READING adjacent words or sounds spoken at a

Process involving the readers into an natural speed.

interpretation with the text and enables them to
use the reading strategies to decipher the FOUR (4) FEATURES OF SPOKEN
meaning of the printed text. DISCOURSE
1. ASSIMILATION
TWO (2) READING TECHNIQUES  When the sound at the end of the word
1. SKIMMING - Reading rapidly in order to get changes to make it easier to say the next
a general overview of the material. word.
2. SCANNING - Reading rapidly in order to EXAMPLES:
find specific facts. A. Could have sounds like coulda.
B. That cat sounds like thak cat.
TEN (10) REASONS WHY YOU SHOULD C. Ten boys sounds like tem boys.
READ
1. Develops your verbal abilities. 2. CATENATION
2. Improves your focus and concentration.  When the last consonant of the first word is
3. Readers enjoy the arts and improve the joined to the first vowel of the next word.
world. EXAMPLES:
4. Improves your imagination. A. An apple sounds like a napple.
5. Makes you smarter. B. Get up sounds like getup.
6. Makes you interesting and attractive. C. Full on sounds like fullon.
7. Reduces stress.
8. Improves your memory. 3. ELISION
9. Makes you discover and create yourself.  Losing of a sound in the middle of the
10. For entertainment. consonant cluster, sometimes from the
middle of a word or from the end of a word.
TEXT AS CONNECTED DISCOURSE EXAMPLES:
DISCOURSE A. Chocolate sounds like chaklut.
 The use of words to exchange thoughts B. Fish and chips sounds like fishnchips.
and ideas. C. Carved statue sounds like carve statue.

I. SPOKEN DISCOURSE 4. INTRUSION

 Connected discourse or speech forms are  When an extra sound intrudes.
the spontaneous pronunciation changes in
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 There are 3 sounds that often to this, r, j,  Although this may be true, in contrast,
and w. different from, of course... but, on the other
EXAMPLES: hand, on the contrary, at the same time, in
A. Go on sounds like gowon. spite of, even so/though, be that as it may,
B. Law and order sounds like lawrunorder. then again, above all, in reality, after all,
C. I want to eat sounds like I want toweat. but, still, unlike, or, yet, while, even though,
instead, whereas, regardless, rather,
II. WRITTEN DISCOURSE however, otherwise, despite
 Transfer of information that requires that
the words be written down. 3. CAUSE, CONDITION, OR PURPOSES
 In the event that, granted, as/so long as,
TRANSITIONAL DEVICES for the purpose of, whenever, while,
 Words or phrases that help carry a thought because of, as, since, while, in case,
from 1 sentence to another, from 1 idea to provided that, given that, only/even if, so
another, or from 1 paragraph to another. that, so as to, owing to, in as much as, due
to, if… then, unless, when, in view of, for
SIX (6) EXAMPLES OF TRANSITIONAL fear that, to the end that, with this intention,
DEVICES in order to
1. AGREEMENT, ADDITION, OR SIMILARITY
 In the first place, not only... but also, as a 4. EXAMPLES, SUPPORT OR EMPHASIS
matter of fact, in like manner, in addition,  In other words, to put it differently, for one
coupled with, in the same fashion/way, first thing, as an illustration, in this case, for this
(second, etc.), in the light of, not to reason, to put in other way, what is to say,
mention, to say nothing of, equally with attention to, by all means, another key
important, similarly, additionally, by the point, first thing to remember, including,
same token, again, to, and, also, then, like, namely, to explain, to clarify, to repeat,
equally, identically, uniquely, like, as, too, for example, in detail, in particular, in
moreover, as well as, together with, of general, expressively, especially,
course, likewise, comparatively, specifically, certainly
correspondingly, furthermore
5. EFFECT, CONSEQUENCE, OR RESULT
2. OPPOSITION, LIMITATION, OR  As a result, in that case, for this reason, for,
CONTRADICTION thus, because the, then, hence,
consequently, therefore, thereupon,
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 forthwith, accordingly, henceforth, under A. CHRONOLOGICAL ORDER
those circumstances  Details are arranged in the order in which
they happened.
6. CONCLUSION, SUMMARY, OR EXAMPLE:
RESTATEMENT This morning was crazy. My alarm clock was
 As can be seen, generally speaking, in the set for PM instead of AM, so I woke up really
final analysis, all things considered, as late. I just threw on some clothes and ran out
shown above, in the long run, given these the door. I rode my bike as fast as I could and
points, as has been noted, in a word, for thought that I was going to be late for sure, but
the most part, after all, in fact, in summary, when I got there everyone was outside and
in conclusion, in short, in brief, in essence, there were firetrucks all lined up in front of
to summarize, on balance, altogether, school. I guess somebody pulled the fire alarm
overall, ordinarily, usually by the large, to before class started. It worked out though,
sum up, on the whole, in any event, in because nobody really noticed or minded that I
either case, all in all was tardy.

FOUR (4) PROPERTIES OF A WELL- B. SPATIAL ORDER

WRITTEN TEXT  The sentences of a paragraph are
I. ORGANIZATION arranged according to geographical
 Clear statement of purpose, position, location, such as left to right, and up to
facts,examples, specific details, definitions, down.
explanation, justifications, or opposing EXAMPLE:
viewpoints. The inside of Bill's refrigerator was horrible. On
 Ideas are logically and accurately arranged. the top shelf was a three-week-old carton of
II. COHERENCE AND COHESION milk. Next to it sat a slice of melon that had
III. COHERENCE started to get moldy. To the right of the melon
 Sentences are arranged in a logical sat the remains of a macaroni and cheese
manner, making them easily understood by dinner that had been served a week earlier. On
the reader. the shelf below was a slice of cake from his
IV. COHESION sister's birthday party. Though there was food,
 Connection of ideas at sentence level. none of it was edible.

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C. EMPHATIC ORDER FOUR (4) SIGNAL DEVICES
 When information found in a paragraph is A. TRANSITIONS
arranged to emphasize certain points Words that connect one idea to another, in
depending on the writer’s purpose. order for our ideas to flow smoothly.

THE COHERENCE OF THE PARAGRAPH IS TRANSITIONAL WORDS

ESTABLISHED IN ONE OF TWO (2) WAYS Words that help connect or link ideas, phrases,
a) From least to most important sentences, or paragraphs.
b) From most to least important
EXAMPLE: EIGHT (8) EXAMPLES OF TRANSITIONAL
After looking at all the brochures and talking to WORDS
several salesmen, I decided to purchase an a. TIME
SLR camera. For several years I had been  First, immediately, afterward, before, at the
dissatisfied with the results I was getting from same time, after, earlier, simultaneously,
my point-and-shoot camera. The framing was finally, next, in the meantime, later,
imprecise and the focus was not always eventually, then, meanwhile, now,
accurate. I had planned a vacation to an area subsequent
that promised many fabulous photo b. SEQUENCE
opportunities, and I wanted to capture each  Moreover, furthermore, next, also, finally,
one with accuracy. But the most important last, another, first, second, third, besides,
reason I decided on the SLR camera was the additionally
great versatility it offered. c. SPACE
 Above, next to, below, behind, beside
In the above paragraph, the organization d. ILLUSTRATION
moves from the least important idea  For instance, specifically, for example,
(dissatisfaction with the results of the point- namely, in this case, to illustrate
and-shoot camera) to the most important idea e. COMPARISON
(the versatility offered with the SLR camera).  Similarly, also, in the same way, still,
likewise, in comparison, too
2. SIGNAL DEVICES f. CONTRAST
 Words that give readers an idea of how the  But, despite, however, even though, yet,
points in your paragraph are progressing. on the other hand, although, on the
contrary, otherwise, conversely

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g. CAUSE AND EFFECT EXAMPLE OF PRONOUNS USED IN AN
 Because, as a result, consequently, then, ACTUAL SENTENCE
so, since
h. CONCLUSION INCORRECT:
 Thus, therefore, in conclusion, in short Rodrigo Duterte is the 16th President of the
Republic of the Philippines. Aside from that,
B. REPETITIONS Rodrigo Duterte also served as Davao City’s
 Repetitions of main ideas keep continuity Mayor for a long period of time. Rodrigo
and highlight important ideas Duterte is also known by the populace as an
 Could be a word, a phrase, or a full adamant leader.
sentence, or a poetical line repeated to
emphasize its significance in the entire text CORRECT:
Rodrigo Duterte is the 16th President of the
FOUR (4) EXAMPLES OF REPETITIONS Republic of the Philippines. Aside from that, he
a) If you think you can do it, you can do it. also served as Davao City’s Mayor for a long
b) The boy was a good footballer, because period of time. He is also known by the
his father was a footballer, and his populace as an adamant leader.
grandfather was a footballer.
c) The judge commanded, stamping his III. LANGUAGE USE
mallet on the table, saying “order in the  Appropriateness of word or vocabulary
court, order in the court.” usage.
d) The president said “work, work, and work”
are the keys to success. SEVEN (7) PATTERNS OF DEVELOPMENT
IN PARAGRAPH WRITING
C. SYNONYMS 1. NARRATION
Words similar in meaning to important words or  Tells a story.
phrases that prevent tedious repetitions.  Relates an incident or a series of events
that leads to a conclusion or ending.
D. PRONOUNS  Tells the reader when, where, and what
• Words that connect readers to the original happened.
word that the pronouns replace. 2. EXPOSITION
 Purpose of the author is to inform, explain,
describe, or define his or her subject to the
reader
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3. DESCRIPTION TWO (2) FORMS OF OUTLINE
 Gives information of what a person, an A. TOPIC OUTLINE
object, a place, or a situation is like.  Uses parallel phrases for the heading all
 Appeals to the reader’s senses, it makes throughout.
the reader see, hear, taste, smell, or feel B. SENTENCE OULINE
the subject.  Uses sentences for the heading all
4. PROCESS ANALYSIS throughout.
 Explains step by step how something is
done or how to do something. TWO (2) FORMATS OF OUTLINING
5. PERSUASION A. NUMBER-LETTER FORMAT
 Persuasive paragraph intends to convince The use of the number, then letter in an outline.
readers to do or believe in something. You use the Roman numerals for the main
6. DEFINITION heading. You start with Roman “I” for the
 Explains a concept, term, or subject. Its heading, under are the subheadings or
main purpose is to tell what something is. supporting details which are indented and are
7. COMPARISON marked by capital letters. If their subheadings
 Analyze and evaluate 2 or more concepts. under letter “A”, ident further and use Arabic
numbers 1 and so on. In case of information
FOUR (4) TECHNIQUES IN SELECTING AND not as important as the subheading, ident and
ORGANIZING INFORMATION mark it with a small letter instead.
1. BRAINSTORMING
 Group creativity technique by which efforts I. Main heading
are A. Subheading
made to find a conclusion for a specific 1. Supporting details
problem by gathering a list of ideas 2. Supporting details
spontaneously contributed by its members.
2. GRAPHIC ORGANIZER II. Main heading
 Shows the relationship between and A. Subheading
among facts, concepts, or ideas. 1. Supporting details
 Examples are concept map, t-chart, and a. Example
Venn diagram.
3. OUTLINE B. DECIMAL OUTLINE FORMAT
 General plan of what you intend to write. Makes use of decimal numbers in place of the
number-letters use. Arabic number 1 is used
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instead of Roman “I” for the main heading. chocolate, so that people who are allergic are
Number 1.1 is used in case there is a able to eat chocolate ice cream without risking
subheading; numbers 1.2 if there is another an allergic reaction.
subheading that follows it.
EXAMPLE NO. 2:
1. Main heading CLAIM:
1.1 Subheading Some people say that cellular phones should
1.1.1. Supporting details be banned from schools, because they distract
1.2.2. Supporting details from learning.
COUNTERCLAIM:
2. Main heading Others say that students should be allowed to
2.1. Subheading carry cellular phones for emergency purposes.
2.1.1. Supporting details REBUTTAL:
2.1.1.1. example There are plenty of other, less disruptive ways
for parents and students to communicate.
CLAIMS, COUNTERCLAIMS, AND
REBUTTALS POSITION PAPER
1. CLAIM - Your position or viewpoint on an  Explains your opinion on a specific issue
issue. based on logical support.
2. COUNTERCLAIM - Opposing side that is  Presents an arguable opinion about an
arguing about the issue. issue.
3. REBUTTAL - Response to the counterclaim.  Goal is to convince the audience that your
It further supports your claim. opinion is valid and worth listening to.
 Your personal opinion about the issue.
TWO (2) EXAMPLES  Your job is to take one side of the
EXAMPLE NUMBER 1: argument and persuade your audience that
CLAIM: you have well-founded knowledge of the
Everyone should eat chocolate ice cream. topic being presented.
COUNTERCLAIM:  Very important to ensure that you are
Some people are allergic to chocolate ice addressing all sides of the issue and
cream. presenting it in a manner that is easy for
REBUTTAL: your audience to understand.
Today’s ice cream manufacturers can use
artificial ingredients to duplicate the flavor of
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ANALYZING AN ISSUE AND DEVELOPING C. Assert point no. 3 of your claims
AN ARGUMENT a. Give your opinion
b. Provide support
FACTUAL KNOWLEDGE IV. CONCLUSION
 Information that is verifiable and agreed A. Restate your argument
upon by almost everyone. B. Provide a plan of action
STATISTICAL INFERENCE
 Interpretation and examples of an EDITORIAL ARTICLE
accumulation of facts.  States the newspaper’s opinion on an
INFORMED OPINION issue.
 Opinion developed through research  Basically, it reflects the majority vote of the
and/or expertise of the claim. editorial board on an issue.
PERSONAL TESTIMONY  Allows you to discuss your opinion on an
 Personal experience related by a issue, persuade the audience, and talk to
knowledgeable party. the reader.

OUTLINE FOR A POSITION PAPER OUTLINE FOR AN EDITORIAL ARTICLE

I. INTRODUCTION I. INTRODUCTION
A. Introduce the topic A. Hook to grab reader’s attention
B. Provide background on the topic B. Clearly state opinion on the issue
C. Assert the thesis or your view of the issue C. Mention 2 to 3 reasons that support opinion
II. COUNTER ARGUMENT II. BODY
A. Summarize the counterclaims Needs facts. Support your arguments with
B. Provide supporting information for facts and credible citations.
counterclaims II. I. BODY PARAGRAPH 1
C. Refute the counterclaims A. State reason
D. Give evidence for argument B. Include 2 to 3 facts that support reason
III. YOUR ARGUMENT C. Include more details to support each fact
A. Assert point number 1 of your claims II. II. BODY PARAGRAPH 2
a. Give your opinion A. State reason
b. Provide support B. Include 2 to 3 facts that support reason
B. Assert point number 2 of your claims C. Include more details to support each fact
a. Give your opinion III. CONCLUSION
b. Provide support A. Restate opinion on issue
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B. Restate reasons that support opinion III. CONCLUSION
C. Leave the reader thinking or persuade them A. OPINION
to take action Once again, music is important because it can
make children better students, give them
EXAMPLE something positive to do, and build their
I. INTRODUCTION character.
A. HOOK B. OPINION
Fine arts are important in the curriculum Unfortunately, the children who need music
because of what they do for learning, stated lessons the most usually don’t have access to
Patty Taylor, arts consultant for the California them outside of school.
State Department of Education. C. LEAVE READER THINKING
B. OPINION That is why music should be offered in every
In other words, the arts, especially music, single grade in every school.
should be part of every school’s curriculum at
every grade level. LITERATURE REVIEW
C. REASONS  Compiles and evaluates the research
Music makes students smarter, gives children available on a certain topic or issue that
something positive to do, and builds self- you are researching and writing about.
confidence. Most students don’t have a chance  Involves research, critical appraisal, and
to learn music outside of school, and everyone writing.
deserves that opportunity.
II. BODY WRITING AN EFFECTIVE LITERATURE
Students would be much smarter if they had REVIEW
some music experience. They would improve 1. Gathering sources
their classroom skills, like paying attention, 2. Evaluating sources
following directions, and participating without a) Credentials
interrupting (De Leon, 2015). People develop b) Argument or evidence
all these skills when they learn music.
Musicians are also better in math, and they get TWO (2) THINGS TO CONSIDER WHEN
higher S.A.T. scores (Yusi, 2016). For instance, COMPARING SOURCES
a study by the College Entrance Examination 1. CONCLUSIONS - Last part of something, its
Board reported, “Students with 20 units of arts end or result.
and music scored 128 points higher on the 2. GAPS OR OMISSIONS - Something that
S.A.T. verbal and 118 points higher in math.” has been left out or excluded.
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THREE (3) GUIDELINES IN WRITING A  Assess how each source relates to other
LITERATURE REVIEW researchwithin the field.
1. INTRODUCTION  in accessing, you will now relate one from
 Should identify your topic, some discussion the other.
of the significance of that topic and a thesis  Group sources by theme, topic or
statement that outline what conclusion you methodology.
will draw from your analysis and synthesis  Critically evaluate research.
of the literature. 5. THESIS STATEMENT
2. BODY  Your thesis statement should contain the
 Should discuss and assess the research overarching focus for your literature review as
according to a specific organizational well as the main supporting points you found in
principle rather than addressing each the literature.
source separately. 6. LITERATURE REVIEW
3. CONCLUSION  Use an intro, body, and conclusion.
 Should provide a summary of your finding  Include summary, synthesis, and
from the literature review. evaluation.
 Explain what your analysis of the material  Could be long or short.
leads you to conclude about your overall
state of the literature, what it provides and FOUR (4) LITERATURE REVIEW
where it is lacking. STRATEGIES
1. SUMMARY
SIX (6) LITERATURE REVIEW WRITING Briefly state the argument and main points of
PROCESS relevant research.
1. DEFINE TOPIC 2. SYNTHESIS
 What are you looking to explore? Combine ideas in order to form an integrated
2. RESEARCH QUESTION theory or system through critical evaluation,
 Write specific question to guide your compare, or contrast.
research. 3. ANALYSIS
3. RESEARCH Closely examine the elements or structure of
 Find relevant sources. the research and interpret through the lens of
 Read and take note of the main points, the field.
conclusions,strengths, and weaknesses of 4. EVALUATION
the research.
3. ANALYZE AND EVALUATE
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Assess the research based on criteria you
choose, state, and explain. Support your
evaluation with research.

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