READING AND WRITING

V.. CRITICAL READING

REVIEWER I Refers to the close and thorough
evaluation of the claims in the text in
I. RAPID READING terms of relevance, validity, and logic.
Aims to locate specific information or ● As with inferential reading,
main idea in a very short span of time. critical reading happens in the
Examples of this include skimming and while-reading stage.
scanning, which are both pre-reading
skills. TYPES OF READING
SKIMMING - type of quick reading which Developmental Reading
aims to get the main idea and to get an A systematic instruction which aims to
overview of the material develop the student's reading skills.
SCANNING - A quick reading strategy Pleasure Reading
which aims to get specific information A more passive type of reading that
from a given text. primarily aims to provide enjoyment and
entertainment.
II. PREVIEWING Functional Reading
Is a skill wherein a reader looks over a Designed to help students learn basic
material and focuses on the information functional reading ability.
he/she finds relevant. Remedial Reading
Aims to correct the effects of poor
III. LITERAL READING teaching and poor learning.
Involves the understanding of ideas and
facts that are directly stated in the PATTERNS OF DEVELOPMENT
printed material. Skills included in this Narrative
category include note- taking, •It describes how, when, and where an
paraphrasing and summarizing. event or occurrence actually happened.
a. SUMMARIZING •Used to tell a story or focus on a set of
● Summarizing is a reading skill related events.
that involves condensing a lengthy Transitional Devices
text into a shorter pass which is ● About
usually 15 to 30 percent of the ● Later
material. ● Meanwhile
b. PARAPHRASING ● Prior to
● Paraphrasing involves restating ● tomorrow
main ideas from the original text.
It is done to simplify a complicated Description
text, improve study skills, and •This pattern goes into details about a
borrow ideas without quoting specific object, person, or location, in
directly. order to firmly set its appearance
Transitional Devices
IV. INFERENTIAL READING ● Above
● Refers to process of deducing facts ● Across
and ideas not directly expressed in ● Alongside
the text. ● Between
● Also known as "Reading between ● Beyond
the lines".
Definition ● Both
•It explains not just what something
means or is, but also what something Cause and Effect
does, what something is used for •This pattern explains why something
Transitional Devices happens or what results a particular
● Is defined as event produces.
● As defined •It organizes details based on the causes,
● Means the reason, and the result or
● Refers to consequences of certain phenomenon.
● To define Transitional Devices
● As
Classification ● Since
•It organizes ideas into categories or ● Due to
divisions based on criteria and standards. ● For the reason
•This pattern can be used when ● Consequently
classifying people, objects, events, things,
places, and other items Problem-Solution
Transitional Devices •This pattern organizes ideas into
● Another problem and proposed solutions
● Another kind Transitional Devices
● Classified ● Nonetheless
● Final type ● One reason
● The first category ● One solution is
● One way is
Exemplification ● The problem
•This pattern presents the general
statement and then provides specific and Persuasion
concrete examples to expound on the • Organizes ideas by presenting an issue,
main idea. stating a position, and supporting it with
•This pattem is used to provide an evidence to convince the audience.
example of something. Transitional Devices
Transitional Devices ● Truly
● For instance ● In fact
● As an example ● Inevitably
● For example ● In essence
● In particular ● Certainly
● Namely
ORGANIZATION (Structure)
Comparison-Contrast Organization is the structural framework
•This pattern organizes ideas based on for
how events, places, people, things, and writing. It is important to effective writing
concepts are similar to or different from because it provides readers with a
one another framework to help them fulfill their
Transitional Devices expectations for the text.
● Also Organization is a logical progression and
● As completeness of ideas in a text.
● Equally
● In a similar fashion I. Introduction
A. Attention getter / lead/hook two or more subjects to clarify
B. Connecting sentences relationships, enhance
C. Thesis statement understanding, and provide
insights.
II. Body
A. BPP- Reason for your statement BPP- COHERENCE AND COHESION
Reason B. Main Topic / Topic sentence Coherence is about making sure your
C. Sub topics / supporting sentences ideas are logically connected and easy to
follow. It’s about having a clear flow in
III. Conclusion your writing.
A. Restate the Thesis statement •Essay level
B. Brief Summary
C. Generalization Cohesion is about how you link sentences
D. Catchy statement and ideas together using words like
"however," "therefore," or "for example"
Examples of Different to make the text flow smoothly.
Arrangements of Organization;
1. Chronological Order Properties
2.Spatial Order •Using signal words
3.Classification •Change of pronouns
4.Cause and Effect •Repetition of keywords
5.Comparison and Contrast •Subsitution
•Sentence level only
1. Chronological order refers to the
systematic arrangement of events KEY WORD
or actions, ensuring they occur in Coherence: Logical connections, clarity,
the order they occurred, idea flow
documented for future reference.
2. Spatial order is a writing Cohesion: Sentence linking, transition
technique that presents details words, smooth flow, makes the text stick
based on their physical location, together.
enhancing descriptive writing by
allowing readers to visualize LANGUAGE USE AND MECHANICS
scenes in real-life. Effective language use is crucial in a
3. Classification in organizations well-written text, allowing the writer to
involves systematically arranging communicate ideas without confusing the
entities into categories based on reader, and it is achieved by following
shared characteristics or established writing principles.
relationships, encompassing both 1. Use clear and concise sentences
formal and informal organizations. 2. Avoid redundancies, wordiness, clichés,
4. Cause and effect in an and
organization refer to the hifalutin language
relationship between actions or 3. Avoid excessive use of “there” and “it”
events (causes) and their resulting structures
outcomes (effects). 4. Use precise vocabulary
5. Comparative and contrast 5. Be consistent with your pronoun’s point
analysis is a method used in of
writing to compare and contrast view
6. Avoid sexist language How to identify a claim if it is a claim of
7. Use an appropriate level of formality FACT
● Verify the Statement
Mechanical writing, or technical Ask: Can it be proven or disproven?
writing, involves conventions for spelling,
abbreviation, punctuation, and ● Check for Factual Basis
capitalization in academic and formal Claims of fact rely on measurable data or
texts, which should not be arbitrary. historical records.
1. Always use standard English.
2. Avoid contractions (e.g., shouldn't). ● Avoid Opinions and Values
3. Avoid exclamation marks unless they A claim of fact does not express what
are part of a direct quotation. should or ought to be; it merely states
4. Mention the ful l name of an institution what is or was.
or
organization with the abbreviation in ● Look for Keywords
parenthesis during the first mention. Indicators like "is," "was," "will," "has," or
Thereafter, use the abbreviation. "can" often signal claims of fact.
5. Spell out numbers from zero to ten and
write in figures those that are higher than CLAIM OF POLICY
ten. Definition: A claim of policy advocates for
6. Use proper citations when writing a specific action or policy change.
texts. Typically, more citations are used in Purpose: Goes beyond identifying a
academic texts than in business texts. problem; it proposes a solution.
Focus: Serves as a call to action for
CLAIMS individuals, organizations, or
What are CLAIMS? governments.
For a Speaker: A claim is the main
topic of an argument Characteristics of Claim of Policy
For a Writer: A claim is the central • Claims of policy are often procedure
statement of a text and involve making sub-claims
• They are effective when they clearly
Characteristics of a GOOD CLAIM state the
• A claim should be argumentative proposed action and justifying it with data
and debatable. • They can be used to call readers to
• A claim should be specific and action
focused.
• A claim should be interesting and Key Components of Claim of Policy
engaging. PROBLEM STATEMENT
• A claim should be logical Clearly define the issue, its causes,
consequences, and impact.
CLAIM OF FACT SOLUTION PROPOSAL
A claim of fact asserts that something Offer a specific, actionable plan to
is true or false, or that a condition address the
exists, has existed, or will exist. It is problem
based on evidence that can be proven SUPPORTING EVIDENCE
or disproven with data, observations, Use credible evidence like data, research,
or reliable sources. or
examples to back the solution.
COUNTERARGUMENTS
Address objections and provide
counterpoints to strengthen the
argument.
CALL TO ACTION
End with a clear appeal, urging support
for the
solution.

CLAIM OF VALUE
Argues whether something is good or
bad. It is based on judgment and
evaluation on a
philosophical, aesthetic, or moral
standpoint
However, note that it is not merely a
statement of subjective judgment; a claim
of value is also assessed based on
accurate information.

• A well-defended claim of value may

assert
that the value being defended will
produce good results, as long as it is
backed up by reliable information.
•A text with a good claim of value cites
experts on the field who support the claim
to make the argument more effective.
•Moreover, a claim of value draws on
real-world examples and illustrations to
make the abstract values clear.

Compiled by: Juno and Shanno