Rewrsk1 Ilm Part 1

LESSON 1: Text as Connected Discourse (Spoken)
ABOUT THE LESSON:

In this lesson, the students will learn spoken connected discourse. This will let the
students differentiate its various features. Also, employing these features will be discussed for
further understanding of the concepts used in connected discourse.
At the end of the lesson, you will be able to:
LO1. describe a written text as connected discourse

LO2. differentiate the various features of connected discourse
LO3. create short dialogues using connected discourse
LEARNING OUTPUTS/REQUIREMENTS: A spoken dialogue observing the features of spoken

connected discourse
GOING BACK
Recall a time in your life when you tried talking to a foreigner. Compare
their manner of speaking to a native like you. After that, answer the
questions that follow:
1. Cite the differences you observed in terms of:
Accent
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Speed
2. Can you easily interpret what they are saying? If yes, how? If no, why?
What is connected discourse?
It is a great experience to talk with native speakers although sometimes it is hard

to understand them. They use outlandish terms like gonna, wanna, seeya, kinda, sorta, etc.
Connected discourse, our first topic in this module, will explain why these things happen.
Connected discourse/speech forms are the spontaneous pronunciation changes in adjacent

words or sounds spoken at a natural speed. (Weinstein, 2001)
Rosa, 2002 suggests that these forms are common elements of spoken English, found in all
registers and all rates of speech.
Features of Connected Discourse
1. Assimilation – the sound at the end of one word changes to make it easier to say the next word
Examples: ‘could have’ sounds like ‘coulda’

‘ten boys’ sounds like ‘tem boys’
‘fat boy’ sounds like ‘goob boy’
‘good boy’ sounds like ‘goob boy’
‘that cat’ sounds like ‘thak cat’
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2. Catenation – the last consonant of the first word is joined to the first vowel of the next word
Examples: ‘an apple’ sounds like ‘a napple’

‘get up’ sounds like ‘getup’
‘full on’ sounds like ‘fullon’
‘beat it’ sounds like ‘bea tit’
‘start up’ sounds like ‘star tup’
3. Elision – means losing a sound in the middle of a consonant cluster, sometimes from the middle of a
word or from the end of a word
Examples: ‘chocolate’ sounds like ‘chaklut’

‘sandwich’ sounds like ‘sanwich’
‘fish and chips’ sounds like ‘fishnchips’
‘next day’ sounds like ‘nex day’
‘carved statue’ sounds like ‘carve statue’
4. Intrusion – an extra sound intrudes; three sounds that often do this are /r/, /j/ and ‘w’
Examples: ‘go on’ sounds like ‘gowon’

‘I agree’ sounds like ‘aiyagree’
‘law and order’ sounds like ‘lawrunorder’
‘please do it’ sounds like ‘please do wit’
‘I want to eat’ sounds like ‘I want toweat’
TAKE
Although written connected discourse does often appear NOTE
in dialogues, short stories, novels, and other forms of
fiction, keep in mind that it is not appropriate to use in
formal writing.
Questions to Ponder
• Which feature of connected discourse is usually evident in conversations you

had with foreigners? Explain briefly.
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• Which feature are you guilty of using? Why and when do you use such?
Boost Up Your Learning
Direction: Write the corresponding full form and feature of the connected discourse
by completing the table below.
Connected Discourse Full Form Feature

'thak girl'
'goog concert'
'I've beeng going'
'hisowng car'
'hi sown'
'cal lout'
'pikitup'
'woti zit'
'prhaps'
'wasteo time'
'lots o them'
'plis'
'They yar here.'
'The media rar to blame.'
'Did hejask her out?'
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Writing Zone
Directions: Write your own dialogue with two characters talking about any preferred topic.
Make sure to include reduced forms of connected discourse. Once done, list the full forms
below beside the reduced ones.
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LESSON 1.1: Text as Connected Discourse (Written)
ABOUT THE LESSON:
After discussing the connectedness of the spoken discourse, we will now put our
heads together to the connectedness of the written discourse since this subject deals
with reading and writing.
LO1. identify the transitional words

LO2. correct sentences with misused transition words
LO3. use transitional words to show connectedness in a written
discourse
LEARNING OUTPUTS/REQUIREMENTS: A written paragraph highlighting the transitional

devices and their relationship with the sentences
FRESHEN UP!
Take a look on the illustration below. Are these words familiar to you? Compose a
short paragraph using these words. Highlight them on your composition.
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What is a written discourse?
A written discourse involves one individual who expresses his or her ideas
through written words. Seldom does a writer make use of one word for a sentence. The
shift or change in his or her topic is simply marked by transitional words.
A conversation involves one individual who

expresses his or her ideas and feelings through
written words. Seldom does a writer make use of
one word for a sentence. The shift or change in his
or her topic is simply marked by transitional words.
➢ used to show the relationship or connection between ideas in sentences and paragraphs
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1. Agreement/Addition/Similarity
Transitions like also, in addition, and, likewise, add information, reinforce ideas, and express agreement
with preceding material.
in the first place equally again

not only…but also identically to
as a matter of fact uniquely then
in like manner like moreover
in addition as as well as
coupled with too of course
2. Opposition/Limitation/Contradiction
Transition phrases like but, rather, and or express that there is evidence to the contrary or point out
alternatives, and thus introduce a change in the line of reasoning (contrast).
in spite of then again or

in contrast above all unlike
different from in reality but
of course..,but after all
at the same time be that as it may
on the other hand although this may be true
3. Cause/Condition/Purpose
These transitional phrases present specific conditions or intentions.
in the event that given that

for the purpose of owing to
with this intention in as much as
in the hope that while
in order to only/even if
provided that in case
because of seeing/being that
4. Example/Support/Emphasis
These transitional devices (like specially) are used to introduce examples as support, to indicate
importance or as an illustration so that an idea is cued to the reader.
in other words that is to say

to put it differently with attention to
for one thing by all means
as an illustration another key point
in this case important to realize
for this reason to put it another way
5. Effect/Consequence/Result
Some of these are time words that are used to show that after a particular time there was a
consequence or an effect. Note that for and because are placed before the cause/reason. The other
devices are placed before the consequences or effects.
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thus therefore for
then henceforth thus
accordingly as a result for this reason
consequently in that case thereupon
6. Conclusion/Summary/Restatement
to summarize in the long run

generally speaking given these points
overall as has been noted
all things considered in a word
as shown above in short
Comparison of Spoken and Written Discourse
SPOKEN DISCOURSE WRITTEN DISCOURSE

less lexically dense more structurally complex and more
elaborate
tends to have longer noun groups has high level of nominalization (i.e. more
nouns than verbs)
more explicit
more attached to context more decontextualized
lacks organization; ungrammatical organized; grammatical
(spontaneous)
contains more repetition, hesitations, and
redundancy (on the spot)
has many pauses or fillers
contains more uncompleted (fragments) and
reformulated sentences
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Processing Questions
1. How do transitional devices help you in speaking and writing? What

do you think will happen if they are not existing? (Content-2,
Organization- 2, Mechanics-1)
2. Think of a metaphor for transitional words. Explain your reason why you chose
that as your answer. (Content-2, Organization- 2, Mechanics-1)
Complete Me
Directions: To check your understanding of the lesson, encircle the letter

of the correct transition word and underline its corresponding purpose.
1. I met my former boyfriend, I never really understood the meaning of the word
unreliable.
A. Where B. Before C. First of all
The transition indicates: time addition contrast
2. One reason people have dogs is for companionship; is for protection.

A. once B. frequently C. another
The transition indicates: illustration addition conclusion
3. Angry Birds is a new game; it has quickly become very popular.

A. although B. when C. in the same
way
The transition indicates: contrast cause and effect time

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4. There’s no room in your mouth for your wisdom tooth, they will have to be
removed.
A. for example B. so C. but
The transition indicates: contrast cause and effect illustration
5. Once the referee’s back was turned, the manager of “The Demented Shadow” placed a
foreign object his boxer’s glove.
The transition indicates: comparison location time
On the Spot
Below is a paragraph that makes use of transition words. Given your learnings
about them, indicate the purpose of each highlighted device.
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LESSON 2: Techniques in Selecting and Organizing Information
ABOUT THE LESSON:

In this lesson, the students will learn that the better they select and organize what they
read, the more they will be able to pack in information. With that, the learners will be introduced
to certain graphic organizers that are of big help to them to filter necessary information derived
from the text they have read.
LO1. identify the main idea and its supporting details through
brainstorming listing
LO2. apply different techniques in selecting and organizing information
LO3. illustrate information in a written text through an appropriate graphic organizer
LO4. construct a topical and a sentence outline of the information in a written text
LEARNING OUTPUTS/REQUIREMENTS: Compilation of graphic organizers
LEARNING ACTIVITIES:
THINK ALOUD
Using the organizer below, think of the words you associate with the term “election”.
ELECTION
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Techniques in Selecting and Organizing Information
Information in a written text may be selected and organized to achieve a particular purpose. There
are four techniques in selecting and organizing information and these are: brainstorming list, graphic
organizer, topic outline, and sentence outline.
1. Brainstorming List
Brainstorming list means just what its name

suggests – a list of what you have brainstormed.
Brainstorming means to think quickly and
creatively about the text you have read. Good
brainstorming starts at an individual level and
generally begins with a question or two. “What
are your ideas about…?” and “What did you
think about…?” are examples of brainstorming
questions. Other open-ended question can be
used like the common “who, what, where, when,
why.”
2. Graphic Organizer
Graphic organizers show the relationship

between and among facts, concepts or ideas.
They help you increase recall, arrange
information, interpret and understand learning.
Examples of these are concept map, story map,
series-of-events chain, flow chart, T-chart, Venn
diagram, and discussion web.
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Examples of Graphic Organizers
2.1. Concept Map shows relationships associated with the concept you are studying.
Examples:
2.2. Story Map may summarize the beginning, middle, and end of the story. It may also focus on the
setting, character, plot, problem, events, and outcome.
Examples:
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2.3. Series-of-Events Chain shows the arrangement of events in chronological order. It may also
help you in discussing cause and effect of something.
Examples:
2.4. Flow Chart displays the steps or stages in a process.
Examples:
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2.5. T-chart and Venn diagram shows the similarities and differences between two
things, people, events, or ideas.
Examples:
2.6. Discussion Web allows you to give the meaning of what you read. It also privileges you
to polish your own interpretation against another.
Examples:
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3. Topic Outline
A topic outline arranges your ideas

hierarchically (showing which are main and
which are sub-points), in the sequence you
want, and shows what you will talk about. As
the name implies, it identifies all the little mini-
topics that your paper will comprise, and
shows how they relate. Remember that a
topic outline lists words or phrases.
4. Sentence Outline
Sentence outlines are formatted exactly

as topic outlines are, but whole
sentences replace the brief headings.
The sentences state the crucial point of
each stage of the paper. Consequently, a
sentence outline provides a real test of
your argument.
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Questions to Ponder
• Which technique of selecting and organizing information is the most

helpful to you as a student? Elaborate your answer. (Content-2,
Organization- 2, Mechanics-1)
● Choose a graphic organizer and create your own version of it about any of your
preferred topic. (Content-2, Organization- 2, Mechanics)
Dissecting Information
Based on your learnings in selecting and organizing information, use any of your
preferred technique to filter the most important information from the provided text
below.
Why Is Kpop So Popular?

Korean pop is a musical genre that has taken the world by storm. According to a Tellwut survey,
one out of three people has heard of Kpop. Kpop artists are idolized by their fans, so they are often
called idols and for good reason. They are people of many talents, and their catchy music videos have
imaginative choreography, colorful costumes, and good-looking singers who exude a special charm.
First of all, Kpop songs are catchy, and it is hard for listeners to forget them. An author of the
American music magazine Rolling Stone believes that Korean popular music “preys on listeners’
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heads with repeated hooks”. It is hard to deny his statement considering the overwhelming popularity
of “Gangnam Style” with its 3.5 billion views on YouTube.
Furthermore, Korean music videos are also known for astonishing visuals. These videos glitter with the
bright colors of the costumes and lively dance numbers that are hard to forget. One of the most memorable
music videos is “Catallena” by Orange Caramel that shows different sushi sets represented as real people.
It should also be mentioned that all singers have a unique style and image. Actually, it is crucial to be
extremely attractive and multi-talented to be successful in this industry. For instance, the boy band GOT7
made spectacular tricks and elements from martial arts a special part of its performance.
Thus, the popularity of Kpop is caused by multiple factors. Undoubtedly, the music is good, but most
importantly, beautiful Korean singers hook the audience with catchy tunes and spectacular dances. That is
what makes Kpop not just a genre, but a global phenomenon.
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.
Level Up Your Learning
A. Read the passage and illustrate the concept through a map.
If you want to have not only a healthy body but also a healthy mind, eat energy foods. From them, you
get micronutrients that improve your thinking ability and help you adjust to stressful conditions. You remain
composed even in critical situations. You become more cautious, alert to what is happening around you.
Moreover, you gain more vigor, develop a good disposition, and become less prone to headaches.
-- Aida Villanueva, Developmental Reading 1, Lori Mar, Inc., 2008, p.149
B. Read the passage and illustrate it through a flow chart.
Your teacher gives you a writing assignment but you find yourself wondering what to write about.
In other words, choosing a topic is the first problem you encounter when you start working on the
assignment. You will find it easy to solve if you try the following steps: enumerate several possible topics;
determine the topic you find interesting and practicable; ask yourself if your work will be a brief composition
or a longer composition; limit the topic if it is extensive; and record your final topic in your notes.
-- Aida Villanueva, Developmental Reading 1, Lori Mar, Inc., 2008, p.150
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LESSON 3: Patterns of Development in Writing
ABOUT THE LESSON:

In this lesson, the students will learn how to determine the patterns
of writing that are most effective and best fitted for their purposes and audience
since writers usually consider such aspects to reveal their aim effectively. Also, the
learners will deal with a variety of writing styles that are of great help to them as
they try to unfold their thoughts on their write-ups.
LO1. determine the purpose of the writer

LO2. differentiate the various types of patterns of development in writing
across
disciplines
LO3. create short paragraphs/essays for each of the patterns of
development in writing
LEARNING OUTPUTS/REQUIREMENTS: A critique of a chosen sample of each pattern of

development focusing on information selection, organization, and development
What’s Your Purpose?
Choose an article from a newspaper or magazine that covers an event or story of local
interest. Identify in the article the purpose of each paragraph. For each paragraph,
identify one supporting detail that develops, explains, or describes the main idea. Plot
your work on the table below.
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Patterns of Development in Writing
Patterns of development are methods of organization that writers use to organize their ideas about
a topic. The selection of patterns of development in writing is dependable on the writer’s purpose. Based
on the style of writing, there are nine patterns of development:
1. Narration - tells a story and explains how something happened
The one day I spent in Morocco, Africa was an experience

of a lifetime. When I finally reached Morocco and got off the bus,
there were four little girls standing shoeless in the hot sun. After I
swallowed my tears, I could not even try to picture this in America
as it is not something you often see in the U.S. Meanwhile my
tourist guide instructed me not to give them money as it
encouraged the children to beg; however, I was wearing four silver
bracelets.
As I walked over to the girls, their eyes watched my every

move. Then I kneeled down to their level while I gave each girl a
bracelet. They stood there gleaming at me, for they were pleased.
I felt completely in disbelief that this tiny gesture could mean so
much. Though this experience was upsetting, and a huge culture
shock, it will stay with me forever.
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2. Classification – explains a subject by dividing into types or categories
Malinowski proposed a three-way classification for

folktales and distinguished between myth, legend and fairy
story. The first of these, he suggested, represents a statement
of a higher and more important truth of a primeval reality. As
such, it is regarded as sacred. Fairy stories, on the other hand,
are simply entertainment. Nobody attaches any special
significance to them, and nobody believes them to be true.
Legends, however, are believed to be true historical accounts.
3. Comparison and Contrast – explains how two subjects are similar or different
There are several characteristics which distinguish

plants from animals. Green plants are able to manufacture their
own food from substances in the environment. This process is
known as photosynthesis. In contrast, animals, including man,
get their food either directly from plants or indirectly by eating
animals which have eaten plants. Plants are generally
stationary.
Animals, on the other hand, can usually move about. In

external appearance, plants are usually green. They grow in a
branching fashion at their extremities, and their growth
continues throughout their lives. Animals, however, are very
diverse in their external appearance. Their growth pattern is not
limited to their extremities. It is evenly distributed and only
occurs in a definite time period.
4. Cause and Effect – explains the reasons (causes) why something happened and describes the
results (effects) of an event, action, or condition.
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People turn to alcohol to escape their problems
whether in their family, work, or even love life. But it has
certain effects. One important effect is the damage it can do
to your body. Drinking can lead to severe illness and even
eventual death; some health consequences to consider
might be liver disease, kidney failure and, for pregnant
women, the loss of their unborn child. Another detriment is
that an addiction could lead to drinking and driving; possibly
causing a fatal car accident for either yourself and/or an
innocent by stander.
5. Description – describes a person, thing, place or situation
The much-advertised meteor show this summer was a

memory to behold. The air was crisp and cool. I did not even
feel a hint of a breeze on my skin as I lie on my back in the
darkness. The warm temperature of the water against the
cooler air created a drifting airy fog that whispered over the
lake. Darkness enveloped the sky as only a slight curve of
the moon shone in the night; consequently, this made the
perfect stage for the breathtaking view of twinkling stars.
6. Persuasion/Argument – tries to persuade the reader to accept your point of view or even to
change his or her point of view
The school fair is right around the corner, and tickets have just
gone on sale. We are selling a limited number of tickets at a discount, so
move fast and get yours while they are still available. This is going to be an
event you will not want to miss! First off, the school fair is a great value when
compared with other forms of entertainment. Also, your ticket purchase will
help our school, and when you help the school, it helps the entire
community. But that’s not all! Every ticket you purchase enters you in a
drawing to win fabulous prizes. And don’t forget, you will have mountains of
fun because there are acres and acres of great rides, fun games, and
entertaining attractions! Spend time with your family and friends at our
school fair. Buy your tickets now!
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7. Example/Illustration – makes a point about a topic by providing examples to support it
Sometimes children must perform important tasks

within the family. Children can be of great assistance to their
parents and other family members. For example, they may
help by cleaning the household, washing dishes, taking care
of pets, or through doing other chores. By doing these tasks,
children are doing their part in the family and learning how to
be responsible and prepare for life. Another example of
children performing important tasks is the help they provide
the parents while the parents are busy or working; the
children might bring the parents something they need or
answer the phone while the parents are busy.
8. Definition – explains what something is in comparison to other members of its class, along with
any limitations
Subsequent to materials design is the preparation of

learning materials. Learning materials refer to both printed
and non-printed objects or items that teachers and learners
use to facilitate language learning. Nowadays, materials are
becoming more and more sophisticated, incorporating
authentic language samples and realias that help make a
connection between classrooms and real-life activities.
9. Problem-Solution – identifies a problem and proposes one or more solutions
Obesity and poor fitness decrease life expectancy.

Overweight people are more likely to have serious illnesses
such as diabetes and heart disease, which can result in
premature death. It is well known that regular exercise can
reduce the risk of heart disease and stroke, which means that
those with poor fitness levels are at an increased risk of
suffering from those problems.
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Questions to Ponder
1. Which pattern of development do you use most often? Why?
2. Without minding the discussed patterns of development, how do you usually unfold your
ideas when writing a paragraph or an essay?
In My Vantage Point
Choose a topic of your interest from the cartoons illustrated below, then write a short
paragraph about it using your preferred pattern of development. Provide a catchy title
and indicate the pattern used at the bottom of your composition.
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Exchange of Thoughts
Write a short essay for each of the following writing prompts. Indicate which of the
patterns you have used: narration, description, definition, classification, comparison and
contrast, cause and effect, persuasion, and example.
1. Pattern:
Do you act differently online than in real life?
2. Pattern:
Do you think it is necessary to have alcohol at a party in order to have fun?
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Lesson 4: Properties of a Well-Written Text
ABOUT THE LESSON:

Many different kinds of text are considered “well-written” and for many different reasons.
There is no formula or program for writing well. However, in this lesson, there are properties to be
tackled that would be of great help to good and effective writing once observed while on the
process.
LO1. identify the properties of a well-written text

LO2. revise faulty and weak paragraphs
LO3. create an essay observing the properties of a well-written text
LEARNING OUTPUTS/REQUIREMENTS: An essay observing the properties of a well-written text
Error Spotted
Read and analyze the short paragraph below and share to your classmates the
“illnesses” of this ill-written text.
Club Palm Resort’s beaches are beautiful, and the surrounding countryside is
quite scenic. The quality of the food leaves a lot to be desired. Many vacationers
enjoy the variety of outdoor activities and the instruction available in such sports
as sailing and scuba diving. Unfortunately, security is poor, several vacationers’
rooms have been broken into and their valuables stolen. Christmas in the
Bahamas can make the thought of New Year’s in Chicago bearable.
Club Palm Resort’s isolation created dissatisfaction among some vacationers.
The quality of the food was poor. People want a choice of entertainment in the
evening. Most of us spent too much time together day after day. People expect to
be able to go out for a meal if they feel like it.
A vacation at Club Palm Resort has its good points and bad points. The beaches
are nice, but they may not be enough for some vacationers.
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Properties of a Well-Written Text
What are the properties of a well-written text?
This is not an easy question to answer since we all have our own style that helps us
strategize as to how we will unfold our thoughts every time we are writing something. Since there is
no formula for writing well, there are certain properties that most examples of well-written text share.
The following are brief descriptions of some important properties of a well-written text:
An essay should have a single clear central idea.

Each paragraph should have a clear main point
or topic sentence.
Example:
I first brought my cat home from the Human Society she was a mangy, pitiful
animal. She was so thin that you could count her vertebrae just by looking at her.
Apparently she was declawed by her previous owners, then abandoned or lost. Since she
couldn’t hunt, she nearly starved. Not only that, but she had an abscess on one hip. The
vets at the Humane Society had drained it, but it was still scabby and without fur. She had
terrible cold, too. She was sneezing and sniffling and her meow was just a hoarse squeak.
And she’d lost half her tail somewhere. Instead of tapering gracefully, it had a bony knob
at the end.
(ColoState.edu,1993).
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Each paragraph should support the
central idea of the paper. Individual
sentences should support the main point
of the paragraph.
Example:
When it comes to petting, dogs and cats react in different ways. Dogs may
enjoy prolonged petting, but cats, on the other hand, may tire of too much
attention. For example, my German Shepard can lay on my lap for hours with me
rubbing her head. However, my Persian cat has a small window of enjoying petting
before biting my hand or running away. As you can see through my examples,
most dogs enjoy prolonged affection more than cats. This works to demonstrate
the more social and people pleasing nature of dogs. You can also see the
difference in social behaviors through the way these two animals react to other
animals.
(yourdictionary.com)
Every paragraph in an essay should be related to the

main idea. Each paragraph should stick to its main
point.
Example:
Horror films are most popular with teens. When a new horror film comes out, the
theater seats are filled with teens. These films are far too scary for young children who
have a tough time separating fiction and reality, and adults don't seem to be interested
in two hours of edge-of-your-seat fear and anxiety, but teens sure are. The popularity of
these films with teens is due to teenagers' desires to test their limits in the real world, to
see how far they can go before they get scared and prefer the safety of home, and
mom and dad. Horror films allow teens to test their limits in the safety of the movie
theater, where they can put themselves in the position of the teenagers in the film
without any real danger to themselves. Horror films, with a few exceptions, are just right
for teens.
(Santa Rosa Junior College)
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An essay or paper should be organized logically,
flow smoothly, and “stick” together. In other words,
everything in the writing should make sense to a
reader.
Examples:
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.
(Colorado State University)
A paper should be written in generally correct standard

English, with complete sentences, and be relatively error-free.
Example:
Kevin, Howie, Brian, AJ, and Nick piled onto the bus. They had just finished their concert
that night in Chicago and were on their way to grab a bite to eat. Then they would be driving
on to the next city, Milwaukee. “Where should we eat?” asked Howie, his body jerking
backward as the bus lurched away from the venue. “How about McDonald’s?” AJ suggested,
smiling. “You always want to goto Mickey D’s, Aj,” complained Kevin. “Can’t we eat healthy
for once?” Howie agreed with Kevin, but the two were quickly overruled by the other three,
who insisted on fast food. Before they knew it, the bus was pulling up in front of the familiar
golden arches. “Oh my God, it’s the Backstreet Boys!” screamed the girl at the counter when
they walked in to order. “I love you guys so much; you’re my favorite band! Will you sign a
song for me?” “Sure,” Nick agreed and broke into “Don’t Wanna Lose You Now.” The other
guys came in on their parts, but the girl was squealing louder than they could sing.
(Dreamer’s Sanctuary)
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Questions to Ponder
1. For you, what constitutes a good writing? Elaborate your answer.
2. Among the properties discussed, which do you think is the most important to
apply when writing? Explain your answer.
Directions: Read the following paragraphs and identify the missing property of a
well-written text in each item.
1. They are the memorable students in any class they participate fully in any mis-chief they
see no point in volunteering for extra jobs they delight in distracting their classmates they take no
pleasure in learn-ing they are never satisfied
Missing property:
2. When I was growing up, one of the places I enjoyed most was the cherry tree in the back
yard. Behind the yard was an alley and then more houses. Every summer when the cherries
began to ripen, I used to spend hours high in the tree, picking and eating the sweet, sun-warmed
cherries. My mother always worried about my falling out of the tree, but I never did. But I had
some competition for the cherries — flocks of birds that enjoyed them as much as I did and would
perch all over the tree, devouring the fruit whenever I wasn't there. I used to wonder why the
grown-ups never ate any of the cherries; but actually, when the birds and I had finished, there
weren't many left.
Missing property:
3. Zombies are becoming an important part of popular culture, perhaps as a way of coping
with some of the common fears in modern North American culture. Films like Shaun of the Dead
and Fido blend comedy with aspects of horror and romance, but still focus on zombies. Simon
Pegg has gone on to do other films and is a popular and talented comedic actor. Hollywood is
taking advantage of resurgence of interest by remaking several old horror films as well. Television
shows like “The Walking Dead” are popular with a wide demographic. Cable channels like AMC
34
and HBO are making more and more quality television programs that deal with difficult and
controversial topics in a way that is both entertaining and enlightening.
Missing property:
4. Canadian software companies face several tough challenges in the new millennium
because of "brain drain, and the monopoly held by their American counterparts. However, the
Canadian dollar is getting stronger. ‘Brain drain’ is a bad thing. Our greatest resources are
leaving. Microsoft is squeezing out its competitors. In comparison, if the "brain drain" continues,
Canadian companies will find it difficult to produce innovative software. The weak dollar will hurt
us. It will help the Americans.
Missing property:
5. The topics of leadership and management are both similar to and different from one
another in several important ways. To be effective, a manager should be a good leader. And good
leaders know how to manage people effectively.
Missing property:
Directions: Write a good essay about the message being portrayed on the picture below. Make
sure to observe the imperative properties of a well-written text. (Focus – 5 points, Development –
5 points, Unity – 5 points, Coherence – 5 points, Correctness – 5 points)
35
LESSON 5: Explicit and Implicit Claims in a Text
ABOUT THE LESSON:

In this lesson, the students will learn to focus not only on what they want to argue,
but how they want to argue it. This will let the students evaluate the claim that is well-suited
to the topic and argument to be made. Also, the types of claims will be discussed under this
lesson.
LO1. interpret and explain the meaning of passages through claims that are explicitly
or implicitly made in a written text
LO2. use critical reading skills for understanding, evaluating and reasoning
LO3. write different types of claims according to purpose and meaning
LEARNING OUTPUTS/REQUIREMENTS: A set of compositions observing appropriate

types of claims
Advertise Me
Think of one product that has never been discovered or invented. Draw it
on the space provided and list its facts, features, and benefits.
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Facts/Features F Benefits
What is a claim?
A claim is an expressed opinion or a conclusion that the arguer or writer

wants to be accepted by the audience.
In extended arguments, the claim is often labelled a

proposition.
In making claims, arguers advance statements with
which they believe others will disagree.
Because claims challenge the beliefs or opinions of
others, they require support in the form of reasons
and information, whereas other kinds of statements
do not.
In general, claims are part of any written or oral arguments or propositions. These are
assertion of facts or belief that need to be supported with evidences.
As you start developing your claim for your argument, you will find it helpful to focus not only
on what you want to argue, but how you want to argue it.
We can categorize almost all arguments as belonging to one of the following types of claims:
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1. CLAIMS OF FACT assert that a condition has existed, exists, or will exist and are based on
facts and data.
Questions of fact include:

o What is true or false?
o What happened/didn’t happen?
o How do we know this?
o What exists/doesn’t exist?
Defending this type of claim:

o Be sure that the claim is clearly stated.
o Define terms (scientific, critical, or technical) that may be controversial or confusing.
o Make sure that your evidence is sufficient, accurate, recent, and comes from
reliable authorities.
o Make clear when conclusions are inferences or interpretations, not facts.
o Arrange your evidence in order to emphasize what is most important.
Examples:
o Generally, public secondary schools in the Philippines are not adequately
preparing students for college.
o The death penalty as used in some countries like US, China, Iran and Yemen is
ineffective and impractical.
o Converting to solar energy can save homeowners money.
o Neil Armstrong was the first man to step foot on the moon.
o Obesity causes health problems.
2. CLAIMS OF VALUE attempt to prove that some things are more or less desirable than
others.
Questions of value include:

o Is it good or bad?
o Is it right or wrong?
o How moral or immoral?
o Of what worth is it? Who says so?
o Is it ethical or unethical?
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o Make clear that the vales or principles you are depending should have priority on
a scale of values over competing values or principles others might defend.
o Suggest that adherence to the values you are defending will bring about good
results.
o Since values are abstract, you should use real-word examples as illustrations to
clarify meanings and make distinctions.
o It is highly persuasive to use the testimony of others to prove that knowledgeable
or highly regarded people share your values.
Examples:
o Global warming is the most pressing challenge the world is facing today.
o Gay marriage is immoral.
o Fetal tissue research is wrong.
o Opera is not as entertaining as musical comedy.
o You argue that “it is morally wrong to have sex before marriage”. Your opponent
says that personal liberty allows everyone to make their own decisions.
3. CLAIMS OF POLICY suggest a solution to a problem that has been defined or described by
an argument.
Question of policy includes:

o What should be done?
o How can we solve this problem?
o What course of action should we pursue?
o What should not be done?

o When you are defending a claim of policy, you must make your proposal clear. Terms
should be precisely defined.
o When you are defending this claim of policy, if necessary, establish that there is a
need for change.
o When you are defending this claim of policy, consider the opposing arguments. You
may want to state them in a brief paragraph in order to answer them in the body of
your argument.
o When you are defending this claim of policy, devote the major part of your research
paper to proving your proposal is an answer to the opposing arguments.
o Support your proposal with solid data, but don’t neglect moral and common sense
reasons, which may be even more persuasive.
39
Examples:
o Bringing of electronic gadgets like laptops and iPods should be banned in schools.
o I think we need to elect the Supreme Court.
o You should support restrictions on abortion.
o Instead of loaning for oil in some Asian countries, we should be focusing on ways
to reduce oil consumption, such as researching renewable energy sources.
o People living in polluted areas should start thinking hoe to recycle their wastes so
that they can make other alternatives and livelihood as well.
All kinds of claims may be also be explicitly or

implicitly made.
EXPLICIT TEXTUAL EVIDENCE - stated directly in

the passage
Example: It was a dark and stormy night.
IMPLICIT TEXTUAL EVIDENCE - not stated directly, but reader

understands it because of clues in the text
Example: The trees were swaying wildly outside Anne’s window as she
prepared for bed, and the gutters were overflowing.
The type of thesis or claim to use for your argument will depend on your
position and knowledge of the topic. You may opt to start with one type of
claim and you will probably end your paper by using a different type.
Regardless of the type of the claim you choose, this is a key to identify the
controversy or debate you are addressing and to define your position early
on the paper.
Questions to Ponder
1. Recall a time in your life when you purchase something out of curiosity.
Cite an instance of your advertisement-made-me-buy-it moment.
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2. Which type of claim do you usually consider in an argument? Why?
Directions: Identify the claim being made by the following situations. Write
FACT, VALUE, or POLICY as your answer. (2pts.each)
1. This type of claim describes a problem and suggests an
organizational way to solve it like how should governments,
school districts, hospitals, etc. respond to the myriad issues
that face our society?
2. When you tell a police officer that the other car moved into
your lane, or that it wasn't your dog barking all night, what
kind of claim are you making? Certain as you may be, the
subject may still be controversial enough to require proof.
3. Video games are a waste of time, sports are the best way to
build characters, and savings accounts are the worst way to
accumulate wealth.
4. Examples of these claims include arguing against drug
testing for welfare recipients, mandating vaccinations for
children, attending public schools, and changing election
regulations where government, schools, or churches will act
on.
5. If you are claiming that something is better or worse in
relation to something else
Directions: Look closely on the details of the editorial cartoon below. Interpret its
message and identify the type of claim that is best fitted on the underlying situation.
Indicate your explanation of choosing that claim on the space provided.
Criteria Points
Interpretation of the Cartoon 5
Choice of Claim and Reasoning 10
Total 15
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Explanation:
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LESSON: Formulating Evaluative Statements
ABOUT THE LESSON:

In this lesson, the students will be able to learn about formulating an evaluative statements, of
what they need to know and what to consider in writing it and its’ missions. They will also interpret and
explain the content of a text, by evaluating its quality, worth, truth, validity and etc. At the end of the
lesson, they are expected to write a 1000-word critique of a selected text of their choice on the basis of
its claim/s, context, and properties as a written material.
LO2. 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 OUTPUTS/REQUIREMENTS: Critique-analysis of a selected text from scholastic program.
SHAKE BOTTLE AND ROLL!
Directions: Take a look at the bottle below, there are

common issues/problems inside of it. Choose one then give
comments about it and discuss how the issue will be solved,
adapted or change.
COVID-19 RACISM
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CRITICAL EVALUATION
This involves writing a critical evaluation about the quality and value of a something
such as a books, movie, films, sports event, product, magazines and many more. There are
two mission in formulating an evaluative critical response, these are summarizing the source’s
main idea and responding to the source’s main topics based on understanding, analysis and
synthesis.
To write a critical analysis, there’s a need to do these two steps:

✓ Critical Reading
✓ Critical Writing
In doing critical reading, consider the following:
1. Locate the author’s thesis statement or main point and its purpose.
2. Analyze the structure of the passage by determining all main topics.
3. If the material is not familiar, look for a dictionary or encyclopedia to understand it.
4. Provide an outline or write a description of the work.
5. Identify the objective/purpose which could be the following:
a. Inform with factual material
b. Persuade with demand to reason or emotions
c. Entertain (to influence other’s emotions)
6. Evaluate the means to which the author has achieved his objective.
a. To inform – Has the material been presented accurately, clearly, with order
and coherence?
b. To persuade - Look for the claims, evidences/contrary evidences, and logical
reasoning.
c. To entertain - observe the emotions; does it affects you? Does it make you
angry, sad, and happy? Why did it affect you?
Then in doing critical writing, take note of the following:

1. Way of the writer in organizing his/her ideas or thoughts.
✓ Identify the intended audience.
✓ Writer’s assumptions about the audience.
✓ Languages used such as imagery, irony, rhymes and rhythms etc.
✓ Meant by evaluation and judgement.
2. Authority of the author, publisher etc.
✓ Is it clear where data or information comes from?
✓ How well respected is the author, their work, and in their related field of research.
✓ Are the authors acknowledged experts in the field? Frequently cited?
✓ Where the material was published?
3. Purpose/Objective of the text
✓ Is the topic/thesis statement controversial?
✓ The author used emotive language.
✓ Recognizing the main point or the purpose of the author.
✓ Does the author consistently remain in his/her stand even though there are differing
views on the subject area?
4. Methodology
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✓ Clear identification and explanation of the methodology and sources of data used
in the text.
✓ Find out the evidence used in supporting the ideas. Is the conclusions where
expressed?
✓ Direct or indirect methodology.
✓ Constant, logical and defendable assumptions and conclusions of the author.
✓ Does the research elevate any unanswered questions?
REMEMBER:
➢ Critical analysis is not just about informing, but also the purpose of it is
evaluating the worth, utility, truth, validity, beauty, excellence, distinction or
goodness of something.
➢ Evaluating needs a deeper understanding of the entire structure of the text. Not
just the content but also considering the objective of the text, the intended
audience/readers, and the way it why it is structured based on specific criteria.
➢ In expressing opinions about the text read, grasp the essence of the work,
distinguish its strength and weaknesses then provide a backup credible
evidence. Your review should provide information, interpretation, and
evaluation. The evaluation will elaborate your viewpoint of the work and
present valid justification in
➢ Always find a place or way where you can insert your voice, sentiment,
thoughts and approach that will help the readers to understand you analysis.
SAMPLE OF CRITICAL REVIEW

A Critical Review of Man’s Search for Meaning
By Laura Beres
Introduction
In Man’s Search for Meaning, Viktor E. Frankl tells the very personal story of his experience
as a prisoner in a concentration camp during the Holocaust. He presents this story in the form of
an essay in which he shares his arguments and analysis as a doctor and psychologist as well
as a former prisoner. This paper will review Frankl’s story as well as his main arguments, and will
evaluate the quality of Frankl’s writing and focus on any areas of weakness within the story.
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Summary
This section contains a summary of Man's Search. Frankl begins his book by stating that his
purpose in writing the book is not to present facts and details of the Holocaust, but to
provide a personal account of the everyday life of a prisoner living in a concentration camp.
He states, “This tale is not concerned with the great horrors, which have already been
described often enough (though less often believed), but…it will try to answer this question:
How was everyday life in a concentration camp reflected in the mind of the average
prisoner?” (21). Frankl then goes on to describe the three stages of a prisoner’s psychological
reactions to being held captive in a concentration camp.
The first phase, which occurs just after the prisoner is admitted to the camp, is shock. The
second phase, occurring once the prisoner has fallen into a routine within the camp, is one of
apathy, or “the blunting of the emotions and the feeling that one could not anymore” (42).
The third phase, which occurs after the prisoner has been liberated from the camp, is a period of
“depersonalization”, in which “everything appears unreal, unlikely, as in a dream” (110). In this
phase, released prisoners also feel a sense of “bitterness and disillusionment” when
returning to their former lives (113). Frankl describes each of these phases using psychological
theory and provides personal experiences to exemplify each of the stages.
Author’s Arguments
As described above, Frankl’s main purpose for writing this book is to present and analyze
the average prisoner’s psychological reactions to the everyday life of a concentration camp.
His three main arguments are his presentation and analysis of each of the psychological
stages that the average concentration camp prisoner experiences: shock, apathy and
depersonalization. He bases his analyses of each of these stages on the actions of the
prisoners and his own personal thoughts and reactions as he experienced life in a
concentration camp.
For example, Frankl argues that the second phase of apathy forces “the prisoner’s life down to
a primitive level” (47) in which “all efforts and all emotions were centered on one task:
preserving one’s own life and that of the other fellow” (47). He bases this theory on events
he witnessed while living in the camp himself, and states, “It was natural that the desire for food
was the major primitive instinct around which mental life centered. Let us observe the majority
of prisoners when they happened to work near each other and were, for once, not closely
watched. They would immediately start discussing food” (48). Frankl continuously uses
examples from his experiences in the concentration camp to illustrate and strengthen his
psychological arguments throughout the text.
Evaluation
This section contains an evaluation of Frankl’s book. Firstly, the author is a survivor of the
Holocaust and was a prisoner of a concentration camp himself, which gives him the personal
insight to be able to comment on the psychological conditions of an average prisoner.
However, this also creates a bias and because of his personal experience, he is unable to be
46
entirely objective in writing his analysis. Frankl acknowledges this bias in the beginning of his
book, by stating, “Only the man inside knows. His judgments may not be objective, his
evaluations may be out of proportion. This is inevitable. An attempt must be made to avoid
any personal bias, and that is the real difficulty of a book of this kind” (24-25). Although he is
aware of this bias, it creates a partiality that will sway the readers throughout his story and it
serves as a minor weakness in his writing style.
A second weakness in Frankl’s writing is in the assumptions he sometimes makes to prove
his point. He makes overarching generalizations several times in his book, making
statements that, although may have been true for himself and those around him, might not
have been true for every prisoner in every concentration camp during the Holocaust. For
example, in one instance, he says, “The prisoner of Auschwitz , in the first phase of shock, did
not fear death” (37). It is very bold to say that no prisoner of Auschwitz, one of the most well-
known and deadly concentration camps of the Holocaust, did not fear death, as death was all
around them and was a very real threat in their daily lives. Although he might have not
feared death during his phase of shock, it is impossible for him to guarantee that no prisoner
was at all fearful of death in this first psychological phase, and for him to make overarching
assumptions like this is a weakness to the overall quality of his book.
Finally, Frankl sometimes becomes too technical and verbose in his writing style, which makes it
very hard for the average reader to understand. One example of this is as follows. Frankl
states, “I remember an incident when there was an occasion for psychotherapeutic work on
the inmates of a whole hut, due to an intensification of their receptiveness because of a certain
external situation” (102). This sentence, which is overly wordy and complicated, makes it
difficult for the average reader to understand exactly what he is saying. A reader can easily
get frustrated when trying to decipher the author’s meaning due to overly complicated
language, and this is a third weakness of Frankl’s writing.
Conclusion
This critical review has evaluated the book Man’s Search for Meaning by Viktor E. Frankl. The
psychological theories that Frankl presents are very interesting and he does a good job of
illustrating these theories with his own personal experiences. However, his writing is weakened by
the presence of bias, the overarching assumptions he occasionally makes, and his sometimes
overly technical and verbose language.
https://www.coursehero.com/tutors-problems/Political-Science/10133619-write-a-
reflectionanalysis-paper-on-the-article-life-and-death100/
47
Questions to Ponder
✓ What are the two steps in writing a critical analysis? How these steps will help you in
formulating an evaluative statements? (Content-2, Organization- 2, Mechanics-1)
Directions: Read the following statements then write TRUE if the

statementis correct and FALSE if otherwise.
1. Formulating evaluative statements is about judgement of the text’s content, structure,

strength and weaknesses.
2. Consider the authority of the author and publisher in doing critical writing.
3. Critical analysis follows two steps which are critical thinking and critical writing,
4. It is the way of the write why strength is strength and weakness is weakness based
from the presented evidences.
5. In doing critical reading, locate first the author’s thesis statement and purpose.
6. If the purpose of the author is to persuade, identify the evidence/contrary evidence
and logical reasoning.
7. Its objectives are to inform and to entertain to affect people’s emotion.
8. Formulating an evaluative critical response has two missions.
9. The purpose of the writer is to inform when the text is presented with order andcoherence,
clearly, and accurately.
10. Evaluation discusses the ideas/opinions of the work and show valid justification about it.
48
Writing an Analysis
Directions: Write a critique-analysis of a selected text on the basis of its

claims, objectives, evidence and methodology. Write a comprehensive
evaluation of up-to-date issues about your chosen topic.
49
CRITERIA 5 4 3 2 1
Factual Four or more Three facts are Two facts are One fact is No facts are
Information facts are included in the included in the included in the included in the
included in the article article article article
article.
Accuracy All facts are Three facts are Two facts are One fact is All facts are
accurate. accurate. accurate. accurate. inaccurate.
Organization The article is The article is The article is The article is The article is
well organized well organized well organized poorly disorganized and
and written in a with one minor with two errors. organized with difficult to follow.
logical order. error. more than There are more
errors. than three content
errors.
Message The message to The message to The message to The message to No message is
the reader is the reader is the reader is the reader is given to the
clear and clear. The somehow clear. unclear. reader.
strong. The message
author’s provokes an
message urge to react
provokes an from the reader.
urge to react
from the
reader.
Mechanics The article is The article has 1- The article has The article has All sentences in
free from 2 grammar or 3-4 grammar or five or more the article contain
grammar and spelling errors. spelling errors. grammar or grammarand
spelling errors. spelling errors. spelling errors.
Overall The student The student The student The student had The student did
Presentation of presented the presented the includes few missed many not included
Ideas article with article with ideas and points and ideas necessary ideas
thorough some discussed little to support to create and
discussion on meaningful about the his/her support his/her
the negative ideas on the chosen topic. arguments. claims and
effects about chosen topic. propositions.
the chosen
topic.
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LESSON: Purposeful Writing in the Disciplines
This lesson will teach the students about purposeful writing in the discipline. They will learn what is
literature review and the appropriate way of writing it. Also the steps of development of literature review,
what compromises it and should be taken to consideration. At the end of the lesson, the students will
illustrate their understandingthrough the use of graphic organizer about the sample literature review.
LO7. The learner produces each type of academic writing and professional correspondence following the properties
of well-written texts and processapproach to writing.
LEARNING OUTPUTS/REQUIREMENTS: Graphic organizer about the sample literature

review.
WORD SCRUMBLE
Directions: Re-arrange the jumbled letters to find the hidden word/s then writeyour
answer on the box provided.
• MBPELOR ORNALMTUFIO P_ _ B_ _ _ F_ _ MU_ _ _I _ _
• TRTEEIRUAL AHSCRE L_ _ER_T _________ EA_ _H
• ADAT EUOVTLAINA _ _T_ E_ _ LUT_ _N
• YNSSLIAA A_ _ LY_ _ _
• ITRAIENOETRNPT IN _ ER_ R _ TA _____ N
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WHAT IS LITERATURE REVIEW?
Literature pertains to a collection of published materials on a specific area of or research such as

books, dissertations, scholarly articles, journals of academic value and other sources. However, literature
review surveys these scholarly published materials relevant to a particular issue, area of research, or theory. It
provides an overview or summary of the work, description and critical evaluations. Writing a literature review is
not simply about restating it rather evaluating, criticizing and explaining what has been found. It is not a
personal opinion of the author of whether he/she like or dislike the sources. It has an organizational pattern and
combines both summary and synthesis.
Development of Literature Review requires four stages:
FOUR STAGES
PROBLEM FORMULATION
LITERATURE SEARCH
DATA EVALUATION
ANALYSIS AND
INTERPRETATION
✓ PROBLEM FORMULATION
Topics or field being investigated and its components. There are lots ofscholarly works or books of most
areas of study. Be particular in your area of interest or discipline then read them to get a sense of what might
you want to look in your research or will help you for your final review. The topic should be narrow and not too
vast to suffice the study with an acceptable support. Because it will be difficult to discuss a wide range of works
for it will require large number of credible and relevant sources.
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✓ LITERATURE SEARCH
Look for the materials related to the topic being explored. It is necessary to minimize the number of sources
you will use in order to create a good survey. To make it easy, limit the scope of the research problem so
there’s no need to read everything that’s available about the topic.
✓ DATA EVALUATION
Identify which among of the chosen literature makes significant contributions to the understanding of the
subject. Skim the content and get the gist of what is the author’s purpose. In this phase, the formulated thesis
statement or topic will be test if it is too broad or too narrow. If need be, refine the topic to make it suitable in the
review.
✓ ANALYSIS AND INTERPRETATION

Based from the selected materials, discuss the gathered findings and conclusions. After reading and
analyzing each material, determine the differences and similarities, contradiction then explain it.
Literature review should compromise the following elements:
✓ An overview of the subject, issue or theory under consideration, together withobjectives of

the literature review.
✓ Classify the works under review into categories (those in support of a particularposition,
those against, and those offering alternative theses entirely).
✓ Elaborate the similarities of each work and how it’s distinctions.
✓ Conclusions must contain the best considered arguments, most convincing orsatisfying
opinions and which has a greatest contribution to the development and
understanding of the area of research.
In assessing each piece, consideration should be given to:
✓ PROVENANCE
- Author’s credentials
- Author’s arguments
- Support Evidences (primary historical material, case studies, narratives,statistics,
recent scientific findings)
✓ OBJECTIVITY
- Impartial or prejudicial perspective of the author.
- Consideration of contrary data.
- Pertinent information were neglected to justify the author’s point.
✓ PERSUASIVENESS
- Most appealing/convincing theses of the author.
- Least appealing/convincing theses of the author.
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✓ VALUE
- Justification if the author’s arguments and conclusions are convincing.
- Does the material ultimately contribute in any significant way to the
understanding of the subject?
Literature review adds up a vital chapter of a thesis or dissertation, or can be a dependentreview of writings on
a specific area or disciplines. In either case, its purpose is to:
✓ Place each work in the context of its contribution to the understanding of the subjectunder
review.
✓ Illustrate the connection of each material to others under consideration.
✓ Determine new ways to interpret and clear up on the any gaps in, previous research.
✓ Resolve conflicts to those obvious contradict previous studies.
✓ Identify areas of prior scholarship to prevent duplication of effort.
✓ Show how something can be done in the research for further research.
✓ Put one’s original work in the context of existing literature.
Take note that literature review doesn’t present a new primary scholarship.
QUESTION TO PONDER
1. Based from the lesson, what is literature review? Explain briefly using your own words.
2. Why is it necessary to restrict the selected topic of literature review?
LEVEL UP YOUR LEARNING
Directions: Read and identify the term being described in the followingstatements.
1. It is about which topic or field is being examined and what are its
components.
2. It is finding materials relevant to the subject being explored.
3. This is determining which literature makes a significant contribution to the
understanding of the topic.
4. It discusses the finding and conclusions of pertinent literature.
5. This is about the credentials or origin of the author.
6. It answers the question, "Is the author's perspective even-handed or
prejudicial?
54
7. It tells which of the author's thesis are most /least convincing.
8. It shows how the work ultimately contributes in any significant way to the
understanding of the subject.
9. It is relevant to a particular issue which provides description, summary, andcritical
evaluation of work.
10. It offers an overview of significant literature published on a topic.
A PAIR-SHARE WORK!
Directions: Read and analyze the sample literature review below then chooseand appropriate graphic
organizer to illustrate your understanding about it.
Abstract
The purpose of this study is to explore some of the different variables that influence people to become cyber
bullies. The study seeks to answer the research question, how does the lack of the physical intimidation affect
people’s inclination to cyber bully? The goal is to analyze the demographics of cyber bullies and determine
whether or not there is a physical influence onthis growing trend.
Since the beginning of time people have always had to deal with bullies. Just like anything else, however,
things tend to evolve with technology. With the evolution of social media and technology some adolescence
as well as adults are simply unable to escape harassment from their peers in school and in the workplace.
This social phenomenon is what has come to beknown as cyberbullying. According to Willard (2004) there
are eight different forms of cyberbullying, which include Flaming (online fights), Harassment (sending vulgar
messages), Denigration (posting gossip), impersonation, outing (sharing peoples secrets), trickery (tricking
someone into sharing secrets), exclusion, and cyberstalking. The platforms for this to occur have become
countless, from well-known social media sites like Facebook, Twitter and Tumblr, to smaller sites that allow you
remain anonymous such as Yik Yak and ask.com. The days aregone of having to be the biggest meanest kid
in the schoolyard to hurt others. Now it doesn’tmatter your size, age, gender, or social standing if you want
to bully someone. People can now create their own anonymous personas or simply continue to bully others
online after they have left school or work. There have been several instances in the news over the last few
years of people who have taken their own lives due to the constant ridicule from their peers. Because of
this researchers have started to take notice of this new social issue and have performed numerous studies
analyzing different aspects of cyberbullying such as the types of people who bully, the prevalence of
cyberbullying, and the effects on the victims, but one thing that hasn’t been studied is whether or not the
lack of physical intimidation effects people likelihood to become cyberbullies.
This study is going to include extensive research into the motivations to cyberbully as well as its influence on
the aggressors and victims and the relationships between the two. We will also examine the different
techniques cyberbullies employ as well as the techniques thatvictims use in order to cope with the harassment.
Review of Literature
Prevelance of Cyberbullying
Cyberbullying is something that is has become a new social phenomenon in today’s
society. It can often times leave students unable to escape their bullies and leave them feeling alone
and helpless. Faucher, Jackson, and Cassidy(2014) performed a study on 1925 students across four
Canadian universities that found 24.1 percent of students had been the victims of cyberbullying over
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the last twelve months. These shocking numbers show that nearly one in every four people have been
the victims of this phenomenon. This statistic is interesting however because when compared to studies
that were done amongst younger age students you see that the numbers are drastically different.
Wegge, Vandebosch, and Eggermont(2014) found that among 1,458 13-14 year old students that
considerably less students reported being cyberbullied. This is very similar to what Vanderbosch and
Van Cleemput (2009) found among 2052 students in the 12-18 ranges which concluded that 11.1
percent of students had been victims of cyberbullying. This research concludes that cyberbullying
appears to be more prevelant in students as they get older. Wegge et al. (2014) also noted that 30.8
percent had been victims of traditional bullying. This raises the question as to why it seems to be less
prevalent among younger students. Is it possible that they simply don’t have as much access to the
tools of cyberbullying that students at the university level have, or they possibly aren’t as
technologically advances as their older peers? It continues to raise questions about the issue of
cyberbullying as well as what classifies the perpetrators as well as what are their reasons for harming
others.
The types of people who bully.
An important factor when analyzing cyberbullying is trying to understand the types of people who are
the aggressors. The first thing that needs to be discussed when analyzing this is the simple matter of
gender when it comes to who is generally the aggressor. Slonje and Smith (2008) found that when it
comes to cyberbullying males are more often than not the aggressors with males being reported as the
cyberbully far more often than females. Slonje et al (2008) also found that 36.2 percent of students
were unaware of the gender of their aggressors. This is intriguing because for one its is the same
percentage as the number of males who bullied, but most importantly because it shows that over 1 in 3
students don’t actually know who is bullying them, which adds to the fear and stigma that is related to
cyberbullying and not being able to escape the perpetrators.
The types of people who are victims.
Researchers have also conducted various studies on the types of people who are cyberbullied, or what
is often referred to as “cybervictomology”. Abeele and Cock (2013) conducted a study, which concluded
that the gender of victims varied greatly depending on the form of cyberbullying. Abeele et al. (2013)
found that males are more likely to be on the receiving end of direct cyberbullying while females are
more likely to be the victims of indirect cyberbullying such as online gossip among peers. These
findings appear to remain true to social social norms where males are viewed as more confrontational
and females are often stereotyped as gossipers.
While not many studies look at the gender of the victims many studies do research things such as the
characteristics of the victims. Faucher et al. (2014) found that there were numerous reasons that
people felt they were the victims of cyberbullying such as their personal appearance, interpersonal
problems, as well as simply having discrepancies about their views. Davis, Randall, Ambrose, and
Orand (2015) also conducted a study about victims and their demographics, which looked at the
reasons people, were cyberbullied. Some of the results in the Davis et al. (2015) study addressed other
reasons for being bullied in which they found that 14 percent of victims had been bullied because of
factors such as their sexual orientation. These are all very important because it fits the profile of the
traditional bully that many people envision but it shows that it transfers over into the cyber world as well.
This leads on further questions about the relationship between the two and how the cyberbullying is
influencing where and how the harassment is continuing.
The relationship between bully and victim.
The relationship between aggressor and victim is also something that has been heavily research
among professionals. Beran and Li (2007) conducted a study that involved 432 middle school students
and concluded that just under half of the studnets had been victims of cyberbullying as well as
traditional bullying. This is true across multiple studies. Wegge et al. (2014) also concluded that people
who were bullied in traditional manners had a much higher likelihood to become victims of
cyberbullying. Another interesting relationship between bully and victim is that studies have also shown
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that people who are victims are likely to become aggressors in the online world. Beran et al. (2007)
confirms this by stating, “students who are bullied through technology are likely to us technology to
bully others”.
Faucher et al. (2014) also found similar results claiming that male and female students decided to bully
people online because they were bullied first. Research has also been done that looks at how the
bullies find their victims. Wegge et al. (2014) studied the perpetrators preferences in victims and found
that 27 percent were in the same grade, 14.2 percent were in different grades and a staggering 49.6
percent were not schoolmates of the bullies. This evidence somewhat contradicts that of the other
studies that state victims are generally bullied at school and at home because it shows that nearly half
of the bullies prefer to bully people they don’t go to school with and possibly have do not know at all.
This continues to build and add to the idea of cyberbullying in that it allows bullies to create their own
personas and images in order to try and intimidate and influence others without actually providing a
physical intimidation factor.
Effects of Cyberbullying
The first part of this literature review focused on the demographics of the bullies and their victims, but
now we will focus on the lasting effects and the trauma it brings to the victims as well as the different
forms of cyberbullying. While the platforms used are different the lasting effects that the bullying has on
the victims are very similar. Faucher et al. (2014) concluded that one of the main effects that
cyberbullies had on university students was that they were unable to accomplish some of their school
assignments. While many people think of effects of bullying to be simply depression or low self esteem
this study brought light to a much different more unexpected issues. Beran et al. (2007) also found
similar responses from victims of cyberbullying claiming that they often didn’t achieve the same marks
in school and had lower concentration. These findings indicate that the lasting impact that a cyberbully
has on their victims is often more harmful than what most people can see on the surface. Pieschl,
Porsch, Kahl, and Klockenbusch (2013) found that cybervictims generally were less distressed during
the second confrontation with a cyberbully. This interesting finding indicates that victims of cyberbullies
may actually become desensitized to the aggression over time lessening the effects of the bullying.
Victims coping techniques.
When being faced by a bully it is important that victims learn to cope and move on from their
experiences in order to prevent them from suffering in their personal and professional life like some of
the victims in previous studies. Davis et al. (2014) conducted a study on victim coping techniques
where they broke the techniques into two distinct categories, which were behavioral and cognitive
strategies. Davis et al. (2014) found that 74 percent of participants preferred behavioral strategies and
of those 74 percent, 69 percent of those people found the strategies to be effective. These behavioral
strategies included seeking social support, making a creative outlet, or ignoring and blocking the bully.
Because of the growing trend of cyberbullying there have been people who have developed different
programs to help raise awareness for cyberbullying as well as offer help to the victims. One of these
programs is known as Cyberprogram 2.0. Garaigordobil and Martinez-Valderrey (2015) conducted a
study testing the effectiveness of this program and found that it was effective in decreasing the amount
of traditional as well as cyberbullying, but also and more importantly it raised empathy among
classmates towards the victims of these actions. This is a big step in combatting bullying because
peers are constantly influencing each other. If the general consensus among the class is that bullying is
not funny and not right because they Cyberbullying 9 empathize with the victims than it can go a long
way in changing the social norm. If the attention is not longer given to the bully by classmates and
victims it could potentially cut back on the frequency of this act. With that being said it raises the
question instead of trying to cope, why not just remove yourself from the situation all together and not
give the bully what they desire? Arntfield (2005) discussed the risk associated with using social media
and concluded that “intrinsic rewards that were not tied directly to winning as much as they were to
fantasies of power, celebrity, sexuality, and elevated social status that came with participating, win or
lose.”. This conclusion is one that is very accurate and relevant to the way adolescence as well as
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university level students think in today’s society. The fact of the matter is in order to fit in and be
considered “cool” amongst your peers you need to be on social media to understand many of the things
that are talked about amongst students. Whether it be trending hashtags, viral videos, or popular
memes these are all things that are commonly shared and talked about between peers. While students
may run the risk of being bullied on these sites, they also run the risk of being bullied for not knowing
the newest updates in our culture, it is truly a viscous cycle.
Forms of cyberbullying.
Cyberbullying gives the bully a much larger spectrum to choose from when it comes to how exactly they
want to intimidate their victims which may be why it is often easier for them to carry out the act. Of all
the different ways to cyberbully Faucher et al. (2014) found the most common platforms for
cyberbullying to be social media, text messaging, and email which were used to bully students about
half of the time followed up by blogs forums and chat rooms which were 25 percent. This is no surprise
that social media is the most common platform for cyberbullying because it Cyberbullying 10 can allow
for the bully to remain completely anonymous to your average victim. This allows people who may not
fit the mold of your average bully to create a fake account and build their own persona in order to bully
others. Multiple studies also address a critical factor of using social media or the Internet to bully others,
which is that; the photos or hurtful comments, can remain in cyberspace virtually forever. Davis et al.
(2014) mentions how they received viewed several responses that talked about “how their traditional
bullying experience would have been magnified if they had occurred in todays digital era”. Faucher et
al. (2014) also talk about how cyberbullying has a longer “shelf life” than your average bullying. This
plays such a huge role because with the aggressive material on the internet it can often be revisited
and the pain can constantly be brought back to light for the victims making the experience that much
more traumatic. Social media is very prevelant among cyberbullies but there is also extensive research
done on cell phones and the role they play in the act of cyberbullying. Abeele et al. (2013) studied
various aspects of mobile phone bullying and found that the most prevalent type was gossiping via text
message, followed by gossiping over the phone, and concluded with threatening others over text
message. Abeele et al. (2013) also found that girls were more often than not the perpetrators of
gossiping while boys made slightly more threats via cell phone. This numbers tend lean towards the
stereotype of females being more of gossipers and males generally being more aggressive and
physical. This is also interesting because shows that that society’s stereotypes appear to remain true
even in a cyberworld. RQ1: How does the lack of the physical intimidation effect people’s inclination to
cyber bully?
Method
If I were to conduct this study I think the best way to do so would be by a combination of quantitative
and qualitative methods. I would choose to use survey research as well as focus groups in order to
study these behaviors and why they happen as opposed to traditional bullying. By using survey
research I would be able to uncover whether or not people are actually inclined to cyberbully due to
physical factors and the focus groups would be beneficial in trying to understand why people become
cyberbullies. By using the two different types of research it also will allow for the study to be more
diverse and look at different angles of cyberbullying, which will result in having a better understanding
of this phenomenon.
Sample Selection
For my sample I would choose to use a convenience sample. The age I want to study would be 15 to
23 year olds. I would reach out to the local high schools as well as the local universities and use the
students who were willing to participate in the study. Based on the number of students in Escambia
county between high school and college aged students I would like to have five thousand survey
responses and two thousand five hundred volunteers for focus groups. I would allow students to
participate in both aspects of the study if they were interested in doing so.
Procedure
For my study it will be important to base a 10-15 question survey on more than simply if a student is a
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cyberbully or how often they bully others but rather physical aspects of the bully. The survey would be
completely anonymous and would ask questions about whether they have cyberbullied someone
before, followed up with Cyberbullying 12 questions about gender, body size, and the gender and body
types of their victims. For the focus groups I would split the participants up in groups of 6-8 based on
age and gender. I would focus on questions about why they may or may not be inclined to bully others
online. I would then combine the data I collected and use it in order to answer my research question.
https://libguides.uwf.edu/ld.php?content_id=42292575
LESSON: Purposeful Writing in the Disciplines
This lesson will teach the students about purposeful writing in the discipline. It will
demonstrate the process of writing a book review and gives suggestion/ideas for publishing
a reviews.
LO7. The learner produces each type of academic writing and professional correspondence
following the properties of well-written texts and processapproach to writing.
LEARNING OUTPUTS/REQUIREMENTS: BOOK REVIEW

ENGAGE: “REMINISCING”
• When was the last time you visited the library?

• How did you decide of what kind of book you’re going to use/borrow?
• Discuss the qualities that helped you in making your choice.
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WHAT IS BOOK REVIEW?
❑ Book Review - A book or an article review is not primarily a summary. Rather, it analyses,
comments on, and evaluates the work.
❑ Recognizing arguments and critical thinking are engaged when writing a book review.
❑ In a book review, you should assess the author's approach to the subject and the
quality of the writing the book's contribution to your comprehension of the themes
mentioned
Dr. Margaret suggest that keeping questions like these in mind as you read, make notes, and then
write the review or critique.
• What is the specific topic of the book article?

• Is there a clear thesis stated by the author? Are they explicitly discussed?
• What contributions does the work make to the general theme of your
course?
• What kind of material is used in the work?
• How is the evidences utilized to support and refute the arguments of the
author?
• Are there alternatives ways of arguing from the same material? In what
respects does the author agree or disagree with then?
• What theoretical issues and discussion topics does the work bring up?
• What are your own reactions to the work and your considered opinions.
PRE-WRITING PROCESS
• Step 1. Look at the cover.

Is there something that makes you interested in the book?
• Step 2. Read the book jacket summary.

What does the summary tell you?
• Step 3. Skim some pages.

Do you like the way the characters are shown? Do you see any interesting action takingplace?
• Step 4. Consider what you have found.

Does the book look interesting? Do you want to know more about the characters?
PLANNING A BOOK REVIEW
• Whose point of view does the work present? Which parts reveal the point of view?
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• What might the work’s purpose be? Which parts reveal the purpose? What is the
author’s thesis?
• What are the most and least effective aspects of the work?
• What might readers and reviewers learn from the work?
WRITING YOUR BOOK REVIEW
THREE PARTS OF BOOK REVIEW

❑ Introduction
❑ Body
❑ Conclusion
INTRODUCTION
• In your first paragraph, identify the material you are writing a book review about.
Name the author and date of publication.
BODY
• Devote at least a paragraph to each main point. Identify key ideas and write
your reaction or review about them.
CONCLUSION
• Sum up your judgment of the work’s main ideas and the way they are
presented.
REMEMBER
Remind yourself that your task is to discuss the book's treatment of its issue, not the topic itself, to
stay focused. As a result, instead of "This happened ..................................................this is the
situation," your key sentences should say "This book illustrates ...........................the author
argues."
QUESTION TO PONDER
1. What do you think is the purpose of a book review?
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2. How are you going to write a good review?
LEVEL UP YOUR LEARNING

Directions: Read each item carefully then write TRUE if the statement is
correct, FALSE if otherwise.
1. A book review is not primarily a summary rather it analyzed, comment on and

evaluates the work.
2. Book review shows that the arguments are clearly recognized and engage critical
thinking about the course content.
3. It is not highly recommendable to keep some question in mind before writing a
review or critique.
4. There is one misconception about a book review. Some students think that when
we say book review, they’re only going to write a summary, analyze the
characters, write the elements of a plot.
5. The first prewriting process is looking at the cover of the book next to it is skimming
some of the pages.
6. Considering what you found in the book is the last step in prewriting process of
book review.
7. In the conclusion part of book review, it includes the key ideas and a reaction or
review about them.
8. Devote at least a paragraph to each main point mentioned in the body of book
review.
9. In conclusion part, sum up your judgment of the work’s main ideas and the way
they are presented.
10. In planning a book review, it is necessary to read the book jacket summary.
WRITING A BOOK REVIEW
Directions: Choose and read a book then write your review about it. Consider
the criteria provided in the rubric in writing this work.
Your book review must contain the following:
I. Cover Page
II. Book cover/ Overview of the write/author
III. Summary of the Novel
IV. Character Analysis
V. Book Review
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RUBRIC BOOK REVIEW
Book Review Highly Competent Competent Progressively Not Competent

Competent
Thesis Clearly identifies Identifies but does Identified few main Is unaware of the
and critically not critically ideas but not the author’s thesis or
evaluates the evaluate the thesis. the purpose of the
author’s central author’s central book.
argument, purpose, argument, purpose,
and approach to and approach to
the the
subject. subject.
Organization The review is The review is The view has a The review is
exceptionally well reasonably well semblance of descriptive but not
organized with an organized. structure but its analytical. The
introduction, body, coherence is review is
and conclusion and minimized by poor disorganized and
follows the organization incoherent.
thesis throughout.
Development A general analysis Demonstrates Minimal analysis is No analysis, but
of the salient knowledge of the repetitious, and/or merely a
features of the topic and provides lacks development description of
book, as opposed supporting of salient features summary of the
to a general evidence and of the book book’s content.
summary, and adequate detail. reviewed.
identifies the
development of the
author’s thesis
throughout thebook
Style Sophisticated Effective use of Simplistic sentence Incorrect sentence

sentence structure language. structureand structure and use
and paragraph imprecise useof of slang, jargon, or
development. language. inappropriate
language.
Mechanics The mechanics of Few errors Errors are present Excessive errorsin
the paper are that interfere with grammar and
correct. It is well the presentation of punctuation.
written with no ideas and
grammar or arguments.
punctuation errors,
and little or no use
of the passive
voice.
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Chapter 4: PURPOSEFUL WRITING IN THE PROFESSIONS
LESSON 11-12: Application for College Admission, Resume, and

Application for Employment
ABOUT THE LESSON:
In this lesson, the students have been provided with a lot of opportunities to explore and
improve reading and writing skills. Now, in the final quarter of this module, what this lesson
promises to teach how to write in the disciplines and for professions. The preceding lessons
have given many pieces of advice which help in accomplishing targetoutcomes.
At the end of the lesson, the students will be able to:
1. Differentiate each type of academic writing.

2. Explain the unique features and requirements in composing texts across
disciplines.
3. Compose different types of academic writing.
LEARNING OUTPUTS
LO7. Samples of letters covering purposeful writing in disciplines and professions.
Learning Activity:
SHARE IT!
To become a proficient writer, you must be able to identify the unique

features and requirements in composing professional
correspondence and these correspondences are resume,
application for college admission, application for employment, and various
forms of office correspondence.
Share your idea about the needed skills to create an impressive professional
correspondence. Identify your future goal/s and your specific ways to achieve
that goal/s.
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APPLICATION FOR COLLEGE ADMISSION
A college application letter is a letter that helps determine whether or not

you willbe accepted into the college of your choice.
A. Research the College.
• Choose a college that can best prepare you for the career of your choice.
• Consider the academic standing of the college.

• Ask if they have affiliate companies that can help provide comprehensive training
for your practicum.
• Look into the mission and vision.
B. Convey why you want to attend.

• Try to honestly lay out all the reasons why you think this college is perfect for you.
C. Market yourself.
• Mention academic qualifications that you have, especially if you are in the honor
roll.
• Mention areas you excel in.

• If you are involved in community outreach programs, mention it.
D. Clarify that you have something unique to offer.

• Showcase why you will be a great addition to the college campus.
E. Double-check the letter
• Have others look over your letter and make sure that there are no grammatical or
lexical errors.
65
Sample:
March 11, 2019

Travers Russell Ramirez
#1471 Rimas Bolbok
Batangas City, 4200
Dr. Hernando B. Perez

University of Batangas
Hillop Rd. Kumintang Ibaba, Batangas City, 4200
Dear Dr. Perez,
After doing much research about colleges in the area that have Mechanical Engineering
program, I am applying to University of Batangas because of the outstanding reputation and
exceptional reviews I have read from other recent graduates. Additionally, I am enthusiastic
about the program that you offer because of the competitive performance ofyour alumni in board
exam courses.
Currently, I am just finishing my senior high school program under the Science, Technology,
Engineering and Mathematics (STEM) Track. My goal is to finish Mechanical Engineering in
University of Batangas. Once I have completed my undergraduate course, my desire is to
continue my studies and enter the graduate program where I may be able to further enhance my
knowledge with global trends in engineering technology.
I have attached my application, as well as transcripts, an essay, and all of my letters of

recommendation as defined in my admissions packet. I appreciate your time and consideration
and look forward to hearing from you soon.
Sincerely,
Travers Russell Ramirez
Enclosure: Application Form, high school forms, and all other required application.
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RESUME
A resume is a brief record of one’s personality history and qualifications that istypically
prepared by an applicant for a job. The purpose of the resume is to get you an interview and the
purpose of the interview is to get you a job.
It takes recruiters an average of "six seconds before they make the initial 'fit orno fit'
decision" on candidates based on resumes, according to research conducted by The Ladders.
With this kind of competition, you need to have a flawless resume to get through the screening
process.
A. Tailor resume to the specific position you are applying for.
You are basically selling yourself on that piece of paper, so mold the information to
reflect what your potential employer. is looking for in an ideal job candidate. This is different
depending on your industry. Miriam Salpeter advises in U.S. News & World Report that
candidates should study the company's web site and "look for repeated words and phrases,
taglines, and hints about their philosophical approaches.” Then, “mirror some of their language
and values in your resume.”
B. Put your name and contact information at the top.
C. Decide if you want to include an objective.
We have heard experts go both ways on this, so you need to decide for yourself if you
want to include an objective. Peri Hansen, a principal with a recruiting firm, tells Penelope
Patsuris at Forbes that an objective is "the fastest way to pigeon-hole yourself"and if you "specify
'Asset Manager' you may not even be considered for 'Financial Planner. "On the other hand,
Alex Douzet, CEO of The Ladders, tells us that everyone should include an objective and
compare it to a "30-second elevator pitch" where you should "explain who Vou are and what
you're looking for" The bottom line is to only includean objective if it is not generic.
D. The length of your resume should reflect years of experience.
This might be difficult if you have had a lot of experience and you are proud of all of it.
But this does not mean it is necessarily relevant. Cut it down. If you are in your twenties, your
resume should only be one page—there is not enough experience to justify
67
a second one. However, if you had more than ten years of experience, you can add asecond
page.
E. Create your own CV template.
You can use pre-made resume templates offered by word-processing programs, but
those are just guide. Furthermore, always stick to a format that is appropriate in your industry.
F. Use plenty of white space to draw the reader’s eye to specific items.
G. Use the right keywords.
H. Only include relevant work experience.
I. Use bullet points to list responsibilities and accomplishments
J. Put a number to your accomplishments.
K. Keep information about your education as short as possible.
L. Do not list your hobbies.
M. Do not list your references.
N. Use a chronological resume format.
O. Do not reveal everything.
APPLICATION FOR EMPLOYMENT
It communicates to the prospective employer your interest in and qualifications for a

position within an organization.
Parts of an Application Letter for Employment
Address and Salutation- Your letter should be addressed to an individual rather than an
organization.
• Should be addressed to the person going to interview you.
• Know the name of the prospective employer.
• Make sure the name is correct, as well as the position title.
68
Opening
• The opening paragraph should be straightforward.
• State the reason of your letter.
• Identify what position you are applying.
• Indicate how you knew about the opening.
Body
• In a paragraph or two, highlight your strongest qualifications and show how

they benefit the employer.
• Provide specific credible evidence to support your statements.
• Summarize why you are the perfect candidate for the job in one sentence.
• Invite them to contact you. Tell them you would love to have the opportunity
to speak further about the position.
Closing
• Ask for a personal interview. Indicate flexibility of your schedule. Provide

your phone number or e-mail address.
• Use standard complimentary sign off like, “Yours sincerely, or Best.”
Sample:
March 11, 2019
Mr. David Puno

Head, Digital Creatives Dept.
Russell and Weston Company
2nd Street Bonifacio Global City
Taguig
69
Dear Mr. Puno:
My varied work experience in competitive advertising agencies, coupled with my AB

Communication Arts degree, has prepared me for the position of Executive Assistant that you
advertised in the March 9 issue of Global Network Times.
In addition to taking required courses in mass communication as part of my advertising major, I

also took elective courses in mass communication as part of my advertising major, I also took
elective courses on desktop publishing and video editing. The training I received in college and
the professional advancement I engaged in would enable me to immediately become a
productive member of your team.
After you reviewed my enclosed resume, I would appreciate having the opportunity to discuss
with you why I believe I have the right qualifications and personality to serve youand your clients.
I can be reached through my e-mail and my mobile number after 3pm daily.
Sincerely,
Sophia Amyra Ramirez

#1471 Rimas Bolbok
Batangas City
09123456789
[email protected]
ACTIVITY 1: LET’S TRY!

D Directions: Suppose that you will create a resume for your future job.List
your basic information, key skills, and relevant experiences.
70
LET’S DO IT!
Directions: Using the details that you have written above, draft your
resume according to the job that you aim for. Consider the points in
writing a resume.
Rubric:
Presentation of details – 5 points
Comprehensive content- 5 points
Overall Content- 10 points
Total: 20 points
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SELF CHECK!
ASSESSMENT
Directions: Create a resume, college application letter, and jobapplication

letter. Follow the guidelines given in the lesson.
• Format of the Application Letters:
• Arial 12
• Spacing 1.0
• Use the block format
• Format of the Resume:
• Arial 12, Long Bond Paper

• Template and format are uploaded in LMS.
•
• Format of the Resume:
• Arial 12, Long Bond Paper
• Template and format is uploaded in LMS.
72
LESSON 13-14: Various Forms of Office Correspondence
ABOUT THE LESSON:
In this lesson, the students will learn about correspondence. It consists of memos, letters,
and electronic mail. It is an effective way to make requests, submit changes to a job, and deliver
specific information within the organization.
At the end of the lesson, the students will be able to:
1. Explain the unique features and requirements in composing texts across

disciplines.
2. Compose different types of correspondence.
LEARNING OUTPUTS
LO7. Samples of letters covering purposeful writing in disciplines and professions.
Learning Activity:
SHARE IT!
Unlike telephone conversations, correspondence presents the audience

with a legal contract that is dated and can support a claim in a court. This
section presents the formats for memos and letters. Since electronic mail
usually has a built-in format, no format is assigned here for it.
Correspondence consists of memos, letters, and electronic mail. It is effective way to

make requests, submit changes to a job, and deliver specific information.
A. Memos
Typically, memos are written to people within the workplace and letters for peopleoutside
the workplace. One major difference between memos and letters is the title line found in
memos. Another difference is that a person writes memos that serve as short reports.
73
Sample:
74
B. Letters
Formats for letters vary from company to company. As with a memo, peoplewho are
mentioned or directly affected by the letter should receive a copy.
Sample:
75
C. E-mail
Electronic mail (e-mail) is the exchange of computer-stored messages by

telecommunication. Emails can have a major impact in once career success.
Tips to Write Better E-mail
1. Make sure your message is simple and clear.
2. Use proper spelling, punctuation, and grammar.
3. Respond to emails in a timely manner.
4. Make it action oriented.
5. Beware of the “reply all” button.
6. Make the subject line grabbing.
7. Know your audience.
8. Do not hide behind your email.
9. Use an “out of office” reply when necessary.
10. Review the email before you send it in the first place.
ACTIVITY 1: LET’S TRY!

Directions: Suppose that you are already working. Compose an e-mail
regarding your concern about your club or department that is addressed to
your boss.
76
LET’S DO IT!
Directions: Suppose that you are working in a company. Compose a letter for
the president of the company considering the people who should also
receive your letter. Inform them
about a certain concern and explain it thoroughly.
77

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LESSON 1: Text as Connected Discourse (Spoken)

ABOUT THE LESSON:

At the end of the lesson, you will be able to:

LO1. describe a written text as connected discourse

LEARNING OUTPUTS/REQUIREMENTS: A spoken dialogue observing the features of spoken

1. Cite the differences you observed in terms of:

What is connected discourse?

It is a great experience to talk with native speakers although sometimes it is hard

Connected discourse/speech forms are the spontaneous pronunciation changes in adjacent

Features of Connected Discourse

Examples: ‘could have’ sounds like ‘coulda’

Examples: ‘an apple’ sounds like ‘a napple’

Examples: ‘chocolate’ sounds like ‘chaklut’

Examples: ‘go on’ sounds like ‘gowon’

• Which feature of connected discourse is usually evident in conversations you

Boost Up Your Learning

Connected Discourse Full Form Feature

ABOUT THE LESSON:

At the end of the lesson, you will be able to:

LO1. identify the transitional words

LEARNING OUTPUTS/REQUIREMENTS: A written paragraph highlighting the transitional

A conversation involves one individual who

in the first place equally again

in spite of then again or

in the event that given that

in other words that is to say

to summarize in the long run

Comparison of Spoken and Written Discourse

SPOKEN DISCOURSE WRITTEN DISCOURSE

1. How do transitional devices help you in speaking and writing? What

Directions: To check your understanding of the lesson, encircle the letter

The transition indicates: time addition contrast

2. One reason people have dogs is for companionship; is for protection.

The transition indicates: illustration addition conclusion

3. Angry Birds is a new game; it has quickly become very popular.

The transition indicates: contrast cause and effect time

The transition indicates: contrast cause and effect illustration

The transition indicates: comparison location time

ABOUT THE LESSON:

At the end of the lesson, you will be able to:

LEARNING OUTPUTS/REQUIREMENTS: Compilation of graphic organizers

Brainstorming list means just what its name

Graphic organizers show the relationship

2.4. Flow Chart displays the steps or stages in a process.

A topic outline arranges your ideas

Sentence outlines are formatted exactly

• Which technique of selecting and organizing information is the most

Why Is Kpop So Popular?

Level Up Your Learning

A. Read the passage and illustrate the concept through a map.

-- Aida Villanueva, Developmental Reading 1, Lori Mar, Inc., 2008, p.149

B. Read the passage and illustrate it through a flow chart.

-- Aida Villanueva, Developmental Reading 1, Lori Mar, Inc., 2008, p.150

ABOUT THE LESSON:

At the end of the lesson, you will be able to:

LO1. determine the purpose of the writer

LEARNING OUTPUTS/REQUIREMENTS: A critique of a chosen sample of each pattern of

What’s Your Purpose?

1. Narration - tells a story and explains how something happened

The one day I spent in Morocco, Africa was an experience