MODULE 1

IN

READING AND WRITING

GRADE 11

Prepared by:

MS. YHEADA MARIE P. CUBA

SHS-Teacher

Name of the Student: _______________________________ Grade & Section: ____________

Name of the Subject Teacher: ____________________________________________________

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 Table of Contents
Module Page No. Date

Module 1
Reading and Thinking Strategies across Text types

Lesson 1 Text as Connected Discourse 4

Lesson 2 Techniques in Selecting and Organizing 6

Information
8
Lesson 3 Patterns of Development

Lesson 4 Properties of a Well-Written Text 10

Activity in Lesson 1 12
Self-Assessment 13

Activities in Lesson 2 14
Self-Assessment 15

Activities in Lesson 3 16
Self-Assessment 18

Activities in Lesson 4 19
Self-Assessment 21

References 22

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 Module 1
Reading and Thinking Strategies across Text types

INTRODUCTION

As a reader or a writer, you are inevitably get involved with texts. Readers read texts,
while writers write text. Thus, understanding the nature of text is essential part of learning how
to read and write effectively. With the aid of this module, learners will able to realize that
information in a written text may be selected and organized to achieve a particular purpose.

Module 1 covered four topics namely: Text as Connected Discourse; Techniques in

Selecting and Organizing Information; Patterns of Development; and Properties of a well-written
Text. In addition, there are series of activities and assessments to be done by the learners to
assess and widen their understanding for every topic. Ultimately, this module aims to instill
lifelong and meaningful learning by letting the learners acquired and applied the following
competencies:

1. Describes a written text as connected discourse

2. Distinguishes between and among techniques in selecting and organizing information
3. Distinguishes between and among patterns of development in writing across disciplines
4. Identifies properties of a well-written text

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 Lesson I
Text as Connected Discourse

I. Objectives: With the use of instructional materials, the learners can:

a. identify the qualities of a text;
b. differentiate text from discourse;
c. explain the importance of applying the reading and writing process in
understanding and delivering the meaning of the text; and
d. cite the importance of one’s skills in reading and writing.
II. Discussion

As a reader or a writer,
you inevitably get
involved with texts.
Readers read texts,
while writers write text.
Thus, understanding the
nature of text is essential
part of learning
how to read and write
effectively.
As a reader or a writer,
you inevitably get
involved with texts.
Readers read texts,
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while writers write text.
Thus, understanding the
nature of text is essential
part of learning
how to read and write
effectively.
As a reader or a writer,
you inevitably get
involved with texts.
Readers read texts,
while writers write text.
Thus, understanding the
nature of text is essential
part of learning
how to read and write
effectively.
As a reader or a writer, you are inevitably get involved with texts. Readers read texts,
while writers write text. Thus, understanding the nature of text is essential part of learning how
to read and write effectively.
A text is a large unit of written language. It is a set of words, phrases, and sentences that
expresses one main point or central idea.
A discourse comes from the late Latin word “discursus” which means conversation.

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  A conceptual generalization of conversation; the process of exchanging/using those
sentences.
The Qualities of Text (Jorgensen & Phillips)

1. Cohesion –refers to the way we use vocabulary and grammatical structures to make
connections between the ideas within a text. It provides flow and sequence to your work
and helps make your paragraphs clear for the reader.
2. Coherence - refers to the unity or togetherness of the text as a whole to give its overall meaning.
3. Intentionality – refers to the writer’s intention and purpose in writing the text.
4. Acceptability – it refers on how the overall meaning of the text is recognized or defined
by the audience.
5. Informativity – it refers to the quantity of information learned by the audience or readers
from the written text.
6. Situationality - the text’s topic is situationally and culturally appropriate for the
intended readers.
7. Intertextuality - it refers on how the meaning of one text changes when we relate it to
another text. It is one way to understand how writing is contingent upon other factors: in
this case, how another text influences the way we understand, or struggle to understand, a
given text.

Reading and writing processes are not merely personal but involve an intellectual
relationship between you and others. It focuses on the creation of meaning which occurs when
author and audience understand what the words both say and intend.

 Reading is defined as a cognitive process that involves decoding symbols to arrive at

meaning.
 Writing is the process of using symbols (letters of the alphabet, punctuation and spaces) to
communicate thoughts and ideas in a readable form.

Study the table below to further understand reading and writing connection.
STAGE READING PROCESS WRITING PROCESS CONNECTION
1 Pre-reading Prewriting The reader and writer
utilize their prior
- guessing what the text is all - generating ideas based on
about based on prior prior knowledge or knowledge to relate
knowledge brainstorming and
and generate ideas.
outlining

2 Reading Drafting The writer and reader

communicate through
-trying to comprehend the -focusing on how ideas
writer’s idea through context will be written in encoding and
clues paragraphs
decoding of meaning
-writing based on the respectively.
writer’s purpose and
audience’s needs

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 3 Responding Revising The reader writes and
the writer reads in
-drawing conclusions from -reviewing the text and
the ideas presented in the text adding more or deleting order to analyze the
some information –
worth of ideas in the
-reacting to the writer’s idea checking validity and
through written or oral organization of ideas text based on the
communication through reading
writer’s purpose.
4 Exploring Editing The reader writes and
the writer reads in
-noticing how the writer was -looking for errors in word order to examine if the
able to achieve his or her choice, grammar, and
chosen words,
purpose – looking at the mechanics that may affect
writing style and analyzing the effectiveness of sentence, and
its effectiveness expressing the ideas or key paragraph structure
message help achieve the
writer’s purpose.

5 Applying Publishing The writer shares

ideas or takeaways
-transferring or integrating -sharing useful ideas or the that the reader may
the learnings from a read text text at large to the readers
learn from and apply
to other situations
to other situations in
which they will be
useful.

Lesson II
Techniques in Selecting and Organizing Information

I. Objectives: With the use of instructional materials, the learners can:

a. identify the techniques in selecting and organizing information;
b. create a sample of a topic outline;
c. analyze a passage to complete a sentence outline; and
d. cite the relevance of using the techniques in selecting and organizing
information in writing and conducting researches.
II. Discussion
Selecting and organizing information are essential skills that you must possess and learn
since you will require to research certain topics or generate ideas using different materials.
Hence, important points must not be left out when dealing with any material at hand. There are
techniques in selecting and organizing information that includes brainstorming lists, graphic
organizers, outlines, etc.

Brainstorming – listing down everything that comes into your mind as fast as you can for
a certain amount of time. It can be done individually or as a group. It helps you establish patterns

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of ideas, develop new ways of thinking, activate background knowledge, and overcome mental
block.
Listing is a brainstorming technique. It means writing down anything that comes to your
mind about the topic.

Graphic organizers are visual representations of concepts that help you structure
information into organizational patterns. They present essential information and connect these
pieces of information into a coherent framework.

Types of Graphic Organizers

 Venn diagram – this is used to compare and contrast

ideas and information. This diagram uses two or more
overlapping circles to show similar and different
attributes.

 Concept Map – this is used to represent your knowledge of a concept or idea. To

create it, start with an image or word that represents the central idea. Add branches
of major ideas related to the central idea.

 Problem-Solution Map – this is used to display

the nature of the problem and how it can be
solved. It usually contains the problem
description, its causes and effects, and logical
solutions.

 Timeline – this is used to show the

chronological order of events through a long bar
labeled with dates and specific events.

 Flowchart – it is used to show the

different steps in a process. It contains
information on the stages of a process
that must be completed.

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  Fishbone Map – this is used to better
understand the causal relationship of a
complex phenomenon. It shows the factors
that cause a specific event or problem, as
well as details of each cause.

Outline is another way of organizing information. It organizes materials hierarchically

and sequentially by classifying the main topics, subtopics, and supporting details.
Kinds of Outline According to Structure
1. Topic Outline – uses words or phrases for its entries. It arranges your ideas hierarchically
(showing which are main and which are sub-points) and shows what you will talk about.
I. Positive effects of the uniform policy
A. Promotes school identity
B. Improves school security
2. Sentence Outline – uses complete sentences for its entries. It provides in-depth
information than the topic outline.

I. Students should not be mandated to wear uniforms because wearing a

uniform does not improve behavior nor does it facilitate learning.

Points of Contrast Topic Outline Sentence Outline

Entries Words / Phrases/ Clauses Sentences
Mechanics No periods at the end of Periods mark the end of
entries entries
Applications Used for short compositions Used for long compositions

Lesson III
Patterns of Development

I. Objectives: With the use of instructional materials, the learners can:

a. identify a term to be used in distinguishing the patterns of development;
b. differentiate each pattern of development by citing examples;
c. create environment advocacy using the selected patterns of development;
and
d. discuss the importance of using transitional words in writing a text.
II. Discussion
To be an effective academic writer, we should always think of our audience; and have a
good grasp of our message by employing organizing principles-- to help maintain the order in
our paragraphs. Examples of organizing principles are different writing patterns.

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 Writing patterns or known as patterns of organization is a specific way of organizing
ideas to convey a particular type of argument. It helps us focus our attention on a text and
anticipate where it is going; remember what we read; and develop our writing.

 Narration - the focus of this pattern is basically to narrate or tell a story. It emphasizes the
what, when, and where something happened. Its purpose comes along with effective
sequencing order of events in a chronological order.
 Description - this pattern of development gives characteristics or details on what an
object, a person or a place looks like. When using this pattern, use powerful and
appropriate adjectives and use effectively the five senses (sight, smell, taste, hear, touch)
to create a clear image on a reader’s mind.
Two Types of Description
1. Objective description is used in scientific writing to describe factual and scientific
characteristics.
2. Subjective description is used in fiction wherein a writer uses his own perspective
to describe a person, an event or a thing.
 Definition - the focus of this pattern is to explain or give a comprehensive understanding
of a concept, a term or an idea. To define a term, a writer provides a general definition,
then gives clear details to support.
Two Types of Definition
1. Scientific definition defines concepts in the most factual way.
2. Subjective definition defines complex terms in a personal way.

 Exemplification is a pattern of development wherein a writer uses examples to illustrate

and further explain an idea. By this pattern, examples used to clarify more the general
idea in the paragraph.
 Classification divides and organizes ideas or concepts in classes, groups or categories
based on criteria and relationships between the items. This pattern helps the reader
understands even the complex and vast idea as it will be classified.
 Cause and Effect this pattern of development discusses why something happens and
what results a particular occurrence or event.
 Comparison and Contrast - comparing means looking on the similarities. Contrasting
means looking on the differences. Thus, Comparison and Contrast, as a pattern, discusses
and organizes ideas based on how people, events, places and things are similar or
different to one another.
 Problem-Solution - the writer presents a problem that needs to be resolved. The
paragraph states a concerning issue or a problem then next is the solution or what should
be done to solve the issue.
 Persuasion - the writer describes an issue and states his position in the issue. The writer’s
primary goal is to convince the readers to agree with the argument or claim being raised,
based from a particular topic.
 A persuasive paragraph starts with a topic sentence. It states position or stand
about something. The body sentences explain the reasons supporting the position
or stand, and the closing sentence reiterates or intensifies the thesis statement.

Transitional devices are like bridges between parts of your paper. They are cues that help
the reader to interpret ideas a paper develops.

Transitional devices are words or phrases that help carry a thought from one sentence to
another, from one idea to another, or from one paragraph to another.

PATTERNS OF TRANSITIONAL DEVICES/EXPRESSIONS

DEVELOPMENT

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 First, then, finally, furthermore, soon, lastly, what's more,
Narration moreover, suddenly

Description Sensory language

Definition Is defined, refers to, means, to define

Exemplification As an example, for example, for instance, namely,

specifically, in other words
Classification Classified as, another kind, the first category, the last group

Cause and Effect Cause – as, due to (the fact that), because of the fact, for the
reason, one reason, since

Effect – as a consequence, as a result, consequently, hence, so

that, in consequence, thus, therefore
Comparison and Contrast Comparison – also, as, both, equally, similarly, in the same
way, likewise, in comparison

Contrast – although, as oppose to, but, in spite of, even so,

despite, otherwise, unlike, whereas, yet, however, on the
contrary
Problem-Solution the problem, propose, remedied, resolve, respond to, solve,
suggest
Persuasion Emphasizing a Point – for this reason, to emphasize, with
this in mind, in fact, in that case

Conceding a Point – admittedly, certainly, needless to say,

obviously, undoubtedly, to be sure, it is true that

Concluding and Summarizing – all in all, as a result, finally,

in summary, in conclusion, in brief, on the whole, therefore,
thus, to sum up, in essence

Lesson IV
Properties of a Well-Written Text

I. Objectives: With the use of instructional materials, the learners can:

a. identify properties of a well-written text;
b. evaluate and rewrite statements t based on the mechanics of writing;
c. write a well-written text applying its properties in writing; and
d. appreciate the importance of evaluating one’s written text.

identify properties of a well-

written text;
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2. evaluate written text
based on the identified
properties; and
3. write a well-written text
II. Discussion
A Paragraph is composed of sentences that are organized, coherent, and are all
associated with one topic. For a paragraph, or for any composition, to be effective, it should
consider the properties of a well-written text.
For a paragraph or any composition to be effective, it must always consider the properties
of a well-written text which includes organization, cohesion and coherence, language use, and
mechanics.

For a paragraph or any

composition to be
effective, it must always
consider the
properties of a well-
written text which
includes organization,
cohesion and coherence,
language use, and
mechanics.
1. Organization – this is also known as an arrangement that refers to the structural
framework for writing. It is achieved when ideas are logically and accurately arranged.
It can be achieved through the following techniques: text structure and signal words.

Text structure – refers to the framework of a text’s beginning, middle, and end.

Three Major Parts of a Text

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  Beginning – also called as the lead or the hook. It introduces the readers to the purpose of
the writing by introducing characters or setting (for narrative) or the topic, thesis, or
argument (for expository writing)
 Middle – the organization of the middle of a piece of writing depends on the genre.
Researchers have identified five basic organizational structures: sequence, description,
cause and effect, compare and contrast, and problem and solution.
 End/Conclusion – it is the restatement of the thesis and major points, shoeing how the
writer has proven his/her position. Possible implications of what has been discussed and
writer’s conclusion may also be included.

Example:

The great body parts of a snow leopard help it survive in the mountains. For example, a
snow leopard’s paws are like sandpaper and that helps them not slipping on the deadly
rocks of the mountains. Amazingly, the ears help it hear an animal’s footsteps from miles
away from where the snow leopard is located. Did you know that a snow leopard’s tail
helps keep it from falling? The long tail helps it to balance. Finally, the fur on a snow
leopard’s body helps it stay warm in this frigid habitat. So, all those body parts of a snow
leopard help it survive in the mountains.
Source: Assanosi, A. (2016). Paragraph Organization

 The italicized statement is the beginning part of the text which serves as the topic
sentence.
 The highlighted statements cover the body/middle part of the paragraph which explains
in detail how snow leopard body parts help this animal survive in the mountains.
 The underlined statement found in the last part of the restates the thesis/main idea of the
text.

2. Coherence refers to the overall sense of unity in a text to give its meaning.
Cohesion refers to the way we use vocabulary and grammatical structures to make connections
between the ideas within a text. It provides flow and sequence to your work and helps make your
paragraphs clear for the reader.

While coherence focuses on the overall (macro) structure of the essay, cohesion is
more specific. It pays attention to links between words and sentences.

3. Language Use
It refers to the appropriateness of word/vocabulary usage. Proper language use enables you, the
writer, to capture the message that you want to give to your readers.

Five Characteristics of Effective Language

1. Concrete and specific – involves tangible qualities/characteristics and things we know through
senses. Specific language designates particular items or individual cases.
Abstract Concrete
To excel in college, you’ll have to work hard. To excel in college, you’ll need to attend every class;
do all your reading; write several drafts; and review
your notes for each class weekly.

2. Concise – it involves using the most appropriate terms to get one’s point across. Concise
language means using a minimal amount of effective terms to convey one’s argument. To make
the sentence on point, writers must avoid unnecessary words in their sentences.
Verbose/Wordy Concise
Jemimah believed but could not verify that Jemimah assumed that John adored her.
John had feelings of affection for her.

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 3. Familiar – it refers to words/terms that the reader easily recognizes and understands because they
use them regularly. The message has a greater effect when using vocabulary that is familiar to the
reader.
Unfamiliar Familiar
After the perusal of pertinent data, the conclusion The data we studied show that your property is
is that a lucrative market exists for the subject profitable and in high demand.
property.

4. Precise - is the use of exact nouns, adjectives, verbs, etc., to help produce vivid mental pictures
without resorting to using too many words to convey thoughts. Moreover, the use of concise
language, using the fewest possible words without sacrificing meaning, makes your writing more
understandable.
Imprecise Precise
Entrepreneurs use professional writing skills to Entrepreneurs use professional writing skills to
communicate with others. communicate effectively with clients and business
partners.

5. Appropriately formal – the formality of the language should conform to the formality of the
situation and the relationship between the writer and the reader.

4. Mechanics - these are conventions that have to be considered in writing. Spelling, punctuation, and
capitalization are some of the examples.

 Spelling – it is the forming of words from letters according to accepted usage. When you write,
always make sure that you are constantly using one standard regarding the spelling of your
words. Remember that there are slight differences in American English spelling and British
English spelling.
 Punctuation – is the act of using a system of symbols used to provide structure to and organize a
text, such as a comma, period, quotation marks, semi-colons, question marks, etc. The use of
punctuation directs the reader to interpret the text.
 Capitalization – it is an act of using capital letters. Any sentence’s first word is capitalized,
signaling that a new sentence has started. To signify uniqueness, proper nouns are capitalized.

The formality of the

language used should
conform to the formality of
the situation and the
relationship between the
writer and the reade
Activity in Lesson I

Cite the differences and similarities of the given terms below. Write your answer on the space.
Please refer on the given rubric in doing your activity. (15 points for each item)

Criteria Strong Grasp Progressing Not in Evidence

(5) (3) (1)
Placement of All statements noting Most of the statements Few statement are
statements within the similarities are placed are places in the correct placed in the correct
Venn diagram in the center of the circle, but students circle.

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 circle and all statements mixed up a few
that note differences are statements.
placed in the correct
outer circle.
Number of quality Student is able to make Student is able to make Students makes two or
statements five or more 3-4 comparison fewer comparison
comparison statements statements in each statements in each
in each circle. circle. circle.
CONVENTIONS Uses correct grammar, Contains frequent Many errors in
spelling, and errors in grammar, grammar, spelling, and
Grammar punctuation throughout spelling, and punctuation, makes
Spelling the composition. punctuation reader’s comprehension
Punctuation difficult

Reading Writing

Text Discourse

Name: ________________________________________Section: ______________ Rating: __________

Self-Assessment

Test I. Identification
Read and analyze each statement. Identify the term being referred to. Write your answer on the
space provided. (1 point for each item)

1. It refers to the unity or togetherness of the text as a whole to give its overall
meaning.___________________________

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 2. It refers to the quantity of information learned by the audience or readers from the written
text.___________________________
3. It is a set of words, phrases, and sentences that expresses one main point or central
idea.___________________________
4. It is defined as a cognitive process that involves decoding symbols to arrive at
meaning.___________________________
5. It provides flow and sequence to your work and helps make your paragraphs clear for the
reader.___________________________
6. As a writer, you need to consider that the text’s topic is situationally and culturally appropriate for the
intended readers. ___________________________
7. It refers on how the meaning of one text changes when we relate it to another
text.___________________________
8. It is a process of guessing what the text is all about based on prior
knowledge.___________________________
9. It refers on how the overall meaning of the text is recognized or defined by the
audience.___________________________
10. It refers to the writer’s intention and purpose in writing the text. ___________________________

Test II. Essay

Read and answer the questions below. Please be guided by the rubrics provided. (10 points for
each item)

Criteria 5 4 3 2 1
Content The content is very The content is clear The content is The content is The content is not
clear and discussed/ and discussed/ clear and somewhat clear and clear and not
explained very explained discussed/ discussed/ discussed/
comprehensively. comprehensively. explained explained explained.
satisfactorily. unsatisfactorily.

Organization Ideas are very well Ideas are very well Ideas are Ideas are somewhat Ideas are confusing
& Grammar organized and no organized but with 1- organized but organized but with with more than 20
error in grammar. 3 errors in grammar. with 4-10 errors 11-20 errors in errors in grammar.
in grammar. grammar.

1. What is the importance of applying the reading and writing process in understanding the meaning of
the text?
_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________

2. Why is it beneficial to develop your skills in reading and writing?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Activities in Lesson II

Tiktok has been the new craze among teenagers. A lot of youngsters post their Tiktok videos on
Facebook and other Social Networking Sites (SNS). In these videos, individuals can showcase
their skills in dancing and theatrics. Now, enumerate the step-by-step procedure on how to come
up with a fantastic Tiktok video. Use the Topic outline in listing down the steps. (15 points)

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Read the passage below. Complete the sentence outline that follows. (5 points for each item)

Sparrows, Robins, and You

Early one summer, city workers in Hamilton, Ontario, were trimming limbs from trees along the
streets. In one tree marked for cutting, they found a nest of baby robins. The workers decided not
to touch the limb until the young birds flew. Later, when the nest was abandoned, they examined
it and discovered in the bottom a little scrap of paper. The robins had used it, along with the
dried twigs, to build their nest. On the paper were these words: We trust in the Lord God.” Now,
we don’t know if the workers saw the remarkable significance of these words, but their concern
for sparing those tiny robins were God’s way of caring for his creatures. Likewise, our Heavenly
Father takes special care to protect us from dangers we cannot foresee. Sometimes, we are not
even aware of his guarding hand, and at other times, his care is evident in unusual ways.
Therefore, we can “trust in the Lord.” The hymn writer John Sammis wrote, “He daily spreads a
bounteous feast, and at his table dine the whole creation, man and beast, and He’s a Friend of
mine.” Our loving God, who takes care of sparrows and robins, will most surely protect and
provide for his own children. No wonder Jesus said, “Do not fear.” The trust in God is the
perfect cure for fear.

I. City workers were trimming limbs of trees.

A.________________________________________________________________
B.________________________________________________________________

II. When the nest was abandoned, they examined it.

A. ________________________________________________________________
B.________________________________________________________________

III. Our Heavenly Father protects us from danger.

A. ________________________________________________________________
B. ________________________________________________________________
Copyright © 2018 Quipper Limited
Name: _________________________________Section: ______________ Rating: _________

Self-Assessment

A. Identification
Below are situations about the different techniques in organizing information. Identify which
technique is being described in each item by writing “A” for Brainstorming, “B’ for Outline, “C”
for Venn Diagram, and “D” for Concept Map. Write your answer on the space provided. (1
point for each item)

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1. Teacher Joy asks you to generate ideas by giving a list of ideas about the given topic. _______
2. You are tasked to compare the similarities and differences between public and private
schools._______
3. Ma’am Bianca told Michael to prepare a message to be delivered during their English Festival.
As a brilliant speaker, he arranged his ideas based on the topic, subtopics, and supporting
details._______
4. In this graphic organizer, you place the topic in the middle of the page, then jot down different
ideas and sub-ideas. _______
5. This technique in writing helps you establish patterns of ideas, develop new ways of thinking,
activate background knowledge, and overcome mental block. _______

B. Multiple Choice
Read and analyze each question carefully. Encircle the letter that corresponds to your choice. (1
point for each item)

1. Which of the following statements is TRUE about brainstorming?

a. Brainstorming creates new ideas, solves problems, motivates and develops teams.
b. Brainstorming can be done at the end of the writing process.
c. It is a formal way of generating topics to write about.
d. It is a kind of restricted association.

2. Which of the following graphic organizers is applicable when you compare and contrast two
elements/subjects?
a. Concept Map c. Problem-Solution Map
b. Fishbone Map d. Venn diagram

3. To create a concept map, where do you begin and then jot down different ideas, points, or
facts related to or support your topic?
a. bottom of the page c. upper left-hand corner
b. middle of the page d. upper right-hand corner

4. Which of the following is NOT what the graphic organizers demonstrate between or among
facts, concepts, or ideas?
a. association b. conflict c. connection d. relationships

5. Graphic organizers actively engage a wide variety of learners by integrating text and visual
imagery. Which of the following is NOT a benefit to students?
a. Guiding students in demonstrating their thinking process
b. Making it easy for students to classify ideas and communicate
c. Encouraging students to organize essential concepts and ideas
d. Helping students increase reading comprehension and writing composition ability

Activities in Lesson III

Activity 1: Rearrange Me!

Rearrange the jumbled letters below and form a word that could be associated in the given
pattern of development. The first letter is already provided for you. (1 point for each item)

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 1. PATTERN

Y T S R A G T E
S

2. NARRATION
R S Y T O 9. CAUSE AND EFFECT
S
N A E O R S
R
3. DEFINITION
G M I E N A N
M
10. CLASSIFICATION

4. PROBLEM-SOLUTION R C T G A E O Y
C
O R E S E V L
R

5. COMPARISON-CONTRAST
A L S M I I R
S

6. EXEMPLIFICATION
P E L E M A X
E

7. DESCRIPTION
Y R O S S N E
S

8. PERSUASION

V N C I N O E
C

Activity 2: Environment Advocacy

Global Warming is still one of the world’s problems. Experts are still working on how to solve this. If you
were given a chance to speak in front of 200 young learners, how are you going to discuss Global
Warming to them in a brief speech? Make use of the patterns of Classification, Cause and Effect, and
Problem-Solution in classifying some of the existing problems, discussing the reasons why these
problems exist, explaining the effect of it and stating solutions to these. Please refer to the given rubric
below in doing your activity. (20 points)

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 ______________________________________________________________________________
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(Title)

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Criteria 4 3 2 1
FOCUS/MAIN The essay is focused, The essay is The essay is The essay poorly addresses
POINT purposeful, and focused on the topic focused on topic topic and includes
reflects original and includes and includes few irrelevant ideas
insight and ideas relevant ideas loosely related
ideas
SUPPORT Persuasively supports Supports main point Supports main point Provides little or no
main point with well- with developed with some support for the main point.
developed reasons reasons and less underdeveloped
and/or examples. concrete examples. reasons or
examples.
ORGANIZATION & Effectively organizes Organizes ideas to Some organization Little or no organization of
FORMAT ideas to build a build an argument of ideas to build an ideas to build an argument,
Paragraphs logical, coherent argument or contains fallacies in the
and Transitions argument argument
LANGUAGE USE & Effective and creative Appropriate use of Some use of Little or no use of
STYLE use of elements of elements of style elements of style elements of style
Sentence structure style to enhance
Word choice meaning
Audience recognition
CONVENTIONS Uses correct Uses correct Contains frequent Many errors in grammar,
grammar, spelling, grammar, spelling, errors in grammar, spelling, and punctuation,
Grammar and punctuation and punctuation spelling, and makes reader’s
Spelling throughout with very with few errors punctuation comprehension difficult
Punctuation few errors
Name: _________________________________Section: ______________ Rating: _________
Self-assessment
Read the paragraph below. Fill in the blanks with the appropriate transitional words. Choose your answer
from the box.

when because in addition besides whenever whereas

they nevertheless because of these for example

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 Animals use various means to protect themselves. Color is one that is widely used as a protective
device. For instance, some birds display brightly colored feathers 1- ___________ they are threatened.
These are designed to frighten away the enemy. 2-___________ to color, some animals emit a peculiar
smell for the same purpose. 3-___________, form may be used to conceal the animal. Some insects, 4-
___________, conceal themselves by making themselves resemble plants of flowers. In this way, 5-
___________ are hardly visible because they can merge into their surroundings. Other animals adopt
regular patterns of behavior 6- ___________ they are frightened. Some pretend to be dead 7-
___________ others just come forward and stand still.

Directions: Read each item carefully and answer the following questions. Encircle the letter that
corresponds to your choice.

8. Which of the following is the main point of this paragraph?

I will be looking after my uncle’s dog this week. He has gone abroad on a holiday and cannot
take it with him. I will feed him and take him for walks every day. I'm really looking forward to it.
a. enjoying dogs c. looking after an uncle’s dog
b. going on a holiday d. taking a holiday with the dog and neighborhood
9. Which of the following is the topic sentence of this paragraph?
I hate being alone in the house! It's so boring. I can’t find any interesting thing to do. I wish my
mom or my dad could just take me out from the house instead.
a. It's so boring.
b. I hate being alone in the house!
c. I can’t find any interesting thing to do.
d. I wish my mom or my dad could just take me out from the house instead.
10. Which of the following patterns uses action words that move the story?
a. Cause and Effect b. Description c. Exemplification d. Narration
11. As mentioned, the definition can be developed in several ways. Which one is NOT a method of
definition?
a. by example b. by purpose c. by its origins d. by what it is similar
to
12. "I have been so good to my sister these days; ___________, she never tried to quarrel me. Choose the
transitional device that best matches this sentence.
a. otherwise b. in like manner c. though d. however
13. "Although Instagram and Tumblr have significant similarities; they also have striking differences."
Which pattern of development is being used in this sentence?
a. Narration b. Problem-Solution c. Comparison and Contrast d. Persuasion
14. "Freedom is a concept that needs to be understood." Choose one pattern that best matches this
sentence.
a. Exemplification b. Description c. Definition d. Persuasion
15. In developing this paragraph, the writer creates a general statement and a topic sentence with more
examples.
a. Classification b. Description c. Division d. Exemplification
16. It refers to words that send a signal to the readers, leading them to identify each development pattern.
a. Adverbs b. Adjective c. Linking verbs d. Transitional
expressions
17. What are transitional words and phrases?
a. complete the paragraph c. are obstacles to better comprehension
b. are called “guide words” d. show the relationship of ideas within a paragraph
18. Which of the following statements describes a paragraph?
a. a group of sentences that are all related to one main topic
b. a series of words, phrases and fragments that give a complete thought
c. a set of words that is complete in itself, containing a subject, verb and object
d. a unit of grammatical organization which traditionally consists of a subject and predicate
19. What do we call the last sentence in a paragraph?
a. concluding sentence b. supporting sentence c. opinion sentence d. topic sentence
20. Which of the following patterns provides details on the idea by using a sensory or the five senses?
a. definition b. description c. exemplification d. narration
Activities in Lesson IV

Now that you have already mastered the key elements that contribute to a well-written text, you
are now ready to do the given series of activities.

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Write a three-paragraph essay about “Students’ Challenges in the New Normal Classroom”. Be
guided by the rubric below in doing the task. (30 points)

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Criteria 3 2 1
Meets the Standard Approaching the Standard Not Yet at the Standard

Ideas Establishes a clear focus and Manifests a fairly clear focus Lacks focus and development
(x2) provides relevant and supplies fair relevant
information information
Organization Establishes a strong Shows slight evidence of a Lack clear ending
(x2) beginning, middle, and end. beginning, middle, and end.
It demonstrates an orderly Sequencing of ideas is
flow of ideas. attempted
Coherence and Shows strong evidence of Manifests less evidence of Fails to apply at least one of
Cohesion unity among sentences unity/interconnection of ideas in the signal devices
(x2) through transition signal the text
Language Use Meets all the characteristics Applies some of the Little or no evidence of
(x2) of effective language characteristics of effective effective language
language characteristics
Conventions No errors in grammar, Grammar, spelling, Little or no evidence of
(x2) spelling, capitalization, and capitalization and punctuation correct grammar, spelling,
punctuation are slightly correct but can be capitalization or punctuation
improved
Rewrite the following sentences using appropriate punctuation marks and capital letters
wherever necessary. (1 point for each item)

1. river yamuna flows through agra

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______________________________________________________________________________

2. eiffel tower is the most famous monument in france

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3. my brother is a singer
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4. where have you been all this while

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5. you look hot are you ill

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6. come here at once

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7. rohan is a smart boy

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8. sania couldnt believe her eyes when she saw the bicycle
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9. india is the seventh largest country in the world

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10. mumbai is the capital of maharashtra

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11. my best friend and his family are moving to chennai

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12. you dont look happy to see me do you

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13. you shouldnt have done this to john

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14. there is a large rain forest in south america

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15. lets eat michael

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Name: _________________________________Section: ______________ Rating: _________

Self-assessment

23
Read each item carefully and answer the following questions. Encircle the letter that corresponds
to your answer. (1 point for each item)

1. Which of the statements is TRUE about a well-written text?

A. has a complete thought
B. the writer's knowledge of the fundamental properties of grammar
C. constitutes proper organization and effective coherence of textual conventions
D. established both the different aspects of the organization and other textual aspects

2. Which property of a well-written text facilitates textual continuity?

A. Coherence and Cohesion B. Language use C. Mechanics D. Organization

3. Which of the following is NOT true about mechanics as one of the properties of a well-written
text?
A. it only focuses on grammar
B. focuses on the technical structure of the text
C. it has to do with proofreading most of the time
D. it emphasizes the proper use of punctuation marks in a text

4. Language use features the appropriateness of words used. Which of the following levels of
language use does this situation evoke? "PO1 Julie presented the result of the crime investigation
on the latest bombing in Marawi to her colleagues."
A. Informal B. Slang C. Standard Academic D. Technical

5. What transitional device is used in the sentence below? "I was having a hard time
understanding the article that I am reading because I have not done background research about
it."
A. Comparison B. Cause and Effect C. Contrast D. Description

6. Which property of a well – written text refers to the established writing conventions for words
that use?
A. Cohesion and coherence B. Language use C. Mechanics D. Organization

7. Which of the following is NOT a property of a well – written text?

A. Cohesion and coherence B. Language use C. Mechanics D. Paragraphing

8. This refers to the "grammatical" aspects of writing and is focused on the degree to which
sentences (or even different parts of a sentence) are connected so that the flow of ideas is easy to
follow.
A. Coherence B. Cohesion C. Language use D. Organization

9. This refers to the overall understandability of what you write or say. It involves summarizing
the overall argument, putting separate, major points into separate paragraphs, and beginning each
paragraph with a 'topic sentence,' following supporting sentences.
A. Cohesion and coherence B. Language use C. Mechanics D. Organization

10. Which property of a well – written text refers to the appropriate language used in
writing/speaking?
A. Cohesion and coherence B. Language use C. Mechanics D. Organization

References

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Alyana, S. (2020). Reading and Writing Skills – Text as a Connected Discourse. Text as a
Connected Discourse - 11: Reading and Writing Skills Text as a Connected Discourse - Studocu

Mustaham, J. & Eijansantos, J. (2020). Reading and Writing Quarter 3 – Module 1: Techniques
in Selecting and Organizing Information. ENG11_RAW_Q3_M1.pdf (zdnorte.net)

Torino, J. (2020). Reading and Writing Quarter 3 – Module 2: Patterns of Written Text
ENG11_RAW_Q3_M2.pdf (zdnorte.net)

Samoya, J. & Delos Reyes, J. (2020). Reading and Writing Quarter 3 – Module 3: Properties of
a Well-Written Text. ENG11_RAW_Q3_M3.pdf (zdnorte.net)

Badar, J. (2020). Reading and Writing Quarter 3 – Module 3: Properties of a Well-Written Text.
Toaz Module 2 Quarter 3 Reading and Writing Skills - Reading and Writing Quarter 3 – Module
2: - Studocu

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