Subject: Reading and Writing Module: 1 Week: 1

Content: Reading and Thinking Strategies across Text types

Lesson: A. Text as a Connected Discourse

B. Techniques in Selecting and Organizing Information

Content Standard: The learner realizes that information in a written text may be
selected and organized to achieve a particular purpose.

Performance The learner critiques a chosen sample of each pattern of

Standard: development focusing on information selection, organization,
and development.
Competencies 1.Describes a written text as connected discourse
(with Code): (EN11/12RWS-IIIa-1)
2. Distinguishes between and among techniques in selecting and
organizing information (EN11/12RWS-IIIa-2)
a. brainstorming list (EN11/12RWS-IIIa-2.1)
b. graphic organizer (EN11/12RWS-IIIa-2.2)
c. topic outline (EN11/12RWS-IIIa-2.3)
d. sentence outline (EN11/12RWS-IIIa-2.4)
General
Objectives: a. compare Reading and Writing as Macro Skills,
b. identify sentences and paragraphs as basic components of a
text,
c. identify ways to select and organize information
d. determine clearly the significance of properly selecting and
organizing information in their daily reading and writing
experiences; and
e. write a paragraph.

Day 1: Getting to Know Reading and Writing

Specific Objectives:
The students will:
a. compare Reading and Writing as Macro Skills,
b. identify the two kinds of Fast Reading
c. determine clearly how Fast Reading Skills increase and test comprehension; and
d. scan and skim texts.

Initial Task

Activity 1: Do You Remember?

Instructions: Through the Venn Diagram below, the students will compare and contrast
Reading and Writing as Macro Skills.

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 Reading Writing

Lecture-Discussion

Learning language is said to require the acquisition of Macro-skills. These macro-skills

can only be completed by acquiring one skill at a time. These are the following macro-
skills: Listening, Speaking, Reading and Writing (along with Viewing).

In this subject, these two macro-skills are in focus:

Reading is a cognitive process of decoding symbols to derive meaning from a text; an

interaction between the text and the reader (Capangpangan, 2017 [PowerPoint Slides]).

Writing is a skill that allows the transfer of idea from the abstract [the mind] to a
tangible material as an output (Capangpangan, 2017 [PowerPoint Slides]).

Primer on Reading

Activity 2: SKIM AND SCAN

Instructions: Using the text below, practice scanning and skimming through the provided
questions below.

How Pearls are Made

The oyster sometimes swallows something hard that

it cannot remove. To prevent this from doing harm, the
oyster covers it with layers of a fine, white substance.
This soon hardens and becomes a glistening white little
ball which has great value as a precious jewel. This is
the way a pearl is created.
(Source: Barce, Griego & Morales, 2016; Reading and
Writing)

Questions:

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1. What sea creature is highlighted in the text?
2. To which was the little ball compared to?
3. What is produced by the oysters’ cleaning of itself?
4. At end, how are pearls produced?

Processing Questions (refer to Acticity 2):

1. Which question/s require of specific answers which can be directly lifted from the
text?
2. Which question/s require a summary of the text?

Lecture-Discussion

In reading, there are two kinds of fast reading which could help any reader to find and
summarize information in the text easily. These are two:

 Scanning- to look for specific information by having the idea of the details of
what is looking for. This is the skill which we use when we look for information
in a menu, telephone directory and/or lists.

 Skimming- to look for the main point of the reading and identify the ideas that
develop it. This is used to get the gist of the text—what the text is talking about.

Activity 3: Read Fast!

Instructions (for the teachers): The class will play a game. The choice of text is the
discretion of the teacher. The set of questions is to be generated by the teacher. The
students will be divided into groups.

S/he will show the text to the class; s/he will give questions that will require the students
to scan and skim the given texts. The students should be able to answer the questions as
fast as they can; the student who gives the answer first gets the point. The team which
gets the most answers win the game.

Instructions (for students): This is a group activity. Get as many points as your group can
to win this game.

You will be given texts to scan and skim. Practice these reading skills through the use of
the Guide Questions which will be asked by your teachers; listening and a keen sight is
very important.

Sample:

1. My Favorite Poet
Literature of any language is adorned by its poetry, because poetry can convey the
meanings beyond word using a few words. My favorite poet is William Wordsworth, a
pioneer of romantic poetry in English literature. He had the courage and conviction to
break away from the set rules and regulations of classical poetry and form his own poems

3
independently. He wrote in the language of ‘humble and rustic people’. And the poetic
subjects in his poems are simple and impressive. He experienced the profundity of
innocence and simplicity of children and declared ‘child is the father of man’. Nature
appealed to him as mystic and majestic presence which always casts an impact on human
mind. His poetry draws us back in the soothing lap of nature from this world of teens and
travails. In his love for nature he calls nature the ‘the nurse, the guide, the guardian of my
heart/and the soul of all my moral being.’ He has this firm faith that close contact with
nature can make us more human, kind and generous to our fellow beings. His poetry is
sensitive, impressive and educative too. Among his famous poems, ‘The Solitary Reaper,
Lines on Tin tern Abbey, On Westminster Bridge and Daffodils’—I like ‘The Daffodils’,
the best. In it, describing the beautiful daffodil flowers, he conveys how nature can be a
perpetual source of joy and solace to human heart. I always derive some inspiration and
calm from his poetry.

Sample Set of Questions:

1. What is said to convey meanings beyond words using few words?

2.What is the best poem for the persona in the text?
3. What is said to be the source of joy and solace to human heart?
4. What does the persona derive from the poet’s poem?
5. Who is the favorite poet of the speaker in the text?
6. Why does the persona like William Wordsworth’s poems?

Day 2:
Primer on Writing

Specific Objectives:
The students will:
a. define sentences and paragraphs as basic components of a text,
b. identify Topic Sentences and Supporting Details in actual texts,
c. determine clearly how identifying Topic Sentences and Supporting Details enhance
paragraph writing

Activity 4: Guess this Song!

Instruction: Guess the title of the song that you will be listening to. Write the complete
and correct titles on your notebooks.

Examples of the songs:

1. Never Enough by Loren Allred
2. A Million Dreams [Soundtrack: The Greatest Showman]
3. We are the Champions by Queen
4. Let it Go by Idina Menzel
5. New Rules by Dua Lipa

(Extension of Activity 4)

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Activity 5: IN/Complete?
Instructions: Group together the song titles based on their similarities.

(The students should be able to realize that there are songs that are complete sentences;
others are phrases.)

Sentences Phrases

Lecture-Discussion

A text is a connected discourse since before coming up with a full text, there are a lot of
elements that need to be combined first i.e words, phrases, sentences, paragraphs—not to
mention the other aspects of language use.

Let us review the following terminologies:

 Sentences- group/s words that express a complete thought.

- has a subject and predicate

 Paragraphs- group/s of sentences that discuss one thought.

- has main idea or topic sentence and supporting details

The following components of a paragraph or text are also to be reviewed:

 Main Idea- refers to the subject that is being talked about in the paragraph.

 Topic Sentence- contains the Main Idea

 Supporting Details- further explain, elaborate and substantiate what the Main
Idea is

Activity 6: Identifying the Topic Sentence

Instructions: Circle in each of the paragraphs the topic sentence.

Guiding Question: What are texts about?

(Sample Paragraphs | Source: Jasvir, n.d)

1. Traveling in a D. T. C. Bus

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Delhi is a crowded city. There are very few rich people who travel by their own vehicles.
The majority of the people cannot afford to hire a taxi or a three-wheeler. They have to
depend on D.T.C. buses, which are the cheapest mode of conveyance. D.T.C. buses are
like blood capillaries of our body spreading all over in Delhi. One day I had to go to
railway station to receive my uncle. I had to reach there by 9.30 a.m. knowing the
irregularity of D.T.C. bus service; I left my home at 7.30 a.m. and reached the bus stop.
There was a long queue. Everybody was waiting for the bus but the buses were passing
one after another without stopping. I kept waiting for about an hour. I was feeling very
restless and I was afraid that I might not be able to reach the station in time. It was 8.45.
Luckily a bus stopped just in front of me. It was overcrowded but somehow I managed to
get into the bus. Some passengers were hanging on the footboard, so there was no
question of getting a seat. It was very uncomfortable. We were feeling suffocated. All of
a sudden, an old man declared that his pocket had been picked. He accused the man
standing beside him. The young man took a knife out of his pocket and waved it in the
air. No body dared to catch him. I thanked God when the bus stopped at the railway
station. I reached there just in time.

2. A Little Knowledge Is a Dangerous Thing

Nature has bestowed man with an unquenchable thirst for knowledge. It’s the result of
this eagerness to know that we are enjoying so many boons of science of present. But this
urge to explore and to know more is usually hampered by our laziness and feeling of self-
sufficiency. Knowledge is desirable and should be achieved at any cost. But a little
knowledge is certainly as good as having no knowledge. People with a little knowledge
keep parading their knowledge. But a real knowledgeable man needs no praise and
superficiality. Although it’s a common practice nowadays, to create much ado about
nothing, yet we should always keep in mind that they are the empty vessels, which make
much noise. Minds full of knowledge never try to show off. A little knowledge is indeed
a dangerous thing if it is accompanied by self- complacence. But if it’s tinged with a
desire to learn more, then man can attain higher achievements and then even sky will be
no limit.

3. The Day I Can Never Forget

Days are different. Some bring good luck and others herald bad luck. One day in my life
rises above the rest. It was a day of good luck for our family. Evening had descended and
we had not eaten any thing that day. My father, the only earning member of the family,
had been confined to bed for the last two months. My mother had sold out everything to
save my father. I started cursing God and my mother started crying. My father looked
weak and desperate. At that critical moment someone knocked at the door. As I opened it,
a man smiled and said “Congratulations”. He pushed me aside and went in. He
approached my parents and said, “Congratulations! Your son has won a lottery prize of
one lakh!” It was then I realised that I had bought a lottery ticket the previous week only.
The period of two months of hard days and poverty had ended. The era of prosperity lay
ahead. Strange are the ways of God! A moment of that day changed the whole course of
my life. Who can forget such a day?
(For other sample paragraphs, you may check this Source url:
http://www.shareyouressays.com/paragraphs/5-sample-paragraphs-for-reading-test-in-english/1532)

6
Day 3:
Techniques in Selecting and Organizing Information

Specific Objectives:
The students will:
a. identify and differentiate the kinds of Thought Maps
b. relate clearly how Topic Sentences and Supporting Details can be used in the Thought
Maps
c. use any of the Thought Maps in brainstorming or prewriting texts.

Activity 7: Thought Mapping

Instructions: This is a group activity. Let’s refresh your knowledge on Selecting and
Organizing Information. You have 15 minutes to do this.

The groups will brain brainstorm ideas through an assigned thought map via lottery.

First Tool: Brainstorming List

Second Tool: Graphic Organizers
Third Tool: Topic Outline
Fourth Tool: Sentence Outline

Sample Topic: What is a bad day for you?

After the discussion (refer to the Extension of Activity 7), the students may re-do their
Activity 7 in order to know if the students understood the discussion.

(Extension on Activity 7)

If the students were not able to correctly present their ideas using the “tool” assigned to
their group, the teacher can now gauge how much knowledge on this topic they have.

On the other hand, this is a good opportunity to start discussing what Brainstorming List,
Graphic Organizers, Topic Outline and Sentence Outline are.

Lecture-Discussion

Writing is not easy to do. There may be steps or tools to be done first before completing
one output.

One of the tools for brainstorming (as part of the Prewriting) are the following Thought
Maps:

(Source: Online Writing Lab, 2018)

1. Brainstorming List- listing ideas; does not conform to too much

7
grammatical rules; “what I think, I write”-principle
2. Graphic Organizers- using maps, graphs, tables, diagrams and other more in order to
organize and interconnect ideas
3. Outlines- a kind of listing
- categorizing similar points and adding substantiation to the ideas in order to
assure a clear and well-transitioned paragraphs
-well-identified Main Ideas and Supporting Details

2 kinds of Outline

3a. Topic Outline- list of words or phrases only

Example:

How to Ace the Exam

A. Attendance
B. Writing Notes
C. Attentive Listening
D. Review
E. Follow Instructions

3b. Sentence Outline- list written in complete sentences

Example:

This is how to ace an exam.

A. First, students must always be present in their classes.
B. Second, they need to make their presence worthwhile by paying attention in the
discussion and by writing down notes.
C. However, they need to make sure that even though they are writing notes and doing
other tasks, they still do active listening—to the teachers and other members of the
class.
D. Next, they need to review their notes and their experiences before taking any tests.
E. Lastly, during the test, they need to read carefully the instructions in order to answer
correctly.

Students may have additional activities on Outlining pertaining to formats.

Processing Question:
1. How did you find Activity 7? Why did you find it easy/difficult?
2. Why do you think we need to learn how to select and organize our ideas clearly?

The teacher may give more reinforcement activities to practice the four tools or methods
of selecting and organizing their thoughts before proceeding to the Performance Task.

Other Suggested Activities (for Outlining):

8
A. Outlining A Text
Instructions: You are given one paragraph below. Write a Sentence Outline of the text.
Please make sure to identify clearly the Topic Sentence and Supporting Details.

The Day I Can Never Forget

Days are different. Some bring good luck and others herald bad luck. One day in my life
rises above the rest. It was a day of good luck for our family. Evening had descended and
we had not eaten any thing that day. My father, the only earning member of the family,
had been confined to bed for the last two months. My mother had sold out everything to
save my father. I started cursing God and my mother started crying. My father looked
weak and desperate. At that critical moment someone knocked at the door. As I opened it,
a man smiled and said “Congratulations”. He pushed me aside and went in. He
approached my parents and said, “Congratulations! Your son has won a lottery prize of
one lakh!” It was then I realised that I had bought a lottery ticket the previous week only.
The period of two months of hard days and poverty had ended. The era of prosperity lay
ahead. Strange are the ways of God! A moment of that day changed the whole course of
my life. Who can forget such a day?

B. Arrange the Ideas

Instructions: The class will be grouped into seven. Each of the groups will be given
different envelopes. Inside the envelopes are strips of papers containing lines from their
respective assigned texts. Upon opening the envelopes, the members will have to arrange
using an Outline the lines in order to get the whole content of the text. The first group
who gets the text wins the game.

Final Task
Day 4: Application of the Learned Skill

Specific Objectives:
The students will:
a. Summarize and showcase their gained learning in the past three-discussion days
through the tasks given.

Activity 8: Differentiated Tasks on Selecting and Organizing Information

The students are given freedom to choose which activities they would like to
accomplish. Task A and B require a group of THREE students ONLY. Task C is to be
done individually.

TASK A: On Brainstorming List

Instructions: You are given TWO worksheets to accomplish here. Remember: BOTH
worksheets should be accomplished.

9
Worksheet 1: Which of the brainstormed ideas on the pictures should be removed? Cross
it/them out.

(A sample)

Worksheet 2: Complete the brainstormed list below by adding your own idea; base your
answers on the given topic.

(A sample)

Materials

?
Topic: Before Cooking
Dish

TASK B: On Outlining
Instructions: Please choose only one topic below which you would brainstorm for your
ideas. Please use a SENTENCE OUTLINE to do this.

Topics:
1. What to cook for tonight
2. The movie that I would recommend
3. Things I really like about the storm
4. What I would choose to die for
5. The best things in life

TASK C: On Paragraph Writing

Instructions: Using the topics given, choose one that you would like to write about. The
paragraph—minimum: ONE; maximum: TWO, must have the following qualities:
1. Content
2. Organization

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3. Sensibility
Please do not forget to brainstorm for ideas first.

How to check the Final Task:

1. Tasks A and B are OBJETIVE; therefore, rubric is not needed.

2. Task C will use the criteria below:

CONTENT- 10
The paragraph richly gave a clear discussion about the topic they have chosen. The
supporting details are enough to discuss what the topic is all about.

ORGANIZATION- 5
The flow of ideas are easy to follow; the ideas are well-transitioned through the use of the
conjunctions and other transitional devices; one paragraph clearly talked about one idea
only.

GRAMMAR AND MECHANICS- 5

Few grammar errors are observed; writing formats and guidelines were followed.

-End of Week One-

11
Subject: Reading and Writing Module: 2 Week: 2

Content: Reading and Thinking Strategies across Text types

Lesson: C. Patterns of Development

Content Standard: The learner realizes that information in a written text may be
selected and organized to achieve a particular purpose.

Performance The learner critiques a chosen sample of each pattern of

Standard: development focusing on information selection, organization,
and development.

Competencies Distinguishes between and among patterns of development in

(with Code): writing across disciplines
a. narration (EN11/12RWS-IIIbf-3.1)
b. description (EN11/12RWS-IIIbf-3.2)
General a. differentiate narration from description as Patterns of
Objectives: Development
b. identify the components of a narrative-descriptive paragraph
c. write a narrative-descriptive paragraph.

Day 1: On Narration

Specific Objectives:
The students will:
a. define Narration
b. identify the elements which compose Narration

[Source: RWS Curriculum Guide, 2013]

Patterns of Development
process of supporting or explaining the central idea of a paragraph, essay or other piece
of writing depending the purpose of writing

These are the different Patterns of Development:

 Narration  Classification
 Definition  Illustration
 Description  Cause and Effect

Narration
- a method of developing a paragraph that recalls events or explains how something
occurs in a chronological order (McGraw-Hill Higher Education, 2003)
- a story

Initial Task

12
Activity 1: Recalling What Happened
Instructions: Visit your memory on this sample topic. Write what happened first down to
the last. Use the format below.

Topic: What you did when you got home yesterday

First: _________________________________________________________
Second: _________________________________________________________
Third: _________________________________________________________
Last: _________________________________________________________

Just like what you did in the activity, narrating is stating what happened from the
beginning down to the end. Here is a sample of a paragraph:

Last year was the first time I had ever been the new kid at school. For the first four days,
I was completely alone. I don’t think I even spoke to a single person. Finally, at lunch on
the fifth day, Karen Watson walked past her usual table and sat down right next to me.

Even though I was new, I had already figured out who Karen Watson was. She was
popular. Pretty soon, all of Karen’s friends were sitting there right next to me. I never
became great friends with Karen, but after lunch that day, it seemed like all sorts of
people were happy to be my friend. You cannot convince me that Karen did not know
what she was doing. I have a great respect for her, and I learned a great deal about what it
means to be a true leader. [Source: Pattern-Based Writing: Quick and Easy Essay]

Questions:
1. Who do you think is the narrator in the story?
________________________________________________________________________
2. Who sat next to the narrator of the story?
________________________________________________________________________
3. What was the life-changing event of the narrator in the story?
________________________________________________________________________
4. What did the narrator realize about Karen Watson?
________________________________________________________________________
You see, if you are able to answer the questions above, that means, you have well-
understood what happened in the story. It was a recall of a memory of when he was new
in the school. As the speaker recalled, the events were laid chronologically—first to last.

Activity 2: Recalling the Elements of a Story

Instructions: Recall the elements of the story by answering the following questions
below. Please circle the letter of the correct answer.

1. This refers to the time and place in which the story happened?
a. plot c. setting
b. narrator d. conflict

13
2. This refers to the one telling the story.
a. persona c. author
b. character d. narrator

3. This refers to the sequence of the event in the story.

a. climax c. complication
b. plot d. setting

4. This refers to any person, object or animal which portray a role in the story.
a. character c. persona
b. interest d. conflict

The answers in Activity 2 pertains to the basic elements that a story must have. Take time
to discuss in the class these elements should there be any confusion on them.

Other Suggested Activities:

A. Sequence Me!
Instructions: You are given a jumbled story below. Reshuffle the sentences in order to get
the right sequence of the story.

[Source: Pattern-Based Writing: Quick and Easy Essay]

1.For the first four days, I was completely alone.

2. I have a great respect for her, and I learned a great deal about what it means to be a
true leader.
3. Finally, at lunch on the fifth day, Karen Watson walked past her usual table and sat
down right next to me.
4. I never became great friends with Karen, but after lunch that day, it seemed like all
sorts of people were happy to be my friend.
5. Last year was the first time I had ever been the new kid at school.
6. Even though I was new, I had already figured out who Karen Watson was.
7. She was popular.
8. Pretty soon, all of Karen’s friends were sitting there right next to me.
9. I don’t think I even spoke to a single person.
10. You cannot convince me that Karen did not know what she was doing.

Day 2: On Description

Specific Objectives:
The students will:
a. define Description
b. identify the elements that compose Description

Description

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- A method of developing a paragraph or essay that uses information from the five
senses: sight, hearing, touch, smell, and taste to explain the nature or people, places, or
things (McGraw-Hill Higher Education, 2003)
- Modifiers like Adjectives and Imagery can be used to describe.

An example:

Mt. Tapyas in Coron, Palawan | Photo by RVG

Using Adjectives or Other Modifiers Using Imagery

- There is one big white cross on top of - Standing five feet on top the steep
Mt. Tapyas in Coron, Palawan. mountain of Tapyas is a cross which
- It is magnificently standing as if to serve reminds people of the great glory of God.
as a sign of protection among the people -At dusk, the darkness seems to threaten
of Coron. it, but its whiteness proves mightier than
-At night it is studded with lights. what surrounds it.

As presented, literal descriptions can be done like describing the physical characteristics
of what is seen, but for those who are more creative in the use of language, the students
may explore on using Imagery.

Initial Task
Activity 3: Sense It!
Instructions: Let’s try to put in all our imagination. Put in necessary details to make the
readers see, hear, taste, smell or feel how you describe the following situations shown
in the pictures. You may use adjectives or adverbs; you may use imagery.

Describe the following:

1.
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________

15
2. ____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________

3. .
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________

Other Suggested Activities:

A. Identifying the Descriptors

Instructions: You are presented with a sample Descriptive Text. Identify the descriptors
in this text by circling each. Be able to identify all to get the perfect score.

At the bottom part of this rectangular surface, you will see buttons that operate like a
mouse button. Below the keyboard and touchpad, built into the laptop itself are the
speakers which allow you to hear sounds and music. Found at the back of the keyboard is
the battery; it serves as the lifeline of the computer. Finally, a laptop also comes with an
AC adapter which charges the battery and serves as the source of electric power when it
is plugged in. (Source: Capangpangan, 2017 [PowerPoint Slides])

B. Wanted!
Instructions: Below is a missing bag. Help the owner find this bag by giving short
descriptions of it. You will have to do provide these descriptions on an Announcement
Paper which will be placed all over the school.

MISSING!!!
Photo found at:
https://encrypted-tbn0.
gstatic.com/images?q=tbn:
ANd9GcRM1b-GwJ5JSe6
cwLPOmkQKv_vE1tLWyJ
gs5QXztSLp6oSSdIF0

Day 3: On Narrative-Descriptive Paragraph

16
Specific Objectives:
The students will:
a. compare Narrative and Descriptive Paragraphs,
b. Outline a Narrative-Descriptive Paragraph using the principles of narration and
description
c. Write a Narrative-Descriptive Paragraph as a final output.

Initial Task
Activity 4: Fact or Bluff?
Instructions: Tell whether the following is a fact or a bluff regarding the two previously
discussed paragraphs.

____________ 1. Narratives are recounts of past events.

____________ 2. Descriptions need a narration or a story.
____________ 3. Narration may have description in it.
____________ 4. Sequenced events are important to make a good narration.
____________ 5. Pertaining to human senses is needed in writing a narration.
____________ 6. Adjectives are the best words to create descriptions.
____________ 7. Characters, settings and plots are most likely observed in narrations.

Lecture-Discussion
Since Narrations and Descriptions are two paragraphs that can co-exist together, the class
may be asked to write a Narrative-Descriptive Paragraph.

Narrative-Descriptive Paragraph tells a particular story in which aspects of the events

may be stated with sensory details.

Activity 5: Look Closely

Instructions: Let us look closely at this sample text below. Color the lines green if you
think these lines give descriptions of a person, place, object or event in the text. On the
other hand, kindly take time in answering the questions below to comprehend better the
text.

The weather was cold and gray as usual at this time of year. The trees were all leafless,
with fall now just a memory. Christmas was just a few weeks away, and all the kids were
looking forward to staying home from school for a few weeks and to the “big payoff” on
Christmas morning. Not having to go to school was good, but usually by the time
vacation was over, going to school was a big relief—back to the friends to compare
“loot” from Christmas and, to reestablish those fragile ties that hold kids together. At
school, students were praised for doing good work, not belittled for each and every
mistake. No one there was fighting, and being too loud was against the rules. Right now,
the world outside of home was more safe and structured, not chaotic, scary and loud.
(Retrieved at: https://pvccenglish.files.wordpress.com/2010/10/studentnarrate.pdf)
Questions:

17
1. Who do you think is the persona in the text?
2. What do you think is the setting of the story?

Now, it is time that you write your own Narrative-Descriptive Paragraph. However, there
is no need to worry. We will have brainstorming first.

The following are the suggested topics:

1. What to cook for tonight
2. The movie that I would recommend
3. Things I really like about the storm
4. What I would choose to die for
5. The best things in life

You may add other topics of your choice.

Activity 7: Outlining your Narrative-Descriptive Paragraph

Instruction: Choose one topic above that you would like to talk about in your paragraph.
You are only required of one to two paragraphs, so please make sure that your Sentence
Outline would also limit you to these numbers. Do this in a ½ crosswise paper.

Day 4: Final Task

Specific Objectives:
The students will:
a. summarize their learning of the three-day discussion on Narrative-Descriptive
Paragraph by writing a one to two- Narrative-Descriptive paragraph.

Mechanics:
a. Use your checked Sentence Outline done on the previous activity as your guide in
writing.
b. Remember, you are only bound to write one to two paragraphs.
c. Do your paragraphs on a ½ crosswise paper only.
d. Be guided by the rubric given below.

Criteria:

(Adapted Paola Brown’s Rubric)

Rubric for Evaluation of the Paragraph

Point Value 2 points 1 points .5 points 0 points

Topic Sentence Interesting, Clearly stated Acceptable topic Missing, invalid,
original topic topic sentence sentence or inappropriate
sentence, presents one presents one topic sentence;
reflecting main idea. idea. main idea is
thought and missing.

18
 insight; focused
on one
interesting main
idea.
Supporting Interesting, Examples and Sufficient Insufficient,
Details concrete and details relate to number of vague, or
descriptive the topic and examples and undeveloped
examples and some explanation details that examples.
details with is included. relate to the
explanations that topic.
relate to the
topic.
Organization Thoughtful, Details are Acceptable No discernible
and Transitions logical arranged in a arrangement of pattern of
progression of logical examples; organization;
supporting progression; transitions may Unrelated details;
examples; appropriate be weak. no transitions.
Mature transitions.
transitions
between ideas.
Style Appropriate tone, Appropriate tone; Acceptable tone; Inconsistent or
distinctive voice; Clear sentences some variety in Inappropriate
pleasing variety with varied sentence tone; Awkward,
in sentence structures; structures; unclear, or
structure; Vivid Effective diction. Adequate dictio incomplete
diction, precise n and word sentences; Bland
word choices. choices. diction, poor
word choice.
Mechanics Consistent Some errors, but A few errors in Distracting errors
standard English none major, in usage, spelling, in usage,
usage, spelling, usage, spelling, or punctuation spelling, or
and punctuation. or punctuation. (3-4) punctuation
No errors. (1-2)

Topic Sentences                                      ______

Grade Equivalent:
Supporting Details and Organization   ______
A =  8 - 10 points
Organization/Transitions                       ______
B =  6 -7  points
Style                                                          ______
C =  4 - 5 points
Mechanics                                                ______
D =  2 - 3 points
 
F =  0 - 1
            Total Points  = ______

-END OF WEEK TWO-

19
Subject: Reading and Writing Module: 3 Week: 3

Content: Reading and Thinking Strategies across Text types

Lesson: C. Patterns of Development

Content Standard: The learner realizes that information in a written text may be
selected and organized to achieve a particular purpose.

Performance The learner critiques a chosen sample of each pattern of

Standard: development focusing on information selection, organization,
and development.

Competencies Distinguishes between and among patterns of development in

(with Code): writing across disciplines
c. definition (EN11/12RWS-IIIbf-3.3)
d. exemplification / classification (EN11/12RWS-IIIbf-3.4)
General a. compare Definition and Classification as Patterns of
Objectives: Development,
b. identify the components of a Definition-Classification
paragraph; and
c. write a Definition-Classification paragraph.

Day 1: On Definition

Specific Objectives:
The learners will:
a. define Definition as a Pattern of Development,
b. identify the two kinds of Intentional Definition; and
c. define sample words using the Genus and Differentia.

Definition
- identifies a term and sets it apart from all other terms that may be related to it by giving
its distinct characteristics (McGraw-Hill, 2003). These happen through these two types of
Intentional Definition:

 Genus- general category of the word being defined

 Differentia- what makes the term different from other items in the category

20
Example:
Word/Species - Genus - Differentia
1. A chair is a four-legged piece of furniture on which people sit.

Word/Species - Genus - Differentia

2. Miss Yen is a teacher in SJPNHS.
(Source: McCuen, Johnson and Davis’s Dynamic Communication for Engineers)

Initial Task
Activity 1: Let’s Define!
Instructions: You are to provide definitions to the words below. This time, you will have
to provide both the Genus and Differentia. Please write in sentences.

1. cellphone
2. book
3. friend
4. school
5. learning

Additional Inputs:

Two Kinds of Meaning:

 Denotation- a kind of meaning that is literal and more often derived from
dictionaries.

 Connotation- a kind of meaning which is figurative or symbolic.

Examples:

Word Denotation Connotation

(based Merriam Dictionary, 2018)
1. dove -a kind of bird that is more Peace
often called as a pigeon Purity
Freedom
2. water - a kind of element which is Life
composed of Hydrogen and Journey
Oxygen
3. family -a group of individuals Strength
living under the same roof Unity
Home

21
Activity 2: Being Literally Figurative
Instructions: The class will be grouped into five. Each group will be given set of words in
which they will have to categorize as to Denotative or Connotative meaning. The table on
the blackboard will be their posting areas.

Denotation Connotation

Activity 3: Providing Meanings

Instructions: Below are given words in which you will try to derive meaning. Kindly use
the genus and differentia in giving the denotative meaning.

Word Denotation Connotation

1. chellenges
2. high school
3. life
4. tree
5. WiFi

Lecture-Discussion

How does a Definition Paragraph look like? Take a look at the example below:

(Source: Original Essay of RVG)

Vampires

Vampires are said to have existed from time memoriam. They are folk beings that rose
from the dead and lived by sucking blood amongst humans.

However, vampires have now evolved; they may not be your ordinary vampire anymore.
One particular vampire of today is those people whom we call as “life suckers”.
Accordingly, life does not only cease out by losing blood; Life also ceases when one does
not enjoy it to the fullest in the most acceptable way there is, and this is what this new
vampire is all after today. Knowing this kind of a vampire is of great essence because
who knows, this creature may be in us already without even noticing it. Don’t let this
vampire suck you.

22
Activity 4: Look Closely!
Instructions: Determine the two main meanings that were given in the above text.
Underline once the Denotative Meaning and underline twice the Connotative Meaning.

Day 2: On Classification

Specific Objectives:
The learners will:
a. define Classification
b. categorize concepts based on a clear standard

Classification
- a paragraph which distinguishes types or classes of the word being focused (McGraw-
Hill, 2003)
- categorizes concepts of similarities

Initial Task
Activity 5: Same, Same
Instructions: The class will be grouped into five. Each group will be given a keyword.
The keyword will be the basis of how they would choose the words posted on the board.

On the board are various words; through the keyword assigned to your group, get all the
words which you think are closely related to it.

Sample keywords:
1. String Instruments
2. Good Leader
3. OPM Songs
4. Filipino Movies
5. Brands of Mobile Phones

Questions:
1. How are your keywords and the words you picked from the blackboard connected?

Lecture-Discussion

How does a Classification Paragraph look like? Let’s take a closer look on this example:

Types of Friends
(Neill, 2005)

Friends can be classified according to their honesty, loyalty, the type that fits you into
their schedule, or the type that finds time for you when they need something. An honest
friend tells you the truth even if it’s not always what you want to hear. In the long run,

23
that honest friend may have saved you from embarrassment or possibly rejection. They
give you constructive criticism overall. The loyal friend is the type of friend that will be
there for you through the thick and the thin. They don’t care how good or bad you may
look one day; they are sensitive to your feelings, they respect you and the other people in
your life, and most of all they will never let you down when times are hard. They may be
what you call a best friend. The third group, the person that fits you into their schedule, is
the type of person that is always on the go. They barely have time for themselves let
alone another person. More than likely they will not be there for you when you need them
most, because they are so wrapped up in their busy, hectic life. Then you have the self-
absorbent type of “friend” that finds time for you only when they need something. This
type of person isn’t what you would call a friend. This person may always be extremely
nice to you because they know that if are nice to you then they will more than likely get
what they want. They will call you every once in awhile when it is almost time for them
to use that person again. It may be for a ride to work, home, or they just want somebody
to hangout with because they have no other friends. If the person that is being used is
smart they will eventually realize that they are getting used and will stop being there for
that person.

Activity 6: Read Closely!

Instructions: Color the lines in the text which pertain to the different categories or types
of friends. You may use different colors to highlight these categories.

Simply put, in a Classification Paragraph, the writer needs to define the concept; After
which, the concept must elaborate on the categories. Tell the readers how one category
may be different from each other. Examples and other explanations on each could also
help in establishing the points.

Take note that when classifying, there should be a clear standard to which the
categorization will depend on.

Day 3: On Definition-Classification Paragraph

Specific Objectives:
The students will learn:
a. compare Definition and Classification Paragraph,
b. outline a Definition-Clasification Paragraph using a Sentence Outline
c. write a one-to-two-paragraph Definition-Classification Paragraph.

Activity 7: Identifying Definition and Classification in a Text

Instructions: Box the definitions given in the text; on the other hand, underline twice the
categories or classifications presented in the text.

Rock Music
The genre of rock music encompasses many distinct styles under the same umbrella. 
While the genre began with guitar - and piano-driven popular songs, today there are

24
literally hundreds of variations on the original. Electronic rock contains elements of
computer-generated or synthesized instruments, including drum machines and electronic
guitars, in addition to some of the elements from the original movement.  Heavy metal
focuses less on melody and more on heavy guitars, while folk-rock typically uses a much
more acoustic sound with instruments like banjos and harmonicas. Emerging in the late
1970s were glam rock and punk rock, which share a stripped-down sound and emphasize
aesthetics, while punk rock tends to be more aggressive and glam tends to be more
theatrical. Even today, rock music tends to share a distinctive beat with electric or
acoustic guitars (Source: Patricia Hunt, n.d | Demand Media).
Lecture-Discussion
Definition-Classification Paragraph

Definition and Classification paragraphs are closely related to each other; thus, as
learners, you can be able to combine these two patterns of development in just one
output.

As mentioned, to be able to write one, defining the terminologies and carefully

categorizing concepts are a must in this kind of a paragraph.

Now, it is time that you write your own Definition-Classification Paragraph. However,
there is no need to worry. We will have brainstorming first.

The following are the suggested topics:

1. Kinds of Characters in the Series, Game of Thrones
2. Types of Students in a Math Class
3. Food eaten during Rainy Season
4. Kinds of Love
5. Different Strands in the SHS

You may add other topics of your choice.

Activity 7: Outlining your Definition-Classification Paragraph

Instruction: Choose one topic above that you would like to talk about in your paragraph.
You are only required of one to two paragraphs, so please make sure that your Sentence
Outline would also limit you to these numbers. Do this in a ½ crosswise paper.

Day 4: Final Task

25
Specific Objectives:
The students will:
a. summarize their learning of the three-day discussion on Paragraph by writing a one to
two- Definition-Classification paragraph.

Mechanics:
a. Use your checked Sentence Outline done on the previous activity as your guide in
writing.
b. Remember, you are only bound to write one to two paragraphs.
c. Do your paragraphs on a ½ crosswise paper only.
d. Be guided by the rubric given below.

Criteria:

(Adapted Paola Brown’s Rubric)

Rubric for Evaluation of the Paragraph

Point Value 2 points 1 points .5 points 0 points

Topic Sentence Interesting, Clearly stated Acceptable topic Missing, invalid,
original topic topic sentence sentence or inappropriate
sentence, presents one presents one topic sentence;
reflecting main idea. idea. main idea is
thought and missing.
insight; focused
on one
interesting main
idea.
Supporting Interesting, Examples and Sufficient Insufficient,
Details concrete and details relate to number of vague, or
descriptive the topic and examples and undeveloped
examples and some explanation details that examples.
details with is included. relate to the
explanations that topic.
relate to the
topic.
Organization Thoughtful, Details are Acceptable No discernible
and Transitions logical arranged in a arrangement of pattern of
progression of logical examples; organization;
supporting progression; transitions may Unrelated details;
examples; appropriate be weak. no transitions.
Mature transitions.
transitions
between ideas.
Style Appropriate tone, Appropriate tone; Acceptable tone; Inconsistent or
distinctive voice; Clear sentences some variety in Inappropriate

26
 pleasing variety with varied sentence tone; Awkward,
in sentence structures; structures; unclear, or
structure; Vivid Effective diction. Adequate dictio incomplete
diction, precise n and word sentences; Bland
word choices. choices. diction, poor
word choice.
Mechanics Consistent Some errors, but A few errors in Distracting errors
standard English none major, in usage, spelling, in usage,
usage, spelling, usage, spelling, or punctuation spelling, or
and punctuation. or punctuation. (3-4) punctuation
No errors. (1-2)
Grade Equivalent:
Topic Sentences                                      ______ A =  8 - 10 points
Supporting Details and Organization   ______ B =  6 -7  points
Organization/Transitions                       ______ C =  4 - 5 points
Style                                                          ______ D =  2 - 3 points
Mechanics                                                ______ F =  0 - 1
            Total Points  = ______

-END OF WEEK THREE-

27
Subject: Reading and Writing Module: 4 Week: 4

Content: Reading and Thinking Strategies across Text types

Lesson: C. Patterns of Development

Content Standard: The learner realizes that information in a written text may be
selected and organized to achieve a particular purpose.

Performance The learner critiques a chosen sample of each pattern of

Standard: development focusing on information selection, organization,
and development.

Competencies Distinguishes between and among patterns of development in

(with Code): writing across disciplines
c. comparison and contrast (EN11/12RWS-IIIbf-3.5)
General a. differentiate Comparison and Contrast
Objectives: b. differentiate Block by Block and Point by Point Method as
methods of organizing ideas
c. identify Transitional Devices to compare and contrast; and
d. write a Comparison and Contrast Paragraph.

Day 1: On Comparison and Contrast

Specific Objectives:
The students will:
a. differentiate Comparison and Contrast
b. identify the transitional devices which can be used to compare and contrast, and
c. compare and contrast two objects.

In order to better understand this paragraph development, let us differentiate these two
important terminologies:

Comparison is to identify the similarities between or among the compared concepts. On

the other hand, Contrast is to identify the differences between or among the compared
concepts. It also has to be cleared that one can only compare and contrast two or more
things which belong to the same category.

To better organize and transition thoughts, the following transitional devices may help:

Comparison Contrast
at the same time both, neither Although unlike
similarly each of whereas

28
likewise as well as but
comparatively and, also, in however
addition conversely
just as...so on the other hand
like in contrast
too while
the same yet
in the same way

Initial Task
(Source: Barce, Griego&Morales, 2017 | Reading and Writing)
Activity 1: Use the venn diagram below to compare and contrast the two pictures. Put
inside the outer spaces the distinct characteristics of each picture; put inside the
intersection the similarities of the two pictures.

29
Suggested Other Activities

A. Versus
(Source:Griego, 2016 [PowerPoint Slides])
Instructions: Below are the pictures of a desktop computer and laptop. Identify what these
two are similar and different of. You may use the table below to organize your ideas. List
as many as you can.

Similarities Differences

Day 2: Methods of Idea Organization

Specific Objectives:
The learners will:
a. differentiate the two methods of organizing ideas, and
b. outline using any of the two discussed methods

Lecture-Discussion

Now that the you now know how to identify similarities and differences, it is now time to
arrange your ideas.
There are two methods which you can choose from. Here are as follows:
 Block by Block

30
 - This is a method where similar points (similarities or differences) are grouped
together in a block and discussed thoroughly.
Format:

I. This all about the unique things about subject A.

A. Characteristic 1 + reason/ explanation
B. Characteristic 2 + reason/ explanation
C. Characteristic 3 + reason/ explanation
II. This all about the unique things about subject B.
A. Characteristic 1 + reason/ explanation
B. Characteristic 2 + reason/ explanation
C. Characteristic 3 + reason/ explanation

 Point by Point
- This is a method where similarities and differences are discussed together in
each point.

Format:

I. First unique characteristics of A and B

A. Characteristic of A in contrast with B + explanation
II. Second unique characteristics of A and B
A. Characteristic of A in contrast with B + explanation
III. Third unique characteristics of A and B
A. Characteristic of A in contrast with B + explanation

Initial Task
Activity 2: Block or Point?
Instructions: You are given a sample Comparison and Contrast paragraph below. Circle
the Topic Sentence/s; underline the supporting details. After which, tell which method
was used in the text—Block or Point?

Life now and life five years ago

Brandy Doney, 2005

My life now and my life five years ago are similar but there are also some major
differences. Five years ago,I was living in Havre and going to high school. I didn’t have
to work because my parents supported me. I went to school everyday and spent time with
my friends. I babysat my nieces everyday after school because both of my parents were
working at the time. I had the responsibility of feeding them and making sure nothing
happened to them while I was watching them. I didn’t really have any major goals five
years ago. I wasn’t really thinking about my future quite yet. On the other hand, now I
live in Great Falls and I’m not in high school anymore. I have to work now in order to
support myself. I only work twenty hours a week because I’m in school right now. I have
a lot more responsibility now than I did five years ago. I have to take responsibility for

31
myself now and everything that I do. I have a lot of major goals now. For instance, I want
to graduate and get my two year degree. I want to come back and get a bachelor’s degree.
I have a lot of things that I want to accomplish now. Five years ago, I really wasn’t going
anywhere with my life, but now I’m starting to get my life in order and deciding what I
want to do. In addition,I am still living at home with my parents and I still go to school. I
still baby sit my nieces every once in a while. I find time to spend with my family and
friends. I still have some of the same responsibilities. I help my mom take care of my
oldest niece. She has always lived with us, so I’ve always helped take care of her ever
since she was a baby. Even though she is not a baby anymore,I still have to baby sit her
when my parents are gone because she is not quite old enough to stay by herself yet. I
still have to depend on my parents for transportation because I don’t have a vehicle right
now. My life now has changed a lot in only five years.

Method used:
__________________________________________________________________

Day 3: Outlining your Comparison and Contrast Paragraph

Activity 3: Use the any of the two formats in order to outline a chosen topic from the
options below. Do your outlines in a ½ crosswise.

Topic Choices:
a. the better gadget to be used—laptop or tablet
b. the said worse film—Foreign or Local
c. the better source of knowledge—books or online sources
d. the better music—OPM or Foreign

Day 4: Final Task

Specific Objectives:
The students will:
a. summarize their learning of the three-day discussion on Paragraph by writing a one to
two- Comparison and Contrast paragraph.

Mechanics:
a. Use your checked Sentence Outline done on the previous activity as your guide in
writing.
b. Remember, you are only bound to write one to two paragraphs.
c. Do your paragraphs on a ½ crosswise paper only.
d. Be guided by the rubric given below.

Criteria:

(Adapted Paola Brown’s Rubric)

32
 Rubric for Evaluation of the Paragraph
Point Value 2 points 1 points .5 points 0 points
Topic Sentence Interesting, Clearly stated topic Acceptable topic Missing, invalid,
original topic sentence sentence presents or inappropriate
sentence, reflecting presents one main one idea. topic sentence;
thought and idea. main idea is
insight; focused on missing.
one interesting
main idea.
Supporting Interesting, Examples and Sufficient number Insufficient, vague,
Details concrete and details relate to the of examples and or undeveloped
descriptive topic and some details that relate examples.
examples and explanation is to the topic.
details with included.
explanations that
relate to the topic.
Organization and Thoughtful, logical Details are Acceptable No discernible
Transitions progression of arranged in a arrangement of pattern of
supporting logical examples; organization;
examples; Mature progression; transitions may be Unrelated details;
transitions between appropriate weak. no transitions.
ideas. transitions.
Style Appropriate tone, Appropriate tone; Acceptable tone; Inconsistent or
distinctive voice; Clear sentences some variety in Inappropriate tone;
pleasing variety in with varied sentence Awkward, unclear,
sentence structure; structures; structures; or incomplete
Vivid diction, Effective diction. Adequate diction sentences; Bland
precise word and word choices. diction, poor word
choices. choice.
Mechanics Consistent Some errors, but A few errors in Distracting errors
standard English none major, in usage, spelling, or in usage, spelling,
usage, spelling, usage, spelling, or punctuation (3-4) or punctuation
and punctuation. punctuation. (1-2)
No errors.
Topic Sentences                                      ______ Grade Equivalent:
Supporting Details and Organization   ______ A =  8 - 10 points
Organization/Transitions                       ______ B =  6 -7  points
Style                                                          ______ C =  4 - 5 points
Mechanics                                                ______ D =  2 - 3 points
  F =  0 - 1
            Total Points  = ______

-END OF WEEK FOUR-

33
Subject: Reading and Writing Module: 5 Week: 5

Content: Reading and Thinking Strategies across Text types

Lesson: C. Patterns of Development

Content Standard: The learner realizes that information in a written text may be
selected and organized to achieve a particular purpose.

Performance The learner critiques a chosen sample of each pattern of

Standard: development focusing on information selection, organization,
and development.

Competencies Distinguishes between and among patterns of development in

(with Code): writing across disciplines
c. cause and effect (EN11/12RWS-IIIbf-3.6)
d. problem – solution (EN11/12RWS-IIIbf-3.7)
General a. explain the relationship of Cause and Effect as a Pattern of
Objectives: Development,
b. explain the purpose of Problem and Solution Paragraph,
c. identify Transitional Devices to signal cause and effect and
problem and solution,
d. write a Cause and Effect (with Problem and Solution)
Paragraph.

Day 1: Defining Cause and the Effect

Specific Objectives:
The learner will:
a. define cause and effect
b. identify clearly real-life situations where cause-and-effect relationship is evident, and
c. identify the Transitional Devices that signal cause and effect.

Initial Task
(Source: Griego, 2015 [PowerPoint Slides])
Activity 1: Identifying the Cause and the Effect
Instructions: You are given several pictures below. Tell why the situations shown
happened; later, tell what happens next after the situation happens. Use the fishbone
given below to organize your ideas.

34
1. 2. 3.

1.

2.

3.

Lecture-Discussion
35
The next pattern of development that will be discussed is called, Cause and Effect
Paragraph. In other references, it is also referred to as “Causal Analysis”.

Cause refers to the reasons why certain events happen. On the other hand, Effect refers
to the next event or situation which is prompted after the caused event happened.

To help better show these cause-and-effect relationship, here are some transitional
devices that you may use:

To Show Cause To Show Effect

1. which is why .Thus 8. if
2. because 2.Then 9. in order to/that
3. for 3.Unless 10. as a result
4. since 4.Subsequently 11. therefore
5. for the same reason 5.Therefore
6. for this reason 6. Consequently
7. consequently 7. as a result

In better organizing your thoughts in writing your Cause and Effect Paragraph, the
model below can be followed:

Introduction

CAUSE
Explain
EFFECT
Explain

Conclusion
Let us have a better look at how this kind of a paragraph look like. Let us have this next
activity.

36
Activity 2: Identifying the Causes and Effects
Instructions: Circle the causes presented in the text; however, underline twice the effects
presented in the text. What method was used—Point by Point or Block by Block?

Dropping Out
Mike Sullivan, 2005

For many teenagers, there are numerous negative factors that can lead them to give up on
their education and drop out of school. The first cause is that many teenagers lack
positive role models in their lives. The lack of an encouraging adult in their lives can
cause them to think negatively about themselves and it does not allow them to live up to
their full potential. Also, the lack of a positive role model can cause them to get involved
with the wrong kind of people and activities. When students get involved in these types
of negative situations, they usually don't focus on school. This can lead many
impressionable young children to give up on their education. Another factor that cause a
student to give up on school is a lack of determination. If they're not determined to
graduate, it can be very difficult for them to stay in school. Many students find it difficult
to stay focused on school when they when they feel that getting an education is useless.
Some students only attend school because they are forced to and they are not there to
further their education. The third and final factor is peer pressure. Many students give
into pure pressure very easily. If the pure pressure is negative, this can lead them into
drugs and alcohol. The drugs and alcohol can cause them to drop out very easily because
that is the only thing that they are focused on and it can easily ruin a child's life.
Method used:
__________________________________________________________________

Other Suggested Activities

A. Outline the Causes and Effects

Instructions: Complete the given outline below by supplying other related causes or
effects which are aligned in the topic provided. Please make sure to supply logical
information. Please write in complete sentences.

CAUSES EFFECTS

37
 These are the
results of
flooding.

Day 2: Defining Problem and Solution Paragraph

Specific Objectives:
The learners will:
a. define Problem and Solution Paragraph as a Pattern of Development,
b. cite clearly ways in which this Pattern of Development can be used in real-life
situations, and
c. identify the Transitional Devices used to introduce a problem and solution.

Initial Task
Activity 1: Below are given observed school-based issues. Given this opportunity to give
your insights, what particular solution do you think can solve these issues? Write your
answers below.

Problems Solutions

School
Absenteeism

Failed
Quizzes

Bullying 38
 Insufficient
classrooms

Lecture-Discussion

The next Pattern of Development which will be discussed in the class is called, “Problem
and Solution Paragraph. From the name itself, you would have to realize that this kind of
a paragraph discusses certain problems or issues and provide specific and attainable
solutions to these.

Suggested Activity

A. Instructions: Through a Brainstorming List, identify all mediums, outlets and areas in
which Problem-Solution paragraphs are shown, published or released. List as many as
you can. Also, try to compare your answers to the other members of the class. Identify
which medium, outlet or area is more dominantly answered in the class.

(Source: e-writing, 2018)

Here are some steps that you may follow to conceptualize your paragraphs:

1. Identify a specific problem- The discussion will only be finer if your desired topic is
also filtered down to its most specific. These questions
may help you specify the problem:
 What is your target?
 In which situation does this problem apply?
 Who are affected by this problem?

2. Identify specific solutions- Since the problem discussed is specific, it would also
entail giving specific solutions as well. Please take note,
the solutions should be SMART—Specific, Attainable,
Realistic and Time-bound.

39
3. Explain these solutions- Tell your readers why you are suggesting these solutions.
Give the advantages and weaknesses of these solutions;
emphasize why this is still a good solution to the problem.
Give examples as well to establish more the points.

4. Recommend- Out of the suggested solutions, will you tell the readers to follow all or
are you to recommend the best solution of all? all them to act.

It would also help if you would know the following Transitional Devices to signal
introducing the problems and giving the solutions:

Introducing the Problem/s Giving the Solution/s

First, second, third… First, second, third…
Because of this Because of this
Consequently Consequently
Next, Then Next, Then
So So
Therefore Therefore

Basically, the transitional devices for each may be the same for the reason that your main
purpose is to state or provide information; thus transitional devices used to add, conclude
and elaborate can be very handy.

How does a Problem-Solution Paragraph look like? Let us have the next activity:

Activity 3: Identifying the Problems and Solutions

Instructions: Circle the causes presented in the text; however, underline twice the effects
presented in the text. What method was used—Point by
Point or Block by Block?

Dorm Days
(Griego, 2018)

Home is comfort; however, when I entered college, that is when I was forced to leave this
comfort in order to start achieving my dreams.

Because home was far from home, I lived in a dormitory. Dormitory—the place which
tested my being limited. First, there were no cooking instruments in my room; I am not
allowed to cook. Worse, I do not even know how to cook. Mom is not here to do cooking
for me. Second, there was no television, radio, no—there was no WiFi connection. I had
to keep myself busy with just my homework and studies. Lastly, I was all by myself. I
had no brother to share my stories with; no parents to check on me.

Those may be some of my dilemmas when I lived in the dorm. However, it did not take
me too long to realize what I should do to solve my problems. First, I allotted a humble
budget for my food. Whenever I return home, I also took opportunities to learn cooking.

40
Secondly, I brought with me my pocket wifi. Of course, because I was determined to
finish my studies, I enjoyed doing my school works at night. Lastly, I toughen up myself
not to miss so much my family. Good thing we can always call each other whenever we
wanted to.

College is really hard; it sometimes asks the essential parts of us. However, there is no
struggle that we can battle.

Day 3: Outlining your Causal-Problem-Solution Paragraphs

Specific Objectives:
The learners will:
a. brainstorm ideas for their Causal-Problem-Solution Paragraphs through a Sentence
Outline.

Calm down! The name of our paragraph may be too complicated, but it is just
combinations of what has been previously discussed to you in the previous sessions. To
help you do your short paragraphs, here is our activity.

Activity 4: Use the any of the two formats in order to outline a chosen topic from the
options below. Do your outlines in a ½ crosswise.

Topic Choices:
a. Why we have lazy classmates
b. Reasons for losing a game during the Intramurals
c. Why students get late in their classes

You may add other topics of your choice.

You may follow the outline format below:

Topic: ________________________________________

I. Introduction: (What is this topic about?)

II. What are the causes why this topic happened?
III. What then are the effects of the topic on its respective audience?
IV. What then do you recommend to do in order to avoid this situation?
V. At the end, what would you like the readers to do about this issue discussed?

You may try other graphic organizers or listing methods to facilitate your brainstorming.

Day 4: Final Task

Specific Objectives:

41
The students will:
a. summarize their learning of the three-day discussion on Paragraph by writing a
Causal-Problem-Solution Paragraphs.

Mechanics:
a. Use your checked Sentence Outline done on the previous activity as your guide in
writing.
b. Remember, you are only bound to write one to two paragraphs.
c. Do your paragraphs on a ½ crosswise paper only.
d. Be guided by the rubric given below.

Criteria:

(Adapted Paola Brown’s Rubric)

Rubric for Evaluation of the Paragraph

Point Value 2 points 1 points .5 points 0 points

Topic Sentence Interesting, Clearly stated Acceptable topic Missing, invalid,
original topic topic sentence sentence or inappropriate
sentence, presents one presents one topic sentence;
reflecting main idea. idea. main idea is
thought and missing.
insight; focused
on one
interesting main
idea.
Supporting Interesting, Examples and Sufficient Insufficient,
Details concrete and details relate to number of vague, or
descriptive the topic and examples and undeveloped
examples and some explanation details that examples.
details with is included. relate to the
explanations that topic.
relate to the
topic.
Organization Thoughtful, Details are Acceptable No discernible
and Transitions logical arranged in a arrangement of pattern of
progression of logical examples; organization;
supporting progression; transitions may Unrelated details;
examples; appropriate be weak. no transitions.
Mature transitions.
transitions
between ideas.
Style Appropriate tone, Appropriate tone; Acceptable tone; Inconsistent or
distinctive voice; Clear sentences some variety in Inappropriate
pleasing variety with varied sentence tone; Awkward,

42
 in sentence structures; structures; unclear, or
structure; Vivid Effective diction.
Adequate dictio incomplete
diction, precise n and word sentences; Bland
word choices. choices. diction, poor
word choice.
Mechanics Consistent Some errors, but A few errors in Distracting errors
standard English none major, in usage, spelling, in usage,
usage, spelling, usage, spelling, or punctuation spelling, or
and punctuation. or punctuation. (3-4) punctuation
No errors. (1-2)

Topic Sentences                                      ______

Supporting Details and Organization   ______ Grade Equivalent:
Organization/Transitions                       ______ A =  8 - 10 points
Style                                                          ______ B =  6 -7  points
Mechanics                                                ______ C =  4 - 5 points
  D =  2 - 3 points
            Total Points  = ______ F =  0 - 1

-END OF WEEK FIVE-

Subject: Reading and Writing Module: 6 Week: 6

43
Content: Reading and Thinking Strategies across Text types

Lesson: C. Patterns of Development

Content Standard: The learner realizes that information in a written text may be
selected and organized to achieve a particular purpose.

Performance The learner critiques a chosen sample of each pattern of

Standard: development focusing on information selection, organization,
and development.

Competencies Distinguishes between and among patterns of development in

(with Code): writing across disciplines
c. persuasion (EN11/12RWS-IIIbf-3.8)
General a. define what Persuasion is as a Mode of Discourse is,
Objectives: b. cite instances where Persuasion is required, and
c. write a Persuasion Paragraph.
d. summarize the whole unit through the Performance Task
presented.

Day 1: On Persuasion

Specific Objectives:
The learners will:
a. define what Persuasion is as a Mode of Discourse,
b. cite instances where Persuasion is applied, and
c. evaluate a sample Persuasion paragraph based on content.

Lecture-Discussion

(Source: Adapted from Sandagan’s Reading and Writing Skills, 2013)

The main purpose of this paragraph is to convince the readers that your side of the issue
is logical; therefore, your insights as the writer must be believed.

In order to convince the readers, the following may be done:

1. Establish your purpose—what is your opinion and why it should matter
2. Define the audience—to whom are you speaking to; know well your audience so that
you can give insights that will target their cognitive and
affective sides; they should be able to relate to your insights.
3. Explain your opinion—elaborate by giving justifications, examples and sample
situations where you could prove your insights’s value the most.
4. Ask an action from the audience—the best way to know whether you have convinced
or influenced your readers is when they manifested

44
 an action. If they have changed the way they see
things—saw things based on your lens, then that
means you have been effective.

How do we convince? Here are some tips that may help:

1. State what is factual. Truth means credibility.

2. Refer to known authorities. Again, names of these authorities add to your credibility.
3. Give examples, explanations and arguments. Remember you should be able to
establish your points.
4. Predicting the consequence. Tell them what will happen if they believe or did not
believe you.
5. Answer in advance possible criticisms about your point. This will give an idea to your
readers that you know better than your critics.

Initial Task
Activity 1: Convinced Enough?
Instructions: Find in the paragraph below the sentences which you think contain
persuasion. Underline these sentences twice.

Laughter the Medicine

Jace Oeleis, 2005

Laughter is one of the greatest healing devices known to man. Laughter is powerful and
can help people in many different ways. It has the power to cure something as little as a
bad day or to heal the wounds of a terminally ill person. Laughing has helped create the
smile which is the universal sign of well being. Generally, individuals who do not laugh
live miserably and have unhappy lives. Dr. Robert Holden found out that smiling and
laughing releases endorphins in the brain which gives people a overall happy well being.
Using comedy, many doctors have stimulated the healing process in manic depressants
and fatally ill patients giving them hope and ambition. In many clinics laughter is being
used in replacing anti-depressants and reduces the need for pain killers.(Dr. Gael
Crystal). Take comedians for example, they usually live long and happy lives. Putting a
smile on faces and laughs in souls is what makes life complete. Laughter helps heal
people and brightens spirits for a better and healthier life . Laughing is a sign of joy and
hope and keeps people normal and the world happy. Using the techniques of laughter and
happiness is the best medicine known to man. Laughter is the universal sign of well being
and happiness within health. Laughing brightens the spirit and heals the mind and body
of people who allow it to overcome them. So try a smile and laugh on for size and live a
longer happier life with loved ones.

Other Suggested Activities

45
A. Outlining a Persuasive Paragraph
Instructions: To better analyze how persuasion works in a text, let us try to outline this
sample paragraph. You may use the format provided. Do this on your
notebooks.

Paragraph:

Laughter the Medicine

Jace Oeleis, 2005

Laughter is one of the greatest healing devices known to man. Laughter is powerful and
can help people in many different ways. It has the power to cure something as little as a
bad day or to heal the wounds of a terminally ill person. Laughing has helped create the
smile which is the universal sign of well being. Generally, individuals who do not laugh
live miserably and have unhappy lives. Dr. Robert Holden found out that smiling and
laughing releases endorphins in the brain which gives people a overall happy well being.
Using comedy, many doctors have stimulated the healing process in manic depressants
and fatally ill patients giving them hope and ambition. In many clinics laughter is being
used in replacing anti-depressants and reduces the need for pain killers.(Dr. Gael
Crystal). Take comedians for example, they usually live long and happy lives. Putting a
smile on faces and laughs in souls is what makes life complete. Laughter helps heal
people and brightens spirits for a better and healthier life . Laughing is a sign of joy and
hope and keeps people normal and the world happy. Using the techniques of laughter and
happiness is the best medicine known to man. Laughter is the universal sign of well being
and happiness within health. Laughing brightens the spirit and heals the mind and body
of people who allow it to overcome them. So try a smile and laugh on for size and live a
longer happier life with loved ones.

Format (Use the format on your own convenience.):

I. ____________________________________________________________
A.
B.
C.
D.

B. Instructions: Try practicing your convincing powers.

Write short sentence/s to convince others to believe in the following
claims.

46
1. Eating insects are beneficial. _________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________

2. Crying is the best emotion of all. _________________________________________

_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________

3. Grades are just numbers.

_________________________________________
_________________________________________

100
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________

Day 2: Outline your Persuasive Paragraphs

Specific Objectives:
The learners will:
a. brainstorm ideas for their Causal-Problem-Solution Paragraphs through a Sentence
Outline.

You are now on your last paragraph, and for that congratulations! See? You can write. As
a matter of fact, you have already written seven (7) Patterns of Development. Well done!

For your last paragraph, let us brainstorm for your topic using the next activity.

Activity 4: Use the any of the two formats in order to outline a chosen topic from the
options below. Do your outlines in a ½ crosswise.

Topic Choices:
a. School shapes people.

47
b. Intelligence is more important that wisdom.
c. Love is just a phase of life.

You may add other topics of your choice.

You may follow the outline format below:

Topic: ________________________________________

I. Introduction: (What is this topic about?)

II. What is your side?
III. Why do you believe in that?
IV. Why should others believe like you do?

You may try other graphic organizers or listing methods to facilitate your brainstorming.

Day 3: Final Task

Specific Objectives:
The students will:
a. summarize their learning of the three-day discussion on Paragraph by writing a
Persuasive Paragraph.

Mechanics:
a. Use your checked Sentence Outline done on the previous activity as your guide in
writing.
b. Remember, you are only bound to write one to two paragraphs.
c. Do your paragraphs on a ½ crosswise paper only.
d. Be guided by the rubric given below.

Criteria:

(Adapted Paola Brown’s Rubric)

Rubric for Evaluation of the Paragraph

Point Value 2 points 1 points .5 points 0 points

Topic Sentence Interesting, Clearly stated Acceptable topic Missing, invalid,
original topic topic sentence sentence or inappropriate
sentence, presents one presents one topic sentence;
reflecting main idea. idea. main idea is
thought and missing.
insight; focused
on one
interesting main
idea.

48
 Supporting Interesting, Examples and Sufficient Insufficient,
Details concrete and details relate to number of vague, or
descriptive the topic and examples and undeveloped
examples and some explanation details that examples.
details with is included. relate to the
explanations that topic.
relate to the
topic.
Organization Thoughtful, Details are Acceptable No discernible
and Transitions logical arranged in a arrangement of pattern of
progression of logical examples; organization;
supporting progression; transitions may Unrelated details;
examples; appropriate be weak. no transitions.
Mature transitions.
transitions
between ideas.
Style Appropriate tone, Appropriate tone; Acceptable tone; Inconsistent or
distinctive voice; Clear sentences some variety in Inappropriate
pleasing variety with varied sentence tone; Awkward,
in sentence structures; structures; unclear, or
structure; Vivid Effective diction. Adequate dictio incomplete
diction, precise n and word sentences; Bland
word choices. choices. diction, poor
word choice.
Mechanics Consistent Some errors, but A few errors in Distracting errors
standard English none major, in usage, spelling, in usage,
usage, spelling, usage, spelling, or punctuation spelling, or
and punctuation. or punctuation. (3-4) punctuation
No errors. (1-2)

Topic Sentences                                      ______

Supporting Details and Organization   ______ Grade Equivalent:
Organization/Transitions                       ______ A =  8 - 10 points
Style                                                          ______ B =  6 -7  points
Mechanics                                                ______ C =  4 - 5 points
  D =  2 - 3 points
            Total Points  = ______ F =  0 - 1

-End of the Discussion on Patterns of Development-

Day 4: Performance Task Day

49
 PEER PAPER CRITIQUING

Instructions:

1. Find a partner. (The teacher may also be the one to assign partners.)
2. You will have to exchange set of paragraphs (five submitted outputs).
3. You will have to read each other’s work. Choose the output which you think is the best
of all the paragraphs you have read.
4. Critique each other’s work through the rubric given below. Please do not forget to add
comments to the works of your classmates.

(Source: Griego, 2018)

PEER CRITIQUING
Evaluator’s Name:
Writer:
CRITERIA RATING SCALES
CONTENT 5 4 3 2 1
1. The Pattern of Development is very evident
in the paragraph written.
2. The Topic Sentences and Supporting Details
are united and related among themselves.
3. Elaborations are rich in a way that examples,
explanations and other justifications were
sufficiently given.
ORGANIZATION
4. The paragraphs follow cohesion through the
use of correct Transitional Devices—it is so
easy to follow the ideas.
5. There are evident Introductions and
Conclusions.
MECHANICS AND WRITING STYLE
6. Diction and correct use of grammar were
observed.
7. Few misspelled words or typographical
errors were observed.

Comments:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
-END OF WEEK SIX-

50
Subject: Reading and Writing Module: 7 Week: 7

Content: Reading and Thinking Strategies across Text Types

Lesson: Properties of a Well-written Text

Content Standard: The learner realizes that information in a written text may
be selected and organized to achieve a particular purpose.

Performance Standard The learner critiques a chosen sample of each pattern of

development focusing on information selection,
organization and development.

Competencies with Code: Identifies properties of a well-written text (EN11/12RWS-

IIIgh-4)
a. organization (EN11/12RWS-IIIgh-4.1)
b. coherence and cohesion (EN11/12RWS-IIIgh-4.2)
c. language use (EN11/12RWS-IIIgh-4.3)
d. mechanics (EN11/12RWS-IIIgh-4.4)

General Objectives: At the end of the week, you are to:

1. explain the relevance of the properties of a well-written
text in paragraph writing such as:
a. unity
b. organization
c. coherence and cohesion
d. language use and mechanics
2. evaluate the quality of given paragraphs based on; a.
organization, b. coherence and cohesion, c. language
use and d. mechanics as properties of a well-written
text; and
3. write unified, organized and coherent paragraphs or
essays.

Day 1: UNDERSTANDING UNITY AND ORGANIZATION

SPECIFIC GOALS:
Within the one-hour discussion, students shall be able to:
1. Evaluate if a paragraph/text shows unity and organization as properties of a well-
written text
2. Write unified and organized paragraphs

LECTURE-DISCUSSION

UNITY
--is achieved when a composition contains one focused idea.

51
 --all supporting ideas are relevant to the main thought or else the text will be
confusing.

ORGANIZATION
--is achieved when ideas are logically and accurately arranged.
--knowledge of the parts of the composition is a great help in adhering to the
correct organization of ideas.

ACTIVITY 1
Instructions: Read and analyze the text and answer the following questions.

Pesticide Suicide
Most of the farmers are extremely poor. Attracted by cheap loans from pesticides
traders and the prospect of a quick buck, they borrowed heavily to raise cotton on small
plots of land.
According to the Ministry of Agriculture, the crop losses and destruction in
Andhra Pradesh arose from the repeated application of excessive amounts of chemicals -
a practice actively encouraged by pesticides traders.
The suicide of Samala Mallaiah in Nagara village grabbed media headlines. He
owned one acre of land, leased two more and grew cotton on all three. After making a
loss in the first year, he leased yet more land in an attempt to recover. Confronted with
falling prices, mounting debts and pest attacks, he committed harakiri. ‘Cotton has given
us shattered dreams,’ said one old farmer in Nagara village.
As many as 60,000 small farmers in the region of Andhra Pradesh, southern India,
have taken to farming cotton instead of food crops. Some 20 of them have recently
committed suicide by eating lethal doses of pesticide.
Whitefly, boll weevils and caterpillars multiplied and destroyed their crops,
despite the constant application of pesticides. The average yield of cotton fields in
Andhra Pradesh fell by more than half in just one year. Now the farmers are in no
position to repay the loans or feed their families.
Nearly half the pesticides used in India go into protecting cotton, the most
important commercial crop in the country. However, pests have shown increased
immunity to a range of pesticides. Last year there were heavy crop losses due to leaf-curl,
which is caused by the dreaded whitefly. This nondescript, milky-white fly sucks sap
from the cotton leaves, making them curl and dry up. The fly struck first in Pakistan and
north-western India. Then it turned south. (New Internationalist, June 1998, p. 13).

QUESTIONS:
1. What did you observe in the given text? Is it a ‘good’ or a ‘bad’ text?
2. How can we improve this text?

ACTIVITY 2: WITH OR WITHOUT UNITY?

Instructions: Write WU if unity is evident in the text and WOU, if not.

52
 Viral videos circulating online expose the danger in sensationalist culture:
anyone’s life can change in one single post. A like in Facebook can change everything.
For example, the video of the student who verbally abused a guard in the LRT has
changed the life of the student. Therefore, people must take note of their actions wherever
they may be, because these might be documented and posted online. In addition to that,
everyone must be wary of the things they post, because they never know who will share
it, too.
Answer: __________

Viral videos circulating online expose the danger in sensationalist culture:

anyone’s life can change in one single post. For instance, the video of a student who
verbally abused a guard in the LRT has drastically altered the future of the student. She
was bashed by netizens for her rude behavior, and the hashtag #AMALAYER, taken after
the way she pronounced, “I’m a liar”, trended soon afterwards. News reports following
the incident soon revealed that the girl has received considerable flak and has even
become a victim of bullying.

Answer: _________

ACTIVITY 3: ORGANIZED or DISORGANIZED?

Instructions: Write O if the paragraph shows organization and DO if it needs

improvement.

1. Thomas Edison was simply the one who created the first commercially viable
light bulb. It is widely believed that he invented the light bulb. What made Edison’s light
bulb successful was his use of carbonized bamboo as the filament. This made the bulb
last longer and it was cheap enough to be available for the masses. He only improved on
previous works of inventors who also worked on the same project.
Answer: ________

2. Although it is widely believed that Thomas Edison invented the light bulb, in
reality he was simply the one who created the first commercially viable light bulb. Along
with his team, Edison improved the previous works of inventors who also worked on the
same project. Compared to previous versions, what made his light bulb successful was
his use of carbonized bamboo as the filament. This made the bulb last longer and it was
cheap enough to be available for the masses.
Answer: _______

OTHER SUGGESTED ACTIVITY:

ACTIVITY 4: INCLUDE OR DISCARD?

Instructions: The following paragraph contains sentences that are irrelevant or

unnecessary to the main point of the paragraph. The sentences do not support the opening

53
point, and so the paragraphs are not unified. To make this unified, some sentences must
be omitted. Cross out the irrelevant sentences in the text.

How to Prevent Cheating

(1) Teachers should take steps to prevent students from cheating on exams. (2) To
begin with, teachers should stop reusing old tests. (3) Even a test that has been used once
is soon known on the student grapevine. (4) Students will check with their friends to find
out, for example, what was on Dr. Thompson's biology final last term. (5) They may even
manage to turn up a copy of the test itself, "accidentally" not turned in by a former
student of Dr. Thompson's. (6) Teachers should also take some common sense
precautions at test time. (7) They should make students separate themselves--by at least
one seat—during an exam, and they should watch the class closely. (8) The best place for
the teacher to sit is in the rear of the room, so that a student is never sure if the teacher is
looking at him or her. (9) Last of all, teachers must make it clear to students that there
will be stiff penalties for cheating. (10) One of the problems with our school systems is a
lack of discipline. (11)
Teachers never used to give in to students' demands or put up with bad behavior, as they
so today. (12) Anyone caught cheating should immediately receive a zero for the exam.
(13) A person even suspected of cheating should be forced to take an alternative exam in
the teacher's office. (14) Because cheating is unfair to honest students, it should not be
tolerated.

FINAL TASK

Instructions: Write a short paragraph about the topic “When was the last time you did
something for the first time?” employing unity and organization as properties of a well-
written text.

__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

54
DAY 2: Achieving Coherence and Cohesion in Paragraph Development

SPECIFIC GOALS:
Within the one-hour discussion, students shall be able to:
1. explain the importance of coherence and cohesion in writing
2. identify ways of obtaining coherence in writing
3. use transitional devices in a paragraph to achieve coherence

ACTIVITY 1: GUESS WHAT?

Instructions: Solve the following rebus.

Answer: __________________

(https://prezi.com/m/ppgpvlt7ga7b/coherence-lesson-plan/)

LECTURE-DISCUSSION ON COHERENCE AND COHESION

COHERENCE and COHESION

--are achieved when ideas are logically, clearly, and smoothly linked to one another;
without it, the reader may not be able to comprehend your composition.

COHERENCE --occurs when ideas are connected at the conceptual or idea level.
--it can be seen through well-defended arguments and organized points.

COHESION --is the connection of ideas at the sentence level.

--it can be readily seen in a text through the smooth flow of the
sentences and the connection of the ideas.

WAYS OF OBTAINING COHERENCE IN A PARAGRAPH

1. by the order in which the sentences are organized (Organization)
2. by the repetition of the important ideas (Emphasis)
3. by the utilization of transitional devices

REPETITION OF KEY IDEAS

These words or phrases are placed within a sentence or clause to show the relationship
between the new sentence and the preceding one.
1. Conjunctions and transitional adverbs such as and, but, yet, however, therefore,
consequently, moreover accordingly, at the same time, as a result, for example, on the
other hand, and finally

55
2. Pronouns such as this, that, those, these, his, her and its which refer to an antecedent in
a previous sentence
3. Repetition of key words
4. Parallel structures- through which the reader is led back to sentences phrased in similar
forms

MORE TRANSITIONAL WORDS AND PHRASES

Below are the most common transitional words and phrases:
1. Result- in conclusion, finally, therefore, thus, as a consequence
2. Contrast- nonetheless, on the other hand, whereas, inversely, instead, in another sense,
conversely, nevertheless
3. Illustration-as you will see, for instance, incidentally, in this way, just as, thus, it
follows
4. Addition- again, also, and, besides, finally, furthermore, in addition to, likewise,
moreover, secondly, similarly, too
5. Concession-granted that now, of course, to be sure
6. Retrospection- as has been said, so far, to this point
7. Comparison- at the same time, in the same manner, in the same way
8. Doubt or hypothesis- probably, possibly, maybe, might be, could be
9. Example or restatement- for example, that is, namely, for instance, to demonstrate, to
repeat
10. Similarity- by the same token, similarly, in the same way
11. Cause-effect Relationship- because, hence, due to, therefore, thus, consequently,
accordingly, as a consequence, and as a result
12. Series- several, various, the following, to wit
13. Sequence or Order of Events- first, later, eventually, finally, at last, lastly, then, next,
afterwards, after
14. Summary- as has been said, for these reasons, in brief, in other words, to recapitulate,
we now see, to sum up
15. Condition- if, when, unless
16. Emphasis- above all, really, in effect, definitely, certainly, surely
(Taken from Gimutao, et.al’s Study and Thinking Skills in English, pp.109-110)

Here are common transitional devices that you may use to achieve coherence in a
paragraph. These are called as conjunctive adverbs or adverbial conjunctions.

addition
again, also, and, besides, equally important, first, further, furthermore, in addition, in the
first place, moreover, next, second, third
comparison
also, in the same way, likewise, similarly
concession
granted, naturally, of course
contrast
although, yet, on the contrary, even so, in spite of, despite, instead, on the other hand,
otherwise, regardless, still, though

56
emphasis
certainly, of course, indeed, in fact, truly
example/illustration
after all, as an illustration, even, for example, for instance, in other words, specifically, to
illustrate
summary
all in all, thus, altogether, as has been said, finally, in brief, in conclusion, in summary, in
short, in simpler terms, therefore, to summarize
time sequence
after a while, afterward, and then, at last, at length, before, eventually, formerly, finally,
in the past, meanwhile, now, presently, shortly, so far, simultaneously, subsequently,
thereafter, until

COHERENCE IN VERB TENSES

 In recalling an experience, use PAST TENSE.
 In stating present situations, use PRESENT TENSE.
 In referring to instances yet to happen, use FUTURE TENSE.
(Griego, R.V.,et.al., Reading and Writing, 2016)

ACTIVITY 2
Instructions: Read and analyze the paragraph and answer the following questions:

When a taxpayer is waiting to receive a tax refund from the Bureau of Internal
Revenues, you begin to notice what time the mail carrier arrives. 2) If the taxpayer does
not receive a refund check within six weeks of filing a return, they may not have
followed the rules of the BIR. 3) Taxpayers who don't include a Social Security number
on a return will have to wait longer for his or her refund. 4) If they make errors on the tax
form, you also have to wait, and they might even audit you, delaying a refund for months
or longer. 5) The IRS may still delay your refund because they are swamped by returns
filed close to the April 15 deadline swamp.

Processing Questions:
1. What did you observe in the given text? Is it a ‘good’ or a ‘bad’ text?
2. How can we improve this text?

ACTIVITY 3: COMPLETE ME!

Instructions: Supply the best transitional device or word that will make the paragraph
coherent.

Why I Don't Make My Bed

Ever since I moved into my own apartment last fall, I have gotten out of the habit of
making my bed--except on Fridays, of course, when I change the sheets.
_______________ some people may think that I am a slob, I have some sound reasons
for breaking the bed-making habit. __________________, I am not concerned about
maintaining a tidy bedroom because no one except me ever ventures in there. If there is
ever a fire inspection or a surprise date, I suppose I can dash in there to fluff up the pillow

57
and slap on a spread. __________________, I am not bothered. __________________, I
find nothing uncomfortable about crawling into a rumpled mass of sheets and blankets.
____________________, I enjoy poking out a cozy space for myself before drifting off
to sleep. ______________, I think that a tightly made bed is downright uncomfortable:
entering one makes me feel like a loaf of bread being wrapped and sealed.
______________, and most importantly, I think bed-making is an awful way to waste
time in the morning. I would rather spend those precious minutes checking my email or
feeding the cat than tucking in corners or snapping the spread. (Griego, R.V.,et.al.,
Reading and Writing, 2016, p. 29-30)

ADDITIONAL ACTIVITY: ANALOGY OF A JIGSAW PUZZLE

Instructions: Look at the picture (a puzzle) and answer the following questions.

Processing Questions:
1. How do we put together a jigsaw puzzle?
2. How is solving a jigsaw puzzle similar to achieving coherence and cohesion according
to Bizup and Williams?
(visit https://medium.com/brother-humbled-thoughts/coherence-and-cohesion-putting-
the-right-pieces-together-5e70ac61ac61)
DAY 3: Continuation on Achieving Coherence and Cohesion in Paragraph
Development

SPECIFIC GOALS:
Within the one-hour discussion, students shall be able to:
1. evaluate paragraphs whether they are coherent or not
2. compare and contrast paragraphs using a Venn Diagram
3. write paragraphs which employ coherence and cohesion

ACTIVITY 1: APPROVED OR DISAPPROVED?

Instructions: Analyze the following sentences and write APPROVED if it shows
coherence and cohesion and DISAPPROVED, if not.

58
1. Amelia Earhart was a legendary woman who made her name in aviation by setting
various records. In 1928, she became famous as the first woman who flew across the
Atlantic Ocean. She was only a passenger, with pilot Wilmer Stultz and
co-pilot/mechanic Louis Gordon manning the controls. In 1932, she flew on her own over
the Atlantic. She flew from Honolulu, Hawaii to Oakland, California. She became the
first person to fly over both the Atlantic and Pacific Oceans.

2. In 1935, Earhart set seven women’s speed and distance aviation through different
aircrafts. She disappeared in 1937 while attempting to fly around the world. On board her
plane was her only crew member, Fred Noonan. Extensive search efforts were not able to
find a trace of both aviators.

3. Amelia Earhart was a legendary woman who made her name in aviation by setting
various records. In 1928, she became famous as the first woman who flew across the
Atlantic Ocean. However, during this trip she was only a passenger, with pilot Wilmer
Stultz and co-pilot/mechanic Louis Gordon manning the controls. In 1932, she finally got
to fly on her own over the Atlantic. She set another record when she flew from Honolulu,
Hawaii to Oakland, California in 1935, thus becoming the first person to fly over both the
Atlantic and Pacific Oceans. Between 1930 and 1935, Earhart set seven women’s speed
and distance aviation through different aircrafts.
(Barrot, Academic Reading and Writing, 2016)

Activity 2: FIX OR FIX ME NOT

Instructions: Analyze the two paragraphs and compare and contrast the two using a Venn
Diagram.
1. For me, the worst thing about waiting tables is the uniform. All the waitresses had to
wear this ugly brown striped jumper. The shirts were polyester. Sometimes someone you
know comes in. Now I have a job in an office.
2. For me, the worst thing about waiting tables was the uniform. At the last place I
worked, all the waitresses had to wear an ugly brown striped jumper. Underneath it we
had to wear an even uglier polyester shirt. Sometimes someone I knew would come in
and I'd feel embarrassed by my outfit. Now I have a job in an office, where I can wear my
own clothes. (Reference:
https://writing.colostate.edu/guides/teaching/rhet-terms/pop3d.cfm)
Paragraph 1 Paragraph 2

59
FINAL TASK
Instruction: Write two paragraphs about a time when you learned that something you’
had always thought was true was actually incorrect. Make sure to achieve coherence and
cohesion in your writing.
OTHER SUGGESTED ACTIVITY
Instructions: Rewrite the paragraph below by adding transitional devices, correcting the
pronoun-antecedent and Point of View used in this paragraph. Make sure to determine
first the Main Idea and the correct order of the Supporting Details.
During examinations, having discipline ensures that students study his or her exams
instead of watching movies and spending their free time with our friends. Discipline
makes a student study their lessons regularly and prepare its assignments daily.
Discipline compels students to prepare their projects ahead of time so when deadlines
come, it can readily submit a well-prepared project. Discipline moves students to listen to
the teacher during class discussion and at the same time jot down important notes.
Discipline helps develop good study habits. (Griego, R.V., et.al., Reading and Writing,
2016, p. 34)

DAY 4: FOCUSING ON LANGUAGE USE

SPECIFIC GOALS:
Within the one-hour discussion, students shall be able to:
1. identify the different principles of language used in writing
2. identify unnecessary word in sentences/paragraphs
3. rewrite paragraphs applying the principles of language used in writing

Activity 1: BREVITY
Instructions: Circle the unnecessary words in the article and supply alternative words that
can replace the circled words.

Amid Complex Strategic Choices, Leaders, Managers Go for “Laws”

By Dante Velasco

In the midst of information overload on the so-called “best”, “time-tested” and “fail-
safe” marketing strategies and tactics, you can almost hear confused and exasperated
leaders and managers saying, “Enough!”
This is one phenomenon of the age. In this complex world, people thirst for the
simple, and yes, the elemental. With the avalanche of choices, people yearn for old-
fashioned order. Imagine the chief marketing officer or a CEO bewitched, bothered and
bewildered by so many tactics offered by numberless consultants, innumerable books and
his irrepressible board!

60
 This explains the widespread hunger for a set of principles, leaving tactics and
methods to the leader and the manager. And this explains the drawing of the “Al Ries
Brand Marketing, Conference,” held recently at the Philippine Plaza.
The father-and-daughter tandem, Al and Laura Ries talked about the “immutable” laws-
meaning, unchanging, forever relevant, and eternally constant principles.
Take the “Law of Leadership,” for example. The Reises have a one-liner to explain
it, “It’s better to be first than it is to be better.” And they cite known brands—Coca-Cola,
McDonald’s and IBM. That looked arguable at first glance.
And there is another law that seemed to contradict the first, according to one
participant the “Law of Opposite” which is also a one-liner, “If you’re not the leader,
then you need to be the opposite.”
They cite the Pepsi Cola which became the cola of the “younger crowd” and thus
was born the “Pepsi Generation”. Coke is 120 years old. (Griego, R.V., et.al., Reading
and Writing, p. 36-37).
LECTURE-DISCUSSION:
LANGUAGE USE
--is one of the clearest indicators of a well-written text.
--it enables the writer to effectively communicate ideas without confusing the reader.
--it is achieved by observing the following principles:

Principle 1:
Use clear and concise sentences. On average, a sentence is 18 words long. Note that this
does not require every sentence to be composed of exactly 18 words.

DON’T
Image is a very important factor in politics because once the reputation of a person is
smeared by accusations, the people’s perception of the person is forever tainted and it
may cause him to lose credibility and trust even when the truth behind allegations is no
yet verified.

DO
Image is a very important factor in politics. Once the reputation of a person is smeared by
accusations, the people’s perception of the person is forever tainted. The person may lose
his credibility, even when the allegations are not yet verified.

ACTIVITY 2
Instructions: Rewrite the following:

An American dentist who illegally hunted down a lion in Africa has recently sparked
debate regarding the culture of hunting wild animals, because in America, where people
do not experience lions eating livestock and townspeople, such an act is decried, while in
Africa, this is not seen as a big issue because lions constantly terrorize the villagers and
eat their livestock.

61
Principle 2:
Avoid redundancies, wordiness, clichés, and hifalutin language.

DON’T
Although offsprings are taught not to obtain free gifts from strangers, at the present
moment may still do.

DO
Although children are told not to take gifts from strangers, many still do.

ACTIVITY 3
Instructions: Improve the following:
While there is a desire to covet endangered animals, transform them into domestic beasts,
and all that jazz, it must be more central to our aims to preserve these wild beings.

Principle 3:
Avoid excessive use of “there” and “it” structures. These sentences can be revised by
dropping the “there” and “it” phrase and transforming the sentences appropriately.

DON’T
There are many people walking on this street during Sundays. It is important to keep
your valuables close to you.
DO
Many people walk on this street during Sundays. Keeping your valuables close to you is
important.

ACTIVITY 4
Instructions: Revise the paragraph.

There are four species of pangolins found in Asia. It is of utmost importance to save these
endangered species.

Principle 4:
Use precise vocabulary. Be accurate and condense lengthy phrases into fewer words.

DON’T
Shafts that control the brake during urgent situations are built inside MRT trains to keep
the passengers free from harm.

DO
Emergency levers are installed in every MRT train for the safety of the passengers.

ACTIVITY 5
Instructions: Rewrite the following:

62
Many animals which were hunted down for the entertainment of wealthy people who like
to hunt are now decreasing in population at an alarming rate.

ACTIVITY 6: ELIMINATING UNNECESSARY WORDS

Instructionss: Eliminate the unnecessary words from the following sentences. The
sentences do not have to be rewritten; simply cross off the words that are not
needed.

1. Health inspectors are in the process of currently investigating the restaurant and may
completely close it down in about 3 to 5 days.
2. She spent every summer during her life in the cottage located at Lake Tahoe with her
young infant, who is now an attorney at law.
3. It's a very unique problem and, in an effort to prevent another violent explosion, they
want to clean up the site at the hour of 2 p.m. regardless of whether or not it's privately
owned.
4. It should be pointed out that after he died last Easter Sunday, an autopsy conducted to
determine the actual cause of death found that he was, in fact, strangled to death.
5. In the past, he personally assembled together a dozen knowledgeable experts and
insisted that they would like the end result regardless of whether or not they were paid.
Reference: http://global.oup.com/us/companion.websites/9780199846412/student/
chapter3/exercises/exercise4/

ACTIVITY 7: SIMPLIFYING SENTENCES

Instructions: Rewrite the following sentences more simply and clearly.

1. Gladys Ann Higginbotham said she is not alone in her beliefs since other people also
think the children are currently in danger.
2. As far as the safety is concerned, Thomas Haskell said he is not concerned about the
airline's safety because it has a good record.
3. The driver of the vehicle then sped away, driving north through the parking lot at a
speed estimated to be in the vicinity of 60 mph.
4. An ambulance then rushed the girl to Mercy Hospital for treatment of her injuries by
doctors who said she is now in critical condition.
5. The plans have not been finalized, but tentatively it is possible that at this time the
program could begin to serve a total of approximately 20 schools in the nearby
vicinity.
Reference: http://global.oup.com/us/companion.websites/9780199846412/student/
chapter3/exercises/exercise4/

Subject: Reading and Writing Module: 8 Week: 8

63
Content: Reading and Thinking Strategies across Text Types

Lesson: Properties of a Well-written Text

Content Standard: The learner realizes that information in a written text may
be selected and organized to achieve a particular purpose.

Performance Standard The learner critiques a chosen sample of each pattern of

development focusing on information selection,
organization and development.

Learning Competency: Identifies properties of a well-written text

(EN11/12RWS-IIIgh)
a. organization (EN11/12RWS-IIIgh-4.1)
b. coherence and cohesion (EN11/12RWS-IIIgh-4.2)
c. language use (EN11/12RWS-IIIgh-4.3)
d. mechanics (EN11/12RWS-IIIgh-4.4)

General Objectives: At the end of the week, you are to:

1. explain the relevance of the properties of a well-written
text in paragraph writing such as:
a. unity
b. organization
c. coherence and cohesion
d. language use and mechanics
2. evaluate the quality of given paragraphs based on; a.
organization, b. coherence and cohesion, c. language use
and d. mechanics as properties of a well-written text; and
3. write unified, organized and coherent paragraphs or
essays.

DAY 1: FOCUSING ON LANGUAGE USE

SPECIFIC GOAL:
Within the one-hour discussion, students shall be able to:
1. apply the different principles of language in rewriting paragraphs

LECTURE-DISCUSSION on the PRINCIPLES OF LANGUAGE USE

Principle 5:
Be consistent with your pronoun’s point of view.

DON’T
We should accept that fate is simply an illusion; you must not leave our decisions to
something that does not exist.
DO

64
We should accept that fate is simply an illusion; you must not leave our decisions to
something that does not exist.

ACTIVITY 1
Instructions: Revise the following paragraph.

An American dentist who illegally hunted down a lion in Africa has recently
sparked debate regarding the culture of hunting wild animals, because in America, where
people do not experience lions eating livestock and townspeople, such an act is decried,
while in Africa, this is not seen as a big issue because lions constantly terrorize the
villagers and eat their livestock.
Principle 6:
Avoid sexist language. This issue can be addressed by using articles (a, an, and
the), using plural pronouns, using his or her instead of his, writing through a second
person point of view, or using gender-neutral nouns (e.g. chairperson instead of
chairman).
Make sure not to overuse the his or her technique as it breaks up the flow of your
composition.
DON’T
Every employee should submit his credentials.
DO
All employees should submit their credentials.

ACTIVITY 2
Instructions: Improve the following:

Eve was one of the firemen who responded to the call.

Principle 7:
Use the appropriate level of formality. The more formal texts use an academic tone while
the less formal ones usually use a personal or colloquial tone.

DON’T
Yes, diskettes are like things of the past, but they’re still totally cool.

DO
Diskettes may be outdated, but they are still fascinating.

ACTIVITY 3
Instructions: Revise the following.

It’s incredibly surprising to realize how low people can go just to make tons of money.
ACTIVITY 4
Instructions: Rewrite the following sentences more simply and clearly.

65
 1. Gladys Ann Higginbotham said she is not alone in her beliefs since other people
also think the children are currently in danger.
2. As far as the safety is concerned, Thomas Haskell said he is not concerned about
the airline's safety because it has a good record.
3. The driver of the vehicle then sped away, driving north through the parking lot at
a speed estimated to be in the vicinity of 60 mph.
4. An ambulance then rushed the girl to Mercy Hospital for treatment of her injuries
by doctors who said she is now in critical condition.
5. The plans have not been finalized, but tentatively it is possible that at this time the
program could begin to serve a total of approximately 20 schools in the nearby
vicinity.

ACTIVITY 5
Instructions: Rewrite the following sentences, avoiding sexist language and comments.

1. A California man and his wife attended the reunion.

2. While the girls were playing tennis, their husbands were playing golf.
3. While her husband works, Valerie Dawkins raises their children and dabbles in
politics.
4. Mrs. John Favata is a widow, 56 years old and a petite grandmother of seven, but
still plays tennis five days a week and, today, won the city's Senior Women's
Tournament.
5. Councilman Alice Cycler, the attractive wife of a lawyer and mother of eight
girls, is fighting to improve the city's parks.

ACTIVITY 6
Instructions: The following sentences do not have to be rewritten; simply cross off the
opinionated words and phrases.
1. Lucky to be alive today, the 20-year-old man walked away uninjured from a car
accident that could have been fatal.
2. What began as a routine day ended tragically for Albert Wei when he was shot in
the face during a daring daylight robbery.
3. The mayor's speech was well received, as he was interrupted more than 20 times
by hearty applause.
4. When they got home, the young couple had a big surprise. They found that
burglars had taken all their lovely wedding presents, leaving only the wrapping
paper and ribbon behind.
5. Forty-five people miraculously escaped injury when the bus they were riding in
overturned on a perilous stretch of interstate highway near Philadelphia.
References: http://global.oup.com/us/companion.websites/9780199846412/student/
chapter3/exercises/exercise4/

DAY 2: MECHANICS

SPECIFIC GOALS:
Within the one-hour discussion, students shall be able to:

66
1. identify errors such as capitalization, spelling, punctuation and grammar in paragraphs
2. rewrite paragraphs employing the different mechanics in writing

ACTIVITY 1: MAKE IT RIGHT!

Instructions: The following sentences have errors in them. Rewrite each sentence so that
it is correct.

1. The scool Principle will visit the class tommorrow.

2. Victor walked home by hisself in the poring rain.
3. The dog barked at the postman he must have been fritened.
4. It were to late, for Elle to come over, but Diane asked her any way.
5. We asked the man for derections to the store, but he don’t know where it’s at.
(taken from https://www.k12reader.com/worksheet/correcting-mistakes-rewrite-the-
sentences/view/)
DISCUSSION ON MECHANICS
MECHANICS
--the technical aspect of writing.
--it is one of the properties of a well-written text and is characterized as a set of
conventions on how to spell, abbreviate, punctuate, and capitalize a composition.

In academic and more formal texts, the following should be observed:

a. Always use Standard English.
b. Avoid contractions (e.g. shouldn’t)
c. Avoid exclamation marks unless they are part of a direct quotation.
d. Mention the full name of an institution or organization with the abbreviation in
parenthesis, in first mention. Thereafter, use the abbreviation.
e. Numbers from zero to ten should be spelled out while numbers higher than ten should
be written in figures.
f. Generally, citations are used in academic and formal texts. However, they are sparingly
used in business texts.

ACTIVITY 2: NOTICE ME!

Instructions: Read the following paragraphs and identify whether they have the right
mechanics or not.

1. Pluto was demoted to a dwarf planet in 2006 after the general assembly of the
International Astronomical Union (IAU), as it only met two out of the association’s three
requirements to qualify as a planet (Library of Congress). The dispute started when Mike
Brown, a professor of astronomy at the California Institute of Technology (Caltech),
discovered an asteroid bigger than Pluto in 2005 (Cain, 2012).
2. Brown’s findings sparked a debate on whether this new planet, which he named Eris,
should be added to the roster of nine planets. The controversy prompted the IAU to meet
up and delineate what a ‘planet’ is. They came up with three requirements for classifying

67
celestial bodies as planets and removed the planet status of Pluto based on the new
definition.
3. Pluto was demoted to a dwarf planet in 2006 after the general assembly of IAU, as it
only met 2out of the association’s three requirements to qualify as a planet (Library of
Congress). The dispute started when Caltech astronomy prof Mike Brown discovered an
Asteroid bigger than Pluto in 2005 (Cain, 2012). The science community went wild!
Brown’s findings sparked a debate on whether this new planet, which he named eris,
should be added to the rooster of 9 planets.
4. The controversy prompted the International Astronomical Union to meet up and
delineate what a ‘planet’ is. They came up with three requirements to classify a celestial
body as a planet and removed the Planet Status of Pluto based on the new definition.
Reference: Barrot, Academic Reading and Writing, 2016
ACTIVITY 3
Instructions: Below is a paragraph that is full of errors. There may be spelling,
punctuation,
capitalization, or grammar errors. Rewrite the paragraph correcting all the errors.

At the start of school Dora was afrad of her new Teacher. Mrs. Davisseamed
nice, but she had so manny rules for the class to folow. Scare someone to pieces. As the
school year cotinued, Dora begun to understanhow the Teacher come up with the rules
The rules were their so studentswould be respecful of theyselves and each other. By the
end of the year, Dora though Mrs. Davis was the best Teacher she evere had!

Improved Version:

(Taken from https://www.k12reader.com/worksheet/correcting-mistakes-rewrite-the-

sentences/view/)
FINAL TASK
Instructions: Write a two-paragraph journal entry on the importance of mechanics in
writing.

_________________________________________________________________ 68

________________________________________________________________

________________________________________________________________
 ________________________________________________________________

ADDITIONAL ACTIVITIES

ACTIVITY 5

(taken from https://www.k12reader.com/worksheet/correcting-mistakes-rewrite-the-

sentences/view/)
ACTIVITY 6

69
(Taken from https://www.k12reader.com/worksheet/correcting-mistakes-rewrite-the-
sentences/view/)
DAY 3: APPLICATION ON THE PROPERTIES OF A WELL-WRITTEN TEXT

SPECIFIC GOALS:
Within the one-hour discussion, students shall be able to:
1. evaluate concepts on the properties of a well-written text
2. identify properties of a well-written text present in the articles

ACTIVITY 1: YES OR NO?

Instructions: Identify whether each of the following statements indicate property of a
well-written text. Write Y if it is and N if it is not.
1. Each major point has supporting details.
2. Transitional devices are used excessively.
3. A thesis statement is placed at the end part of the introductory paragraph.
4. Main ideas are restated in the conclusion.
5. Contradictions are used in research papers.
6. An essay uses at least three paragraphs.
7. An essay uses at least three paragraphs.
8. An essay uses at least three paragraphs.
9. An essay uses at least three paragraphs.
10. An essay uses at least three paragraphs.

Reference: Barrot, Academic Reading and Writing, 2016, p. 110

ACTIVITY 2: PARAGRAPH PUZZLE

Instructions: Read the following sentences and look for errors and make them correct.
Then, arrange the sentences to come up with a unified, organized and coherent paragraph.

1. I carried my own pack.

2. It weighed 50 pounds.
3. The trail was steep and hazardous because it had once been an old logging road.
4. On the second day, we came to a lookout tower.
5. I climbed it.
6. To this day, that foggy view remains in my memory.
7. Their in the distance I saw a river.
8. We wanted to do something different on our vacation last summer.
9. We chose backpacking in the wilderness.
10. We walked the entire distance with packs on our backs.
11. It’s crystal clear water sparkled even in the misty haze.
12. Fog had covered the valley.
13. I could bearly see.

70
Reference: https://www.google.com/url?sa=t&source=web&rct=j&url=http://archive.jc-
schools.net/dynamic/LA/activities/
ParagraphPuzzle0501.1.3.doc&ved=2ahUKEwj7sp3Vga_cAhWDu48KHVTBDN
AQFjAKegQIABAB&usg=AOvVaw03DlCb8bJbAzUbV4SJ9YZR)
ACTIVITY 3
Instructions: Do this in pairs. Read the articles from the given links and analyze the
properties of the texts. Focus on the organization, coherence and cohesion, language
(tone and formality) and mechanics. Discuss your analysis with your partner and write
them on your paper. Use no more than five sentences. Be prepared to present your
answers.
Text 1: Happy Introvert
http://opinion.inquirer.net/87565/happy-introvert
Text 2: Cell Phones and Cancer Risk
http://www.cancer.gov/cancertopics/causes-prevention/risk/radiation/cell-phones-fact-
sheet
Text 3: Why I Quit Modeling
http://opinion.inquirer.net/86681/why-I-quit-modeling
Reference: Barrot, Academic Reading and Writing, 2016, p. 112-113

DAY 4: APPLICATION ON THE PROPERTIES OF A WELL-WRITTEN TEXT

SPECIFIC GOAL:
Within the one-hour discussion, students shall be able to:
1. write paragraphs employing the properties of a well-written text

FINAL TASK:
Instructions: Write well-written two to three paragraphs employing the properties of a
well-written text. Choose one from the five topics below. You will be graded according
to the prepared analytic rubric.

Topics:
1. A Time when You could not Stop Laughing
2. First Thing People Notice About You
3. Everybody Deserves Second Chance
4. What I Like Most about Summer
5. Gays are Tolerated but not Accepted

71
 (Rubric was taken from:
https://www.slideshare.net/mobile/KatrinaClaireLandich/properties-of-a-well-written-
text-88147656)

72
Subject: Reading and Writing Module: 9 Week: 9

Content: Text and Context Connections (Critical Reading)

A. Critical Reading as Looking for Ways of Thinking
1. Explicit and Implicit Claims in a Text
2. Context of Text Development

Lesson: Explicit and Implicit Claims in a Text

Content Standard: The learner understands the relationship of a written text

and the context in which it was developed.

Performance Standard The learner writes a 1000-word critique of a selected text

on the basis of its claim/s, context, and properties as a
written material.

Learning Competencies: Explain critical reading as looking for ways of thinking

(EN11/12RWS-IIIij-5)
Identifying claims explicitly or implicitly made in a
written text (EN11/12RWS-IIIij-6)
a. Claim of fact (EN11/12RWS-IIIij-6.1)
b. Claim of policy (EN11/12RWS-IIIij-6.2)
c. Claim of value (EN11/12RWS-IIIij-6.3)

Objectives:
At the end of the week, you are to:
1. Define Inferences,
2. Identify the ways to infer;
3.Determine clearly how making inferences help in reading
critically; and
4. Infer on the passages presented in this particular lesson.
5. Differentiate factual information from opinions in a text,
6.Differentiate the following claims which are both
explicitly and implicitly made in a written text:
a. Claim of fact
b. Claim of policy
c. Claim of value
7. Determine clearly how to identify explicit and implicit
claims in articles we find in books or even in social
media; and
8. Identify accurately which claim is a fact, policy or value
in written and oral communication.

73
 DAY 1: CRITICAL READING AS LOOKING FOR WAYS OF THINKING:
MAKING INFERENCES

SPECIFIC GOALS:
Within the one-hour discussion, students shall be able to:
1. Define Inferences,
2. Identify the ways to infer;
3. Determine clearly how making inferences help in reading critically; and
4. Infer on the passages presented in this particular lesson

ACTIVITY 1: VISUAL CLUE

Instructions: Look at the picture carefully. Answer the questions below by circling the
best answer.

1. What season is it?

A. winter
B. summer

2. When is it?
A. noon
B. midnight
C. morning or evening

3. Why do the trees look that way?

A. The trees are dying.
B. A storm covered them with ice and snow.
C. They are blooming.

4. How would your footsteps sound if you were to walk on the ground?
A. squish
B. slurp
C. crunch

5. What might live nearby?

A. a wild moose
74
 B. a wild giraffe
C. a wild alligator
source: https://www.k12reader.com/subject/reading-skills/inference/

PROCESSING QUESTIONS:
1. Why did you give such answers?
2. Do you have basis for your answers?
3.
LECTURE-DISCUSSION

Be ready for a lecture-discussion on this Mode of Discourse. Be guided by the following

questions:
a. What is an Inference?
b. When do we usually make an inference?
c. How do inferences help in critical reading and thinking?

MAKING INFERENCES

You have probably heard the expression “to read between the lines”. When you “read
between the lines”, you pick up ideas that are not directly stated. These implied ideas are
usually important for a full understanding of what an author means. Discovering the ideas
that are not stated directly is called making inferences or drawing conclusions.

GUIDELINES FOR MAKING INFERENCES

1. Never lose sight of the available information. As much as possible, base your
inferences on the facts. It’s also important to note when a conclusion lacks support.
2. Use your background knowledge, experience and common sense to help you in making
inferences. The more you know about subject, the better your inferences are likely to
be. So keep in mind that if your background in the matter is weak, our inferences may
be shaky. If you are having problems studying for tests, for example, the inferences of
a tutor about what you need to do are likely to be more helpful than those of another
student.
3. Consider the alternatives. Do not simply accept the first inference that comes to mind.
Instead, consider all the facts of a case and all the possible explanations. For example,
the tutor may be aware of many helpful study habits from which to select the best ones
for you.

INFERRING PURPOSE AND TONE IN READING

An important part of critical reading is to realize that behind everything you read is an
author. This author is a person with a reason for writing a given piece and with a personal
point of view. To fully understand and evaluate what you read, you must recognize
purpose—the reason the author writes. You must also be aware of tone—the expression
of the author’s attitude and feeling. Learning an author’s purpose and tone requires
inference skills.

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PURPOSE IN READING

Authors write with a purpose in mind, and you can better evaluate what is being said by
inferring what that purpose is. Three common purposes are:
1. To inform—to give information about a subject. Authors with this purpose wish to
give their readers facts. The following sentence, for instance, was written to inform:
“Chocolate is a product of the seed of a cocoa tree of Central and South America.”
The author is simply communicating factual information about chocolate.
2. To persuade—to convince the reader to agree with the author’s point of view on a
subject. Authors with this purpose may give facts, but their main goal is to promote an
opinion. This sentence is intended to persuade: “It’s about time that our company
created a policy of not testing products on animals.” The author wishes to persuade
people in the company to support a policy of not using animals in testing.
3. To entertain—to amuse and delight; to appeal to the reader’s senses and imagination.
Authors with this purpose entertain in various ways, through fiction and nonfiction.
Here’s an example of something written to entertain: “My boss is so dumb he once
returned a necktie because it was too tight.” The exaggerated point of the anecdote is
meant mainly to amuse.

TONE IN READING

A writer’s tone reveals the attitude he or she has toward a subject. Tone is expressed
through words and details the writer selects. Just as a speaker’s voice can project a range
of feelings, a writer’s voice can project one or more tones or feelings: anger, sympathy,
hopefulness, sadness, respect, dislike, and so on. Understanding tone is, then, an
important part of understanding what an author has written. To infer tone, you must take
into account the author’s message and choice of words.

To appreciate the differences in tones that writers can use, read the following statements
of people who have won a sport event:
“I’m grateful to have won this medal for running. My opponents are wonderful athletes,
and I was lucky to beat them today. (Tones: modest, humble and generous)
“Hand over that medal. I have passed the test, and I am the best. (Tones: arrogant,
haughty, humorous and amusing)
“Oh, my God. I won. I won. I cannot believe it.” (Tones: excited, thrilled, shocked.
disbelieving)

A NOTE ON IRONY

One commonly used tone is that of irony. When writing has an ironic tone, it says one
thing but means the opposite. Irony is found in everyday conversation as well as in
writing. Following are two examples; notice that the quotation in each says the opposite
of what is meant.
After eating a greasy hamburger with French Fries and a few softdrink, someone might
say, “Wow. I’m feeling healthier today!”

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A fan might say of Whitney Houston, “Poor woman, born without looks or a singing
voice.”

Irony also refers to situations in which what happens is the opposite of what we might
expect. We could call it ironic, for example, if a man bites a dog. Writing is said to be
ironic when it describes such situations. Here are a couple of examples:
A gangster, who had many bodyguards to protect him from his rivals, died by slipping in
the bathtub and drowning.
After shopping all day for a special party dress, Emily ended up buying the very first one
she had tried on.
(source: Griego, R.V., et.al., Reading and Writing, 2016, p. 105-107)

ACTIVITY 2: MAKING INFERENCES

Instructions: Read this passage and answer the questions below. The teacher may add
other questions about the text if desired.

Missy looked at her brother Kirk with burning eyes. Her hatred seared through
him. Sensing this, Kirk turned toward her and they met eyes. Kirk knew Missy well, but
he had never seen this particular expression on her face before and it startled him. He
said, "Look, there's no use wasting a bunch of energy fighting. Let's look for it. Where
does it go anyway?" Missy fumed at his nonchalance. She replied, "Look at the puzzle,
Kirk. You can't miss it." Kurt looked at the jigsaw representation of the Statue of Liberty
that lay on the table. It was composed of 2,500 tiny pieces, well, only 2,499 really. The
red and yellow piece that went in the center of the torch flame was mysteriously absent.
Missy sneered at him and said in a vitriolic tone, "I told you not to move the puzzle
pieces, but you insisted. You said that you had to have a better seat. Well, I hope you're
happy, Kirk." Kirk ran his index finger along the inside of his shirt collar. "Gee, Missy…
I'm sorry," he murmured.
(source: Griego, R.V., et.al., Reading and Writing, 2016, p. 107-108)

1. Why is Missy in such a bad mood?

__________________________________________________
How do you know this? _____________________________________
2. Why is Missy specifically mad at Kirk?
________________________________________________
How do you know this? _____________________________________

DAY 2: MAKING INFERENCES

SPECIFIC GOAL:
Within the one-hour discussion, students shall be able to:
1. make inferences on the given paragraphs

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ACTIVITY 1
Instructions: Read the passage. Then answer the following questions below based on the
information given in the passage.

When Oprah Winfrey was a child; she lived with her mother and two younger
half-siblings in a Milwaukee apartment without electricity or running water. One
Christmas eve, her mother told her there would be no celebration that year. There was no
money to buy presents. “But what about Santa Claus?” Oprah asked. Her mother
answered that there wasn’t enough money to pay Santa to come. As she went to bed that
night, Oprah dreaded the following day. She knew the neighbour children would be
outside playing with their toys and comparing presents. She tried to think of a story she
could tell the other kids to explain why she had nothing. Then she heard the doorbell ring.
Three nuns had come to the apartment. They brought a turkey, a fruit basket and toys for
the children. “I have never had a stronger feeling of someone lifting me up,” she says
today. “Their kindness made me feel so much better about myself.” Oprah remembers
that Christmas as the best she ever had.
(Taken from Langan’s Reading and Study Skills, pp.417-418)

QUESTIONS:

1. We can infer that before the nuns came, Oprah dreaded the next day because she
________________________________________________________________________
________________________________________________________________________
.

2. We can conclude this was Oprah’s best Christmas because

________________________________________________________________________
________________________________________________________________________
.

3. What can we infer Oprah would most likely have done the next day if the nuns had not
come?
________________________________________________________________________
________________________________________________________________________
.

ACTIVITY 2
Instructions: Read the passage. Then answer the following questions below based on the
information given in the passage.

There are two strong influences on the content of dreams. One influence is the time
of your dream. When you are closest to waking, your dreams are apt to be about recent
events. In the middle of the night, however, your dreams are more likely to involve
childhood or past events. The other influence on the content of dreams is pre-sleep
conditions. In one study, subjects who had six hours of active exercise before sleep
tended to have dreams with little physical activity. The researcher concluded that dream

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content may offset waking experiences to some extent. Other research supports that
conclusion. For instance, subjects who had experienced a day of social isolation had
dreams with a great amount of social interaction. Also, subjects who had been water-
deprived dreamed of drinking.
(Taken from Langan’s Reading and Study Skills, pp.409-410)

What inferences can we make out of this text?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

ACTIVITY 3
Instructions: Look at the picture on the right. A man is using a snowshoe to dig the
airplane out of the snow. Write a short story describing what is happening in
the picture. You may use any point of view you like. However, you cannot
use the words snow, airplane, or plane. You want readers to draw their own
conclusion on what is happening without you telling them explicitly.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

ACTIVITY 4 WHAT HAPPENS NEXT?

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Instructions: For each scene below, write what you think will most likely happen next.

1. Alice was carrying a large clothes basket from the bedroom down the stairs to the
laundry room. She struggled under the weight of the basket. She wished her younger
brothers would help her. Instead, they were playing. She had heard them throwing a
baseball in the house earlier. She had told them to go outside. They had gone to the
backyard, but they had left the baseball on the stairs.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

2. Winston stood at the store counter. It was hard to make a decision. On the one hand, he
had just enough money to buy the new game he wanted so badly. However, he had come
to the store to buy his mother’s birthday present. If he bought her present, he would have
to wait another week to have enough money for the game. As he looked at the game, he
remembered that his mother made his favorite soup when he was sick. He also thought
about how proud she was when he won the relay race. His mind was made up.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

3. It had been a beautiful sunny day. Now George saw the clouds begin to roll in. The
gentle breeze of the day started blowing steadily. In the distance the blue sky was now a
dark, angry purple. Far away, but coming closer, George saw something that scared him.
He ran to the house to tell his mother that they needed to get into the storm cellar right
away.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
(source: https://www.k12reader.com/subject/reading-skills/inference/)

ACTIVITY 5
Instructions: Below are two passages from L. Frank Baum’s classic story “The
Wonderful Wizard of Oz.” The first passage is about Dorothy’s home in
Kansas. The second refers to the road outside the Emerald City in Oz. Read
both passages and answer the questions.

Passage 1:
When Dorothy stood in the doorway and looked around, she could see nothing but the
great gray prairie on every side. Not a tree nor a house broke the broad sweep of flat
country that reached to the edge of the sky in all directions. The sun had baked the
plowed land into a gray mass, with little cracks running through it. Even the grass was
not green, for the sun had burned the tops of the long blades until they were the same

80
gray color to be seen everywhere. Once the house had been painted, but the sun blistered
the paint and the rains washed it away, and now the house was as dull and gray as
everything else.

1. What is the most common color of the area around Dorothy’s home?
________________________________________________________________________
________________________________________________________________________
2. Does this sound like a pleasant place?
________________________________________________________________________
________________________________________________________________________

Passage 2:
The road was smooth and well paved, now, and the country about was beautiful, so that
the travelers rejoiced in leaving the forest far behind, and with it the many dangers they
had met in its gloomy shades. Once more they could see fences built beside the road; but
these were painted green, and when they came to a small house, in which a farmer
evidently lived, that also was painted green. They passed by several of these houses
during the afternoon, and sometimes people came to the doors and looked at them as if
they would like to ask questions; but no one came near them nor spoke to them because
of the great Lion, of which they were very much afraid. The people were all dressed in
clothing of a lovely emerald-green color and wore peaked hats like those of the
Munchkins.

Passage B
3. What is the most common color of the surroundings in this passage?
________________________________________________________________________
________________________________________________________________________
4. Does this sound like a pleasant place?
________________________________________________________________________
________________________________________________________________________
5. What do you think the author is trying to say about the differences in these two places?
________________________________________________________________________
________________________________________________________________________
(source: https://www.k12reader.com/subject/reading-skills/inference/)

DAY 3: DISTINGUISHING FACT FROM OPINION

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SPECIFIC GOALS:
Within the one-hour discussion, students shall be able to:
1. Differentiate factual information from opinions in a text,
2. Identify whether a sentence is a fact or opinion.
3. Write sentences which are facts and opinions

ACTIVITY 1: MOTIVATION
Instructions: Give your take on the following statements. Kindly give brief explanations
as to why you have that perspective on these matters.

React: We can have another Marcos in the Presidency.

React: The Senior High School in the Philippine Curriculum is a good move.
React: The use of technology in everyday life is more harmful than beneficial.

PROCESSING QUESTIONS:
a. “How do we reason out?”
b. “To where do we base our arguments or reasons?”

LECTURE-DISCUSSION ON DISTINGUISHING FACT FROM OPINION IN

ORAL AND WRITTEN REPORTS

As you listen to lectures, speeches and treaties on various subjects, you will
begin to distinguish what is fact and what is opinion. A statement fact is based on what is
observable, verifiable and statistically supportable. In short, it is a statement of truth.
Although an opinion may also state a truth, it generally implies a personal interpretation
or expression of a truth. Fact is objective; opinion is subjective.

Which of the following is a fact? an opinion?

1. Widespread devastation brought by climate change has become worldwide.
2. Climate change is brought by human apathy and greed.

The first statement is a fact and is verified by statistical evidence.

The second statement is an opinion and though it can be a personal statement of a fact,
what is not a fact is the judgment that the statement implies—humans are greedy and
apathetic, which may not be true in all cases.
Source: themainguy (https://themainguy.wordpress.com/2012/09/28/review-of-claims-of-
fact-value-policy-2/)

ACTIVITY 2
Instructions: Below are statements of fact and opinion. Write F on the blank if you think
the statement is a fact or O if the statement is an opinion. Then, discuss with
your classmates your reasons and theirs for judging the above statements as
fact or opinion.
1. Understanding concepts that give factual meanings is a skill one gains. ________

82
2. A certain level of scientific literacy enables citizens to critically evaluate information
and make informed decisions. ________
3. To supress critical discussion is to keep people in ignorance of vital issues. ________
4. The Plaza Miranda bombing is a suppression of freedom to express oneself. ________
5. A scientific culture promotes enlightened citizenry. ________
6. The process by which questions are answered is more important than the answer
itself. ________
7. The Filipinos need to adopt a scientific culture. ________
8. Science should be a candle that illuminates darkness. ________
9. The widespread inability to filter information comes from uncritical thinking ________
10. To be educated is to be transformed and to see the world in a different light.________

FINAL TASK

Instructions: Choose a book about literature. Read a particular page on the book which
discusses about Philippine Literature. Write five facts about Philippine
Literature. Then, write five opinions about the given topic.

DAY 4: EXPLICIT AND IMPLICIT CLAIMS IN A TEXT

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SPECIFIC GOALS:
Within the one-hour discussion, students shall be able to:
1. Identify statements of claims (facts, value, policy) as related to reading and
writing
2. Determine the appropriate claim as stated explicitly or implicitly

ACTIVITY 1
Instruction: Read the following claim and answer the following questions.

“Corporal punishment serves to reinforce the use of violence as a solution to problems.

Might become right, producing a child with limited self-discipline and a tendency to
comply with authority out of fear.”

PROCESSING QUESTIONS:
1. What are the implications of the claim?
2. If facts supported it, how would you negotiate your experiences of discipline into
the evidence especially if the evidence conflicts with your experiences?
3. Is the evidence enough for your claim?
(Sandagan, L.D., Reading and Writing Skills, 2016, p. 96)

ACTIVITY 2: WORD HUNT

Instructions: Complete each sentence below by filling in each of the blanks with the
appropriate word from the box.

Evidence Legitimate Thesis Implicit

Criteria Relevant Explicit

1. If the evidence is ______________________, then proving the claim will be easy.

2. Be sure that the claim is ___________________________ with the evidence.
3. __________________________ for a claim makes sense if it is compared or applied to
an agreed-on standard.
4. The agreed-on standards by which we base our claims are called
____________________.
5. Each category is an area needed in order to make a decision or form a
________________________.
6. Statement which are _______________________ can easily be understood.
(Sandagan, L.D., Reading and Writing Skills, 2016, p. 96)

LECTURE-DISCUSSION ON CLAIMS

1. Claim of Fact—is an argument about quantifiable topic.

--asserts a stand regarding a debatable topic.
--clearly states the main argument and defines vague and controversial terms.

84
2. Claim of Value—argues whether something is good or bad

85
--based on judgment and evaluation on a philosophical, aesthetic, or moral standpoint.

3. Claim of Policy—is an argument which asserts the implementation of a certain policy.

--driven by the need to present a solution to problems that have arisen.
(Barrot, Academic Reading and Writing, 2016, p. 86-88)

Claims of Fact

A claim of fact posits whether something is true or untrue, but there must always
be the potential for controversy, conflict and conversion. i.e. The sun is shining today is
not a claim of fact, but signs and symptoms of a medical emergency can be, as well as a
defendant accused of a crime.

86
In developing a persuasive speech on a question of fact, consider the following
guidelines:

1. Emphasize logical proof. Facts are your best support. The more facts you have, the
more persuasive you’ll be in dealing with questions of fact. For example, the more
evidence you can find that women earn less than men, the more convincing you will be in
proving that women do in fact earn less and ultimately perhaps that women are
discriminated against. At the same time, beware of anecdotal evidence. Although helpful
in illustrating and clarifying certain issues, anecdotes do not prove anything.

2. Use the most recent materials possible. The more recent your materials, the more
relevant they will be to the present time and the more persuasive they’re likely to be.
Notice in our example, if you had said that in 1980 women earned on average $10,000
less than men, it would be meaningless in proving that the company discriminates against
women now. Such evidence might be useful in showing a history of discrimination but it
doesn’t say anything about what is going on now, which is what your speech is focusing
on.

3. Use highly competent sources. When you use the testimony of others or you cite
research, establish the competence of the source. Let the audience see that the people
you’re citing know what is going on and have the competence to speak authoritatively.

4. Clearly connect your major propositions to your thesis in your introduction, when
introducing each of the propositions, and again in your summary. Don’t allow the
audience to forget that the lower salaries that women earn directly supports the thesis that
this company discriminates against women.

5. Generally, a topical organizational pattern—as we used in the discrimination against

women example—will prove most effective. Each of your propositions will be
approximately of equal value and importance in supporting your thesis.

Claims of Value

Once you have your definitions, claims of value are easier to understand because of the
many interpretations of those definitions.
Examine your topic in terms of the phrases, “it is better to…, it is unethical that…, it is
wrong to…,
…is more beautiful than….

Allow your prejudices to surface in order to examine them.

In constructing your persuasive speech on a question of value, consider these guidelines:

1. Often the type of value you’re focusing on will be identified in your thesis statement
and will be obvious to your audience. For example, “bullfighting is inhumane” focuses
on humantiy as its value and “chemical weapons are immoral” focuses on morality as its
value. But, in other cases, it may not be clear. For example, let’s say that you’re

87
developing a speech to persuade high school students to attend college and you want to
stress that college is of value. But, what type of value would you focus on? The financial
value (college graduates earn more money than non-graduates)? The social value (college
is lots of fun and a great place to make friends)? The intellectual value (college will
broaden your view of the world, make you a more critical and creative thinker)? Once
you clarify the type of value on which you’ll focus, you’ll find it easier to develop the
relevant propositions. And, you’ll also find it easier to locate appropriate supporting
materials.

2. Begin with shared assumptions and beliefs and then progress gradually to areas of
disagreement. For example, in the death penalty speech, it’s likely that even those in
favor of the death penalty would agree that mistakes can be made and they probably
would be willing to accept evidence that mistakes have in fact been made, especially if
you cite reliable statistical evidence and expert testimony. By starting with this issue, you
secure initial agreement and can use that as a basis for approaching areas where you and
the audience see things differently.

3. Use sources that the audience evaluates highly. For example, if you were addressing an
audience of devote Catholics who were active participants in their church, the testimony
of the Pope or a Cardinal would likely be influential. But, if your audience was composed
of Muslims, Jews, Buddists, or atheists, for example, then it’s unlikely that these sources
are going to be as influential. And to some
listeners, these sources may even have a negative effect. So, do a thorough audience
analysis before you select your testimonials.

Claims of Policy

Claims of policy typically provide a solution or another series of questions in response to

the claims of fact.

Claims of policy are often procedural, organized plans.

A counterclaim of policy posits that the problem exists, it’s good to solve it a certain way,
but there is a better solution than the one you have proposed.

In developing your speech of policy, consider the following suggestions:

1. Prove that the policy is needed. You might, for example, show that a health care plan is
needed because currently workers have no health care coverage. Or, you might show that
a particular policy is needed because the current policy is inadequate.

2. Emphasize that the policy you’re supporting is practical and reasonable. Emphasize
that it can be put into operation. If possible, show that the policy you’re advocating has
been successfully put into operation elsewhere.

3. Clearly define the policy so that its provisions are clear and unambiguous.

88
4. Show your listeners how the policy will benefit them directly. Generally, listeners want
to know that changes will prove beneficial to them on a personal level. The more
personal you can make this policy, the better it will be received.

5. When asking for action, ask for small, easily performed, and very specific behaviors.
For example, generally at least, it will be easier to get listeners to sign a petition than to
donate their Saturday afternoon to a walkathon. Similarly, it’s likely to be easier to get
listeners to contribute $1 to the athletic fund than $20.

6. Use an organizational pattern that best fits your topic. For example, in the zero
tolerance on school guns speech, you might consider using a problem solution pattern in
which your speech would be divided into two basic parts:

I. Guns are destroying our high schools. (problem)

A. Three students were killed this year from guns students brought into school.
B. Guns establish a frightened and frightening environment.
C. Guns make recruiting new teachers extremely difficult.
II. We must adopt a zero tolerance policy. (solution)
A. Metal detectors must be installed to prevent any guns from entering the school
buildings.
B. Severe punishments must be established for violating this policy.
1. Anyone carrying guns into school should be expelled or fired on the spot.
2. Anyone carrying guns into school should be prosecuted to the fullest extent of
the law.

In many cases, the motivated sequence will prove effective. For example, in the hate
speech example, you might use a motivated sequence and develop the speech somewhat
as follows:
Attention
I. Here are just a few examples of the hate speech I collected right here on campus.
[Show slides 1-7]
Need
II. Hate speech creates all sorts of problems.
A. Hate speech encourages violence.
B. Hate speech denigrates women and minorities.
C. Hate speech teaches intolerance.
Satisfaction
III. If we’re to build an effective learning environment, hate speech must go.
Visualization
IV. Banning hate speech will help us build an environment conducive to learning.
A. Students will not fear violence.
B. Women and minorities will not feel as if they are second-class citizens.
C. Tolerance can replace intolerance
Action
V. Sign my petition urging the administration to take action, to ban hate speech.

89
 If you’re persuading your listeners that one policy will be more effective than
another (say the present one), then a comparison and contrast order might work best.
Here you might divide each of your major propositions into two parts—the present plan
and the proposed plan—to enable you to effectively compare and contrast them on each
issue. The body of your speech might look something like this:

I. The plans are different in their coverage for psychiatric problems.

A. The present plan offers nothing for such problems.
B. The proposed plan treats psychiatric problems with the same coverage as
physical problems.
II. The plans differ in their deductibles.
A. The present plan has a $2000 deductible.
B. The proposed plan has a $500 deductible.
III. The plans differ in the hospitalization allowances.
A. In the present plan 2 days are allowed for child birth; in the proposed plan 4
days are allowed.
B. In the present plan all patients are assigned to large wards; in the proposed plan
all patients are assigned to semi-private rooms.
Source: Attached PDF: Claims of Fact, Value and Policy; A Multidisciplinary Approach
to Informal Argumentation Retrieved at:
http://www.nyu.edu/classes/keefer/nature/WW2claims.pdf.

ACTIVITY 3
Instructions: Read each sentence and identify whether the it is a claim of fact, value or
policy.

(taken from https://theliteratesims.net/eng1bM/week03/claims.html)

Subject: Reading and Writing Module: 10 Week: 10

90
Content: Text and Context Connections (Critical Reading)
A. Critical Reading as Looking for Ways of Thinking
1. Explicit and Implicit Claims in a Text
2. Context of Text Development

Lesson: Explicit and Implicit Claims in a Text

Content Standard: The learner understands the relationship of a written text

and the context in which it was developed.

Performance Standard: The learner writes a 1000-word critique of a selected text

on the basis of its claim/s, context, and properties as a
written material.

Learning Competencies: Explain critical reading as looking for ways of thinking

(EN11/12RWS-IIIij-5)
Identifying claims explicitly or implicitly made in a
written text (EN11/12RWS-IIIij-6)
a. Claim of fact (EN11/12RWS-IIIij-6.1)
b. Claim of policy (EN11/12RWS-IIIij-6.2)
c. Claim of value (EN11/12RWS-IIIij-6.3)
Objectives:
At the end of the week, you are to:
1. Differentiate the following claims which are both
explicitly and implicitly made in a written text:
a. Claim of fact
b. Claim of policy
c. Claim of value
2. Determine clearly how to identify explicit and implicit
claims in articles we find in books or even in social media;
and
3. Identify accurately which claim is a fact, policy or value
in written and oral communication.

DAY 1-4: EXPLICIT AND IMPLICIT CLAIMS IN A TEXT

91
SPECIFIC GOALS:
Within the one-hour discussion, students shall be able to:
1. Identify statements of claims (facts, value, policy)
2. Write contentions on particular claims.
3. Write arguments on the claims of fact, value and policy.

ACTIVITY 1
Instructions: Identify the following statements as to whether they are claims of fact, value
or policy. Write your answer on the blank provided for each item.

1. Independence Day every June 12 is not true because until today, we are still totally
dependent with the United States. We cannot stand on our own. _________________
2. Death Penalty in the country is intolerable because Filipinos value life.
_________________
3. Education should be accessible to everyone; therefore, the government should
subsidize College Education. _________________
4. Daily exercise and Balanced diet would positively affect health. _________________
5. Love is just an imaginary idea. _________________

ACTIVITY 2
Instructions: Choose 3 topics from the given choices. After which, give at most two (2)
arguments per type of claim. A table is provided for you.

Topics:
a. about Life and Death d. about the Spratly’s Island
b. about Climate Change e. about #TravelGoals
c. about Senior High School f. about Technology

Claim of Fact Claim of Value Claim of Policy

Topic 1

Topic 2

(Source: Griego, R.V., et.al., Reading and Writing, 2016)

Activity 3:

92
Instructions: Read the given article carefully on the internet and complete the following
table by writing at least two statements under each type of claim.

Why ‘Smart’ Objects May Be a Dumb Idea

By: Zeynep Tufekci
The New York Times, August 10, 2015
http://www.nytime.com/2015/08/11/opinion/zeynep-tukefci-why-smart-objects-may-be-
a-dumb-idea.html?ref=opinion
(Barrot, Academic Reading and Writing, 2016, p. 94-95)

Claim of Fact Claim of Value Claim of Policy

ACTIVITY 4: SCRIBBLE DOWN

Instructions: Read this claim: “Public officials say things different from what they are
doing, trying to misled the people on the reality of what is happening.”
What kind of claim is it? Write a paragraph about your contentions about
the statement. Be able to support them with strong evidence.
______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(Sandagan, Reading and Writing Skills, 2016, p. 108)
FINAL TASK: TRIAD WORK

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Instructions: Each triad should brainstorm about a very prevalent societal issue in the
country. Together, they will have to gather all possible arguments based on
the three argumentative claims: fact, opinion and value. They would be
given at least 20 to 30 mins. to write their answers on a manila or cartolina
paper.

Subject: Reading and Writing Module: 11 Week: 11

94
Content: Text and Context Connections (Critical Reading)
A. Critical Reading as Looking for Ways of Thinking
- Context of Text Development

Lesson: Context of Text Development

Hypertext and Intertext

Content Standard: The learner understands the relationship of a written text

and the context in which it was developed.

Performance Standard: The learner writes a 1000-word critique of a selected text

on the basis of its claim/s, context, and properties as a
written material.

Learning Competencies: Explain critical reading as looking for ways of thinking

(EN11/12RWS-IIIij-5)
Identifying claims explicitly or implicitly made in a
written text (EN11/12RWS-IIIij-6)
a. Claim of fact (EN11/12RWS-IIIij-6.1)
b. Claim of policy (EN11/12RWS-IIIij-6.2)
c. Claim of value (EN11/12RWS-IIIij-6.3)

Objectives:
At the end of the session, you are to:
1. Differentiate these two contexts of text development
from a traditional text:
a. Hypertext
b. Intertextuality
2. Distinguish the connection of Hypertext and
Intertextuality in the contexts of the text used,
3. Determine clearly how hypertext and intertextuality
affect reading, writing and formulating evaluation; and
4. Create video presentations, fiction texts, compiled poems
or short advertisement using Hypertext and Intertextuality
(Project).

DAY 1-3: CONTEXT OF TEXT DEVELOPMENT

95
SPECIFIC OBJECTIVES:
1. Differentiate these two contexts of text development from a traditional text:
a. Hypertext
b. Intertextuality
2. Distinguish the connection of Hypertext and Intertextuality in the contexts of
the text used,
3. Determine clearly how hypertext and intertextuality affect reading, writing and
formulating evaluation; and
4. Create video presentations, fiction texts, compiled poems or short
advertisement using Hypertext and Intertextuality (Project).

ACTIVITY 1 MAKING A HYPERTEXT (WITHOUT A COMPUTER!)

Instructions:
*Prepare a whole mess of notecards and pens and a short piece of writing which we'll call
as the "Starter Piece."

1. The teacher would be giving you your starter piece. In your starter piece, you would
see an underlined word. Note that, each one of you have unique underlined words in
your starter piece.
2. Freewrite on a separate notecard using whatever is underlined in your version of the
Starter Piece as inspiration. Think of the underlined portion as the "link" to another
portion of the text..
3. When you’re finished with the notecard, underline one sentence, phrase, or word on
the notecard in which you have done your free writing. Then trade cards with your
classmates.
4. Upon receiving another notecard, write on a new notecard a new narrative or line using
whatever is underlined in the notecard just given to you. Think of this as a "link" to
another portion of the text.

PROCESSING QUESTIONS:
a. Did you have a concept in mind?
b. Did you try to shape the concept to fit your ideas? Or were you totally in tabula raza?

LECTURE-DISCUSSION

HYPERTEXT AND THE CHANGING ROLES OF READERS

NANCY G. PATTERSON
Hypertext is the electronic linking of text that we often find on the Internet. When
we click on a linked word or image, we are able to access another place on the Internet.
This mode of reading, this act of clicking that presents a reader with a new screen and
often an entirely new topic, calls upon readers to approach meaning construction in a
different way.
Why Is Electronic Text Different?

96
 Some theorists like George Landow and Richard Lanham believe that the simple
presence of a cursor on a screen alters the electronic (and hypertextual) reading
experience because the cursor is a physical means of inserting the reader into the text. It
creates a visual reminder that the reader is always present. Lanham also believes that
because text resides on a hard drive, server, or disk, readers approach it differently. The
fact that electronic text is no longer caught between the covers of a book, that it only
becomes present when a reader calls it up on a screen, invites the reader to come closer to
the text, to write the text anew each time he or she engages with it. This is not so
different, actually, from Louise Rosenblatt’s theory that readers call texts into being each
time they transact with them. Jay Bolter, however, believes that because hypertext is
“non-print, undark, dry, unimprinted, prone to sailing off” (86) it is dynamic and volatile,
and the reader loses track of where the writer has left off and the reader begins. And
while I wrestle with the difference here between a cursor that marks a reader’s presence
and an index finger that guides a reader across a printed page, I acknowledge that
electronic text is different and that readers approach it differently, that they participate or
transact with hypertext in a way that is not generally possible with print media. The
difference perhaps resides more in the attitude that readers bring to hypertext and other
electronic texts than in any difference in the text itself. Critics of electronic text,
particularly hypertext, like to point out that it is difficult (and dangerous) to read
hypertext in the bathtub (Birkerts).
And they are right. When I want to read something long, I print it out and read it
at my desk or on my couch. But perhaps the reason I do that is because I am used to book
text. I’m used to its conventions, and I know what to expect. I did not learn to read at a
computer. I did that stretched out on my bed, hoping my mother wouldn’t drag me away
to dust mopboards or change the cat litter, so the pleasure of reading is, for me, caught up
in those secret moments when I could sneak and read. And in those stolen moments I
became accustomed to the feel of a book, to the conventions of book text and magazine
text. But conventions change, just as they did in the transition between scribal culture and
book culture. Students spend a great deal of time interacting with gaming texts in such
formats as Nintendo and PlayStation. And they are becoming increasingly used to
negotiating text on the World Wide Web, either as e-mail or in chat rooms, as well as on
Web sites. We should recognize that fact and even celebrate it. One way I challenge my
middle school students to think is through their response journals.

Differences to Ponder

Students would rather go to the computer lab than do anything else, and they
would rather read text on a computer than text in a handout. When they are in front of a
computer, they are totally engaged, consciously making decisions about where to click,
what to read next, and what to add to an electronic text. There is something different
going on. It could be novelty. I suspect it is something more. It may be that they feel a
greater sense of agency—defined by Janet Murray as the ability to take meaningful
actions and to see the results of those actions (126)—when they are reading electronic
text, especially hypertext. They feel a greater sense of control over what they read and
how they read, and they can see instantaneous results from the choices they make as

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readers. Hypertext gives permission to readers to insert themselves into the meaning
construction process and “write” a text in a way that is often different from what the
author foresaw. Hypertext makes us conscious of the blurring of the reader/author role.
Book technology seems to fix our notion of authorship, while hypertext challenges us to
rethink that role and the role of the reader.
(Taken from National Council of Teachers of English)

TEACHING INTERTEXTUALITY

1. Intertextuality unites all the work we've been doing in class and shows the similarities
in the types of writing we do inside and outside the university.
2. Intertextuality shows them how meaning is created. Reading as an Intertexual Practice.

To illustrate the dependence of our thinking on intertextual cues, a favorite

assignment that I designed asks students to compose a narrative version of the “story”
told through a series of checks, published without comment as “Ordeal by Cheque” in a
1932 issue of Vanity Fair.

As students work in groups, I ask them to consider a few questions: 

How many people use the checkbook? 
How does handwriting affect your reading? 
Who is Tony Spagoni?

I encourage them to work through all the checks and to do so by hitting major
events instead of getting caught up in all the little details (which can delay the exercise).
After students have compiled their version of the story, each groups talks it through for
the class, and I chart the major events on the board, being sure to mark where stories
coincide.

When the check writer Lawrence Exeter, Sr. pays out to the Military Academy
and the local auto mechanic, students just know that his “spoiled” “rich kid” son has
wrecked his car and reported to boarding school to “get his act together.” The purchase of
flowers leads many to create a wife figure; the later purchase of lingerie implies for them
a mistress. Tony Spagoni, to whom several checks are issued, inevitably becomes a mob
boss, a hit man, or a bookie, making apparent the influence of Tony Soprano or Al
Capone on Italian American stereotypes.

With no true “solution,” I explain the point of the story—our minds fill in the
blanks. I show them optical illusions that do the same--three triangulated dots that our
minds read as a triangle. As readers, we participate in the construction of meaning by
drawing on familiar cultural connotations and genre conventions, which makes our
knowledge mediated and intertextual.

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 Writing as an Intertextual Practice

All writing is inherently intertextual, and as the lecture slides demonstrated

students engage in multiple forms of intertextuality. This lesson asks writers to directly
consider what things they want to bring to the minds of the audience to influence and
persuade them.

In one application of intertextuality, authors use a cultural touchstone or allusion

to hit a note of familiarity with their audiences and to make dry material more interesting.
Students can use an allusion to relate to their audience and to create a useful context for
their points. For example, one might invoke a TV show, movie quote, song or popular
music group, poem, play, literary work, speech, political event, or news story. I
encourage students to research pop culture online for the activity.

Examples:
"In 1964, just as the Beatles were launching their invasion of America’s airwaves,
Marshall McLuhan published Understanding Media: The Extensions of Man." --Nicolas
Carr, The Shallows

"Around the time that women were being penciled in to the equal employment act
and Sandra Day O’Conner was being sworn into the Supreme Court, women across the
Western world decided that they had the right to pain relief during childbirth." Newly
included in women’s healthcare options was the epidural, an anesthesiologist
administered placement of a catheter into the epidural space of a laboring woman’s spine
where pain blocking anesthesia is injected into her body. --Caranina Palomino, Tulane
Award-Winning Student Essay

"The Anti-Epidural Movement: Mommy-Bullying and Women’s Rights to Pain

Management" However, it wasn’t until 1990, the same year that the movie Home Alone
became a top seller, that cell phones became all the rage across America. Little did
America know, twenty-two years down the road cell phones would literally and
metaphorically make us “home alone.” --Millie Blumka, Fall 2012 English Student

I have spent the last few years of my life teaching kids to swim. While Ryan
Lochte and Michael Phelps were winning medals across the pond in the 2012 London
Olympics, it seemed that all of my students were striving to improve a little more each
lesson. My day was coming to an end and I only had one 6-year-old girl left who was
actually a pretty talented swimmer for her age. When I asked her to float on her back, she
simply looked back at me and asked if she could get out to go play with her iPad. --Ethan
Ader, Fall 2012 English Student
(Source: Writing Rhetorics: A Pedagogical Blog)
(taken from Griego, R.V., et.al., Reading and Writing, 2016, p. 122-125)

ACTIVITY 2
Instructions: In a group of three, arrive at an explanation on the intertextuality of the
following:

99
 a. Harry Potter series, Fantastic Beasts and Where to Find Them
b. The Count of Monte Cristo and Wild Flower
c. Rapunzel and Disney’s Tangled
d. DOTA 2 and Mythology

ACTIVITY 3
Instructions: Answer the following questions.

1. What is the relevance of learning Hypertext? Intertextuality?

2. In what ways can you apply your learning about Hypertext? Intertextuality? Give
concrete examples and explain specifically how.

FINAL TASK
Instructions: Through the use of Hypertext and most especially Intertextuality, the class
must be able to produce outputs out of their desired topics. Each class will
have to agree with a topic that they will have to research about. After which,
they would have to convert it into another medium like video presentations,
fiction texts, compiled poems or short advertisement. They would be given
a week to complete the task.

Subject: Reading and Writing Module:12 Week: 12

100
 Lesson: Critical Reading as Reasoning (Formulating Evaluative Statements;
and Determining Textual Evidence)

Content The learner understands the relationship of a written text and the
Standard: context in which it was developed.

Performance The learner writes a 1000-word critique of a selected text on the

Standard: basis of its claim/s, context, and properties as a written material.

Competencies 4. Explains critical reading as reasoning (EN11/12RWS-IVac-8)

with Codes: 5. Formulates evaluative statements about a text read
(EN11/12RWS-IVac-9)
a. Formulates assertions about the content and properties of a
text read (EN11/12RWS-IVac-9.1)
b. Formulates meaningful counterclaims in response to claims
made in a text read (EN11/12RWS-IVac-9.2)
6. Determines textual evidence to validate assertions and
counterclaims made about a text read (EN11/12RWS-IVac-10)

Objectives: a. Determine how textual evidence is used in validating assertions

and counterclaims made in a text
b. Point out how statements in the paragraph are evaluated
c. React to claims and proof statements made in a text.

Day 1: Critical Reading as Reasoning

Initial Task: Convince Me!

The class will be grouped into three (with more or less 12 members each).

We will test your reasoning skill by convincing the judge through your own reason based
on the situation and topic assigned to you. The teacher will provide 3 sets of situations
wherein all groups will take turn to be the judge and to be the participant. For example,
on the first situation, group 1 will be the judge and the two remaining groups will be the
one to give their reasons.

For every situation, each group will only be given 2 minutes to brainstorm. After
brainstorming, one speaker will be allowed to convince the judges by giving their own
reasons.

After all the speakers have given their reasons, the judge will give their judgement based
on the materials and the reasons presented by each group.

First Situation

101
Anna wants to have a movie date with her family, which genre do you think is better to
watch?

Group 1 – Horror Movies

Group 2 – Romantic Movies
Group 3 – will be the judge.

Second Situation

Juan is craving for sweets, which is better for him to eat?

Group 1 – Fruits
Group 2 – Chocolates
Group 3 will be the judge.

Third Situation

Pasing wants to go on a vacation, which tourist destination is better for her to go to?

Group 1 – Palawan
Group 2 – Boracay
Group 3 will be the judge.

Process Questions:
____1. What did you feel while doing the activity?
For the participants
____2. How did you come up with those kinds of reasons?
For the judges:
____3. How were you able to make sound judgment?

Day 2: DISCUSSION ON CRITICAL READING AS REASONING

Identifying Assertions
Assertions are declarative sentences that claim something is true about something else.
Simply put, it is a sentence that is either true or false.

Read the following examples:

a. The sampaguita’s roots are used for medical purposes, such as an aesthetic and a
sedative.
b. The sampaguita belongs to the genus Jasminun of the family Oleaceace.
c. The popularity of sampaguita flowers is most evident in places of worship.\
d. Sampaguitas are the most beautiful and most fragrant of all flowers.

Four Common Types of Assertion:

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  Fact- it is a statement that can be proven objectively by direct experience,
testimonies of witnesses, verified observations, or the results of research.
 Convention – It is a way in which something is done, similar to traditions and
norms. Conventions depend on historical precedent, laws, rules, usage, and
customs. Thus, their truthfulness is verified by how commonly held definitions
and beliefs are interpreted.
 Opinion – It is based on facts, but is difficult to objectively verify because of the
uncertainty of producing satisfactory proofs of soundness. Opinions result from
ambiguities; the more ambiguous a statement, the more difficult it is to verify.
 Preference – It is based on personal choice; therefore, they are subjective and
cannot be objectively proven or logically attacked.

Formulating Counterclaims

To be an effective critical thinker it is not enough just to be able to identify claims

and assertions. The ability to analyze an argument is essential to understanding the text
more deeply, but understanding the claim is not the only facet of the argument. You must
also learn how to analyze the counterclaims and evidence provided by the text.
Being able to recognize and formulate counterclaims in reaction to an argument is a
characteristic of a good critical reader. Counterclaims are claims made to rebut a previous
claim. They provide a contrasting perspective to the main argument. By being able to
locate and provide counterclaims to an argument, you show a deep competence and
familiarity with the writer’s topic. It shows that you are examining different perspectives
and not just passively accepting the writer’s claim. It shows that you have thoroughly
considered the topic, and are willing to engage different viewpoints from your own, thus
remaining objective. It also helps you clarify what your personal position is on the topic.

The following questions will help you formulate a counterclaim:

What are the major points on which you and the author can disagree?
What is their strongest argument? What did they say to defend their position?
What are the merits of their view?
What are the weaknesses or shortcomings in their argument?
Are there any hidden assumptions?
Which lines from the text best support the counterclaim you have formulated?

Day 3: Determining Textual Evidence

Evidence is defined as the details given by the author to support his/her claim. The
evidence provided by the writer substantiates the text. It reveals and builds on the
position of the writer and makes the reading more interesting. Evidence is crucial in
swaying the reader to your side. A jury or judge, for example, relies on evidence
presented by a lawyer before it makes a decision regarding a case.

Evidence can include the following:

Facts and statistics (objectively validated information on your subject);

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 Opinion from experts (leading authorities on a topic, such as researchers or
academics);Personal anecdotes (generalizable, relevant, and objectively
considered).

The following are some questions to help you determine evidence from the text:
What questions can you ask about the claims?
Which details in the text answer your questions?
What are the most important details in the paragraph?
What is each one’s relationship to the claim?
How does the given detail reinforce the claim?
What details do you find interesting? Why?
What are some claims that do not seem to have support? What kinds of
support could they be provided with?
What are some details that you find questionable? Why do you think so?
Are some details outdated, inaccurate, exaggerated, or taken out of context?
Are the sources reliable?

The following are the characteristics of good evidence:

Unified;
Relevant to the central point;
Specific and concrete;
Accurate; and
Representative or typical.
REFERENCE: Reading and Writing Skills, pp. 23-26
https://www.scribd.com/document/337662336/Critical-REading-as-Reasoning

Activity 3: Gear Up! (Formative Assessment)

A. Tell whether the following assertion is a statement of convention, fact, opinion or
preference.
1. The sky is clear.
2. What a beautiful day.
3. It is sunny outside.
4. Mr. X should give more attention to our education than our foreign
debt.
5. Tomorrow is Wednesday.
6. The rose belongs to the genus Rosa of the family Rosaceous.
7. Girl X is the most famous female solo artist.
8. President Rodrigo Duterte is the highest political leader in our country.
9. Artist X is my favorite singer.
10.  Donald Trump is President of the United States.
https://prezi.com/7mf8aw8toowm/critical-reading-as-assertions/

B. Identify whether each of the following statements indicate property of a well-written

text. Write Y if it is a property of a well-written text and N if it is not.

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 1. Each major point has supporting details.
2. Transitional devices are used excessively.
3. A thesis statement is placed at the end part of the introductory paragraph.
4. Main ideas are restated in the conclusion.
5. Contradictions are used in research papers.
6. An essay uses at least three paragraphs.
7. Colloquial one is used in formal essays.
8. “There” structure is frequently used in the text.
9. All ideas in a text relate to the thesis statement of the essay.
10. Ideas are organized according to their types (e.g. narrative and cause-effect)

Day 4: FINAL TASK

Activity 4: In a group of 5 members, come up with the assertion of convention, fact,
opinion, and preference. Present your answer to the class.

Rubric:
Assess your output by putting a check mark under the column that best describes how
you completed your work based on the criteria below.

Criteria Very Good Good Average Needs Improvement

(10 pts.) (6 pts.) (4 pts.) (2pts)

The group members

cooperated well in the
activity.
Each member suggested
4 assertions.

Each member, as a
group, brainstormed on
the best assertions to be
presented to the class.

The group evaluated the

given assertions.

Total Points: Score Rating:

Highest possible points-40 pts.

Equivalent Rating:

Very Good: 32-40 pts= 95 Good: 24-31pts.=85

Average: 16-23 pts. =80 Needs Improvement: 8-15 pts=75

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Other Suggested Activities
A. Divide the class into 5 groups. Select a topic and make counterclaims.
 Social Networking sites are just sophisticated means for stalking people.
 Kids younger than 18 should be able to make their own decision about whether to
get a body piercing.
 Security cameras as an invasion of one’s privacy.
 Posting students’ achievements on bulletin boards publicly, motivate them to
perform better.
 School uniforms help to improve the learning environment.
 Boarding school system beneficial to children.
 Homework should be banned.
 Curfews are effective in terms of keeping teens out of troubles.
https://www.debate_motions.info
https://www.budl.org/wp-content/uploads/2012/02/Debate-Games.pdf

RUBRIC
Criteria 1 3 5 Points
Student was
prepared for the Position weak; Ideas okay; left Knew all sides up
debate with all ideas not clear out crucial and down
background information ___(40)
information for
their role.
The student
defended reasons All emotion; with Emotion high; Factual
with factual no facts to more factual information used to
information; the support information defend cause ___(30)
student did not
stray with
emotion.
The student was
open to other’s Narrow- minded; Considered others Very open to
ideas. The student only see one side somewhat others’ ideas
listened and __(15)
considered other’s
ideas.
The student had a
profession Rude; did not Chatty; followed Peacemaker; one
demeanor during follow rules rules fine delegate ___(15)
the debate.
Total Points ______Points
www.saskdebate.com/media/3110/gradingrubrics.pdf
B. This exercise could be done verbally or in writing or both.
 The idea is to get your students, working on their own or in pairs or in small
groups, engaged with the task of evaluating the arguments or points put forward
in the readings they are doing.
 Choose a reading they need to do for class, and set them the task of reading it
ahead of class, or even during class.

106
  Then on their own or in small groups, ask them to write down or verbally identify
the claims that are being made and the support used to back up the claims.
 You could do the first two with the whole class to ensure they are clear on what
you mean – identify the claim and the support. Then they need to discuss whether
they think the argument is well-made or well-reasoned.
 Is the evidence or support used convincing. Why or why not? Is the argument
logically made – is the evidence connected to the claim being made? Are they
convinced by the arguments the author is making? Why or why not?
 This exercise makes them much more active readers in a much more supported
and even fun way, and it makes them more aware of the need for good evidence
and support for their own claims and arguments.
https://www.google.com/search?
source=hp&ei=yN5dW526CIGQ8gXBm76ICw&q=interactive+activities+in+teaching+critical+reading+as+reasoning&oq=interactive+activities+in
+teaching+critical+reading+as+reasoning&gs_l=psy-ab.3...4639.37528.0.37777.65.59.0.0.0.0.461.7996.0j36j4j1j2.43.0....0...1.1.64.psy-
ab..22.40.7438.0..0j35i39k1j0i131k1j0i20i263k1j0i22i30k1j33i22i29i30k1j33i160k1.0.z9MqMbePcrQ

Subject: Reading and Writing Module: 13 Week: 13

Lesson: Purposeful Writing in the Disciplines and for Professions

107
 Content The learner understands the requirements of composing academic
Standard: writing and professional correspondence.

Performance The learner produces each type of academic writing and professional
Standard: correspondence following the properties of well-written texts and
process approach to writing.

Competency 7. Explains how one’s purpose is a crucial consideration in academic

with Code: and professional writing (EN11/12RWS-IVdg-11)

Objectives: a. Describe the features that make a piece of writing professional or

academic;
b. Distinguish academic from professional writing;
c. Explain the importance of specifying the purpose in academic and
professional writing; and
d. Edit a piece of writing to make academic and professional.

Day 1: Purposeful Writing in the Disciplines and for Professions

Initial Activity
Determine which one is an example of academic and professional writing. Compare and
contrast the samples given. Write your answer in the activity notebook.

A. “Fostering H.O.P.E.: Helping Overcome Poverty Through Education for

Teen Moms”

This program was designed to address the prevalent issues of teen parenthood and
poverty. The idea was to introduce and reinforce the importance of obtaining a post-
secondary education to teen mothers in their junior or senior year of high school. The
program ran for eight weeks during the summer of 2003. Participants meet once a week
to participate in group building activities, get insights to what it will take to finish school,
and receive information on services that are available to help them along the way. The
young women also had the opportunity to tour the UW and MATC campuses. The
participants walked away from the program with a sense of hope that they are able to
pursue their dreams despite their difficult situations.

Angela Cunningham and Sherill Sellers (Mentor), Social Work

https://wisc.edu/Handbook/presentations_abstracts_examples.html
B.
TO: Lee Receine, Supplies Clerk
FROM: Bobby Davis
DATE: July 20, 2018

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SUBJECT: Supplies needed by Publishing Services

Please prepare order of supplies for the Publishing Services Department. The following
supplies are needed:
1. Five packages of company letterhead stationary
2. Twelve cartridge for Zippy Laser Printers (model 500)
3. Seven packages of the plain bond is stationary
4. Eighteen boxes of envelopes with the company’s return address.
I know you are busy and have no assistance to deliver this order; therefore; Casey
MacDonald, a department member, will come to the supply room tomorrow at nine a.m.
to pick up the order.

Thank you for your help.

Sandangan, Luzviminda D. Reading and Writing Skills. JFS Publishing Services Manila Philippines, 2016.

Day 2: Discussion on Components of Academic and Professional Writing

CONTEXT- refers to the situation where professional writing is performed that includes
the people involved, relationship between the people involved in the communication,
time and place, and some possible interferences.
MESSAGE- refers to the content of the document that includes the main topic and the
details that support it. Details may be in the form of facts, statistics, testimonies, and
observation.
LANGUAGE- refers to the channel used to convey the message that can either be visual
or textual, formal or informal, verbal or non-verbal.
-follows the standard form and usage of language in professional writing.
PURPOSE- is the reason or motive in communicating that helps to determine the
reactions the writer wanted to elicit from the target audience.

TWO LEVELS OF PURPOSE;

 General—used to inform and to persuade. (Inform means to make the audience
understand a concept; Persuade means to influence the readers to change their
attitudes or actions)
 Specific—used to state the reason why you want to inform or persuade the target
audience.

AUDIENCE -is the receiver of the message.

-can be:
a. Primary—the direct receiver of your document.
b. Secondary—the indirect receiver of your document.

PRODUCT- refers to the output that you intend to produce after considering all the other
professional writing.

Examples of Output for ACADEMIC WRITING:

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  Academic Essay
 Thesis
 Dissertation
 Coursework
 Reaction Paper
 Book Review
 Literature Review
 Research Report
 Position Paper
 Library Research

Academic Writing
--is a type of writing produced by students in an academic setting.
--the main purpose is to inform and persuade, not to entertain.
Common Types:
 Academic essays
 Book Reviews
 Literature Reviews
 Research Reports
 Project Proposals
 Position Papers
 Reaction Papers

Academic Writing is impersonal and formal.

Impersonal—usually uses the third person and does not have a direct reference to persons
and feelings.
Formal—it strictly adheres to formal English and avoid word contractions.
--it employs wide-ranging and field-specific vocabulary.
--adheres to the structures & mechanics

General Tips in Writing Academic Texts

1. Follow the basics in the writing process

 Be clear with the assignment or prompt.
 Analyze the context of writing.
 Have a clear purpose and audience in mind.
 Make your thesis evident.
 Stay focused on your topic; eliminate unnecessary details.
 Read some academic texts that use a rhetorical pattern that is similar to the
one you are writing.
 Make sure you use sufficient cohesive devices. However, be careful not to
overuse transitional devices.
 Avoid wordiness and redundancies.
 Use brainstorming strategies (listing, free writing, clustering) to overcome
writer’s block.
 Edit and proofread your work.

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2. Use quotations sparingly. Paraphrase information as much as possible
3. As much as possible, avoid using an imperative tone.
4. Avoid excessive font effects such as too much use of boldface, underlines, and italics.
5. Be consistent with the type of English you use. If you use British English, stick to it
and do not shift to American English.
6. Plan wisely. Allot ample time in preparing your writing assignment.

Professional Writing
 --is any type of written communication done specifically in a professional
context.
 --it is most often applied in business and technical writing.
 --use to inform and persuade readers.
Common Types:
o --Business and technical reports (private businesses, government
corporations and offices, academic institutions)
o --uses business English and a more personal tone.
o --use the first and second person’s points of view (I, you)
o --addresses a particular need, follows a standard structure and format, and
conveys business content to a specific audience
o ---it is objective, unemotional, accurate, concise, and straightforward.
o --uses of emoticons, contractions, and unnecessary exclamation points.
o --does not require a great number of citation

General Tips in
Professional Academic Texts
 Follow the basics in the writing process
 Anticipate the reader’s beliefs, values, motivations, and possible
objections especially when writing persuasive documents such as
proposals.
 Adjust your language based on your relationship with the receiver of the
document.
 Study the format used by your organization and incorporate it in your
writing. However, you may use other formats which you think are
appropriate.
 Avoid excessive font effects such as boldface, underlines, and italics
 Be consistent with the type of English you use. If you use British English,
stick to it and do not shift to American English
Day 3: Activity 2
A. Identify whether each text is academic or professional. Write A if it is Academic and P
if it is Professional.
1. Argumentative essay
2. Dissertation
3. Expository essay
4. Formal Proposal
5. Incident Report
6. Instructional manual

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 7. Job Application letter
8. Library Research work
9. Memos
10. Research Abstract
11. Resume
12. Technical Reports
13. Term Paper
14. Thesis
15. Position Paper
B. Write Yahoo if the statement is correct and Boo if the statement is wrong.
1. Both academic and professional writing use Standard English.
2. Professional writing employs more referencing than academic writing.
3. Academic writing is more personal than professional writing.
4. The most important component of professional and academic writing is the
context.
5. The higher the position of the receiver, the more formal your language should be.
6. Message cannot be conveyed without language.
7. It is always safe to use concise and straightforward language.
8. A literary text is an example of academic text.
9. Professional and academic writing may sometimes overlap.
10. Both academic and professional writing adhere to the same ethical guidelines.

Other Suggested Activities

Compare and contrast academic and professional writing in terms of context, purpose,
language, audience, product, style and format, and message. Use the given Venn diagram
for your answers.

Academic Professional

Subject: Reading and Writing Module: 14 Week:

14

Lesson: Book Review or Article Critique

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 Content Standard: The learner understands the requirements of composing
academic writing and professional correspondence.

Performance The learner produces each type of academic writing and

Standard: professional correspondence following the properties of well-
written texts and process approach to writing.

Competency with 8. Identifies the unique features of and requirements in

Code: composing texts that are useful across disciplines
a. Book Review or Article Critique (EN11/12RWS-IVdg-
12.1)

Objectives:
a. Determine the purpose of a book review or article critique;
b. Define the context for a book review or article critique;
c. Analyze the features of a book review or article review;
d. Produce an effective book review or article critique.

Purposeful Writing in the Disciplines and for Professions: Book Review or Article
Critique
INITIAL TASK: Let’s Warm Up
 In groups of three members each, read and analyze the abstract of the text. Then,
write down in paragraph form the strength and weaknesses of the research.
 Discuss your analysis with another group. Then come up with your overall
impression of the work by collating the strength and weaknesses you shared.
Write this on a separate paper and present it in class.
Teenage Pregnancy
by Ramiro Carters and Electra Araya

Teenage pregnancy is a social problem not resolved in developing and some

developed countries. Adolescent fecundity has become the most exact bio-demographic
and health indicator of development. In developing countries that are expected to follow
the sexual behaviour patterns of developed countries, without offering the levels of
education and services for adolescents, the consequences will be adolescent fecundity and
STI prevalence increase. The ignorance about sexuality and reproduction both in parents,
teachers and adolescents increases the early initiation of coital relations and of unwanted
pregnancies. Extreme poverty and being the son or daughter of an adolescent mother are
risk factors of repeating the early pregnancy model. The application of predictive risk
criteria in pregnant adolescents to facilitate the rational use of Health Services to
diminish the maternal and perinatal mortality is discussed as well as the social factors
associated with adolescent pregnancy as socioeconomic levels, structure - types and

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characteristics of the family, early leaving school, schooling after delivery, female
employment, lack of sexual education, parental and family attitudes in different periods
of adolescent pregnancy, adolescent decisions on pregnancy and children, unstable
partner relationship and adoption as an option. Social consequences are analyzed as:
incomplete education, more numerous families, difficulties in maternal role,
abandonment by the partner, fewer possibilities of having a stable, qualified and well-
paid job, greater difficulty in improving their socioeconomic level and less probability of
social advancement, lack of protection of the recognition of the child. Finally, based on
evidence, some measures that can reduce adverse consequences on adolescent mothers,
fathers and their children are suggested.
https://www.researchgate.net/publication/230588265_teenage_pregnancy [accessed Jul 19 2018].

Strengths Weaknesses

Day 2: Discussion on Book Review or Article Critique

WHAT IS A BOOK REVIEW OR ARTICLE CRITIQUE?

• A specialized form of academic writing in which a reviewer evaluates the
contribution to the knowledge of scholarly works such as academic books and
journal articles.
• Consists of 250 to 750 words.
• A critical assessment, analysis or evaluation of a work.
• Involves the analysis of one’s work;
• Written for a general audience and primarily aims to offer a persuasive opinion.
• Does not share mere opinions; uses both proofs and logical reasoning to
substantiate their opinions.

STRUCTURE OF A BOOK REVIEW OR ARTICLE CRITIQUE

Structure of a Book
Review or Article Cri-
tique
Introduction Summary
Review/Critique Conclusion
1. Introduction
• Title of the book/article
• Writer’s name
• Writer’s thesis statement
2. Summary
• Writer’s objective/purpose

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 • Methods used (if applicable)
• Major findings or claims
3. Review/critique
• Appropriateness of methodology to support the arguments
• Theoretical soundness
• Soundness of explanation in relation to other available information and
experts
• Sufficiency of explanation
• Other perspectives In explaining the concepts and ideas
• Coherence of ideas
4. Conclusion
• Overall impression of the work
• Scholarly value of the reviewed article/book
• Benefits to the intended audience
• Suggestion for the future directions

WRITING A BOOK REVIEW OR ARTICLE CRITIQUE

 What is its purpose?
 What are the contributions of the book or article in the field it is situated in?
 Who are its intended readers?
 What is the topic of the book or article?
 Does the writer explicitly state his/her thesis statement?
 What theoretical assumptions are mentioned in the book/article? Are they
explicitly discussed?
• What problems and issues are discussed in the book or article?
• What kinds of information are presented in the book or article? How are they used
to support the arguments or thesis?
• Are there other ways of supporting the arguments or thesis aside from the
information used in the book or article? Is the author silent about these alternative
ways of explanation?
• What is your overall reaction to the work?

https://www.scribd.com/presentation/339650731/Book-Review-or-Article-Critique

THE BOOK REVIEW OR ARTICLE CRITIQUE: GENERAL GUIDELINES

A review (or “critique”) of a book or article is not primarily a summary. Rather, it
analyses, comments on and evaluates the work.
 As a course assignment, it situates the work in the light of specific issues and
theoretical concerns being discussed in the course.
 Your review should show that you can recognize arguments and engage in critical
thinking about the course content.
 Keep questions like these in mind as you read, make notes, and then write the
review or critique:

1. What is the specific topic of the book or article? What overall purpose
does it seem to have?

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 For what readership is it written? (Look in the preface,
acknowledgements, reference list and index for clues about where and
how the piece was originally published, and about the author's
background and position.)
2. Does the author state an explicit thesis? Does he or she noticeably
have an axe to grind? What are the theoretical assumptions? Are they
discussed explicitly? (Again, look for statements in the preface, etc. and
follow them up in the rest of the work.)
3. What exactly does the work contribute to the overall topic of your
course? What general problems and concepts in your discipline and
course does it engage with?
4. What kinds of material does the work present (e.g. primary documents
or secondary material, personal observations, literary analysis,
quantitative data, biographical or historical accounts)?
5. How is this material used to demonstrate and argue the thesis? (As
well as indicating the overall argumentative structure of the work, your
review could quote or summarize specific passages to describe the
author's presentation, including writing style and tone.)
6. Are there alternative ways of arguing from the same material? Does
the author show awareness of them? In what respects does the author
agree or disagree with them?
7. What theoretical issues and topics for further discussion does the work
raise?
8. What are your own reactions and considered opinions regarding the
work?

 Browse in published scholarly book reviews to get a sense of the ways reviews
function inintellectual discourse. Look at journals in your discipline or general
publications such as University of Toronto Quarterly, London Review of Books,
or New York Review of Books (online at
<www.nybooks.com/nyrev/archives.html>).
 Some book reviews summarize the book's content briefly and then evaluate it;
others integrate these functions, commenting on the book and using summary
only to give examples. Choose the method that seems most suitable according to
your professor's directions.
 To keep your focus, remind yourself that your assignment is primarily to discuss
the book's treatment of its topic, not the topic itself. Your key sentences should
therefore say "This book shows...the author argues" rather than "This
happened...this is the case."

Prepared Fall 1999 by Dr. Margaret Procter, University of Toronto Coordinator of Writing Support
Over 60 other files giving advice about university writing are available at http://www.utoronto.ca/writing
http://www.geo.umass.edu/faculty/wclement/Writing/Critical_reviews/critique.pdf

Activity 2: Checking for Understanding

Directions: Write T if the statement is true and F if false.

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 1. A review or a critique involves higher-order thinking skills.
2. A book description is similar to a book review.
3. A book review or article critique uses the same organization of ideas.
4. A book review or article critique presents the strengths and weakness of a reading
material.
5. A book review is exclusive for professionals.
6. More than half of the review should be devoted to the summary.
7. The name of the author and the title of the reviewed article is placed at the end of
the article critique.
8. The purpose of an article critique is to inform and persuade readers.
9. The reviewer’s overall impression of the work should be placed in the
introduction.
10. When reviewing a book or article, only one perspective should be used.

Day 2: Activity 3 (Let’s Practice)

Directions: Write a book review by following the writing process outlined below. You
may assume the persona of a university professor writing a review for a particular book
or article in your chosen field.
Read the book or article to be reviewed. Complete the following details.
A. Article/ Book Title: ________________
Article/Book Author: _________________
Topic: _____________________________
B. Complete the given information to come up with a writing situation for your book
review or article critique.
General Purpose: ____________________
Specific Purpose: ____________________
Target Output: ______________________
Audience: __________________________
Writer’s Persona: ____________________
Tone/Formality: _____________________
C. In 20 minutes, read the following text before writing your own book review or article
critique. Bear in mind the following questions.
1. What is the purpose of the given text?
2. Who is the target reader?
3. Has the writer achieved his/her purpose?

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 Text available from:
http://www.uwlax.edu/uploadedFiles/Academics/Departments/Political_Science_and_Public_Admin/
journal_article_critique_example.pdf

Article Reviewed: Pesch, Udo, “Administrators and Accountability: The Plurality of Value Systems in the Public
Domain”, Public Integrity, Fall, 2008, Vol. 10, No. 4, pp. 335-343.

The article, “Administrators and Accountability: The Plurality of Value Systems in the Public Domain”, by
Udo Pesch seeks to address how accountability and value systems interact in the decisions made by public
administrators. The research problem being addressed is whether public administrators are free from accountability for
their decisions and what are the different influences that can affect their decisions.

It is clear from the abstract of the article that this is no simple issue. In fact the article if fairly confusing for
the first couple paragraphs. The author starts by saying that explicit ethics codes of reference systems make it easier to
hold individuals accountable for their actions, however a conflict emerges when an individual’s moral values are
different from such accountability policies. What can make accountability more complicated are the motivations of the
administrator and also the individual’s inability to perceive future consequences of their decisions.

Another influence, outside of individual morals and ethical guidelines, is the existence of social context.
These different domains generally “lay down their own standards of good and bad behavior” (p. 336). This social
surrounding can help an individual determine a good decision from a bad one, but at the same time complicates the idea
of accountability. The organization that a public administrator is a part of may also complicate accountability and may
provide another outlet for blame if the public sees a decision as immoral. The author also acknowledges the tendency to
blame the highest level of a hierarchy questionable decision making on a lower level. Udo Pesch sees this as
“undesirable” and writes that by carrying out the policies the public administrator is at least somewhat responsible. To
support this claim the author uses the example of viewing the public administrator as a citizen, and as such they have
“an active role in the safeguarding [community] values and interests”. (p.339)

To such a complicated issue the author sums the research up well by saying that there are times when a public
administrator has to violate their own moral codes because there are no universal moral rules that “allow a civil servant
to live up to integrity standards.”(p.341) A public administrator can hide behind laws and organizational procedures,
but ultimately this is no reason to disregard accountability and there are ways that these individuals can act morally.
Pesch writes, “It would be more sensible to design accountability arrangements that acknowledge that civil servants are
actively responsible for their actions, and that try to provide them the opportunity to consciously address the potential
difference between authorized rules and communal principles and values.” (p.341) And, while this is excellently laid
out as a theory, the author ultimately admits that there is no single best design for an accountability agreement on a
tangible level.

This is good concept for how the problem of multiple value systems and accountability should be handled.
However, there doesn’t appear to be any concrete guidelines for carrying this out. In other words this sounds great on
paper but it doesn’t translate as easily to everyday life. There isn’t research in the traditional sense for this article, but
the author does include many examples of work written by those who have written on this subject in the past. Pesch
cites people like Locke, Montesquieu, and Machiavelli. These are good, well-known examples and authors and I think
it adds a great deal credibility to the piece as a whole.

Overall this article isn’t very straightforward in the beginning and it’s not until the second page that you
realize where the article is headed. In order to have more people be engaged and read the whole article it needs a new,
more concise introduction. Once the reader gets to the really good examples that are relevant to the everyday life of a
public administrator, a good portion of the article has already past. Overall it is a good, well-written article with an
important message for public administrators and organizations. The piece, when taken as a whole, is relevant and very
convincing in theory but starts slow and never lays out a concrete way of approaching this complex problem.

OTHER SUGGESTED ACTIVITIES

A. EVALUATE A REVIEW ARTICLE

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Read the sample review article. Discuss the following questions with your group, and
then be prepared to present your answers.
1. What are the main points in the original article?
2. What are the main reactions of the review article?
3. Are the reactions well grounded? What kind of evidenceor theory is used to
support the reviewer’s arguments?

Sample Analytical Review:

Linda A. Student
Professor Docking
Finance 350
Section 2
October 15, 1997
SUMMARY
In his article "Brokers, Insurers Queue Up for Thrift Charters" (Wall Street Journal, September
24, 1997, B12), Stephen E. Frank discusses attempts over the past few years by a number of securities and insurance
firms to acquire thrift charters. Such charters would allow these firms to compete directly with banks, while still being
able to operate in areas from which banks are excluded by law. Thrifts are particularly attractive to securities firms,
because unlike banks, thrifts are allowed to sell insurance, as well as being capable of performing most banking
functions.
The large number of recent thrift charter applications has focused renewed interest on the thrift industry. Paul
Schosberg, president of America's Community Bankers, feels that "we're headed for one-stop financial shopping
offered by the very largest corporations." Thrift charters have become even more attractive due to the easing of
branching restrictions, reductions in insurance premiums, and a wider range of lending activities allowed by law to
thrifts. However, pending changes in federal banking laws might eliminate thrift charters altogether, forcing thrifts to
become banks. Companies trying to acquire thrift charters now may be hoping to continue to engage in thrift-like
activities through grandfather clauses, if and when such laws are passed.

ANALYSIS
Securities and Insurance firms trying to acquire thrift charters clearly assume that consolidation and service
diversification will help them to compete. But will the depositors and customers of these newly created "giants" be
better served as a result of these moves? And will consolidation help the companies themselves? We have all too often
seen companies overextend themselves in an attempt to enter new markets. With their expertise firmly grounded in
some core business, companies try to take on new markets in which they have little experience. A classic example is
offered by the S&L's during the 1980s, when lending restrictions were relaxed (Carter, 1989).
Many S&L's overextended themselves and stepped into business operations foreign to them. Consequently,
many failed. Who suffered the greatest loss from these failures? Not the S&L's— rather, the depositors of these
institutions ultimately took the worst loss from poor decisions made by thrift management.
On the other hand, the parallel between the S&L situation of the 1980s and the current environment is not
perfect. The companies currently applying for thrift charters are relatively large corporations with proven track records.
The likelihood of a debacle as extreme as the S&L crisis of the 1980s is therefore quite small. However, if these
companies are to take advantage of consolidation and service diversification, they must achieve "synergy" or
economies of scale.
Only if a company's organizational structure and corporate culture are conducive to the diversification can this
horizontal-growth-through-acquisition strategy succeed.
The recent acquisition of Solomon Brothers by the Travelers Group illustrates this point.
Solomon Brothers has traditionally been a rather aggressive, risk-taking investment firm, while Travelers has been
somewhat more conservative. Some experts claim that a clash of corporate cultures will inevitably arise, causing
problems for the organization as a whole. Rising operating costs in the financial-services industry have been squeezing
profit margins recently, and Solomon Brothers and Travelers must reduce overhead, share resources, and achieve all
possible economies of scale if they are to succeed—not an easy task, given the differences between the organizational
structures and corporate cultures of the two divisions.
While Frank's overall purpose is simply to inform readers about the recent interest in thrift charters, and the
subsequent consolidation of financial services by securities firms and insurance organizations, his article hides a crucial
assumption, namely that consolidation and diversification will be beneficial for the companies involved and for their
customers. Clearly,new services will allow these organizations to expand the scope of their operations, and customers
will be able to take advantage of a full menu of financial products from a single firm, reducing time and information

119
costs. However, real economies of scale must be achieved to make the strategy work, and that means minimizing
conflicts caused by contrasting organizational structures and cultures.

Carter, F. (1989). The savings and loan crisis in America: A brief review. Journal of Financial
History, 17, 12–57.

B. EXERCISE FOR ACHIEVING CLARITY

Revise the following sentences:

1. Many day-traders did not pay attention to the warnings of experts.
2. In this paper, the effect of centralized wage-setting institutions on the industry
distribution of employment is studied.
3. In spite of the fact that the stock market is down, many experts feel that financial
markets may perform reasonably well this quarter.
4. The agency cannot meet this additional work primarily because it comes at a time
when a 15 percent reduction is faced in budget resources, and no growth is being
considered.

C. SELECT A RECENT ARTICLE FROM THE WALL STREET JOURNAL

ONLINE.
 Write a two-page review.
 Complete the first draft (due two weeks from today).
 Peer review in class and revise for the final version.
 Check for assignment details on the class website.

http://www.sjsu.edu/aanapisi/docs/writingareviewarticle.pdf

Subject: Reading and Writing Module: 15 Week: 15

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 Lesson: Literature Review

Content Standard: The learner understands the requirements of composing

academic writing and professional correspondence.

Performance The learner produces each type of academic writing and

Standard: professional correspondence following the properties of well-
written texts and process approach to writing.

b. Literature Review (EN11/12RWS-IVdg-12.1)

Competency with
Code:
1. Determine the purpose of a literature review;
Objectives: 2. Define the context for a literature review;
3. Analyze the features of a literature review; and
4. Produce an effective literature review.

For Four Sessions: LITERATURE REVIEW

Activity 1: Let’s Warm Up
Directions: Read each sample summary. Then, answer the questions that follow.
Sample 1:
The study explored the links between attitude and the students’ behavior
in bullying situations, such as bullying others, assistance and encouragement
of bully, defending the victim, or staying out of bullying situations. Five
hundred high school students from three public schools participated in the
study. It was found that attitude was a key component in inciting bullying
situations, and it was also a major factor in the actions one would undertake
when faced with bullying situations.
Sample 2:
The research was conducted to assess teachers’ concept of bullying and
their attitude towards victims of bullying. Eighty teachers from six private
schools in the city were involved in the study. Based on the statistical data
from surveys, 68% of those surveyed view bullying as something affected
mostly by students’ attitudes, 24% viewed it as a result of social class
differences, and only 8% attributed it to the gender of the bullies and the
victims. Knowledge of the student seemed essential to teachers’ sympathy
towards victims, as 86% of those surveyed felt more sympathy toward the
victims if they had them under their class. Only 64% felt the same for
students not directly under their class.
Sample 3:

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 The study explored the perceptions of parents towards student bullying.
One hundred two parents of high school students across the province
participated in the study. They were given three bullying situations with
varying types (i.e. physical, verbal, and exclusion from groups) and were then
asked to rate their attitude toward the victim of each of the situations. It was
found that parents viewed physical bullying as the most serious form, while
exclusion from social groups was not viewed as a form of bullying by 67% of
the respondents. Results imply that more concrete forms of bullying are given
more attention because they are more tangible and are easily recognizable.
a. What are the central themes in Sample 1?
b. What are the central themes in Sample 2?
c. What are the central themes in Sample 3?
d. Can the sample research studies be related to one another? In what way?

Discussion on Literature Review

 It is a type of academic writing that provides an overview of a specific

topic.
 It critically analyzes the relationship among different scholarly works and
the current work.
 It can be written as a stand-alone paper or as part of a research paper
explaining a theoretical framework and related studies.
 It combines both summary and synthesis (linking different sources)
 It surveys scholarly works such as:
-academic books -empirical studies
-computerized databases -historical records
-conference proceedings -journal articles
-dissertations/Theses -monographs
-statistical handbooks -government reports

ANNOTATED
BOOK REVIEW LITERATURE REVIEW
BIBLIOGRAPHY

Summarizes the references Reviews a significant number of

and explains how important scholarly work to identify what
Evaluates a book
they are in addressing the is known and not known about a
research questions topic

 seeks literature efficiently and identify useful scholarly work

 tests the ability of one’s ability to evaluate studies for their validity and
reliability
 involves research, critical appraisal, and writing.

FUNCTIONS OF A LITERATURE REVIEW

1. Justifies a research question, method, or theoretical and conceptual framework.
2. Establishes the relevance of the topic.

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 3. Provides necessary information to better understand a specific topic or study.
4. Shows reviewers familiarity and mastery of the topic.
5. Establishes the niche of the study.
6. Resolves conflict among contradictory studies.

STRUCTURE OF A LITERATURE REVIEW

1. Introduction
2. Body
3. Conclusion

Guidelines in Writing a Literature Review

1. Literature Search
2. Evaluation and Analysis of Articles
3. Writing the Literature review

Let’s Practice!
Activity 2: Identify the strength and weakness of the following editorial.
Editorial #1: Drugs and Smuggling
(The Philippine Star) - July 23, 2016 - 12:00am

The drug war is going big-time, with anti-narcotics agents killing the suspected operator of a shabu
manufacturing facility in Valenzuela. Police raiders said Chinese national Meco Tan was shot dead when
he tried to flee in his car during yesterday’s early morning raid.

Philippine National Police chief Ronald dela Rosa warned that more large-scale drug traffickers would fall
in the coming days, amid observations that the drug war has so far focused only on small-scale and mostly
low-income street pushers and impoverished drug users.

Video footage of yesterday’s raid showed sacks of suspected shabu precursors and the finished product
piled high at Tan’s home, which also allegedly served as his laboratory. With the large amount of
substances found in that raid, authorities should complement the drug war with tighter controls on the
supply of precursors for prohibited drugs.

The government must be as tough on smugglers as it is on drug pushers. The two criminal activities feed on
each other, and most drug traffickers are engaged in both. In certain cases, prohibited drugs and precursors
are reportedly transferred by traffickers from ships in the high seas to smaller vessels, which bring the
substances to ports or coastal communities where they enjoy the protection of local government, ports or
law enforcement personnel.

Several precursors of prohibited drugs are not banned, but their supply can be monitored and better
regulated. Close monitoring of the supply chain can help anti-narcotics agents zero in on potential drug
manufacturers and traffickers.

Apart from abetting the drug menace, smuggling is bad news for the economy, discouraging fair
competition and therefore investments. The business community has not stopped complaining about
rampant smuggling, which prospers because of corruption and protection provided by influential
individuals.

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President Duterte has vowed to “really level the playing field” for business. Making good on his promise
inherently involves a crackdown on smuggling. And if he wants to sustain the gains in his brutal war on
drugs, among the targets must be smugglers and their coddlers.
https://www.philstar.com/opinion/2016/07/23/1605735/editorial-drugs-and-
smuggling#paSqSKP0VlCzhGCX.99

Editorial #2: Start of Senior High School

June 10, 2016

LOST in the circus that President-elect Rodrigo Duterte and his people stage seemingly every week going
into the leadership transition on June 30 is this Monday's opening of the 2016-2017 school year and, with
it, the historic start of the classes of the first batch of senior high school students. The addition of Grades 11
and 12 to basic education is the new system's main thrust.

The K to 12 program, which was conceived during the early years of the Arroyo administration, can be
considered part of the legacy of outgoing President Benigno Aquino III and outgoing Department of
Education (DepEd) Secretary Armin Luistro. Meant to ensure that the country's educational system won't
lag behind world standards, the K to 12 program is on the final stage of implementation despite being
opposed by some sectors. Cases against the program are still pending with the Supreme Court.

One thing going for K to 12 is that Duterte has pledged to see through its implementation of the program
despite his initial reservations. That means all the preparations for senior high school by the DepEd, the
Commission on Higher Education (Ched) and other concerned government agencies and private
educational institutions won't be wasted.

"Very prepared for a first timer opening 11,000 senior high schools in every municipality and city. I think
this is the boldest move the department has ever undertaken," Luistro said recently, adding: "We feel like a
mother expectant for her first baby. While we have done everything possible to prepare for it, I don't think
one can prepare for the great joy that one will see and realize on the first day of classes.”

Luistro has met with Leonor Briones, whom Duterte has appointed to be the next education secretary. He
described his meetings with Briones as “long, fruitful, cordial,” which means that the completion of the
program's implementation under the new administration is already assured. That is, if the High Court won't
rule against it.

But even if the SC upholds the regularity of K to 12, the new system is by no means perfect. For example,
flaws in the implementation of the senior high school program may surface in the coming months. And the
jury is still out on whether the program can really improve the country's educational system. It is therefore
necessary for the public to continue the program's scrutiny.

"Very prepared for a first timer opening 11,000 senior high schools in every municipality and city. I think
this is the boldest move the department has ever undertaken," Luistro said recently, adding: "We feel like a
mother expectant for her first baby. While we have done everything possible to prepare for it, I don't think
one can prepare for the great joy that one will see and realize on the first day of classes.”

Luistro has met with Leonor Briones, whom Duterte has appointed to be the next education secretary. He
described his meetings with Briones as “long, fruitful, cordial,” which means that the completion of the
program's implementation under the new administration is already assured. That is, if the High Court won't
rule against it.

But even if the SC upholds the regularity of K to 12, the new system is by no means perfect. For example,
flaws in the implementation of the senior high school program may surface in the coming months. And the

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jury is still out on whether the program can really improve the country's educational system. It is therefore
necessary for the public to continue the program's scrutiny.
https://www.sunstar.com.ph/article/79569/Editorial-Start-of-senior-high-school

Editorial #3: Imprudent

Alex Magno(the Philippine Star)- July 21, 2018, 12:00 A.M.

Before he was so unceremoniously gagged, Economic Planning Secretary Ernesto Pernia was making an
important point about the possible effects of federalism on the fiscal space.Pernia might have been
impolitic when he fretted publicly that a quick shift to federalism could “wreak havoc’ on the infrastructure
program. But Pernia was hired as an economist, not as propagandist. By speaing as an economist, he shows
he is worth his pay.

The havoc he speaks of very likely relates to the financing of the infrastructure program.
Backlog
We have a serious infrastructure backlog. It keeps costs high. Our people bear those high costs eventually.

The infrastructure deficit inhibits our economy from being competitive. This is why we have the smallest
share of investment flows among the ASEAN economies. If we do not address the infrastructure deficit
today, our neighboring economies will leave us behind.

Vietnam, for instance, consumes seven times more steel per capita that we do. That says everything.

Since 1986, we invested only a little more than two percent of GDP in infra. Our neighbours’ spent over
five percent. Because of that, our ports and airports simply deteriorated. Our roads become congested. The
cost of moving people and goods across the archipelago rose, making everything more expensive for our
consumers.

Over the next years, we expect to bring up the economic investments to seven percent of GDP. That is just
to close the infra gap with our neighbors.

One of the reasons we underinvested in improving our economic capacity is the debt crisis we endured
three decades ago and the startlingly low tax effort that burdened government finances. Now we have
worked down our debt service ratio and improved our tax effort.

Another reason for the underinvestment is the Local Government Code. This forced the national
government to yield a significant part of the revenues collected to local government units. This enabled the
local government units to somehow increases spending on “micro-infra” like bus stops and basketball
courts. But it limited national government’s ability to invest in strategic infra such as modern airports and
expressways.

This brings us back to Pernia’s concerns.

The Bangsamoro Organic Law, for instance, includes a “block grant” of P50 billion to the proposed
regional entity and a fixed share of the revenue collected. If we do that for all the 16 “estados” proposed in
the federalism arrangement, which is all it is about really, then the national government will never have
enough to invest in strategic infra.

In which case, we fall back into the quagmire we are now trying to climb out of. We will be doomed to a
stagnant economy with an ancient infrastructure base, back to being the Sick Man of Asia.

https://www.philstar.com/opinion/2018/07/21/1835330/imprudent#tFbMzDz8g5vc8t&99

LITERATURE REVIEW WORKSHEET: _________________________________________

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1) List the strengths and weaknesses of Editorial #1.

STRENGTHS

1)_____________________________________

2)_____________________________________

3)_____________________________________

WEAKNESSES

1)_____________________________________

2)_____________________________________

3)_____________________________________

2) List the strengths and weaknesses of Editorial #2.

STRENGTHS

1)_____________________________________

2)_____________________________________

3)_____________________________________

WEAKNESSES
1)______________________________________________

2)______________________________________________

3)______________________________________________

3) ) List the strengths and weaknesses of Editorial #3.

STRENGTHS

1)_____________________________________

2)_____________________________________

3)_____________________________________

4)_____________________________________

WEAKNESSES

1)_____________________________________

2)_____________________________________

3)_____________________________________

4)_____________________________________

LITERATURE REVIEW WORKSHEET #2:

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1) Which among the three articles was the most persuasive? Why?
______________________________________________
2) Which among the three articles was the least persuasive? Why?
_______________________________________________
3) Are there any important issues that are not covered by these editorials but that you
would write about if you were addressing this topic?

http://www.brooklyn.cuny.edu/web/aca_facultywac/Mini-Lessons-LiteratureReview.pdf

OTHER SUGGESTED ACTIVITIES

A. Summary Worksheet: Literature Review

Author (year): Title p.#
Description of the Study
(who, what, when, where)
Purpose of Study
(Why)
Findings

Optional: Other interesting

information

Optional Quote
faculty.wiu.edu/KA-Bowers Sharpe/Research-Lit%20Summary%20Worksheet.doc

B. Get one authentic literature review from a reputable academic journal. Analyze its
good features and organization. Submit your analysis in short bond paper, double-spaced
and font size 12.
C. Write T if the statement is true and F if false.
1. A literature review requires skills in summarizing but not in synthesizing
information.
2. A literature review is an example of academic writing.
3. A literature review is limited only to articles.
4. A literature review requires skills in selecting sources.
5. A literature review shows a research gap.
6. Direct quotation should be used as frequently as possible.
7. Writing a literature review involves higher-order thinking skills.
8. The main purpose of making a literature review is to analyse literary texts such as
short stories and novels.

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 9. The quality of review is dependent on the quality of the reviewed articles.
10. The scope of the review should be indicated in the introduction.
D. Write a literature review by following the writing process outlined below. You may
assume the persona of a researcher writing a literature review for a paper to be submitted
to a professional scientific journal.

A. Complete the given information to come up with a writing situation for your
literature review.
General Purpose:_________________________
Specific Purpose:________________
Target Output:____________________
Audience:_______________________
Writer’s Persona:_________________
Tone/Formality:__________________

Subject: Reading and Writing Module: 16 Week: 16

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 Lesson: Research Report

Content Standard: The learner understands the requirements of composing

academic writing and professional correspondence.

Performance The learner produces each type of academic writing and

Standard: professional correspondence following the properties of well-
written texts and process approach to writing.

Competency with c. Research Report (EN11/12RWS-IVdg-12.2)

Code:

Objectives: 1. Identify the features of an effective research report;

2. Apply the strategies in writing a research report;
3. Determine the purpose of a research report; and
4. Write an effective research report.

For Four Sessions: RESEARCH REPORT

Initial Task: Let’s Warm Up
A. Survey Time!
Directions: Work in groups of three. You are given 20 minutes to conduct a simple
survey outside the class using one of the questions listed below. You may also formulate
your own questions, but have it approved by your teacher first. Interpret the results and
present your findings and interpretations to the class.
 What is the right age to get married?
 Who is better: Superman or Batman?
 What language do you use to think?
 Which would you rather read: fantasy novels or comic books?
 Who is your favourite Filipino singer?
 Which is better: pizza or pasta?
B. Survey Says
Mechanics:
1. The students work in dyads. They are given 20 minutes to conduct a survey to 20
respondents outside the classroom. Sample intriguing and thrilling survey
questions asked include:
“Have you ever courted a girl/boy?”
“Do you daydream?”
“Do you believe that love is blind?”
“Which do you prefer – long or short courtship?”
“What is the most attractive part of your body?”
“What is the right age to get married?”

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 2. The students are also given the chance to formulate additional questions they
would like to ask.
3. They tally the results of the survey, do simple computations of percentages and
provide interpretations of the results.
4. They are also asked to compare their findings. The proper way of conducting
surveys and developing questionnaires are discussed afterwards.
5. They critique the survey questions and sample questionnaires provided by the
teacher and derive conventions on phrasing data gathering instruments.
6. They are also directed to log on tohttp://www.statpac.com/surveys/ for more
information about survey and questionnaire design.
7. Teacher will process the result of the activity.

Discussion on RESEARCH REPORT

RESEARCH REPORT
 is an expanded paper that presents interpretations and analyses of a phenomenon
based on experiments and previous information so that readers can better
understand it.
 it is a laborious work produced through formal investigation and scientific
inquiry.

PARTS OF A RESEARCH REPORT

1. Title Page—contains an information title that describes the content of the

paper, the name of author/s, addresses or affiliations, and date of submission.
Title Page—contains an information title that describes the content of the paper,
the name of author/s, addresses or affiliations, and date of submission.
2. Abstract—contains the summary of the research findings and conclusions.
 it briefly presents the context of the study, research questions or
objectives, methodology, major findings, conclusions, and sometimes
implications.
 does not contain citation or a great deal of statistical results.
 its length ranges to five paragraphs long.

3. Introduction—explains the current state of the field and identifies research

gaps.
 it is usually three to five paragraphs long.
4. Literature Review—contains the summary and synthesis of all sources
directly related to the study.
 --it is divided into two sections: related concepts and related studies.

 Related Concepts present some of the fundamental concepts

needed by the readers to better understand the study.
Concepts and theories are defined, explained, and described.
 Related Studies are based on previously conducted studies
directly related to the paper.

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 RL & RS will help the writer explain the phenomena that may arise
in the study.
Literature Review- This section ends with a paragraph that synthesizes
all of the studies presented and puts the study in context. The length may
range from two to three pages.

5. Methodology—describes how the experiments or tests in the research were

conducted.
 it presents the context within which the study was conducted, the
participants, the instruments used, data gathering procedure, and the data
analysis.

 In discussing the context of the study and the participants, the number
and the demographic profiles of the participants are explained as well as
the place where the study was conducted.

 In discussing the Instrument used presents the tools in gathering data

which may be in a form of a questionnaire, interview, focus group
discussion, survey, and tests, among others.

 all instruments used should be described in detail, along with the

explanation of how they were validated.
 Data Gathering Section presents the details on how the data were
collected.

 Data Analysis Section presents how the data were analyzed, either
qualitatively (Coding Scheme) or quantitatively (Statistical Tools).
 Past Tense is used in writing methodology

6. Results—factually described the data gathered and the tables and graphs that
summarize the collected data.
 Along with the tables and graphs are their respective interpretations.

 The flow of the results should follow the flow of the research
questions/problems/ objectives.
 It is expected that for each research problem or objective, corresponding
results are presented.

7. Discussion—provides an explanation of all the results in relation to the

previous studies presented in the literature review.

 In this section, the research problems or objectives, as well as the major

findings are restated in the first paragraph.
 The succeeding paragraphs should explain whether the study supports or
rejects the previous findings and explain the reason for this.
 Follows the flow of the research problems or objectives.

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  New findings uncovered in the research should also be stated.

8. Conclusion—contains the restatement of the major findings, the limitations of

the study, the recommendations, and the implications.
 note that in some cases, the conclusion is integrated into the discussion.

9. References—contain the different sources used in the study.

 These may be academic books, journals, and other online sources.
 Its format depends on the school, teacher, or field of study.

STEPS IN WRITING A RESEARCH REPORT

1. Select and narrow down the topic. Use any of your preferred prewriting activities
to generate ideas.
2. Conduct a preliminary research by gathering the initial references.
3. Formulate the thesis statement and research questions. A good thesis statement
effectively guides and controls the flow of your paper.
4. Prepare a preliminary outline.
5. Gather additional references. Use the preliminary outline as a guide for this stage.
6. Prepare the prefinal outline.
7. Prepare your instruments, such as your questionnaire.
8. Implement the instrument and gather the data.
9. Analyze the collected data and interpret it through tables and graphs.
10. Write the methodology and results sections.
11. Write the introduction and literature review.
12. Write the discussion. Be sure to link the literature review to the discussion
section.
13. Write the conclusion.
14. Prepare the reference. Be sure to list all the items cited in the body of your paper.
It is useful to keep a separate word document or physical notebook where you can
list your references as you come across them to make sure you do not leave
anything out when you have to prepare the reference list.
15. Edit and format your paper. Observe the proper mechanics.

GUIDELINES IN WRITING A RESEARCH REPORT

1. Fifty to seventy-five percent of the paper should be devoted to results and

discussion.
2. Be sure to cite all your sources whether they are paraphrased or directly quoted.
3. As with the previous types of written works, use direct quotations sparingly,
paraphrase as much as possible.
4. Strictly follow the required documentation style.
5. Topics should be relevant, interesting, current, and manageable in terms of
resources, skills needed, and time. They should not be too sensitive and too
controversial.
6. Research questions should directly address the given topic or thesis statement.

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Example:
Title: Effect of Facebook on the Academic Performance of Senior High School Students
Thesis Statement: Facebook has an effect on the academic performance of senior high
school students

Research Questions:
Does exposure to Facebook affect the:
Students’ performance during examinations?
Students’ attention span during class activities?
Students’ participation in curricular activities?

Activity 2
Instructions: Set the context for writing your research report by completing the given
information.

“The Genetics of Bone Strength in Mice”

The purpose of this study is to identify relationships between the physical and
genetic characteristics of bones in mice. The physical characteristics include size, density,
and the force required to break the bone, while the genetic ones are the genes of the
marker loci associated with the genes that affect these qualities. This study uses strains of
mice with reduced genetic variation. The two strains of mice that are the most
phenotypically extreme, meaning those with the strongest and the weakest bones, are
crossed. The F2 generation from that across is then analysed. The results of this analysis
can be used to find which genotypes correlate with specific bone properties like size,
density and failure load. The anticipated outcome of this lab is the identification of the
genotypes that affect bone strength in mice. The findings may be useful in treating
medical conditions that are related to bone strength.
Jonathan Vu and Robert Blank (Mentor), Endocrinology

https://wisc.edu/Handbook/presentations_abstracts_examples.html
Set the context for writing your research report by completing the given information.
Topic:_____________________________________________________
General Purpose:_____________________________________________
Specific Purpose:_____________________________________________
Target Output:_______________________________________________
Audience: __________________________________________________
Writer’sPersona: ____________________________________________

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Tone?Formality:_____________________________________________

Other Suggested Activities

Instructions: Write a research report. To set the context, assume the persona of a
scientist or researcher writing a research report about a current social or economic issue
for a government agency.

A. Select a topic using the following criteria: manageability, relevance, available

resources, and level of interest. Then, seek approval from your teacher. Once approved,
narrow down your topic through prewriting activities that can help you generate ideas.

B. Set the context for writing your research report by completing the given information.
Topic: ____________________________
General Purpose: ____________________
Specific Purpose: ____________________
Target Output: ______________________
Audience: __________________________
Writer’s Persona: ____________________
Tone/Formality: _____________________
C. Write T if the statement is true and F if false.
1. The research report follows a format similar to that of an academic essay.
2. The abstract should be written prior to writing a conclusion.
3. An informative title is preferred when writing a research report.
4. The conclusion contains the details of the findings obtained from the study.
5. Gathering references can be done recursively.
6. It is better to have as many direct quotations as possible.
7. Majority of the paper content should be devoted to literature review.
8. Survey instruments should be aligned to research questions.
9. Table and graphs for the gathered data are presented under the introduction
section.
10. The discussion section presents the procedure undertaken to complete the study.
11. The introduction contains the purpose of the study and the current state of the
field of study.
12. The literature review contains the explanation of relevant concept and related
studies.
13. The methodology contains the description of participants and instruments.
14. Title and thesis statement are written differently.
15. Two different documentation styles can be used in one research report.
Sandangan, Luzviminda D. Reading and Writing Skills. JFS Publishing Services Manila Philippines, 2016.
Subject: Reading and Writing Module: 17 Week: 17
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 Lesson: Project Proposal

Content Standard: The learner understands the requirements of composing

academic writing and professional correspondence.

Performance Standard: The learner produces each type of academic writing and
professional correspondence following the properties of
well-written texts and process approach to writing.

Competency with Code: d. Project Proposal (EN11/12RWS-IVdg-12.3)

Objectives: 1. Identify the features of an effective project proposal;

2. Determine the purpose of a project proposal;
3. Define the context of a project proposal;
4. Produce an effective project proposal.

For Four Sessions: PROJECT PROPOSAL

INITIAL TASK
A. Form a group with three members each. In three minutes, list as many problems as
you can about your school. As a group, deliberate and select one problem which you
think needs to be prioritized. Within three to five minutes, describe the selected problem
in detail.
B. As a group, think of a project that would solve or address your selected problem.
Describe the project and list steps that will undertake to make the project successful. Be
ready to present it in class.
Follow-up Questions:
1. Why do you think the problem you selected needs to be prioritized?
2. Do you think your project would significantly solve the problem? Why? What are
its limitations and how will you address them?
3. Have you experienced offering a proposal to another person? Were you
successful?
Barrot, Jessie S. Academic Reading and Writing For Senior High School. C&E Publishing,
Inc.2016.

DISCUSSION on PROJECT PROPOSAL

Project Proposal is highly persuasive and informative document that aims to

address a particular problem or issue. It ranges from 1,000 to 2,500 words depending on
the complexity of the project being proposed.

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A good project proposal specifies the following:
 Goals and objectives that the project wants to accomplish;
 Project plan that details how the set goals and objectives will be accomplished;
 Financial, human and technical resources useful in implementing the project; and
 Budget that specifies how much money is needed and for what purpose it will be
spent.

TYPES OF PROJECT PROPOSAL

1. Solicited internal
-It is used when the target reader is within the organization.
-It responds to a specific request within the organization.
-The problem has been identified within the organization and the decision to solve
it has been made.
2. Unsolicited Internal
-It is used when the target reader is within the organization.
-It is a self-initiated proposal that no one asked for.
-The target reader has not yet identified that a problem exists within the
organization.
3. Solicited External
-it is used when the target reader is not within the organization
- It responds to a specific request from someone who is not within the company.
- The problem has been identified and decision to solve it has been made.
4. Unsolicited External
-. It is used when the target reader is not within the organization.
-It is a self-initiated proposal that no one asked for.
- The target reader has not yet identified that a problem exists; hence, no decision
has been made to solve the problem.
PARTS OF A PROJECT PROPOSAL
1. Cover Letter
 Introduces the proposal to the reader.
 State the title, date, general purpose, and scope and acknowledgement of the
people who have contributed to the completion of the proposal.
2. Title Page
 Includes the lead organization, place, date of project, client’s or donor’s name,
proponent’s name and the department or the organization he/she represents,
and date of submission.
3. Abstract or Executive Summary
 Includes the objectives, implementing organization, major project cost.
 Usually composed of 200 to 250 words and highlights only the major points;
(some may be longer depending on the culture of the funding agency.
 Uses a paragraph format.
4. Context of the Proposal
 Describes the socio-economic, cultural, and political background in which the
proposal is situated.

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  Presents data collected from other sources that are relevant to the planning
stage.
5. Project Justification
 Provides the rationale for the report.
 Includes a problem statement that specifies the problem addressed by the
project.
 Points out why the problem is an issue that requires immediate attention.
 Specifies the target group’s needs that arise from the adverse effect of the
described problem.
 Presents the approach of strategy that will be used to address the problem.
 Describes the capability of the implementing organization or group by stating
its track record.
Note: Justify why your organization or group is the best group to implement
the project.
6. Personnel Involved
 The people involved in the project, their corresponding roles, and their
summary of qualification.
7. Project Implementation
 Describes the activities and resource allocation in detail, as well as the person
in charge of executing the activities and the time and place.
 Divided into
-Activity plan- the schedule of the activity
-Resource plan- the items needed to implement the project
8. Budget
 Presents the expected income and expenses over a specified time period and it
itemizes the budget.
9. Monitoring
Specifies:
 When and how the team will monitor the progress of the project.
 The method for monitoring and evaluation.
 The personnel in charge of monitoring and evaluation.
10. Reporting Scheme
 Specifies the schedule for reporting the finances and progress of the project.
11. Conclusion
 Briefly describe the project, the problem it addresses, and its benefits to all
stakeholders through a summary.
 Urges the readers to contact the proponent to work out the details of the
project proposal.
12. Reference
 Lists all the references used in drafting the project proposal using the format
required by the funding agency.

GUIDELINES IN PREPARING FOR A PROJECT PROPOSAL

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1. Describe what a problem is and prepare for a rough idea on how this problem can be
addressed.
2. Develop or select a framework that will help you organize the ideas systematically.
3. Identify your specific activities, outputs resources and methodologies.
4. Build your project proposal team and appoint a project leader who is responsible for
coordinating activities and communicating with the funding agency.
5. Identify the organization that will probably fund you project.
6. Hold an initial meeting with your team to discuss the plans in preparing project
proposal.
7. Allot sufficient time for planning.
8. Involve all the team members by assigning specific responsibilities to them.
9. Be realistic with your project proposal. Be sure that your objectives and activities are
within the given time and resources.
10. Contact the funding agency if some items and requirements are not clear to you.
11. Always put yourself in the shoe of the receiver of the project proposal.
GUIDELINES IN WRITING A PROJECT PROPOSAL
1. The title page must be unnumbered but it is considered page i; the back page of the
title page is unnumbered as well; but it is considered page ii. The abstract, which
follows after the title page, is considered page 1 and must already be numbered.
2. Do not use abbreviation in the title page.
3. Attach curriculum vitate of the personnel who are part of the team.
4. In the project implementation section, use a Gantt chart for presenting the time
frame.
5. Write the abstract only after you have completed the report.
6. Study other successful proposals that are similar to yours.
7. Be factual but use technical terms sparingly.
8. Choose a reader-friendly format.
9. Use action words to make your proposal more dynamic.
Activity: Checking for Understanding
Write T if the statement is true and F if false.
1. A project proposal is mainly informational.
2. A Gantt chart is one way to present the schedule.
3. A one-word title is more preferred to a descriptive title.
4. A project proposal is usually one page only.
5. It is ideal to include only the total.
6. Only the team leader should write the project proposal.

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 7. Opinions add credibility to the proposal.
8. The project proposal needs to address a specific problem.
9. The qualification of personnel is crucial to the approval of project proposal.
10. There is only one format for a project proposal.

Activity: Proposal Review Worksheet

From a group of 5 and answer the questions given. After which, make a proposal
following one format.
1. What is the applicant organization proposing to do?
a. What are its goals?
b. Are its proposed activities likely to achieve these goals?
c. Beyond the stated goals, what other changes are likely to occur by the projects
end?
d. Does the proposal clearly describe and justify the project's ongoing activities?
e. Does it offer insights into how the project will be structured, staffed and
managed?
2. Why is this project being proposed?
a. What needs does it address?
b. What evidence establishes the existence of these needs?
c. Are these needs important?
d. What kinds of benefits will be derived from the project's implementation?
e. Are any unintended positive (or negative) effects likely?
3. Where will the project take place?
a. Why was this area selected?
b. Will the project have influence or repercussions elsewhere?
4. When will the project take place?
a. What is the timeline for accomplishing the work?
b. Is the timeline realistic?
c. Are there any crucial deadlines that must be met?
d. Is the organization capable of keeping to the timeline and meeting its
deadlines?
5. Who will participate in the project?
a. Who will the program serve?
b. Are they the right target group given the project's goals?
c. Who will provide the services?
d. What are their capabilities?
e. Who will oversee the project?
f. What are their qualifications?
g. Is anybody else attempting similar projects?
h. Is a consultation, collaboration or alliance with other organizations being
considered? If not, why?
6. How are the chances of success being maximized?
a. Is the project's approach practical?
b. Does it demonstrate an understanding of best practices in the field?
c. Have other organizations gotten results by using equivalent means?

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 d. Are you aware of similar programs that have run into serious problems in the
past?
e. Are there any crucial difficulties the proposal has not anticipated?
f. How will success be measured?
7. How much will the project cost?
a. Is the budget adequate to carry out the program?
b. Has the budget been padded to absorb unrelated expenses?
c. Is the organization using any of its unrestricted resources to support the project?
d. Have other funders committed their support?
e. How will the project continue after your funding is over?

Developed by Stephanie McAuliffe: The David and Lucile Packard Foundation

for the July Institute for New Grantmakers, 2002
http://www.cof.org/sites/default/files/documents/files/Sample_Proposal_Review_Worksheet.pdf

OTHER SUGGESTED ACTIVITY

Look for a sample of a Project Proposal and identify the features of an effective project
proposal.

Subject: Reading and Writing Module: 18 Week: 18

140
 Lesson: Position Paper

Content Standard: The learner understands the requirements of composing

academic writing and professional correspondence.

Performance The learner produces each type of academic writing and

Standard: professional correspondence following the properties of well-
written texts and process approach to writing.

Competency with e. Position Paper (EN11/12RWS-IVdg-12.4)

Code:

Objectives: 1. Identify the features of an effective position paper;

2. Determine the purpose of a position paper;
3. Define the context for a position paper; and
4. Write an effective position paper.

For Four Sessions: POSITION PAPER

INITIAL TASK

A. Watch a documentary on any current social issue. You may view some of the
suggested videos in the following links.
https://www.youtube.com/watch?v=7hV5Xra6f0s
(Dynasties in Democracy)
https://www.youtube.com/watch?v=J=RB6ADudjL9c

(Why Poverty Philippines)

Then, discuss the following information with your group mates.
1. Topic
2. Main argument of the author
3. Evidence used by the author to support his/her arguments
B. As a group, take a stand on the issue presented. Write your answer on a sheet of paper.

Discussion on Position Paper

This paper is a type of academic writing that presents one’s stand or viewpoint on
a particular issue. The main objective of writing a position paper is to take part in a larger
debate by stating your arguments and proposed course of action.

PART OF A POSITION PAPER

141
 1. Introduction
 Uses lead that grabs the attention of readers
 Defines the issue and provide a thorough background
 Provides a general statement of your position through a thesis statement
2. Body
 States your main argument s and provides sufficient evidence (e.g. statistics,
interview with experts, and testimonies) for each argument.
 Provides counterarguments against possible weaknesses of your arguments.
3. Conclusion
 Restates your position and main arguments.
 Suggests a course of action.
 Explains why your position is better than any other position.
 Ends with a powerful closing statement (e.g. a quotation, a challenge, or a
question).
CHOOSING AN ISSUE
The issue should be:
1. Debatable.
2. Current and relevant.
3. Written in a question form and answerable by yes or no.
4. Specific and manageable.
GUIDELINES IN WRITING A POSITION PAPER
1. Begin the writing process with an in-depth research about the issue at hand.
2. Be aware of the various positions about the issue and explain and analyze them
objectively.
3. Reflect on your position and identify its weaknesses.
4. Establish your credibility by citing reliable sources.
5. Present a unique way of approaching the issue.
6. Limit your position paper to two pages.
7. Analyze your target readers and align your arguments to their beliefs, needs,
interests, and motivations.
8. Summarize the other side’s counterarguments and refute them with evidence.
9. Define unfamiliar terms at first mention.
10. Use an active voice as much as possible. This will make your tone dynamic and
firm.
11. Arrange your evidence logically using an inductive or deductive approach.
12. Check your paper for fallacies and revise accordingly.
13. Use ethical, logical, and emotional appeals.
Barrot, Jessie S. Academic Reading and Writing for Senior High School. C&E Publishing,
Inc.2016.

Activity: Checking for Understanding

I. Write T if the statement is true and F if it is false.

142
 1. A good position paper considers all possible views on the issue at hand.
2. An issue is a crucial component of a position paper.
3. An issue is debatable if it cannot be answered by yes or no.
4. Audience analysis will help you write a more persuasive position paper.
5. One way to establish you credibility as a writer is to boast about your credentials.
6. Opinions are better than facts in supporting arguments.
7. Statistics can be used as evidence to support an argument.
8. The main goal of the position paper is to inform reader.
9. The strongest type of appeal in a position paper is logical appeal.
10. Your position should be restated in the concluding paragraph.
II. Divide the class into five groups. Choose 1 topic and present your stand:
1. Should cellphone use be banned while driving?
2. Should an added tax be placed on sugary drinks, such as sodas?
3. Do the benefits of medical marijuana justify its legality?
4. Should death penalty be mandatory for all murderers, or should they spend the rest
of their life in prison?
5. Plastic surgery: A way to promote beauty or destroy it?
6. Do you agree that there is art for the masses, and elite culture? How do you feel
about being among “the masses”? Or do you consider yourself to be a part of the
“elites”?
7. Should people on welfare be required to submit to drug testing?
8. Should reality TV shows have regulations?
9. Are beauty contest a positive thing for young girls?
10. Should children have schedule activities or be left more time for free play?

https://www.quora.com/What-is-the-best-topic-for-a-Position-paper
https://custom-writing.org/blog/free-argumentative-persuasive-essay-topics-ideas
http://owlcation.com/academia/Topic-List-for-Position-Essay
Other Suggested Activities
A. Read the sample and identify the features of an effective Position Paper.

A POSITION PAPER ON MINING IN THE PHILIPPINES

november 4, 2016 by kylagidaya

A destruction of environment due to mining. It has various advantages and disadvantages that affects the
environment and the lives of every human being in the Philippines. Mining is the process of digging mines to obtain
minerals, metals, and jewels that serves as the livelihood to every human being.   It gives people some of the resources
needed for modern civilization, but it can lead to environmental harm. Some are opposite and based on opposition to
destructive mining practices and others dislike mining in general. Humans need a wide range of natural resources to
create the products modern civilization needs. While alternative forms of energy are becoming more worthwhile, most
of the areas need coal, natural gas, and uranium to provide energy. Similarly, oil is necessary for powering vehicles and
the transportation industry. Mining allows people to use these resources.

Mining is one of the resources that mostly common Filipinos choose as their source of living. A mine is a pit
of tunnel wherein a miner used to dig in getting minerals such as coal, gold, and diamonds are taken. According to
Josephine C. Maguad, Senior Environmental Management Specialist of EMB- Department of Environment and Natural
Resources (DENR) mining is an employment for economic growth in a certain country, it increase also the revenue for
the miners as well as for the government fund, it is a source of livelihood for the people around a certain area, the social
development for the community and other stakeholders and in the larger community. She also mentioned that it could

143
also transform into other uses, used for natural resources, can alter and for enhancement for the area, it is also for the
rehabilitation to bring back healthy condition of the soil after they used it. The people around the community need also
to plant more trees for renewable resources and for the carbon dioxide. So at the end of every mining, there will be the
possibility of gaining more nutrients from the soil. There are a lot of advantages of mining that could give to the lives
of every person. It is a little bit unfamiliar to those people who are new about this matter. But, it helps a lot to the
economic growth of the Philippines as to the other stakeholders all over the country. It is indeed a stepping stone to
faster earnings. It is a development for the community certainly the rapid out-growth of resources. She also discussed
about the negativity of mining such as it decreases the natural resource that is supplied by nature, if it is irresponsible
and have mismanagement in mining, there is also a possibility of pollution in land, air, and water. It is bound in the
Republic Act (RA) 7942 law or the Philippine Mining act that speaks about the environmental act in land, air, and
water if a single person is irresponsible and not maintaining the growth of natural resources. Mining is definitely
having a lot of disadvantages that could trigger the crisis that is very rampant in the country. Just like every time there
is landslides and floods that softens the soil in the mountainous part.  The miners themselves need to take risks so that
they could raise their own families and help them out to survive. Just like if there is an earthquake, the lives of the
miners will be in danger because there is the possibility that the place will be destroyed and broken down that could
lead to death. It is a matter of taking risks and a matter of choice for them because in some areas it is the easiest way to
uplift their own lives as well as for their family.  According to a research of rappler.com, representatives from the
mining sector expressed their reservations about the plan to declare eight provinces as mining-free zones during a
Senate hearing. These areas are: Cagayan de Oro City, Catanduanes, Nueva Vizcaya, Eastern Samar, Nueva Ecija,
Biliran, Davao City, and Second District of Sorsogon. Chamber of mines of the Philippines vice president for policy
Ronald Recidoro said that banning mining from those areas will “set a bad precedent” for the Philippine government
and also added that mineral resources are limited, finite and do not occur everywhere. They are concentrated in only a
few blessed provinces. This deprives the national government of the chance to develop a national industrialization plan.
Around 65% of the Philippines cannot be mined under current laws and executive orders despite the vast potential of
the country as a source of minerals. Meanwhile, mining is destructive to the environment but Representative Carlos
Padilla of the lone district of Nueva Vizcaya is prioritizing the agriculture over the mining.

There are various advantages and disadvantages of mining in the Philippines that has different functions and
uses which can profit the community in the society. In conclusion, mining should be stop so that the destruction of the
environment will be minimize and the lives of the next generation will be save, more enjoyable and preserve.
https://kylagidaya.wordpress.com/2016/11/04/a-position-paper-on-mining-in-the-philippines/

B. Choose a topic and take a stand. Write a position paper considering its features.

Subject: Reading and Writing Module: 19 Week: 19

144
 Lesson: Résumé

Content Standard: The learner understands the requirements of composing academic

writing and professional correspondence.

Performance The learner produces each type of academic writing and professional
Standard: correspondence following the properties of well-written texts and
process approach to writing.

Competency with 9. Identifies the unique features of and requirements in composing

Code: professional correspondence (EN11/12RWS-IVhj-13)
a. Resume
b. Application for College Admission (EN11/12RWS-IVhj-13.1)

Objectives: 1. Identify the features, types and parts of an effective résumé;

2. Evaluate a résumé; and
3. Write an effective résumé based on an applicant’s credentials and
the needs of the prospective employer.

For Four Sessions: RÉSUMÉ

INITIAL TASK:

A. Work with a partner. Imagine that you have just finished your studies and you have
decided to apply for a job. On a separate sheet of paper, write a one-page resume that you
will be submitting to the prospective employer. You have 10 minutes to do this task.

B. After completing your resume, swap with another pair and answer the following
questions. Assume that you are the director of the Human Resource Department. Assess
the resume you have by answering the following questions.

 Would you consider the applicant for an interview? Justify your decision.
 Is the resume clear, complete, and professionally prepared?
 If you find the resume insufficient, list the weak points and explain how they can
be improved.

Discussion on Résumé

Résumé- is a tool that summarizes your skills, educational background, experiences and
other qualifications. It is also called curriculum vitae but it is a more detailed type of
resume. It can be considered a sales tool in the sense that it helps you market your skills
to a prospective employer, in the same manner that a product is advertised in a magazine.

COMPONENTS OF A RESUME
1. Contact Information
145
 2. Summary of qualification
3. Objective Statement
4. Employment History
5. Education
6. Skills
7. Training
8. Organizations
9. Professional Licensure and Certifications
10. Honors and Awards
11. References and Signature

FUNCTIONS OF A RESUME
1. It informs the employers of the skills that you can bring to the company.
2. It shows how qualified you are for the job.
3. It functions as a persuasive document which allows you to proceed to the next
stage of the recruitment process, the interview.

TYPES OF RESUME
1. Reversed Chronological
 Includes company and job title, dates of employment, responsibilities, and
accomplishments
 Commonly favored by employers, as it is very straightforward
 Best for applicants with steady career progression, in business, in government,
and whose employer is a respected name
2. Functional
 Consolidates skills and responsibilities by describing them in general way under
headings that represent different areas of expertise instead of job titles. In short, it
focuses on skills and not in job titles.
 Best for job-hoppers, career changers, new graduates, or people with minimal
work experience.

TIPS ON MAKING AN EFFECTIVE RESUME

Use these tips to write an effective resume that meets the employer's needs and
gets you an interview.  

Heading  
 Type your name at the top in caps with large, bold type. Include your address,
phone number, and email address. If you plan to move while your resume is in
use, include your school address and your permanent address.
Objective
 Get focused on your job objective before writing the rest of the resume and tailor
the resume to the job and the field.
 Clearly state theposition you are seeking and whether it is a full-time or part-time
job or an internship. You can also include the industry and any skills you want to
emphasize. Avoid vague phrases that focus on what you will gain from the
experience. Everything that follows on the resume should support the objective.

146
Education
 Identify your degree, major, graduation date, and school.
 Include education abroad and any relevant vocational schools, certificates, and job
training.
 You may include your GPA if it is 3.0 or higher. Employer expectations may
vary.
Course Listings  
 You may include a short list of courses to show experience, training, or
knowledge in the field as long as they are relevant to the job objective.
Skills  
 Make your skills the selling point of your resume. Include specific skills that
pertain to your objective such as computer languages, technical skills, and lab
techniques. You may also include interpersonal and adaptive skills such as
communication, leadership, writing research, teamwork, etc.
 Be sure to back up each skill on your resume with specific and convincing
evidence.
Experience
 If you have extensive experience, some of it unrelated to your objective, use two
subsections: related and additional.
 Use your most important and relevant experience to convince the employer that
you have the skills necessary to do the job. In this section articulate your
accomplishments clearly and concisely using active voice to present evidence of
your skills.

Action Words

Achieved Counseled Functioned Led Located Provided Staffed

Acquired Created Generated Maintained Published Stimulated
Activated Defined Guided Marketed Realized Streamlined
Adapted Delegated Headed Held Mediated Recovered Structured
Advanced Demonstrate Identified Merged Recruited Studied
Advised d Designed Implemente Modified Reduced Succeeded
Affected Detailed d Improved Monitored Refined Supervised
Allocated Developed Increased Motivated Renovated Surveyed
Analyzed Devised Influenced Negotiated Represented Synthesized
Applied Directed Initiated Obtained Researched Tailored
Appraised Discovered Innovated Operated Resolved Tested
Assigned Documented Inspected Optimized Retained Trained
Authored Earned Inspired Organized Reversed Transforme
Budgeted Edited Installed Outsold Reviewed d Triggered
Built Eliminated Instituted Overcame Revitalized Uncovered
Changed Employed Instructed Patented Rewrote Unified
Clarified Engineered Integrated Perfected Scheduled Utilized
Combined Enlarged Interpreted Persuaded Secured Verified
Compiled Equipped Intervened Pioneered Selected Visited Won
Computed Established Interviewed Planned Served Set Wrote

147
Conceived Evaluated Introduced Presented up
Conducted Executed Invented Preserved Simplified
Consolidate Expanded Investigated Produced Sold Solved
d Experienced Justified Programme Sparked
Constructed Explored Keynoted d Promoted Spearheade
Consulted Formed Lectured Proposed d Specified
Controlled Formulated Proved Spoke
Coordinated Stabilized

Optional information  
 You can include professional and extracurricular affiliations and activities, honors
and awards, and sports.
Items to avoid
 Keep references on a separate sheet and give to the employer when asked.
 Omit your age, religious or political affiliations, marital status, or other personal
data, which could be used to screen you out.
Formatting
 Keep your resume to one page unless you have extensive related experience.
 Organize headings so that the most important points are first.
 Invite the readers' attention by using open space, wide margins, and bullets to set
off text.
 Use good quality white or off-white paper.
 Use clear and dark 10-12 point type.
 Spell and punctuate perfectly. Proofread several times.
 Special formatting for scanned, emailed or online resumes .
http://career.ucsd.edu/undergraduates/prepar-resume-covlet/writing-effective-resume.html

Let’s Exercise!
A. Write E if the statement makes a resume effective. Write NE if it does not.
1. Use letter-sized bond paper.
2. Use fonts bigger than 16 points for better readability.
3. Include your desired salary in the resume.
4. Exaggerate some of your credentials.
5. Limit the resume to one to three pages
6. Use bullet points for better readability.
7. Attach a scanned picture to your traditional resume.
8. Print the resume back-to-back to save paper.
9. Eliminate all grammatical and typographical errors.
10. Use designs such as flowers and rainbow to make your resume
attractive.

B. Create a resume using a teacher provided template with the grading rubric
attached.

148
 C. (Teacher will provide the students with different templates so they can
pick the one that best fits their needs. They will be instructed to input their
information into the template and print it.) Ask a peer to evaluate your
resume.
RESUME RUBRIC

Student Name:     ________________________________________

CATEGORY 4 3 2 1

Grammar & spelling Writer makes no errors Writer makes 1-2 Writer makes 3-4 Writer makes more
(conventions) in grammar or spelling. errors in grammar errors in grammar than 4 errors in
and/or spelling. and/or spelling grammar and/or
spelling.

Capitalization and Writer makes no errors Writer makes 1-2 Writer makes 3-4 Writer makes more
Punctuation in capitalization and errors in capitalization errors in capitalization than 4 errors in
punctuation. and punctuation. and punctuation. capitalization and
punctuation.

Neatness Resume is typed, Resume is neatly Resume is typed and is Resume is typed and
clean, not wrinkled, hand-written, clean, crumpled or slightly looks like it had been
and is easy to read not wrinkled, and is stained. It may have 1- shoved in a pocket or
with no distracting easy to read with no 2 distracting error locker. It may have
error corrections. It distracting error corrections. It was several distracting
was done with pride. corrections. It was done with some care. error corrections. It
done with care. looks like it was done
in a hurry or stored
improperly.

Format Complies with all the Complies with almost Complies with several Complies with less
requirements for a all the requirements for of the requirements for than 75% of the
resume. a resume. a resume. requirements for a
resume.

Ideas Ideas were expressed Ideas were expressed Ideas were somewhat The resume seemed to
in a clear and in a pretty clear organized, but were be a collection of
organized fashion. It manner, but the not very clear. It took unrelated ideas. It was
was easy to figure out organization could more than one reading very difficult to figure
the qualifications of the have been better. to figure out the out the qualifications of
applicant. qualifications of the the applicant.
applicant.

https://www.google.com/search?
source=hp&ei=ZYJeW8WSKtXS8wWrkoOIDA&q=activities+in+teaching+resume+writing&oq=activities+&gs_l=psy-
ab.1.0.35i39k1l2j0l8.238021.250076.0.252741.55.36.12.0.0.0.534.4879.0j3j11j2j1j1.19.0....0...1.1.64.psy-
ab..24.31.5335.6..0i131k1j0i10k1.349.zwCOJdJwYdI

Other Suggested Activity

(Practical Application) The teacher will invite members of the community to sit with
students and evaluate their completed resumes and give constructive feedback as if they
were applying for a job.

Subject: Reading and Writing Module: 20 Week: 20

149
 Lesson: Application for College Admission

Content The learner understands the requirements of composing academic writing

Standard: and professional correspondence.

The learner produces each type of academic writing and professional

Performance correspondence following the properties of well-written texts and process
Standard: approach to writing.

Competency with
Code: b. Application for College Admission (EN11/12RWS-IVhj-13.1)

Objectives: 1. Identify the features and parts of an effective application letter for
college admission;
2. Write an effective an effective application letter for college admission.
3. Evaluate application letter for college admission

For Four Sessions: Application for College Admission

INITIAL TASK:
Look for a partner. Imagine that you have just graduated from senior high school
and you decided to pursue your college education in one of the top universities in the
Philippines. Choose one college or university to which you want to submit your college
admission application. Consider the course that you want to take, the location of the
school and your financial standing, among others. Then, write a college admission
application letter for the chosen school. Use a separate sheet for your letter.

After completing the letter, exchange letters with another pair. Then, answer the
following questions.
1. Is the letter clear, focused and professionally prepared?
2. If you find the letter insufficient, what are its weaknesses and how could they
be improved.
3. Pretend to be the admission officer. After reading the letter, would you be
interested in admitting the student applicant? Why? Why not?

Discussion on Application for College Admission

PARTS OF APPLICATION FOR COLLEGE ADMISSION
1. Introduction
2. Body
3. Conclusion

How to Write an Application Letter

150
 Some colleges ask that you submit an application letter. This could be in addition to
a personal statement or college entrance essay, or it could replace that document when
you apply to college. In either case, if you have to write an application letter, make sure
that you write a strong piece, as this could be the reason you’re accepted or rejected.
Step One: Write the salutation.
A salutation is the part of the letter that addresses the reader by name. In general,
it is not a good idea to just address the letter to “Dear Sir or Madam” or “College
Entrance Committee.” Be more specific. If the college doesn’t come out and tell you who
will be reading the letter, call and ask. They’ll give you the name of the person to whom
the letter should be addressed. Make sure your salutation is formal.
Step Two: Introduce yourself.
Think of the first few sentences of your application letter as an opening paragraph.
Avoid wording like “I am writing because…”, and instead just come out and say why you
are writing. A strong beginning will set the tone for the rest of the letter. You want your
reader to be interested in learning more about you.
Step Three: Talk about why you want to attend their school.
Do a little research and then flaunt what you know in the second paragraph of
your application letter. Be sure that this section emphasizes that you’re a good fit for the
school due to the school’s characteristics. Be honest and avoid sounding like you’re
sucking up.
Step Four: Talk about yourself in depth.
In the third paragraph, you really want to make your achievements shine.
Application letters are only one to two pages long, so you don’t have a lot of room to talk
about yourself. Focus on things that aren’t found elsewhere in your application packet.
You can use examples to highlight how you’ve displayed these characteristics in the past.
Step Five: Be unique.
Before you close, have a paragraph that tells the reader why you are unique as
compared to other students. In essence, you want to convince the school that you are not
just a good fit, but will also add something to the college that they don’t already have.
After all, every college wants alumni who are successful. Talk about your educational
and career goals, highlight talents that you hope to expand upon in college, and point out
you academic achievements.
Step Six: Say thanks.
Close out your letter with a reminder of what you’ve covered, and always thank
the reader for his or her time. Finish the letter with your name, bother printed and signed.
Don’t forget to sign – many students do every year.

151
Step Seven:
Edit, edit, edit!
Guidelines for Writing Job Application Letters
 Personalize your letter for that company.
 Know the job ad and respond specifically to what is in it.
 Avoid an excessive use of the first-person pronoun.
 Focus on how your skill sets match what the company is looking for.
 Focus on the company—the “you” in your letter.
 Never have someone else write your letter.
 Keep your letter to one page but sell yourself.
 Be specific.
 Refer to your resume and your portfolio.
 Use high quality stationery and envelopes.
 Address a specific person in your letter and spell that person’s name correctly.
 Ask for the interview. Don’t be timid.
 Edit and proofread! Your letter and resume should be error-free.

Let’s Exercise!
A. Checking for Understanding
Write E if the statement shows an effective way of writing an application letter
and I if it does not.
1. Uses many adjectives as possible.
2. As much as possible, limit the letter to one page.
3. Use “to whom it may concern” in your letter.
4. Use a font size of 12 points in your letter.
5. Align the letter to the needs and aims of the university.
6. Include at least eight major accomplishments with the corresponding
details.
7. Write in a conversational tone.
8. Use a generic letter for different universities.
9. Affix your signature in the letter.
10. Mention any special skills that might be of interest to the university.
Barrot, Jessie S. Academic Reading and Writing for Senior High School. C&E Publishing,
Inc.2016.

B. Collaborative Writing
Write an application letter for college admission using the following
situation. Be sure to use the correct format, language, and content. Apply the
strategies presented in the input by doing the following.
a. Before writing a college admission application letter, read the following context
for writing it. You have just graduated from senior high school. You are to apply

152
 for admission and scholarship in your chosen university. The admission and
scholarship offered by the university are highly competitive.
College Application Essay Scoring Rubric

Criteria to be 4 3 2 1
Assessed
1. Ideas Writing successfully Writing presents the Writing presents the topic Writing presents topic
presents the topic in a topic in an interesting in an ordinary way. in an ordinary way.
novel or unique way. way. Writing includes Writing includes concrete Concrete details and
Writing includes excellent good concrete detail detail, but commentary is commentary are either
and specific concrete and some insightful obvious, simplistic, or weak or missing.
detail and insightful commentary. generic.
commentary.
2. Organization Writing has a compelling Writing has a logical Organization is rough but Writing is aimless and
and logical flow of ideas. workable. It disorganized.
flow of ideas. sometimes gets off topic.
3. Topic Sentences Paragraphs have focused Paragraphs have Paragraphs have topic Paragraphs lack topic
and Transitions and poignant topic focused topic sentences sentences that need to be sentences and
sentences and smooth, and obvious transitions. more focused and rough transitions.
almost seamless transitions.
transitions.
4. Description Writing consistently and Writing shows rather Writing includes some Writing uses all telling
effectively shows rather than tell, but details showing but needs more. and no showing.
than tells through specific could be more specific
and vivid details. and vivid.
5. Voice Writing reveals your Writing reveals some of Writing is bland. There is Writing is too informal.
unique personality and your thoughts and either no hint of a real It sounds like you don't
view of the world, leaving feelings, but needs person behind the writing. care about the topic of
the reader to want to more personality the essay.
know more about who behind it.
you are.
6. Word Choice Writing uses words that Writing makes some Writing uses words that Writing uses the same
are striking and fresh but quality but also some are dull or uninspired. words over and over.
natural, varied, and vivid. routine or ordinary Writing sounds like you Some words may be
word choices. are trying too hard to confusing or
impress. inappropriate.

7. Grammar Usage Writing uses proper Writing has a few Writing has enough Writing has numerous
and Sentence grammar 100% of the grammar problems. grammar errors to distract grammar mistakes and
Fluency time. Sentences flow well Sentences flow well but a reader. Some sentences poor sentence
and vary in construction do not vary much. do not flow well and/or construction that make
and length. are not varied at all. the paper hard to read.
8. Spelling and Writing uses correct Writing has a few Writing has enough errors Writing has numerous
Punctuation punctuation and spelling errors to fix, but in the essay to distract a errors that make the
100% of the time. generally uses correct reader. paper hard to read.
conventions.

Total Score X 3.13 = /100

https://www.template.net/editable/5416/college-admission-application-letter

Other Suggested Activity

Work within group of three. Discuss with your fellow group members the specific
university where you want to be admitted. Then, generate some ideas and facts relevant

153
to the writing of your college admission application letter. Use only one of your names
only.

Subject: Reading and Writing Module: 21 Week: 21

154
 Lesson: Application for Employment

Content The learner understands the requirements of composing academic writing

Standard: and professional correspondence.

Performance The learner produces each type of academic writing and professional
Standard: correspondence following the properties of well-written texts and process
approach to writing.

Competency with c. Application for Employment (EN11/12RWS-IVhj-13.1)

Code:

1. Identify the features and parts of an effective application letter for

Objectives: employment;
2. Write an effective application letter for employment;
3. Evaluate application letter for employment.

For Four Sessions: Application for Employment

INITIAL TASK:
“Occupations World”
(Game)
 The game begins by asking the playing students to stand-up. Two students stand
beside each other. The facilitator will ask a question regarding occupations
(Questions about names of jobs, describing jobs, or their skills).The facilitator can
use the Occupations Questions & Answers Sheet.
 The first person to respond correctly moves beside the next participant. If he/she
answers correctly. The participant continues to the next person, and so on. The
participant who has travelled the most around the whole group wins. (If both
players cannot answer the question correctly, they sit down, then the next two
players stand-up.)

Example Questions:
1. Name an occupation of a person who stocks shelves?
Answer: stockperson
2. Which occupation requires you to count money?
Answer: cashier
3. Name an occupation where you manage a kitchen.
Answer: chef

OCCUPATIONS WORLD POSSIBLE QUESTIONS & ANSWERS

1. Name an occupation of a person who stocks shelves?
Answer: Stockperson
2. What is the occupation of a person who works at the checkout counter and handles
money?

155
 Answer: Cashier
3. Name an occupation of a person who is in charge of a kitchen.
Answer: Chef
4. My skills are treating patients and prescribing medicine. What is my occupation?
Answer: Doctor
Optional-Bonus Question:
I treat only children when they are sick. What kind of doctor am I?
Answer: Pediatrician
5. You work nights and mix alcoholic and non-alcoholic drinks. Name the occupation.
Answer: Bartender
6. Your skills involve working with the public and driving them to different locations.
Answer: Taxi Driver
7. You are an electrician: name one skill that you do?
Answer: wire buildings; work on circuit boxes, or repair appliances
8. You are a dance instructor: you _____________dance routines.
Ex. teach
9. You are a teacher, you __________________a classroom.
Answer: manage or teach
10. You use a ___________________ belt as a factory worker.
Answer: conveyor
11. In the springtime, there are many of these in roads. As a city worker you
repair___________________.
Answer: potholes
12. You keep bookkeeping records and work with clients. Your occupation is a/an
_________________.
Answer: Accountant/Bookkeeper
13. You write and give people parking tickets. You are a ____________.
Answer: Parking Patrol Officer/(Meter Maid)
14. You provide safety to the public. You make sure that businesses are safe from
shoplifters. You are a__________________.
Answer: Security Guard
15. As a hairdresser, you ___________ or style hair.
Answer: cut, dye, or perm

(The teacher process and connect the activity to the lesson)

Discussion on Application for Employment

Employment Application Letter also referred to as the "job application letter" or "cover
letter", is a one-page letter attached to the resume when applying for jobs.
The purpose of writing the employment application letter is to highlight the
applicant’s experiences and personal qualities for him to be considered for an interview
schedule, as well as with the available job position.

LETTER FORMATS

156
Employment application letter or cover letter has three different formats: full block,
modified block and semi-block format.
• FULL BLOCK FORMAT
This is the most common layout used in writing cover letter. In this format, all parts
are justified to the left.
Applicant’s Address

Date

Hiring Manager’s Name

Company Address

Salutation

Body

Complimentary Close

Signature
Sender’s Identification

• MODIFIED BLOCK FORMAT

Another common format used is the modified block format. Modified block is a type
of format where applicant’s address, complementary close, signature and sender’s
identification is shifted to the right side.
Applicant’s Address

Date

Hiring Manager’s Name

Company Address

Salutation

Body

Complimentary Close

Signature
Sender’s Identification

• SEMI-BLOCK FORMAT
The least used format is the semi-block. It is almost the same as the modified block
format; however, the difference is that the first sentence in each paragraph is
indented.

Applicant’s Address

Date

Hiring Manager’s Name

Company Address

Salutation

Body (First Sentence id indented)

WRITING AN EMPLOYMENT APPLICATION LETTER
Complimentary Close

Signature
Sender’s Identification 157
HEADING, DATE AND INSIDE ADDRESS

• The heading includes the applicant’s address to make it easier for the employer
to easily contact the applicant.
• The date written below the heading indicates the date when the letter was written.
• The inside address refers to where and to whom the letter is addressed.
• Ensure that there is a line in between heading, date and inside address.

Example:
2159 Road 2 Fabie Estate
Sta. Ana, Manila 1218

February 24, 2016

Mr. Chuck Rivera

Human Resource Manager
The Palace Pool Bar and Restaurant Diego Silang St., AFPOVAI
Taguig City 2122

GREETING OR SALUTATION
• Greeting or salutation is written to indicate for whom the letter is. It should start
with the word "Dear" followed by the last name of the receiver. End the salutation
with a colon (:). If the name has not been obtained, address it as “Ma’am/Sir.”

EXAMPLE:
Dear Mr. Rivera:
or
Dear Ma’am/Sir:

THE BODY
• The most important and critical part in writing the employment application letter
is its body. It includes information on the job the applicant is applying for, where
the job posting was seen, and the skills and experiences the applicant possesses.

158
COMPLEMENTARY CLOSE
• Complementary Close is done to politely finish the letter. Note that the
complementary close ends with comma (,).
Example Sincerely,
or
Yours Truly,

SIGNATURE AND SENDER’S IDENTIFICATION

• This is considered as the last part of the letter. Write your name on the first line
and your title (if applicable) on the second line. Then sign directly above the first
line.
Example: (Signature)
Ruby Aguilar

TIPS

• Make sure the letter is free of errors and does not contain any slang or informal
language. This should be written in a professional manner so it to be considered
as a good employment application letter.
• Limit the letter up to one page only. The employer or human resource person will
not have time to read letter longer than this.
• It is advisable to computerize the letter so that it can be read easily and print it in a
good quality paper.
• The cover letter must not repeat elaborated details written in the resume.
• The applicant must not assume that he is hired after submitting the cover letter.
• The employment application attached to the resume and not the curriculum vitae.
Curriculum Vitae are submitted for academic purpose and not for job application
purpose.
https://www.slideshare.net/shinpaiwa/employment-application-letter-77061445?from_action=save

COVER LETTER TEMPLATE

Your Details
Name
Address
Contact Number
Email Address

Date

Employer Details
Company Name
Recruiter and Job Title
Address

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Phone, Fax, Email

Dear __________________,

Re: Job Title and Job ID

Paragraph 1 – Reason

I am applying for the above position you have advertised in the Herald Sun on the 23rd
July 2018.

Paragraph 2 – Interest

 Why are you applying for the position? Do you have the skills, experience or
qualities and qualifications required to fill the position?
 Why are you interested in the position and the company?

Paragraph 3 – Persuasion

Refer to your resume and provide more details about the skills and experience that
you have to offer. Prove or explain why you are suitable for the position (you may give
some short examples or refer to previous experience/positions).

Paragraph 4 – Action and Closing

State what you believe will occur next. Also prove that you are keen by stating
that you look forward to having an interview. Sign off with ‘Regards’, or ‘Kind Regards’,
followed by you signature and name.

Please find my resume attached for your further reference. I look forward to
having the opportunity to discuss my application further and am available for an
interview any time.
Thank you for your time and consideration of my application.

Kind Regards,

(Sign here)

Print your name

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QaRppiIDw&q=sample+wrong+application+for+employment+doc&oq=sample+wrong+application+for+employment+doc&gs_l=psy-
ab.3..33i22i29i30k1.4676.5663.0.6797.4.4.0.0.0.0.260.837.0j2j2.4.0....0...1.1.64.psy-ab..0.4.835....0.WapFo6ri6EU

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Activity
Checking for Understanding
A. Identify whether each statement is found in the introduction, body, or conclusion.
Write your answer on the space provided.

___________1. “Thank you” statement

___________2. Details of your academic qualification
___________3. Expectation of the positive response from the prospective employer.
___________4. Explanation of the benefits the company can get from hiring you
___________5. Interest fot a personal interview
___________6. Personal qualities related to the job
___________7. Position you are applying for
___________8. Purpose of writing to the HR manager
___________9. Referring the reader to a particular part of the resume
___________10. Source of information about the job opening

Let’s Practice!
I. Collaborative Writing. Write a job application letter using the following situation.
Be sure to use the correct format, language, and content. Apply the strategies
presented in the input by doing the following activities;
A. Before writing, read the following context for writing it.
You have just graduated from senior high school. You are to apply for a job
in a multinational company that specializes in technology and construction.
This company accepts applications for various job posts such as office
assistant, technical assistant, production assistant, customer service, and
management trainees.
B. Work in groups of three. Discuss with your fellow group members the
specific position you want to apply for. Then, generate some ideas and facts
relevant to the writing of your job application letter. Use only one of your
names in the letter. Consider the following information in writing your
letter.

Preliminaries
 Date
 Name, position, and department of the addressee
 Company name and its address
 Salutation
Introduction
 Attention-getting statement
 Source of job posting and the position you are seeking
 Statement of your enthusiasm to work for the company
Body
 Work experience (if any), your accomplishment with specific examples
 Educational qualifications with specific examples
 Trainings and how they will benefit the company

161
 
Personal qualities with specific examples

Alignment of your skills and qualifications to the description and
requirement for the desired job
Conclusion
 Interest for an interview
 How you can be contacted by the prospective employer
 Expression of hope for a positive response from the prospective employer
 acknowledgement
Barrot, Jessie S. Academic Reading and Writing for Senior High School. C&E Publishing, Inc.2016.

Other Suggested Activities

Evaluate the sample application for employment below. Identify the
features and parts of an effective application for employment. Write your evaluation in
your activity notebook. (You can add/remove and revise the letter)
March 21, 2017

Hiring Manager’s Name

341 Company Address

Santa Monica, CA, 94301

(xxx)xxx-xxxx

[email protected]

Dear [Hiring Manager’s Name],

My name is Eleanor Guthrie, and I am a senior at Santa Monica High School interested in becoming a skilled
professional in graphic design. I saw [Target Company’s] internship opening on Behance and think I would be the most
qualified and driven high school student for the High School Summer Internship position.

As an eager student and graphic designer, I have supervised Yearbook Club design campaigns and formatted page
layouts for the Santa Monica School Paper while managing AP Art, Intro to Graphic Design, and Computer
Applications coursework with a 3.6 GPA. I am also a member of the National Honors Society and the National Art
Education System. To further assure you of my qualifications, I have included 3 accomplishments from my resume:

Created a Yearbook logo designed to incorporate school mascot and colors; opted to use coated paper in 2016, which
improved photo quality and increased profits by 5%.
Procured advertising for school paper, saving organization 25% in costs.
Edited and curated photos used for school paper; increasing readership by 15%.
I admire [Target Company’s] acceptance of and willingness to promote avant-garde artists and their diverse styles in
their major ad campaigns. This has inspired me to pursue graphic design as a career and taught me to believe in my
creative ideas, no matter how strange or daring they may seem.

I am thrilled at the opportunity of learning under [Target Company’s] graphic design team and would like to schedule
an interview as soon as possible. Please contact me at [Phone] or via email at [Email] should you select my application.
Thank you for your time and consideration; I look forward to hearing from you.

Sincerely,

Eleanor Santos

https://resumecompanion.com/cover-letter-examples/high-school-student-cover-letter-sample/

162
Subject: Reading and Writing Module: 22 Week: 22

Lesson: Various forms of Office Correspondence

Content The learner understands the requirements of composing academic writing

Standard: and professional correspondence.

Performance The learner produces each type of academic writing and professional
Standard: correspondence following the properties of well-written texts and process
approach to writing.

Competency with d. Various forms of Office Correspondence (EN11/12RWS-IVhj-13.4)

Code:

1. Identify the features and parts of a letter, memo and e-mail;

Objectives: 2. Differentiate letters, memos and e-mails;
3. Apply correct format and document design for a letter, memo, and
e-mail; and
4. Write and effective letter, memo and email.

For Four Sessions: Various forms of Office Correspondence

INITIAL TASK:

A. In a group of three, pretend that you are working in a certain company, how are
you going to communicate with your colleagues or client about a business
transaction?
B. List as many as you can the documents that will most probably encounter in the
workplace.
C. Choose one document and write a sample in a 1 whole manila paper and present it
to the class.
(Teacher will process the output of the students.)

Discussion on Written Correspondence

Many forms of correspondence are available for us to explore depending on the
purpose of the sender. Three of the most common forms of correspondence are letters,
memos, and electronic mail (e-mail). These are the documents that will most probably
encounter in the workplace and in school. Thus, it is imperative for you to learn how to
write them effectively.

Business Letters
An effective letter elicits the expected response from the readers. This can be
achieved through a concise, tactful, and accurate writing style. A business letter serves

163
several purposes: for sales efforts, for complaints, for information dissemination, for
relationship building, for problem-solving, and many others.
A business letter is more formal than a personal letter. It should have a margin of
at least one inch on all four edges. It is always written on 8½"x11" (or metric equivalent)
unlined stationery. There are sixparts to a business letter.
1. The Heading. This contains the return address (usually two or three lines) with the
date on the last line.
Sometimes it may be necessary to include a line after the address and before the
date for a phone number, fax number, E-mail address, or something similar.
Often a line is skipped between the address and date. That should always be done
if the heading is next to the left margin.

Business Letter Styles

The following pictures show what a one-page business letter should look like.
There are three accepted styles. The horizontal lines represent lines of type. Click your
mouse pointer on any part of the picture for a description and example of that part.

       Modified Block Style      Block Style

           Semi block Style

164
 It is not necessary to type the return address if you are using stationery with the
return address already imprinted. Always include the date.
2. The Inside Address. This is the address you are sending your letter to. Make it as
complete as possible. Include titles and names if you know them.
This is always on the left margin. If an 8½" x 11" paper is folded in thirds to fit in
a standard 9" business envelope, the inside address can appear through the window in the
envelope.
An inside address also helps the recipient route the letter properly and can help
should the envelope be damaged and the address become unreadable.
Skip a line after the heading before the inside address. Skip another line after the inside
address before the greeting.
3. The Greeting. Also called the salutation. The greeting in a business letter is always
formal. It normally begins with the word "Dear" and always includes the person's last
name.
It normally has a title. Use a first name only if the title is unclear--for example,
you are writing to someone named "Leslie," but do not know whether the person is male
or female.

Abbreviations with Names and Titles of People

Use the full name in standard writing unless the person uses an initial as part of
his or her name. Initials may be used in lists and addresses if appropriate.
Correct: George Smith
Correct, only in list or address: G. Smith
Correct: Robert E. Lee 
(The initial is fine here because that is the name he went by.)
Social titles before a proper name are capitalized. All but Miss and Master are
abbreviated and end with a period.
Social titles: Mr. Master Mrs. Miss Ms. 
Mlle. Mme. M. Messrs. (Plural of Mr. or M.) 
Mmes. (Plural of Mrs., Ms., Mme.)
Those social titles that are abbreviated are abbreviated only in front of names.
Correct: Mr. Smith is not at home.
Incorrect: You'd better listen, Mr. 
(Mr. is not in front of name; do not abbreviate.)
Correct: You'd better listen, Mister.
The greeting in a business letter always ends in a colon. (You know you are in
trouble if you get a letter from a boyfriend or girlfriend and the greeting ends in a colon--
it is not going to be friendly.)
4. The Body. The body is written as text. A business letter is never hand written.
Depending on the letter style you choose, paragraphs may be indented. Regardless of
format, skip a line between paragraphs.
Skip a line between the greeting and the body. Skip a line between the body and
the close.

165
5. The Complimentary Close. This short, polite closing ends with a comma. It is either
at the left margin or its left edge is in the center, depending on the business letter
style that you use. It begins at the same column the heading does.
The block style is becoming more widely used because there is no indenting to
bother with in the whole letter.
6. The Signature Line. Skip two lines (unless you have unusually wide or narrow lines)
and type out the name to be signed. This customarily includes a middle initial, but does
not have to. Women may indicate how they wish to be addressed by placing Miss, Mrs.,
Ms. or similar title in parentheses before their name.
The signature line may include a second line for a title, if appropriate. The term
"By direction" in the second line means that a superior is authorizing the signer.
The signature should start directly above the first letter of the signature line in the
space between the close and the signature line. Use blue or black ink.
Business letters should not contain postscripts. Some organizations and
companies may have formats that vary slightly.
http://englishplus.com/grammar/00000149.htm
Sample Business Letter

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imgurl=https://
thethrivingsmallbusiness.com/wp-
content/uploads/2010/11/
image_thumb2.png&imgrefurl

Memorandum or Memo
Memorandum comes from the Latin term memorare which means “to remember”.
A memorandum, which is commonly shortened to “memo”, is meant to inform as well as
persuade people within an organization. It follows as inverted pyramid structure which
means that the most important information comes first.

166
Parts of a Memo
1. Letterhead- identifies the company, address, and contact numbers.
2. Date line- serves as chronological record for reference purposes.
3. To line- indicates the name and title of the receiver.
4. Attention Line- is used when the writer wishes to address the whole company but
wants to bring it to the attention of a particular person in the company.
5. From Line- indicates the name of the sender. The sender should affix his initials
on the right side of her/his name for verification purposes.
6. Subject Line- announces the main content or topic of the memo. Subject is more
preferred than the old term Re.
7. Body- contains the message of the memo.

 Paragraphs are single-spaced internally but double-spaced to separate

paragraphs. If memo is very short, the body can be double-spaced and
triple-spaced to separate paragraphs.
 Paragraphs in the memo are not intended.
 When discussing a number of subtopics, a topic heading may be used so
that the readers can quickly locate information. Never indent the first line
of each paragraph.
 If the memo exceeds one page, begin the following page with recipient’s
name, date, and page number, which are placed three lines from the top of
the page.
For example: Mr. Roxas, July 14, 2016, page 2.

8. Identification Initials- Indicates the typist’s initials if the sender is not the one
who personally typed the document.
9. Enclosure notation- are the attachments to the memo. It can be written in the
following formats:
Enclosure (2)
Enclosure
enc./encl.
10. Copy notation- indicates the name of the secondary recipients of the letter. It is
indicated by cc; which means carbon copy or courtesy copies.
Five Types of Memo

1. Instruction memo – provides the information needed by the readers to accurately

perform directions.
2. Request memo- asks readers to provide certain information or take certain actions,
3. Announcement memo- provides information about an event, person, or thing.
4. Transmittal memo- serves as a cover note for a more formal or lengthy document.
5. Authorization memo- gives permission. An example of this memo is when an
employee is allowed to have different schedule so she may study on Saturdays.
Additional Memo Writing Tips
 Use parenthetical definitions for your audience
 Use simple words, readable sentences, and specific detail

167
  Write in informal, friendly tone
 Use proper grammar

Electronic Mails
An electronic mail, more commonly known as e-mail, has been a vital part of our
everyday communication since its inception. We use it to send messages to everyone,
from friends and family to colleagues and superiors. Indeed, the e-mail has revolutionized
interpersonal communication.

An e-mail can serve many purposes. It can be used for directives, transmittals,
documents, confirmations, explanations of procedure, recommendations, status reports,
and inquiries.

How to Write an E-mail

 Recognize your audience
 Identify yourself
 Use the correct e-mail address
 Write an effective subject line
 Keep the message brief
 Organize your e-mail
 Use highlighting techniques sparingly
 Proofread your e-mail
 Practice netiquette (or Yale’s version of netiquette)
E-mail has these benefits:
 Saves time
 Is convenient
 Can be written internally and externally
 Is more cost-effective than “snail mail”
 Leaves a paper trail for documentation
 Allows for expanded discussions by multiple readers

E-mail Challenges
 —Computer incompatibilities
 —Lack of privacy
 —Casual tone leading to misunderstandings
 Casual tone leading to lack of professionalism

168
Sample Email

How to Write Memos, E-mails, and Letter

Many differences:
-Destination -Speed or delivery time
-Format -Attachments
-Audience -Length
-Topics/Purpose -Security
-Tone
Determine the Purpose
Why are you writing?
-Documentation -Feasibility
-Cover/transmittal -Status
-Confirmation -Directive
-Procedures -Inquiry
-Recommendations
Determine the Audience
Who are you writing to?
Supervisor
Colleagues
Subordinates
External parties
Other
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Barrot, Jessie S. Academic Reading and Writing for Senior High School. C&E Publishing, Inc.2016

169
Activity 1: Differentiate a letter, a memo and an e-mail by completing the table.

Letter Memo E-mail

Destination
Format
Tone/Formality
Delivery Time
Length
Security

Activity 2: Analyze the following text very carefully. Then, complete the table that
follows.
A. Before writing a letter, memo and e-mail, read the following context for writing them.
You were tasked by your manager to conduct research on what motivates employees to
do their best at work. You will be interviewing and administering a questionnaire to 100
employees in your company and other private companies (local and abroad).
B. Group yourself into three members each. Discuss the specific situation for writing a
memo, a letter, and an e-mail. Write your answer on the table provided.
Letter Memo E-mail
Purpose
Main idea
Primary audience
Tone

C. With your group mates, generate ideas and facts (e.g., important dates,venues,
procedures) relevant to the writing of your team’s letter, memo, and e-mail.
D. Agree on the writing assignment of each member. Follow the correct format and
content agreed by all members of the group.
E. After writing, critique each other’s work. Use rubric and confer with your teacher, if
desired.
F. Computerize your output and check the errors. Put your output in your group portfolio.

Activity 3: Get one example of an authentic letter, memo, and e-mail. Analyze their
strengths and weaknesses. Then, improve the documents by rewriting them. Encode your
analysis and your revised letter, memo and e-mail.
Activity 4: Reflect on the learning that you gained after the lesson by answering the
following questions:
1. What were your misconceptions about the topic prior to taking up the lesson?
2. What new or additional learning have you had after taking up this lesson in
terms of skills, content, and attitude?
Barrot, Jessie S. Academic Reading and Writing for Senior High School. C&E Publishing, Inc.2016

170