction:
A topic sentence is a statement of the gist of the paragraph; it

contains the heart of the idea to be developed. A topic sentence merely
indicates the unity of the paragraph by pointing out the topic.

A topic sentence may either be expressed or implied. It also guides
that keep the writer on the subject and avoid introducing irrelevant materials.
By occasionally omitting the expressed topic sentence, or by expressing it in
different forms or placing it in different positions within the paragraph, a
variety of paragraph structure can be attained.
Illustrations: Clarifying effect of the topic in the following:

Paragraph 1
Fireworks indicate happiness and rejoicing. On every First of
January, millions of firecrackers are exploded in a sort of rejoicing and
jubilation over the coming of a new year. They are fired to welcome a
prosperous new year and to say goodbye to the year that passed.

The topic sentence is the first sentence; it affirms what is to follow.

Paragraph 2
He takes a walk every morning. Walking makes him feel better, he
says, because it makes his muscles strong and it gives him a good
appetite. Walking also relaxes his mind. Walking is, for him, an excellent
physical relaxation and exercise.

The last sentence is the topic sentence; it sums up what were
mentioned in the previous sentences.

32

Positions of Topic Sentence

1. Topic sentence at the beginning of the paragraph

Illustration:

Perhaps the easiest way to becoming familiar with a certain town is
to ascertain how the people in it work, how they love, and how they die.
In our small town, everyone is bored and devotes their lives to
cultivating habits. They work hard for the purpose of getting rich. Their
chief interest is” doing business”. Naturally, they don’t engage in
simpler pleasures as lovemaking, sea bathing, and going to movies.
Very sensibly, they reserve their pastimes for Saturday and Sunday,
and use the rest of the week in making money. The young people’s
passions are violent and short-lived; the older men’s vices range
beyond addiction to games of bowls, to socials or clubs where they
spend and lose money by playing cards.

2. Topic sentence at the fourth line of the paragraph and reiterated
in the last sentence

Illustration:

Early in the morning, it was a little cool and their shadows stretched
out tall
On the sidewalk in front of them. But in the middle of the day, the sky
was always blazing hot. The glare was so bright it hurt to keep her eyes
open. A lot of times, the plans about the things that were going to happen
to her were mixed up with ice and snow. Sometimes it was like she was
in Switzerland and all the mountains were covered with snow and she
was walking in the cold, greenish colored ice. Her father will be skating
with her. Her friends will also be there. They would They would be
skating together and her father would fall through the ice and she
would dive in without regard to peril and swim under the ice and save
his life. That was one of the plans always going on in her mind.

33

3. Implied Topic Sentence
Illustration:
“I didn’t know what to do. I was beside myself. I prayed and
prayed, and in between I held his head and wiped his forehead. It was
the middle of the night, I woke up my oldest girl and I told her to go
knocking on the doors. But no one would answer. I thought if only he’d
be able to last into the morning, then we could get some help. Even
with the blood coming up, he looked too big and strong to die, I
thought. But I knew he was sick, very sick. There wasn’t anything else
to do. We didn’t have a phone and even if there was a car, I never could
have used it nor my daughter. And then he took a big breath and that
was his last one.

Fergusson, R.

4. An effective but subtle way of developing unity in a paragraph is
tone. It ensures emotional harmony in the paragraph.

Illustration:

“There was always plenty to make us laugh. There was, for instance,
the day one of my brothers came home with a small bundle under his
arms, pretending that he brought something good to eat, maybe a leg
of lamb or something extravagant as that, to make our mouths water.
He rushed to mother and threw the bundle into her lap. We all stood
around, watching mother undo the complicated strings. Suddenly, a
black cat leaped out of the bundle and ran wildly around the house,
while the rest of us bent double choking with laughter.”

My Father Goes to Court, Carlos Bulosan

34

5. The clinching sentences give completeness to the paragraph by
either summarizing it or by restating the topic sentence in a
different way.
Illustration:

“The physical build of the Filipino, notwithstanding the strong racial
crossing with westerners, remains decidedly Oriental. The mestizo
even retains some characteristics of the white ancestor, but his build,
his nervous system, his bodily movement deflects very sensibly
towards the oriental. Even the children of pure western parents soften
into a mild complexion. Therefore, the psychosomatic functioning of
the Filipino is fundamentally Oriental.

Reading Comprehension Strategies

WHAT’S NEW

ATTAINING COHERENCE IN PARAGRAPH

TRANSITIONAL DEVICES
Transitional devices are phrases and connecting words (conjunctions).
These words and phrases tie the ideas together with the paragraph
and indicate the thought relation among the sentences.

Through the use of transitional devices and consistency, a writer can
achieve coherence easily.

Illustration:
So he went on strolling about the town and sitting at the café
terraces. Generally speaking, he did not lack courage, but made a
show of accepting unpleasantness cheerfully, which could only be
passing. In short, he kept up appearances. However, towards the end
of the month n, there were more serious developments altering the
image he has been projecting. To begin with, he joined groups of
tennis tournament. Out of town meetings were organized, which he
actively participated in. Thus, he was able to show his real self to the
people in his town.
New Clue

35

There are three ways for orderly arrangement of ideas in a paragraph.
1. Time Order. This is the order used in narration, description and

other expository pieces. The order of time is the simplest and most
common but it demands careful selection of events.
Illustration:

“On the afternoon before Christmas, the bells began. From the
high mountainsides, out of the deep ravines that led back into the
hinterland, came the ringing. The hills seemed full of bells- a sound
that must go echoing from range to range, to the north and to the
south, travelling across Europe with the afternoon.

Albert Biglow Paine, Some Swiss Impression

2. Point of View Order. In descriptive writing, some order of space or
point of view in which details are arranged from near too far, from
outside to inside, from the striking details to the minor points are
employed to create coherence.

Illustration:

“Like a flash of lighting in Manila, sped the report that the tyrant
had fled at last. And like thunder reverberated the rapture of the
metropolis… it was as if all the New Years of the 20- year
dictatorship had been saved up for this one historical outpouring
of delight over the people’s liberation. It’s impossible to describe
the wild joy of people driving round and round in all types of
vehicles, shouting, waving banners, and greeting each other with
the Laban sign. Everywhere shown the Philippine flag …The
hordes on the streets were giving away food and drink they had
prepared for what everyone thought would be a long siege. Despite
the public exuberance, there was no dangerous wildness. That
night, the streets of Manila were really safe….”

Quijano de Manila, The Quarter of the Tiger Moon

3. Logical Order. According to a well-known professor of philosophy,
“logic is the art and method of correct thinking”. The mind of the
writer imposes on the material the order of general to specific or
deductive method or the order of specific to general – the inductive
method.

36

a. Deductive Order

Illustration:

Compassion is a virtue with many faces. It is a sharing of pain
or failure, of brokenness or fear or anxiety. It sometimes means
to mourn with those who mourn, to be lonely with those who
are lonely, and to be weak with those who are weak . It is
something we do without thinking of or measuring the cost or
worrying about the time. The compassionate are not in the
lifeboat throwing life preservers to those drowning in the ocean;
they are in the ocean themselves, helping the others into the
boat or to the safety of the shore.

Lenten Reading
b. Inductive Order

Illustration:

“These days, China’s streets are reverberating to the rap of the
salesman’s patter. On an evening stroll down Shanghai’s busy
Wuchang Road, the passersby will be accosted by insistent
roadside vendors; some of the 100,000 or so at work in the city.
Other scenes signal the changing temperature of the place. In
the evenings, the newly rich turn on their video sets and watch
films from Hong Kong. On campuses, economists talk about
supply and demand and refer reverently to the price
mechanism. And in smoky billiard halls, dissolute young men
plot criminal escapades on suddenly mean streets. A normal
enough picture, perhaps, but not that fits with anyone’s idea
of communication.

China: Poised for the Jump, Asiaweek

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ATTAINING EMPHASIS IN PARAGRAPH
1. Arrangement in the Order of Climax

Illustration:

Once more, the door banged, and a slight, slim-built boy, perhaps
fifteen years old, a half-smoked cigarette hanging from one corner of
his mouth, learned over the high footway. His pretty, yellow
complexion did not show very well on a person of his years, and his
look was a mixture of irresolution, bravado, and very cheap
smartness. He was dressed in a cherry-colored blazer,
knickerbockers, red stockings, and bicycle shoes, with a red flannel
cap at the back of his head. After whistling between his teeth, as he
eyed the company, he said in a loud m high voice,” Say, it’s thick
outside.”

The New Clue

2. Repetitions and Parallel Structure- are two other devices used to attain
emphasis in paragraph. The free repetition of words and phrases is
allowed to serve as a guide to the flow of ideas. Parallel structure is the
use of similar expressions to express similar ideas. These devices are
useful but should be used sparingly. Overuse of these devices calls
attention to the rhetoric and away from what is being said.

Illustration:

It was the best of times; it was the worst of times, it was the age of
wisdom, it was the age of foolishness, it was the epoch of belief, it
was the epoch of incredulity, it was the season of light, it was the
season of darkness , it was the spring of hope, it was the winter of
despair , we had everything before us, we had nothing before us, we
were all going direct to Heaven , we were all going the other way- in
short, the period was so far like the present period, that some of its
noisiest authorities insisted on its being received, for good or for
evil, in the superlative degree of comparison.

Charles Dickens, The Tale of Two Cities

3. Proportion - Emphasis is secured when the amount of space allotted to
ideas varies according to the relative significance of the ideas. Thus, more
space is devoted to an important idea than to a comparatively minor idea.

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It also means that a long paragraph is used for important ideas and short
paragraph for subordinated ideas.

Illustration:
One thing you must consider is that you should only eat

wholesome food and drinks . Water is the only natural drink, and
pure water is the best fluid to take into the system. In fruits, we
take fluids in a very pleasant way, and milk is to large extent water.
From these three sources, we will obtain as much water as we
need. Tea and coffee are harmful, especially to children. They
make people feel that they have had something to eat when in
reality they have given nothing to the nourishment of their body.
Tea and coffee are both stimulants. Children need nourishing food
to build up new body materials as well as to keep their body in
repair. Taking into their body that which makes them feel as if
they had been fed when they have not is very harmful. I always
feel sorry when I see young people drinking tea and coffee.

Mary Wood Allen, M.D.

4. Position- The beginning and the ending are the most significant parts of
the paragraph. Putting the ideas one wishes to emphasize at the
beginning or at the end of the paragraph is a good idea. The middle
portion of the paragraph is allotted to less important sentences, since
they are to supply the details. More often than not, the last sentence is a
recapitulation or restatement of the main thought or topic.

Illustration:

“Taiwan came a long way to a respected industrial giant. It has
the biggest international reserves, US$69 billion. It has seen no
strikes since the 50’s provides the highest wages for labor . It is
perhaps the only place where nobody is unemployed.”

N.G. Rama Lessons from Taiwan, Philippine Panorama

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What I Have Learned

Generalization

Therefore writing a paragraph is a significant aspect to know a group
related position of a topic sentences and understood that the very purpose for
writing effective written communication which requires the writer to transmit
clear messages, likewise readers must have an accurate understanding of the
messages.

REFERENCES

READING AND WRITING SKILLS ; Marilla Therese A. Tiongson and Maxine
Rafaella C. Rodriguez
COMMUNICATION SKILLS : Esther L. Baraceros,Ph.D
READING AND WRITING ; Pena and Anudin
READING AND WRITING SKILLS ; Prof. Merry Ruth M. Gutierrez and Prof.
Arceli M. Amarles
Reading and Writing in the discipline :Emelita S. Custodio et al

For inquiries or feedback, please write or call:
Department of Education - SDO Valenzuela
Office Address: Pio Valenzuela Street, Marulas, Valenzuela City
Telefax: 8-292-4340
Email Address: [email protected]

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