Communication

Skills II

College of Arts & Sciences

 Course Study Guide Contents
Week No. Module Topic Page

The Sentence and Its Structure

1 5

Paragraph Writing
2 16

Academic Writing: Introduction to Writing

3 Graphs and Tables 26

Academic Writing: Describing Graphs and

4 Charts 33

Editorial Office

Course Developer Dr. Ramie L. Bulaybulay, Jr.

Content Experts Dr. Ramie L. Bulaybulay, Jr.

Dr. Sarah M. Nemenzo

Language Editor Dr. Aileen C. Costas

Design/Media Specialist Ms. Jedidiah K. Singco

2
 Flexible Learning Course Syllabus

Flexible Learning Course Syllabus

College of Arts and Sciences
General Education
First Semester, Academic Year 2020-2021
I. Course Information
Course Code COMM 02 Course This course engages students to the complex art of written
Description communication across the professions by building critical
Course Title Communication Skills II written skills and addressing concepts important to the rapidly
growing field of academic.

Prerequisite(s) Communication Skills 01 Course 1. Explain the structure of sentences and paragraphs;
Learning 2. Evaluate paragraphs to communicate effectively in written
Outcomes forms using English language; and
Credit Unit 3 Units 3. Create clear, coherent, and effective written
communication materials.
II. Instructor's Information
Instructor Name Corporate [email protected]
Email
Title: Phone (032) 253-6173 loc. 206

III. Course Syllabus

Week No. of Module Topic Intended Learning Learning Materials and Mode of Assessment
No. Hours Outcomes Resources Instruction Task/
/ Delivery Graded
Required Suggested Tools Output
 Apply proper use of Lesson 1.  Clouse, Barbara F.  Course 1. Sentence
13.5 total The Sentence sentence structure, Course Module Patterns for a Packet
hours and Its grammar and on Purpose. McGraw-  Printed
punctuation; and Communication Hill, 2003.
12 hours self-
Structure Skills II.  Comley, Nancy R.
 Digital
 Create and write  Microsoft
directed effective sentences. College of Arts Fields of Writing:
learning and Sciences. Readings across the Teams
& University of Disciplines. New
1 1.5 hours of the Visayas York: St. Martin's,
assess- 1984.
ment tasks  Greene, Stuart and
Lidinsky, April.From
Inquiry to Academic
Writing: A Text and
Reader. Boston:
Bedford/St. Martin's,
2008.
 Tiempo, Edilberto K.
and Tiempo, Edith L.
College Writing and
Reading.Manila,
Philippines: Rex
Printing Company,
Inc., 1967.

Paragraph Lesson 1.  Clouse, Barbara F.  Course 2. Paragraph

13.5 total  Identify the essential Course Module Patterns for a Writing
Writing elements of a
Packet
hours on Purpose. McGraw-
paragraph; and  Printed
Communication Hill, 2003.
  Digital
2 12 hours self- Create unified and Skills II.  Comley, Nancy R.
coherent paragraphs.  Microsoft

3
 directed College of Arts Fields of Writing: Teams
learning and Sciences. Readings across the
& University of Disciplines. New
1.5 hours of the Visayas York: St. Martin's,
assess- 1984.
ment tasks
13.5 total Academic Lesson 1.  Greene, Stuart and  Course 3. Describing Table
hours  Understand the Course Module Lidinsky, April.From
Writing: principles, styles and
Packet
on Inquiry to Academic
Introduction techniques of describing  Printed
12 hours self- Communication Writing: A Text and
directed
to Describing graphs and tables; and Skills II. Reader. Boston:
 Digital
learning Graphs and  Apply the principles of College of Arts Bedford/St. Martin's,  Microsoft
& Tables good paragraph writing and Sciences. 2008. Teams
3 1.5 hours of when describing graphs University of
assess- and tables. the Visayas
ment tasks
13.5 total Academic  create clear, coherent Lesson 1.  Greene, Stuart and  Course 4. Describing Bar
hours Writing: and effective description Course Module Lidinsky, April.From Packet Graph
of bar graphs using the on Inquiry to Academic 5. Describing Pie
Introduction  Printed
12 hours self- principles of paragraph Communication Writing: A Text and Chart
directed
to Describing writing; and Skills II. Reader. Boston:
 Digital
learning Graphs and  create clear, coherent College of Arts Bedford/St. Martin's,  Microsoft
& Charts and effective description and Sciences. 2008. Teams
1.5 hours of of bar graphs using the University of 
4 assess- principles of paragraph the Visayas
ment tasks writing; and

IV-A. Points for Graded Output IV-B. Grade Equivalent Based on the percentage below
Course Week Module Topic Output Points Percentage Grade Percentage Grade
1 Minor Task 30 100% 1.0 86% 2.1
99% 1.1 85% 2.2
98% 1.2 84% 2.3
2 Minor Task 60 97% 1.2 83% 2.4
96% 1.3 82% 2.4
95% 1.4 81% 2.5
3 Minor Task 60 94% 1.5 80% 2.6
93% 1.6 79% 2.7
92% 1.6 78% 2.7
4 Minor Task 60 91% 1.7 77% 2.8
90% 1.8 76% 2.9
89% 1.9 75% 3.0
Major Tasks 60 88% 2.0 74% and INC
below
87% 2.0
TOTAL 270
INC is given if the final grade is 2.5 or lower but missing any two of the course requirements listed above. INC should be complied
within 365 days immediately after the close of the Semester.

V. Approval
Prepared by Reviewed by Approved by

DR. AILEEN C. COSTAS DR. AILEEN B. CATACUTAN DR. RAMIE L. BULAYBULAY

Instructor Program Chair Librarian Dean

4
Lesson 1
The Sentence and
Its Structure

Google Image

At the end of the lesson, the student should be able to:

1. Apply proper use of sentence structure, grammar and punctuation;

and
2. Create and write effective sentences.

5
 College COLLEGE OF ARTS & SCIENCES (CAS)
Program GENERAL EDUCATION
Course Code COMM 02
Course Title COMMUNICATION SKILLS 2
Credit Unit 3
Lesson 1 Week 1

Module Topic Sentence and Its Structure

At the end of the lesson, the student should be able to:
Intended Learning
1. Apply proper use of sentence structure, grammar and punctuation; and
Outcomes
2. Create and write effective sentences.
Number of Hours 13.5 Hours (12 hours Self-directed learning and 1.5 hours Assessment Tasks)
1. How to write correct and effective sentences?
Study Questions
2. How do effective sentences improve students‟ communicative skills?
Required Suggested
 Clouse, Barbara F. Patterns for a Purpose. McGraw-Hill, 2003.
Lesson 1. Course Module on  Comley, Nancy R. Fields of Writing: Readings across the
Communication Skills II. College of Arts Disciplines. New York: St. Martin's, 1984.
 Greene, Stuart and Lidinsky, April.From Inquiry to Academic
and Sciences. University of the Visayas
Learning Resources Writing: A Text and Reader. Boston: Bedford/St. Martin's, 2008.
 Tiempo, Edilberto K. and Tiempo, Edith L. College Writing and
Reading.Manila, Philippines: Rex Printing Company, Inc., 1967.

1. Student shall study and learn Lesson 1 on Sentence and Its structure. Student may
Learning Activity refer to the suggested and other recommended learning materials indicated in this
Course Study Guide as additional reading resources.
2. While studying and learning the topics in Lesson 1, the student will proceed to
academic reading and answer the questions related to the passage.
3. After studying and learning the topics in Lesson 1, the student shall answer
Assessment Task 1.

Required Output 1. Sentence Structure Activity

1. Academic Reading Exercise
Assessment Tasks 2. Sentence Structure Activity

Assessment Tool
Creativity & Innovation, Critical & Analytical Thinking, Effective Communication,
Target Competency Collaboration, Confidence & Self-directed Lifelong Learning

Prepared by: Reviewed by: Approved for use:

DR. AILEEN C. COSTAS DR. RAMIE L. BULAYBULAY

Faculty Program Coordinator Dean

6
Introduction

A sentence is a word or group of words that expresses a complete thought. Not every
group of words is a sentence. It begins with a capital letter. A sentence consists of a subject
and a predicate. A subject is part of a sentence that tells whom or what the sentence is
about. A predicate is part of a sentence that tells what the subject does, is or has. It can
be a group of words or one word.

Examples: (1) Tobacco grows in Ilocos Norte.

Subject: Tobacco
Predicate: Ilocos Norte

(2) The Katipunan was a secret society.

Subject: Katipunan
Predicate: was a secret society

Type of Sentences (Purpose)

There are four types of sentences. These are declarative sentence, interrogative sentence,
exclamatory sentence and imperative sentence.

1. Declarative sentence is a sentence that states a statement. A statement ends with a

period (.).
Examples: He is an expert in swimming.
God is our guidance.

2. Interrogative sentence is a sentence that asks a question. It ends with a question

mark (?).
Examples: Did you review your lesson?
Is there any way to tell when the corn is ripe?

3. Exclamatory sentence is a sentence that shows a strong feeling or emotion. It ends

with an exclamation point (!).

Examples: Hurray!
The roof is collapsing!

4. Imperative sentence is a sentence that gives an order or direction. It ends with a

period or an exclamation mark.

Examples: Move faster.

Take the laundry to the laundry room.

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Types of Sentences (Structure)

On the basis of number and kinds of clauses, sentences may be classified as Simple,
Compound, Complex, Compound – Complex.

A clause is a group of words with a subject and a verb that functions as a part or all
of a complete sentence. Two kinds of clauses: (1) INDEPENDENT (main) and (2)
DEPENDENT (subordinate)

An independent (main) clause is a group of words with a subject and a verb that
can stand alone and make sense. It also expresses a complete thought by itself and can be
written as a separate sentence.

Example of an independent clause: I have the money.

A dependent clause is a group of words with a subject and verb that depends on a
main clause to give it meaning. The dependent clause functions in the common sentence
patterns as noun, adjective, or adverb.

Example of a dependent clause: When you are ready

Example1:
Dependent: that fell last night
(no meaning alone)

Independent: The snow that fell last night is nearly gone.

(has meaning with dependent adjective clause modifying the noun snow)

Example 2:
Dependent: since Helen came home
(no meaning alone)

Independent: Since Helen came home, her mother has been happy.

Example 3:
Dependent: that he would win
(no meaning alone)

Independent: That he would win seemed certain.

1. Simple Sentence

A simple sentence consists of an independent clause and no dependent clauses. It

may contain phrases and have more than one subject and/or verb.

Example: The lake looks beautiful in the moonlight.

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2. Compound Sentence

A compound sentence consists of two or more independent clauses with no

dependent clauses.

Examples: He opened the door, and he found the missing paper.

He opened the door; he found the missing paper.
He opened the door; however, he did not find the missing paper.

Take note that independent clauses in a compound sentence are usually connected by either
a coordinating conjunction or a semicolon. Sometimes independent clauses are joined by
conjunctions in pairs. Meanwhile, independent clauses can also be joined by a semicolon
and marked by one of the transitional connectives (conjunctive adverbs).

Coordinating conjunctions FANBOYS (for, and, nor, but, or, yet, so)

Conjunctions in pairs (either/or, neither/nor, not only/but also)

Common transitional HOTSHOT CAT (however, otherwise, therefore, similarly,

connectives hence, on the other hand, then, consequently, also, thus)

The use of punctuation marks in compound sentences include Commas (precede

coordinating conjunctions) and semicolons (precede transitional connectives except for
then, now, thus, and soon and commas follow them.)
Examples: Neither is the battle over, nor the victory won.
He is not only the best athlete, but he is also the best student in our class.
We were late; therefore, we missed the first act.
We waited; then we left without him.
I am very tired, and I wish to rest for a few minutes.
John is a very able politician; he should win the election.

3. Complex Sentence
A complex sentence consists of one independent clause and one or more
dependent clauses.

Examples: When lilacs are in bloom, we love to visit friends in the country.
(one dependent clause and one independent clause)

Although it rained last night, we decided to take the path that led through
thewoods.(one dependent clause and two independent clause)

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4. Compound- Complex Sentence

A compound-complex sentence consists of two or more independent clauses and

one or more dependent clauses.

Examples:

Albert enlisted in the Army, and Robert, who was his older brother, joined him a
day later.

Independent clauses: Albert enlisted in the Army; Robert joined him a day later.
Dependent clause: who was his older brother

Because Mr. Roberts was talented teacher, he was voted teacher of the year, and his
students prospered.

Independent clauses: he was voted teacher of the year; his students prospered
Dependent clause: Because Mr. Roberts was a talented teacher

PUNCTUATION TIPS

1. Use a comma before a coordinating conjunction (FANBOYS: for, and, nor, but, or, yet,
so) between two independent clauses.

Example: The movie was good, but the tickets were expensive.

2. Use a comma after a dependent clause (usually beginning with a subordinating word from
BAT WASHTUB : because, after, that, when, although, since, how, till, unless, before) that
occurs before the main clause.

Example: When the bus arrived, we quickly boarded.

3. Use a semicolon between two independent clauses in one sentence if there is no

coordinating conjunction.

Example: The bus arrived; we quickly boarded.

4. Use a semicolon before and usually a comma after a transitional connective (HOTSHOT
CAT: however, otherwise, therefore, similarly, hence, on the other hand, then,
consequently, also, thus) between two independent clauses. (No comma after then, now,
thus, and soon).

Example: The bus arrived; however, it was full of passengers.

10
Comma Splices and Run-on Sentences

A comma splice occurs when two independent clauses are joined by a comma.

A run-on sentence occurs when two independent clauses are written as one sentence with
no punctuation at all.

Examples:

The local tire plant shut down for the holiday, as a result, everyone had two weeks
off. (comma splice)

We walked over to the waterfall slowly then we sat down to admire the beauty of the
falls. (run-on sentence)

Comma splices and run-on sentences can be corrected in four main ways:
1. Use a period to make two complete sentences.
2. Use a semicolon between the two clauses.
3. Use a comma and a coordinating conjunction.
4. Use a subordinator to make a dependent clause; attach it to the independent clause.

Examples:

The local tire plant shut down for the holiday. As a result, everyone had two weeks off.
or
The local tire plant shut down for the holiday: as a result, everyone had two weeks off.

We walked over to the waterfall slowly, and then we sat down to admire the beauty of the
waterfalls.
or
After we walked over to the waterfall slowly, we sat down to admire the beauty of the falls.

11
 Read the passage “How to Choose a University”
and answer the questions that follow.”

How to Choose a University

How do I choose a course?

You‟ve decided you want to do a course.

Whether you would like a career change, a
better job or simply to learn something
new, it‟s a good idea to think carefully first.
Here‟s a guide to help you.

Qualifications – why do I need them?

Qualifications prove you‟ve acquired

knowledge or developed skills. For some
careers like medicine and law, it‟s essential
you have specific qualifications. For others, such as journalism, it helps to have a particular
qualification. Most universities set entry requirements for degree courses. Mature entrants
don‟t always need formal qualifications, but need evidence of recent study, relevant work
experience or professional qualifications. Professional bodies may grant you membership if
you have certain qualifications. It‟s not always essential to have a qualification. Working
knowledge, such as being able to use computer software, can be just as important.

What type of course should I do?

Your motives will help you choose the best course for
your aims and goals. If you are career-driven, you‟ll
need a course relevant to your profession. If you are
interested in self-development and meeting people,
you should find out who else will be on the course.
There are work related (vocational) and academic
courses. Further education colleges offer academic
courses and work-related courses. Universities offer
higher education qualifications, such as academic first
degrees and higher degrees and the more
vocational diplomas.

For a career in plumbing, a vocational course is

essential. For teaching, you need a degree. However,
for many jobs, you have a choice between academic and vocational courses. A vocational
course is better if you like doing things with your hands and working manually. You might
prefer an academic course if you like researching, analyzing and presenting arguments.

12
Which type of study would suit me best?

Do you prefer on-the-job training, or do you prefer to research and gather facts? Do you
like working in a group covering the same topics and working towards the same goal? If you
prefer to work on your own, at your own pace, an open or distance learning course might
suit you. You study from home, with the help of tuition packs, computers and tutor support
via telephone or email. You can speed through the course or take your time. But you do
need self-discipline and motivation.

What about my personal circumstances?

You might prefer an open or distance learning course if:

 You‟re working and you don‟t know how much time a week you can commit to
 You work irregular hours
 You‟re at home looking after pre-school children

Many colleges and training centers now offer flexible open-learning courses, where you can
study at your own pace.

How do I know if it’s a good course?

You‟ve decided which subject and type of course

you want, and how to study it. You now need to
choose between different course titles and
providers. There are many courses and they aren‟t
of equal value. The only way to assess the quality
and value of a course is by research. Read
prospectus (course guides) carefully and note if a
course is accredited or validated by a recognized
body (this might be awarding body or a
professional body). This can add extra weight to
your qualification. Don‟t take everything you read
at face value; check out the facts about each
course yourself. Ask course tutors as many questions as you want.

How can I be sure I’m making the right choice?

Be clear of your goal. If you‟ve decided on a particular job, get an idea of what the job‟s
about and if you‟ll like it. Read careers information, buy trade magazines, and speak to
people currently working in the job. This research is well worth it. It‟s better to take your
time rather than do a course that leads to a job you might not really want. You‟ll ensure
that you don‟t waste any time or money.

What am I going to do after the course?

Plan for when you finish. If you‟re aiming for a particular job, do voluntary work while
studying. If you‟re doing an English course and want to be a journalist, you could write for
the student newspaper or work on the radio. Having a plan will help you make the most of
the opportunities that come your way when you‟re on the course.

13
READING QUESTION!
Answer the items according to what is stated or implied in the passage.

Questions 1-5
Directions: Complete each sentence with the correct ending A-F from the box below. Write
the correct letter A-F next to Questions 1-5.

1. Students who want to do law __________

2. Mature students __________
3. Students who are motivated by self-development __________
4. Students who have young children __________
5. Students who choose a career in journalism __________

A will not need any experience to start a course

B will benefit from open-learning courses
C could get relevant work experience while they study
D can be accepted onto a course without qualifications
E should inquire about the other students on their course
F must have certain qualifications

Questions 6-10

Direction: Classify the following statements as applying to:

A academic courses
B vocational courses
C both academic and vocational courses

Write the correct letter A-C next to Questions 6-10.

6 These courses are available through further education colleges. _________

7 You must take this kind of course if you wish to have a career in plumbing. _______

8 You will learn research methods on this type of course. ________

9 You will learn practical skills on this course. _______

10 You take this course when you pursue medicine. _______

14
 Assessment Task No. 1

Activity on Sentence Structure

Directions:

A. Identify and label each sentence as declarative, interrogative, imperative, or

exclamatory. Write your answer in the space provided before each item. (one point
each)

_________1. Where is my shovel?

_________2. This is the most beautiful lawn I have ever seen.
_________3. Please pass the lemonade.
_________4. My arms ache from digging the flower beds!
_________5. It takes hard work to plant all of these flowers.
_________6. Could you please give me the hose? .
_________7. I am going to climb that tree.
_________8. The view from the top of this tree is amazing.
_________9. I can't get down!
_________10. Please help me to climb down this tree.

B. Correct the run-on sentence and comma splices below using the methods or ways in
correcting them; rewrite these sentences. After which, identify each sentence whether it is
simple, compound, complex and compound-complex. (Two points each)

1. If you don't succeed you must try again.

Rewrite: ________________________________________________________________
Type of Sentence (Structure): _______________________________

2. Craig bought gifts for everyone in his family.

Rewrite: ________________________________________________________________
Type of Sentence (Structure): _______________________________

3. Cassandra could not go on the ski trip because she broke her leg she sat on the couch
and watched movies.
Rewrite: ________________________________________________________________
_______________________________________________________________________
Type of Sentence (Structure): _______________________________

4. The team went out for pizza after the game Zach had to go home so that he could work
on his history paper.
Rewrite: ________________________________________________________________
_______________________________________________________________________
Type of Sentence (Structure): _______________________________

5. Eve knew traffic would be bad she left twenty minutes early.
Rewrite: ________________________________________________________________
Type of Sentence (Structure): _______________________________

15
Lesson 2
Paragraph Writing
n2

Google Image

At the end of the lesson, the student should be able to:

1. Identify the essential elements of a paragraph; and

2. Create unified and coherent paragraphs.

16
 College COLLEGE OF ARTS & SCIENCES (CAS)
Program GENERAL EDUCATION
Course Code PURPOSIVE COMMUNICATON
Course Title GPCOM
Credit Unit 3
Lesson 2 Week 2

Module Topic Communication and Globalization

At the end of the lesson, the student should be able to:
Intended Learning
Outcomes 1. Identify the essential elements of a paragraph; and
2. Create unified and coherent paragraphs.
Number of Hours 13.5 Hours (12 hours Self-directed learning and 1.5 hours Assessment Tasks)
1. What are the essential elements of a paragraph?
Study Questions
2. How to create unified and coherent paragraphs?
Required Suggested
Lesson 2. Course Module on  Clouse, Barbara F. Patterns for a Purpose. McGraw-Hill, 2003.
Communication Skills II. College of Arts  Comley, Nancy R. Fields of Writing: Readings across the
and Sciences. University of the Visayas Disciplines. New York: St. Martin's, 1984.
 Greene, Stuart and Lidinsky, April.From Inquiry to Academic
Learning Resources Writing: A Text and Reader. Boston: Bedford/St. Martin's, 2008.
 Tiempo, Edilberto K. and Tiempo, Edith L. College Writing and
Reading.Manila, Philippines: Rex Printing Company, Inc., 1967.

1. Student shall study and learn Lesson 2 on Paragraph Writing. Student may refer to the
suggested and other recommended learning materials indicated in this Course Study
Guide as additional reading resources.
Learning Activity
2. While studying and learning the topics in Lesson 2, the student will proceed to
academic reading and answer the questions related to the passage.

3. After studying and learning the topics in Lesson 2, the student shall answer
Assessment Task 2.

Required Output Paragraph Writing

Assessment Tasks Activity on Paragraph Writing
Assessment Tool Rubric
Creativity & Innovation, Critical & Analytical Thinking, Effective Communication,
Target Competency Collaboration, Confidence & Self-directed Lifelong Learning

Prepared by: Reviewed by: Approved for use:

DR. AILEEN C. COSTAS DR. RAMIE L. BULAYBULAY

Faculty Program Coordinator Dean

17
Introduction

A paragraph is a group of sentences expressing a single thought.

If you consider how much you already know about the process of paragraph writing and the
English language, you should be encouraged to write. You are not attempting to learn
something completely new.

Anything worth achieving for is seldom a snap. Writing is no exception; you may need
intensive practice. But keep in mind that you will be building on what you have already
known. If you are already proficient in grammar, punctuation, and mechanics, paragraph
writing may be easier than you expect for you will be able to focus on developing and
organizing your ideas.

Parts of Paragraph

 Topic Sentence. A sentence that summarizes the content of the paragraph of which
it is part of is called topic sentence. The topic sentence is usually found at the
introductory part of the paragraph. The topic sentence is sometimes merely implied.
A good topic sentence is considered to have unity when it expresses a single
complete thought, and when it contains information that upholds the thought it
expresses.

Example:

There are three reasons why Philippines is one of the best countries in
the world.

First, the Philippines is made up of more than 7, 000 islands with over 60, 000
kilometers of coastline, making it as one of the largest archipelagos in the world.
Each of these islands is so unique with something special to offer from the never-
ending stretch of white sandy beaches to the colorful array of waterfalls.

Second, the Filipino people are considered as the friendliest people in the world.
The Filipinos are also known to be hospitable individuals who will still be happy to
share to anyone whatever they have.

Lastly, the Philippines and its people value education. Students are taught by
well-trained teachers and are encouraged to continue studying at university.

As a result, the Philippines is a desirable place to live.

 Supporting Details. The paragraph‟s supporting details is also known as the body
of the paragraph. It is considered as the main part primarily because it is the part
where the substance of the paragraph is found. It is where the essential parts of the
are being discussed and expounded. The content is basically established in the body
of the paragraph. This part must be developed in a tailored manner simply because
this part defines the message of the topic.

18
 Example:

There are three reasons why Philippines is one of the best countries in the
world.

First, the Philippines is made up of more than 7, 000 islands with over
60, 000 kilometers of coastline, making it as one of the largest
archipelagos in the world. Each of these islands is so unique with
something special to offer from the never-ending stretch of white sandy
beaches to the colorful array of waterfalls.

Second, the Filipino people are considered as the friendliest people in

the world. The Filipinos are also known to be hospitable individuals who
will still be happy to share to anyone whatever they have.

Lastly, the Philippines and its people value education. Students are
taught by well-trained teachers and are encouraged to continue studying
at university.

As a result, the Philippines is a desirable place to live.

 Conclusion. The ending part or conclusion of the paragraph is also very important.
The concluding part could sum up the entirety of your message. You may opt to end
your paragraph with a quotation, general statement or a question. It is also essential
to signal through key words that you are winding up your paragraph. Transitional
devices are helpful in order to indicate the termination of the address. Some
transitional devices you might use in the concluding part include: as a result, to sum
up, in summary, in a nut shell, finally, in conclusion, and the likes.

Example:

There are three reasons why Philippines is one of the best countries in the
world.

First, the Philippines is made up of more than 7, 000 islands with over 60, 000
kilometers of coastline, making it as one of the largest archipelagos in the world.
Each of these islands is so unique with something special to offer from the never-
ending stretch of white sandy beaches to the colorful array of waterfalls.

Second, the Filipino people are considered as the friendliest people in the world.
The Filipinos are also known to be hospitable individuals who will still be happy to
share to anyone whatever they have.

Lastly, the Philippines and its people value education. Students are taught by
well-trained teachers and are encouraged to continue studying at university.

As a result, the Philippines is a desirable place to live.

19
Four Stages of the Writing Process

There are four stages in the writing process which include prewriting, drafting, revising, and
editing and proofreading.

Prewriting. The first stage of writing is simply setting forth ideas in whatever shape or
form that is handy for you –fragments, lists, or sentences. The purpose of prewriting is to
get ideas down on paper. It includes exploring ideas, choosing a topic, determining audience
and purpose, deciding on main idea, and developing and organizing supporting details
effectively.

William Faulkner once said, “A writer needs three things: experiences, observation, and
imagination, any two of which, at times any one… can supply the lack of others.” Your
experience, observation, and imagination can fuel your writing. You can take amusing,
unusual, or perhaps ordinary incidents and transform them, after thoughtful reflection, into
essays. Still, some students are reluctant to write because they do not know how to begin.
They can also help to divert the flood of anxiety that sometimes overwhelms writers.

When an instructor assigns a paper, does your stomach contract into a tight knot? If it does,
remember that you are not alone. Some writers carry a heavy bundle of anxiety that
impedes the effectiveness of their writing. By acknowledging fear and finding the cause,
you, too can control it. Once you begin prewriting and place yourself throughout the writing
process, chances are your fears will shrink.

Drafting. In the second stage of writing, you transform ideas into sentences in a semi-
organized manner. Here, the purpose is to let your ideas develop, expand, and form links.
Drafting is primarily a stage of discovery and exploration. The first draft is the time to
experiment with new ideas. The act of writing sentence and paragraph often helps suggest
points you may have over looked or a more effective focus for the entire topic at this stage.

Revising. It is as important as the prewriting or drafting stage. This is the stage where you
check whether you have clearly stated your topic or the main idea, included substantial
supporting details to your main idea, organized the ideas with a unifying principle such as
logic, space or time, and connected the ideas as clear as possible. In addition, you need to
revise your paper in order for you to be able to examine whether each word that you have
incorporated in your paper means exactly as you intend it to be understood by the readers.
Moreover, it is also in this stage when you check if the language being used is appropriate
for the intended audience and if every sentence is clear, and if the length and structure of
every sentence varies. This is the process that gives you the opportunity to polish your
paper.

Editing and Proofreading. This is the part where you edit your paper for possible errors in
its structure and grammar. This is the part where you check the paper for misspelled words
or misplaced terms. You make sure that the verb always agrees with the subject. You also
examine the consistency of the verb tense used. Editing your paper for any possible errors
is an essential thing since a good copy which is error free adds credibility to your
manuscript.

Choosing Your Topic. Before you begin writing, you need topics. Not all ideas that you
have come up with in your prewriting can be adequately covered in your paper. If you try to
write about a topic that is too broad, you will most likely over generalize and lose your way.
Generally, the best topics are those that you find interesting. Here are some techniques for

20
exploring your own interest and generating ideas for potential writing topics. Pretend that
an interview is trying to learn of your interest by asking your question in the chart below:

Question for Interviewing Yourself

1. What activities do you like?
2. What events have happened to you in the past that made you frightened, glad, or wiser?
3. What events would you like to have happened to you in the future?
4. What books, articles, or movies have made an impression on you, and Why?
5. What people do you know whose lives and/or stories interest you?
6. What ideas or actions have made you angry? What ideas or actions do you approve of?

That is why it is important to take time to explore ideas, issues, and experiences that
are important to you. To generate a topic, you can use a wide variety of strategies: blue
printing, narrowing, listing, and gathering details which include reporter‟s formula,
hexagonal writing, and timeline.

Read the passage “History of the Biro” and

answer the questions that follow.”

History of the Biro

A
One chilly autumn morning in 1945, five
thousand shoppers crowded the pavements outside
Gimbels Department Store in New York City. The
day before, Gimbels had taken out a full-page
newspaper advertisement in New York Times,
announcing the sale of the first ballpoint pens in the
United States. The new writing instrument was
heralded as “fantastic… miraculous… guaranteed to
write for two years without refilling!” Within six hours, Gimbels had sold its entire stock of
ten thousand ballpoints at $12.50 each – approximately $130 at today‟s prices.

B
In fact this „new‟ pen was not new after all, and was just the latest development in a
long search for the best way to deliver ink to paper. In 1884 Lewis Waterman had patented
the fountain pen, giving him the sole rights to manufacture it. this mark a significant leap
forward in writing technology, but fountain pens soon became notorious for leaking. In
1888, a leather tanner named John Loud devised and patented the first “rolling-pointed
marker pen” for making leather. Loud‟s design contained a reservoir of ink in a cartridge
and a rotating ball point that was constantly bathed on one side with ink.

Loud‟s pen was never manufactured, however, and over the next five decades, 350
additional patents were issued for similar ball-type pens, though none advanced beyond the
design stage. Each had their own faults, but the major difficulty was the ink: if the ink was
thin, the pens leaked, and if it was too thick, they clogged. Depending on the climate or air
temperature, sometimes the pens would do both.

21
 C
Almost fifty years later, Ladislas and Georg Biro, two Hungarian brothers, came up with
a solution to this problem. In 1935 Ladislas Biro was working as a journalist, editing a small
newspaper. He found himself becoming more and more frustrated by the amount of time he
wasted filling fountain pens with ink and cleaning up ink smudges. What‟s more, the sharp
tip of his fountain pen often scratched or tore through the thin newsprint paper. Ladislas
and Georg (a chemist) set about making models of new pen designs and creating better
inks to use in them. Ladislas had observed that the type of ink used in newspaper printing
dried rapidly, leaving the paper dry and smudge-free. He was determined to construct a pen
using the same type of ink. However, the thicker ink would not flow from a regular pen nib
so he had to develop a new type of point. Biro came up with the idea of fitting his pen with
a tiny ball bearing in its tip. As the pen moved along the paper, the ball bearing rotated and
picked up ink from the ink cartridge which it delivered to the paper.

D
The first Biro pen, like the designs that had gone before it, relied on gravity for the ink
to flow to the ball bearing at the tip. This meant that the pens only worked when they were
held straight up, and even then the ink flow was sometimes too heavy, leaving big smudges
of ink to the paper. The Biro brothers had a rethink and eventually devised a new design,
which relied on capillary action rather than gravity to feed the ink. This meant that the ink
could flow more smoothly to the tip and the pen could be held at an angle rather than
straight up. In 1938, as World War II broke out, the Biro brothers fled to Argentina, where
they applied for a patent for their pen and established their first factory.

E
The Biro‟s pen soon came to the attention of American fighter pilots, who needed a
new kind of pen to use at high altitudes. Apparently, it was ideal for pilots as it did not leak
like the fountain pen and did not have to be refilled frequently. The United States
Department of War contacted several American companies, asking them to manufacture a
similar writing instrument in the U.S. Thus fortune smiled on the Biro brothers in May 1945,
when the American company „Eversharp‟ paid them $500,000 for the exclusive
manufacturing and marketing rights of the Biro ballpoint for the North American market.
Eversharp were slow to put their pen into production, however, and this delay ultimately
cost them their competitive advantage.

F
Meanwhile, in June 1945 an American named Milton Reynolds stumbled upon the Biro
pen while on vacation in Buenos Aires. Immediately seeing its commercial potential, he
bought several pens and returned to Chicago, where he discovered that Loud‟s original 1888
patent had long since expired. This meant that the ballpoint was now in the public domain,
and he therefore wasted no time making a copy based on the Biro design. Establishing his
pen company with just $26,000, Reynolds quickly set up a factory with 300 workers who
began production on 6th October 1945, stamping out pens from precious scraps of aluminum
that hadn‟t been used during the war for military equipment or weapons. Just 23 days later,
it was Reynolds‟ ballpoint pen that caused the stampede at Gimbels Department Store.
Following the ballpoint‟s debut in New York City, Eversharp challenged Reynolds in the law
courts, but lost the case because the Biro brothers had failed to secure a U.S. patent on
their invention.

22
READING QUESTION!
Answer the items according to what is stated or implied in the passage.

Questions 1-6. Directions: The reading passage has six paragraphs A-F. Choose the most
suitable heading for each paragraph from the list of headings below. Write the correct
number i-ix in the space provided.

List of Headings
1. Paragraph A _____
i Fountain pens are history
2. Paragraph B _____
ii Fame at last for the Biro brothers
iii A holiday helps bring the biro to America
3. Paragraph C _____
iv A second design and a new country
v War halts progress
4. Paragraph D _____
vi Dissatisfaction leads to a new invention
vii Big claims bring big crowds
5. Paragraph E _____
viii A government request brings a change of ownership
ix Many patents and many problems
6. Paragraph F _____

Questions 7-10. Direction: Encircle the letter of the correct Answer

7. The problem with the ballpoint pens invented between 1888 and 1935 was that

A. they costa great deal of money to manufacture.

B. the technology to manufacture them did not exist.
C. they could not write on ordinary paper.
D. they were affected by weather conditions.

8. The design of the Biro brothers‟ first pen.

A. was similar to previous pens.

B. was based on capillary action.
C. worked with heavy or light inks.
D. worked when slanted slightly.

9. Milton Reynolds was able to copy the Biro brother‟s design because

A. the Biro brothers‟ original patent was out of date.

B. it was legal to copy other designs at the time.
C. they did not have a patent for North America.
D. the Biro brothers gave him permission.

10. The first biro factory began production in

A. 1888
B. 1935
C. 1938
D. 1945

23
 Assessment Task No. 2

Paragraph Writing
Directions:

 Write a five-paragraph essay on the issue surrounding the “non-renewal of broadcast

franchise of ABS-CBN by Congress (House of Representatives).”
 Kindly write research-based/factual arguments on the points you will be raising on
your composition.
 Each paragraph should contain a minimum of three sentences.
 Kindly follow the basic principle of paragraph writing: Introduction, Supporting
Details and Conclusion as well as the principle of effective paragraph writing.
 Kindly refer to the Rubric in the succeeding page for you to know and understand
what the instructor‟s expectation is and how you will be graded.

____________________
(Title)

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References
24
 Academic Writing Rubric

NOTE: This rubric will be rated by your Instructor only!

Exemplary Accomplished Developing Beginning Points

20 15 10 5
Task -No clear -There is an -A clear -A clear
Achievement overview overview overview overview
-Key features not -Highlights key -Clearly -Key features
adequately features highlights key are clearly
covered adequately features highlighted and
-Too much detail -Information is -No inaccurate well- illustrated
-No data to well selected information -All
support -Some -Some areas requirements /20
statements information may could be better are sufficiently
-Inaccurate be inaccurate developed covered
information
Coherent -Some -Organized -Logically -Information
and organization of information organizes and ideas are
Cohesion information coherently information organized
-Limited -Reasonable -Good logically
paragraphing paragraphing paragraphing -Paragraphing is
-Problems with -Uses linking -Uses a range sufficient
linking words devices of linking -Manages all
-Respective lack effectively devices aspects of /20
of referencing -Errors in May over or linking and
linking between under use cohesion
and within linking devices -No problem
sentence -Good with referencing
-Referencing referencing
may be faulty
Grammatical -Limited range of -Uses both -Uses a variety -Uses a wide
Range and sentence simple and of complex range of
Accuracy structures complex sentence complex
-Tries to use sentence structures structures
complex structures -Many error fee -Most sentence
sentence with -Some errors in sentences are free of
limited success grammar -Good control errors
-Frequent errors -Some errors in over grammar /20
in grammar punctuation -Occasional
-Errors in -Communication errors in
punctuation is clear grammar
-Problems cause punctuation
difficulty for the
reader
Total Points /60
Rubric adapted from http://ieltsliz.com/ielts-writing-task-1-band-scores/

25
Lesson 3
Academic Writing:
Introduction to Describing
Graphs & Tables

At the end of the lesson, the student should be able to:

1. Understand the principles, styles and techniques of describing graphs

and tables; and
2. Apply the principles of good paragraph writing when describing graphs
and tables.

26
 College COLLEGE OF ARTS & SCIENCES (CAS)
Program GENERAL EDUCATION
Course Code PURPOSIVE COMMUNICATON
Course Title GPCOM
Credit Unit 3
Lesson 3 Week 3

Module Topic Academic Writing: Describing Graphs and Tables

At the end of the lesson, the student should be able to:

Intended Learning 1. Understand the principles, styles and techniques of describing graphs and tables;
Outcomes and
2. Apply the principles of good paragraph writing when describing graphs and
tables.
Number of Hours 13.5 Hours (12 hours Self-directed learning and 1.5 hours Assessment Tasks)
1. How do writing good paragraphs enhance written communication skills?
Study Questions
2. How do describing graphs and tables enhance receptive skills?
Required Suggested
Lesson 3. Course Module on  Clouse, Barbara F. Patterns for a Purpose. McGraw-Hill, 2003.
Communication Skills II. College of Arts  Comley, Nancy R. Fields of Writing: Readings across the
and Sciences. University of the Visayas Disciplines. New York: St. Martin's, 1984.
 Greene, Stuart and Lidinsky, April.From Inquiry to Academic
Learning Resources Writing: A Text and Reader. Boston: Bedford/St. Martin's, 2008.
 Tiempo, Edilberto K. and Tiempo, Edith L. College Writing and
Reading.Manila, Philippines: Rex Printing Company, Inc., 1967.

Learning Activity 1. Student shall study and learn Lesson 3 on Academic Writing: Describing Graphs and
Tables. Student may refer to the suggested and other recommended learning
materials indicated in this Course Study Guide as additional reading resources.

3. After studying and learning the topics in Lesson 3, the student shall answer
Assessment Task 3.

Required Output Description of Table

Assessment Tasks Describing Table
Assessment Tool Rubric
Creativity & Innovation, Critical & Analytical Thinking, Effective Communication,
Target Competency Collaboration, Confidence & Self-directed Lifelong Learning

Prepared by: Reviewed by: Approved for use:

DR. AILEEN C. COSTAS DR. RAMIE L. BULAYBULAY

Faculty Program Coordinator Dean

27
In academic writing, the reports may be presented in the form of charts, diagrams and
pictures. These reports have the advantage of quick grasp of trends of information
presented. A look at the chart or diagram may enable the reader to have an idea about the
information. In the modern times, graphs and charts are becoming more popular as a mode
of presenting any kind of information. Various organizations and individuals express their
views through graphs and charts. Graphical presentation is considered to be an effective
medium in reporting.

Graphs and tables are visual

representations to support
the text in a report,
proposal, set of instructions,
or documents. They are
particular set of figures use
in writing report that
displays quantitative
relationship between
variables. The 4 main types
of graphs: a bar graph or
chart, line graph, pie chart,
and diagram. Bar graphs are
used to show relationships
between different data
series that are independent
of each other. The main
objective of using graph is communication for the viewer to decode/understand.

Uses of graphs/tables
1. Graphs and tables play a major role in highlighting and clarifying results and data.
2. It can aid the reader‟s comprehension of the text.
3. It can convey trends, comparisons, and relationships more clearly than text and
summarizes the data by reducing it to a manageable size for presentation.

Three steps to keep up

1. Identify the main idea behind the graph or table. This will be the focus of your first
sentence.
2. Consider the details of what is being shown - the units of measurement and the time
frame - and decide how much you need to include. 3. Consider the language to use - the
introductory expressions, the tenses of the verbs, the correct expressions of time and I or
measurement etc.

Three possible ways to start

1. Refer to the visual directly (e.g. This graph shows the population of Canada in from 1867
up to 2007.) However, this method is not advisable, since the instructions in the IELIS test
will normally give you just this information. If you copy directly from the paper you are
wasting time, since the examiner cannot assess your English from a copied sentence.

2. Refer directly to the main message conveyed by the visual (e.g. There was a sharp
increase in the population of Canada from 1867 up to 2007.) This way is perfectly

28
acceptable, and shows that you are able to recognize the main concept or message that the
graph or table shows.

3. Combine the two (e.g. The graph shows that there was a sharp increase in the population
of Canada from 1867 up to 2007.) This is also acceptable, and is often used as a convenient
way to start. In order to use this method, it is necessary to use a few fixed expressions,
which refer to the text itself, like those below.

Introductory Expression

• The graph/table shows/indicates/illustrates/reveals/represents...

• It is clear from the graph/table...
• It can be seen from the graph/table...
• As the graph/table shows,...
• As can be seen from the graph/table,...
• As is shown by the graph/table,...
• As is illustrated by the graph/table,...
 From the graph/table it is clear....

It is always best to avoid using personal pronouns. Instead of saying We can see from the
graph..., it is better to use the passive or impersonal constructions. Most of the above
expressions can be followed by a clause starting with that. Several of the above
expressions can be followed by a noun or noun phrase. Several of the above expressions
must be followed by a main clause.

Warnings

1. Avoid using the phrase: according to the graph. This is because the phrase according to
generally means that the information comes from another person or source, and not from
our own knowledge. (For example, According to Handbook, the Archaic Period started
around 7000 BCE and ended around 1200 BCE.) In the case of a graph or table that is
shown, the information is there right in front of you, the writer, and also the reader, and so
you know it does not come from another source.

2. The expressions as can be seen from the graph or as is shown/illustrated by the table do
NOT contain the dummy subject it. Avoid these expressions if you think you are going to
forget this unusual grammar.

3. Avoid using the word presents. It requires a sophisticated summarising noun to follow.
(For example: The graph presents an overview of the population growth of Canada between
1867 and 2007.)

29
Describing Tables

You will need to use the language of comparisons in this case. The most important point to
remember is that you have to be selective, especially if there is a lot of data in the table.
This means that you do not write about every piece of data. Grouping the data is another
key skill that is needed here.

Example:

The table below gives information about Favorite Pastimes in different countries.

Model Answer:

This table clearly presents and compares favorable pastimes in eight different countries.
The pastimes, across the top of the table, are analyzed in relation to each country.

As can be seen, about 60% of Canadians, Australians and Americans like watching
television. On the other hand, this figure is quite low for China where only 15% of people
watch television. Predictably, Americans like music at 23%, whereas only 2 to 5% of people
in the other countries feel the same way. 20% of people in England enjoy sleeping as a
pastime whereas in Canada and the USA, for example, the figure is only 2%. Interestingly,
the Chinese like hobbies the most at 50%, as opposed to only 20% in France. It isn’t
surprising that the highest percentage of beach-lovers is in Australia and the USA at 30%.

It seems that pastimes of people of different nationalities may be influenced by a number of

factors such as the socio-economic situation or the climate. These factors influence cultural
differences between different nationalities and make cross-cultural experiences more
interesting. (Source: IELTS-Exam.net)

30
 Assessment Task No. 3

Describing Table
Directions:
 The table below shows the results of the top 10 countries that got the most medals
during the 2004 Olympic Games. Summarize the information by selecting and reporting
the main features, and make comparisons where relevant.
 Write a minimum of 100-word description of the table below. Kindly apply the principle of
Introduction, Support Details and Conclusion in writing your answer.
 You may write your answer on the space below the Table or you may use a separate
letter-size (short) bond paper.
 Kindly refer to the Rubric in the succeeding page for you to know and understand what
the instructor‟s expectation is and how you will be graded.

2004 Olympic Games Medal Table

Rank Country Gold Silver Bronze Total
1 United States 35 39 29 103
2 China 32 17 14 63
3 Russia 27 27 38 92
4 Australia 17 16 16 49
5 Japan 16 9 12 37
6 Germany 14 16 18 48
7 France 11 9 13 33
8 Italy 10 11 11 32
9 South Korea 9 12 9 30
10 Great Britain 9 9 12 30

Answer:
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31
 Academic Writing Rubric

NOTE: This rubric will be rated by your Instructor only!

Exemplary Accomplished Developing Beginning Points

20 15 10 5
Task -No clear -There is an -A clear -A clear
Achievement overview overview overview overview
-Key features not -Highlights key -Clearly -Key features
adequately features highlights key are clearly
covered adequately features highlighted and
-Too much detail -Information is -No inaccurate well- illustrated
-No data to well selected information -All
support -Some -Some areas requirements /20
statements information may could be better are sufficiently
-Inaccurate be inaccurate developed covered
information
Coherent -Some -Organized -Logically -Information
and organization of information organizes and ideas are
Cohesion information coherently information organized
-Limited -Reasonable -Good logically
paragraphing paragraphing paragraphing -Paragraphing is
-Problems with -Uses linking -Uses a range sufficient
linking words devices of linking -Manages all
-Respective lack effectively devices aspects of /20
of referencing -Errors in May over or linking and
linking between under use cohesion
and within linking devices -No problem
sentence -Good with referencing
-Referencing referencing
may be faulty
Grammatical -Limited range of -Uses both -Uses a variety -Uses a wide
Range and sentence simple and of complex range of
Accuracy structures complex sentence complex
-Tries to use sentence structures structures
complex structures -Many error fee -Most sentence
sentence with -Some errors in sentences are free of
limited success grammar -Good control errors
-Frequent errors -Some errors in over grammar /20
in grammar punctuation -Occasional
-Errors in -Communication errors in
punctuation is clear grammar
-Problems cause punctuation
difficulty for the
reader
Total Points /60
Rubric adapted from http://ieltsliz.com/ielts-writing-task-1-band-scores/

32
Lesson 4
Academic Writing:
Describing Bar Graphs
& Pie Charts

At the end of the lesson, the student should be able to:

1. create clear, coherent and effective description of bar graphs using

the principles of paragraph writing; and

2. create clear, coherent and effective description of pie charts using the
principles of paragraph writing; and

33
 College COLLEGE OF ARTS & SCIENCES (CAS)
Program GENERAL EDUCATION
Course Code COMM 02
Course Title Communication Skills 2
Credit Unit 3
Lesson 4 Week 4

Module Topic Academic Writing: Describing Graphs and Charts

At the end of the lesson, the student should be able to:
1. create clear, coherent and effective description of bar graphs using the
Intended Learning
principles of paragraph writing; and
Outcomes
2. create clear, coherent and effective description of bar graphs using the
principles of paragraph writing; and
Number of Hours 13.5 Hours (12 hours Self-directed learning and 1.5 hours Assessment Tasks)
1. How to effective describe graphs and charts?
Study Questions
2. How does academic writing enhance receptive skills?
Required Suggested
Lesson 4. Course Module on Clouse, Barbara F. Patterns for a Purpose. McGraw-Hill, 2003.
Communication Skills II. College of Arts Comley, Nancy R. Fields of Writing: Readings across the
and Sciences. University of the Visayas Disciplines. New York: St. Martin's, 1984.
Greene, Stuart and Lidinsky, April.From Inquiry to Academic
Learning Resources Writing: A Text and Reader. Boston: Bedford/St.
Martin's, 2008.
Hacker, Diana. A Writer’s Reference. Boston: Bedford / St.
Martin„s, 1999.
Kim, Won et al.The Dark Side of the Internet: Attacks, Costs and
Responses. Information Systems 36.3 (2011): 675-
705. Academic Search Premier. EBSCO.Web. 22 Feb.
2011.
Tiempo, Edilberto K. and Tiempo, Edith L. College Writing and
Reading.Manila, Philippines: Rex Printing Company,
Inc., 1967.
1. Student shall study and learn Lesson 4 on Academic Writing: Describing Graphs and
Charts which is the last part of your Course Module. Student may refer to the
Learning Activity suggested and other recommended learning materials indicated in this Course Study
Guide as additional reading resources.

3. After studying and learning the topics in Lesson 4, the student shall answer
Assessment Tasks 4 and 5.

1. Academic Paper (Describing Bar Graph)

Required Output 2. Academic Paper (Describing Pie Chart)
1. Describing Bar Graph
Assessment Tasks 2. Describing Pie Chart
Assessment Tool 1. Academic Writing Rubric
Creativity & Innovation, Critical & Analytical Thinking, Effective Communication,
Target Competency Collaboration, Confidence & Self-directed Lifelong Learning

Prepared by: Reviewed by: Approved for use:

MRS. ROSIE A. MENDOZA DR. AILEEN C. COSTAS DR. RAMIE L. BULAYBULAY

Faculty Program Coordinator Dean

34
Describing Bar Graph
To compare quantities, the bar chart is perhaps the most effective and flexible graphic device. It
is simply a picture of several bars to depict quantities. The bars may run either vertically or
horizontally. The column label axis may contain labels to indicate the years, product, population,
or in fact, almost any line heading found in tables. In short, the bar chart is a pictorial table.

Good bar chart construction follows these guidelines:

 When time periods are used for comparison, the periods should run consecutively from
earliest to latest on the column label axis.
 When items other that time periods are used for magnitude on the left with the others
proceeding from the left to right in the order of decreasing magnitude.
 Bars should be equal width. Otherwise, a short, thick bar may have more mass than a
total thin bar when mass is not the item of comparison.

A bar graph is used to show relationships between different data series that are independent of
each other. The bars are 2 types: vertical or horizontal.

Vertical Bar Graph

Horizontal Bar Graph

35
Examples:
The vertical bar graph below gives information about total
sales of Product A and Product B in the past three years
Model Answer

The bar chart above represents the total

sum of sales for Product A and Product B
over the past three years.

It shows that both product increases from

2015 to 2017. However, product A total
sum of sales was higher compared to
product B. From 2015 to 2016 the sales
increase of Product A was 20,000 while
product B was 10,000. Further, in 2016 to
2017 both products got a sales increase
of 10,000.

This means that product A sales was not

that good compared in the past while
product B sales was consistent in its sales
increase for the past three years.

Model Answer The horizontal bar graph below gives information about
sales of ABC Enterprises from its three main products
over a three-year period
The graph above is an ABC Enterprises
that sells three different models of its
main products: Alpha, Platinum, and
Deluxe over a three-year period.

It shows that Deluxe got the highest-

selling of the three. However, its sales
have dropped off over the three-year
period, while sales of the other two have
continued to grow.

Perhaps the Deluxe is becoming outdated

and needs to be replaced with a new
model or perhaps it is suffering from
stiffer competition than the other two.

36
 Describing Pie Chart
It is a type of chart which a circle is divided into sectors that each represents a proportion of
the whole. It is used in report writing to visualize how a whole is divided into various parts.
It displays data and statistics in an easy-to-understand „pie slice‟ format and illustrate
numerical proportion. According to ieltsliz.com, the following are the most important things
to remember when describing a pie graph:
Always highlight the largest and the smallest proportions
 If there are two pie charts in different time periods, then you must highlight the key
changes/trends
 Use pie chart language – accounts for/ comprises of/ represents
 The phrase “Units are measured in…” should be used when the units have not been
stated in the previous sentence.

Uses of Pie chart:

1. When you want to create and represent the composition of something.
2. It is very useful for displaying nominal or ordinal categories of data.
3. To show percentage or proportional data.
4. When comparing areas of growth within a business such as profit.
5. Pie chart works best for displaying for 3 to 7 categories.

Example:
The chart below gives information about preferred devices
when accessing the internet of people 16 and over Model Answer

This chart shows the result of a survey

in which people aged 16 and over were
asked about their preferred devices for
accessing the internet. The participants
mentioned four main devices in their
answers: smartphone, laptop, tablet,
and desktop computer.

From the pie chart, it is clear that

majority of the participants prefer to
use smartphones and laptop with just
3% difference between the two. Nearly
a third participants prefer to go online
with a smartphone. 30% prefer like to use a laptop. A desktop computer accounts for 14%
of users’ preferred devices. Only a small minority prefer the device other than these main
four.

In conclusion, since mobile and portable devices are the most popular choices, it is clear
that many participants are accessing the internet outside their homes. The desktop is the
least popular among the four devices. In the future we can probably expect more and more
people accessing the internet using smartphone as their preferred choice.

37
 Assessment Task No. 4

Describing Vertical Bar Graph

Directions:
 The vertical bar graph below shows the average hours worked per day by married men
and women in paid employment. Summarize the information by selecting and reporting
the main features, and make comparisons where relevant.
 Write a minimum of 50-word description of the graph below. Kindly apply the principle of
Introduction, Support Details and Conclusion in writing your answer.
 Write your answer on the space below the graph or you may use a separate letter-size
(short) bond paper.
 Kindly refer to the Rubric in the succeeding page for you to know and understand what
the instructor‟s expectation is and how you will be graded.

Answer:

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 Academic Writing Rubric

NOTE: This rubric will be rated by your Instructor only!

Exemplary Accomplished Developing Beginning Points

20 15 10 5
Task -No clear -There is an -A clear -A clear
Achievement overview overview overview overview
-Key features not -Highlights key -Clearly -Key features
adequately features highlights key are clearly
covered adequately features highlighted and
-Too much detail -Information is -No inaccurate well- illustrated
-No data to well selected information -All
support -Some -Some areas requirements /20
statements information may could be better are sufficiently
-Inaccurate be inaccurate developed covered
information
Coherent -Some -Organized -Logically -Information
and organization of information organizes and ideas are
Cohesion information coherently information organized
-Limited -Reasonable -Good logically
paragraphing paragraphing paragraphing -Paragraphing is
-Problems with -Uses linking -Uses a range sufficient
linking words devices of linking -Manages all
-Respective lack effectively devices aspects of /20
of referencing -Errors in May over or linking and
linking between under use cohesion
and within linking devices -No problem
sentence -Good with referencing
-Referencing referencing
may be faulty
Grammatical -Limited range of -Uses both -Uses a variety -Uses a wide
Range and sentence simple and of complex range of
Accuracy structures complex sentence complex
-Tries to use sentence structures structures
complex structures -Many error fee -Most sentence
sentence with -Some errors in sentences are free of
limited success grammar -Good control errors
-Frequent errors -Some errors in over grammar /20
in grammar punctuation -Occasional
-Errors in -Communication errors in
punctuation is clear grammar
-Problems cause punctuation
difficulty for the
reader
Total Points /60
Rubric adapted from http://ieltsliz.com/ielts-writing-task-1-band-scores/

39
 Assessment Task No. 5

Describing Pie Chart

Directions:
 The pie chart below gives information about the distribution of subject matters of
seminars and trainings attended by faculty members of the College of Arts and Sciences
in the University of the Visayas for Academic Year 2015-2016.
 Summarize the information by selecting and reporting the main features, and make
comparisons where relevant.
 Write a minimum of 50-word description of the chart below. Kindly apply the principle of
Introduction, Support Details and Conclusion in writing your answer.
 Write your answer on the space below the chart.
 Kindly refer to the Rubric in the succeeding page for you to know and understand what
the instructor‟s expectation is and how you will be graded.

Answer:

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40
References
Academic Writing Rubric

NOTE: This rubric will be rated by your Instructor only!

Exemplary Accomplished Developing Beginning Points

20 15 10 5
Task -No clear -There is an -A clear -A clear
Achievement overview overview overview overview
-Key features not -Highlights key -Clearly -Key features
adequately features highlights key are clearly
covered adequately features highlighted and
-Too much detail -Information is -No inaccurate well- illustrated
-No data to well selected information -All
support -Some -Some areas requirements /20
statements information may could be better are sufficiently
-Inaccurate be inaccurate developed covered
information
Coherent -Some -Organized -Logically -Information
and organization of information organizes and ideas are
Cohesion information coherently information organized
-Limited -Reasonable -Good logically
paragraphing paragraphing paragraphing -Paragraphing is
-Problems with -Uses linking -Uses a range sufficient
linking words devices of linking -Manages all
-Respective lack effectively devices aspects of /20
of referencing -Errors in May over or linking and
linking between under use cohesion
and within linking devices -No problem
sentence -Good with referencing
-Referencing referencing
may be faulty
Grammatical -Limited range of -Uses both -Uses a variety -Uses a wide
Range and sentence simple and of complex range of
Accuracy structures complex sentence complex
-Tries to use sentence structures structures
complex structures -Many error fee -Most sentence
sentence with -Some errors in sentences are free of
limited success grammar -Good control errors
-Frequent errors -Some errors in over grammar /20
in grammar punctuation -Occasional
-Errors in -Communication errors in
punctuation is clear grammar
-Problems cause punctuation
difficulty for the
reader
Total Points /60
Rubric adapted from http://ieltsliz.com/ielts-writing-task-1-band-scores/

41
References
Bryson, Bill. Notes From a Small Island. William Morrow, 1995.
Bulaybulay, Ramie Jr L. Social Media Trends: Usage and Influence.M.A. Cebu Normal
University. 2015.
Carroll, Joyce, Wilson, Edward, and Forlini, Gary.Prentice Hall Writing in Grammar.
Singapore: Pearson Education South Asia Pte. Ltd., 2004.
Clouse, Barbara F. Patterns for a Purpose. McGraw-Hill, 2003.
Comley, Nancy R. Fields of Writing: Readings across the Disciplines. New York: St. Martin's,
1984.
Greene, Stuart and Lidinsky, April.From Inquiry to Academic Writing: A Text and Reader.
Boston: Bedford/St. Martin's, 2008.
Hacker, Diana. A Writer’s Reference. Boston: Bedford / St. Martin„s, 1999.
Kim, Won et al.The Dark Side of the Internet: Attacks, Costs and Responses. Information
Systems 36.3 (2011): 675-705. Academic Search Premier. EBSCO.Web. 22 Feb.
2011.
Tiempo, Edilberto K. and Tiempo, Edith L. College Writing and Reading.Manila, Philippines:
Rex Printing Company, Inc., 1967.
White, Nancy. Writing Power. New York: Kaplan Books, 1997.
Yakhontova,TatyanaV. English Academic Writing for Students and Researchers. 2003.
Zemach, Dorothy E. and Rumisek, Lisa A. College Writing: From Paragraph to Essay.
Oxford: Macmillan Education, 2003.

Images
 https://content.techgig.com/harvard-university-offers-free-online-courses-for-
programmers/articleshow/75120114.cms
 https://www.quillmag.com/2017/12/26/keeping-journalism-honest/
 https://www.cnbc.com/2020/04/20/southeast-asia-could-be-the-next-coronavirus-hot-spot-
these-charts-show-why.html

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