Reading

and
Writing
( Interconnectedness)
 
•  gain clearer understanding of the contents and
processes in teaching reading and writing
• realize that understanding critical thinking
process is important in teaching reading and
writing
• Connect reading skills to writing skills
• Write lesson plans for specific competencies in
reading and writing
Start-Up

• Each box in each slide has a hidden message

( word or phrase).In groups, decipher the
message by making use of the clues that are
present in each box.
• Be sure to discuss your answers and reasons
among your group mates.
• Say your group’s yell if you are ready for the
answer.
Mce
Mce
Mce
 B

R E

D UM R
A R M S
W
A
T
E
R
________________
foot
WRIST
WRIST
What does the puzzle tell us?
Meaning making

READING AND
WRITING

CRITICAL
THINKING
Priming Activity 2

Share a piece.
What went well What went wrong
Analysis

• Do the activity by groups.

Complete the INFO CHART
Text Structure Description Signal words

• Group 1: Narration Group 5: Classification

• Group 2: Description Group 6: Persuasion
• Group 3: Definition Group 7: Cause and Effect
• Group 4: Comparison and Contrast
 Analysis
• Read the situation below.
TRAPPED
An 8.5 magnitude earthquake hit your area
destroying almost 95% of infrastructure like malls,
hospitals, stores and even the only bridge was destroyed,
you would have to detour and walk approximately 200
miles to reach the other region where you could get
help. Much of the equipment and materials needed for
survival were also destroyed along with the
infrastructures. Because survival depends on your
reaching the mainland, you must choose seven most
critical items for the 200-mile trip, since you are all
weak and cannot carry everything.
Selecting the important ones

• Listed below are the twenty items that the ten of you
were able to rescue. Your task is to select the
important ones with the goal of eventual rescue. You
must defend each choice with a good reason.
 Discuss with group members what 6 important items to bring.
a box of matches 3 gallons of water
a case of bearbrand Small boxes of Rite Meds
A box of noodles 5 small bottles of white flowers
A world map Box of canned milk
A first-aid kit Half sack of rice
Two .45 caliber pistols A dozen of shampoo
Shirts 6-inch knife
can openers 5 loaves of Pinoy Tasty Bread
Box of biscuits 5 canned Corned Beef
Malong Box of assorted biscuits and candies
 Fill out the SELECTION INFO
CHART
Questions to ask Reasons for asking Choices Reasons for
questions choices
Reporting
Abstraction

ENGLISH
(Learned
Curriculum)

READING WRITING

LEARNER
 Reading and Writing Curriculum
Guide
Core Subject: The development of reading and writing skills as applied to a wide range of materials other than poetry, fiction and drama

Content Content Performance Learning Code

Standard Standard Competencies
RWS111.1 The learner… The learner… The learner..  
Reading        
and        
Thinking realizes that critiques a Describes a written text EN11/12RWS-IIIa-1
Strategies information in chosen sample as connected discourse
across Text a written text of each pattern
Types may be of development
selected and focusing on
organized to information ,
achieve a selection,
particular organization and
purpose development
 
 Reading and Writing Curriculum
Guide
   
 A. Text as Distinguishes between and EN11/12RWS-IIIa-2
 
Connected among techniques in  
Discourse selecting and organizing  

Techniques in
Selecting and information
Organizing a. Brainstorming list EN11/12RWS-IIIa-2.1
Information b. Graphic organizer EN11/12RWS-IIIa-2.2
Patterns of c. Topic outline EN11/12RWS-IIIa-2.3
Development
d. Sentence outline EN11/12RWS-IIIa-2.4
Properties of    
a well-written  
text
     
Distinguishes between and EN11/12RWS-IIIbf-3
 
among patterns of development
in writing across disciplines

a. narration EN11/12RWS-IIIbf-3.1
EN11/12RWS-IIIbf-3.2
b. description
EN11/12RWS-IIIbf-3.3
c. definition
EN11/12RWS-IIIbf-3.4
d. exemplification/ classification EN11/12RWS-IIIbf-3.5
e. comparison and contrast EN11/12RWS-IIIbf-3.6
f. cause and effect EN11/12RWS-IIIbf-3.7
g. problem and solution EN11/12RWS-IIIbf-3.8
 
h. persuasion  
   
 
 
 
 
     
Identifies properties of EN11/12RWS-IIIgh-4
a well-written text

a. organization EN11/12RWS-IIIgh-4.1
b. coherence and EN11/12RWS-IIIgh-4.2
cohesion
c. Language EN11/12RWS-IIIgh-4.3
EN11/12RWS-IIIgh-4.4
d. mechanics  
 
 EN11/12RWS-IIIij-5
RWS11.2 Understands Writes a Explains critical  
text and Context 1000-word reading as ways of  
the
Connections critique of thinking
relationship a selected
( Critical  
of a written text on the
Reading) basis of its
 
text and the
  claim/s, Identifies claims
A. Critical context in explicitly or EN11/12RWS-IIIij-6
context
Reading as which it was and implicitly made in
ways of developed properties a written text
thinking as a a. Claim of Fact EN11/12RWS-IIIij-6.1
1. Explicit and written b. Claim of Policy EN11/12RWS-IIIij-6.2
material
Implicit in a c. Claim of Value EN11/12RWS-IIIij-6.3
text  
2. Context of  
 
text
Development
 
A. Critical
Reading as
Reasoning
1. Formulating
Evaluative
     
Identifies the context in EN11/12RWS-
which a text was IVac-7
developed
 
a. Hypertext EN11/12RWS-
  IVac-7.1
 
b. Intertext EN11/12RWS-
IVac-7.2
 
 
 

     
Explains critical reading EN11/12RWS-IVac-
as reasoning 8
 
 
     
Formulates EN11/12RWS-
evaluative IVac-9
statements about a  
text read
 
a. Formulates EN11/12RWS-
assertions about IVac- 9.1
the content and
properties of a
text read
b. Formulates EN11/12RWS-
meaningful IVac-9.2
counterclaims in  
response to  
claims made in a  
text read  
 
 
       
Determines
EN11/12RWS-
textual evidence IVac-10
to validate  
assertions and  
 
counterclaims
made about a
text read
  
RWS11.3  
Produces each Identifies the unique EN11/12RWS
Purposeful Understands the type of academic features of and -IVdg-12
writing in requirements of writing and requirements in  
the composing professional composing texts that  
Disciplines academic corrrespondence are useful across  
and for writing and following the disciplines  
professionals professional properties of   EN11/12RWS
correspondence well-written texts A. Book Review or -IVdg-12.1
and process Article Critique  
approach to   EN11/12RWS
writing B. Literature Review -IVdg-12.2
   
C. Research Report EN11/12RWS
  -IVdg-12.3
D. Project Proposal EN11/12RWS
  -IVdg-12.4
  EN11/12RWS
E. Position Paper -IVdg-12.5
     
Identifies the unique EN11/12RWS
features of and -IVhj-13
requirements in composing  
professional correspondence  
a. Resume EN11/12RWS
-IVhj-13.1
b. Application for College EN11/12RWS
Admission -IVhj-13.2

c. Application for EN11/12RWS

Employment -IVhj-13.3
 
d. Various Forms of office EN11/12RWS
Correspondence -IVhj-13.4
 
 
 
 
 
 
 
 
Writing critique ( 1000 words)

Identifying properties (coherence,l anguage use,

mechanics)

Understanding paragraph development

Organizing Information

Understanding of written texts as connected

discourse ( reading)
Composing professional correspondence ( writing)

Identifying distinct features of written output

Explaining purpose ( academic and professional

writing)

Formulating evaluative statements

Putting pieces of evidence ( hyper text, in text)

Understanding importance of critical reading

Deepening Critical Content

• Analyzing TEXT FEATURES

Structure 1:Problem and Solution

• Students at our school must take make-

up tests in noisy, distracting
environment.
• When students come back at school after
being sick, they have to make up tests
during class time and are distracted by
their teachers and classmates. So they
miss yet another class.
• Our school needs to establish a special area for taking
make-up tests. There are many reasons a testing
center is necessary. On any given day, an average 4
percent of the students in our school are absent. Many
of these students have tests to make-up when they
return. That means that make-up tests happen dozens
of time every day.
• Creating a testing center would not require more
money or additional staff. The tables at the north end
of the library would be ideal. A teacher or another
faculty member could administer the tests.
– A testing center would show students and parents that our
school takes exams seriously.
Look at each part of the text

• Look at the beginning or middle part of a paragraph

to find the STATEMENT OF THE PROBLEM.
• Find DETAILS that explain the problem and tell why
it is important.
• Look for the PROPOSED SOLUTION.
• Identify the SUPPORTING DETAILS for the
proposed solution.
• Think about whether the solution is a good one.
The P-S in text

Problem
Proposed
Details that explain
solution
Supporting details
Problem Solution
Problem: Solution:

Details that explain the problem: Supporting details for the proposed
solution

PROBLEM SOLUTION
Structure 2: Cause and Effect

What happened? Why did it happen?

CAUSE EFFECT
Text 2:

• In 1883, the massive explosion of a volcano called

Krakatau resulted in tens of thousands of deaths as
well as long-term changes in climate conditions.
• Krakatau, also called Krakatoa, takes up much of a
small island called Rakata. Part of the country
Indonesia, Rakata lies between the islands of Java
and Sumatra in the Indian Ocean. Until 1883,
Krakatau was a huge volcano, with a height of about
6,000 feet above sea level
 At 10:00A.M. on August 27,1883, a huge
explosion destroyed most of Krakatau. As a result of
the explosion,, volcanic ash spewed into the air as
high as 50 miles above the volcano.
The effects of the explosion were immediate and
deadly. The blast caused nearly five cubic miles of
rock fragments to be released into the air. In the
region of the blast, the sun was not visible for the
next two and a half days. Burning ash and rocks
killed thousands. Tidal waves up to 120 feet high
struck
• Java and Sumatra. Because of the ash, rocks and
.
waves, about 36,000 people lost their lives.
The destruction at Krakatau had effects around the
world. People in Australia, more than 2,000 miles
away heard the boom. Weather forecasters all over
the planet detected sudden increases in atmospheric
pressure. A series of tidal waves resulting from the
blast reached as far as Hawaii and South
America.Volcanic dust from Krakatu became part of
Earth’s atmosphere and created unusually beautiful
sunsets in the Northern Hemisphere for about three
years afterwards. Some scientists believe that dust
from Krakatau may have been the reason for a five-
year drop in global temperatures.
•
What happened?

Effect Effect Effect

Structure 3: Comparison and Contrast

• Look for DIRECT STATEMENTS of comparison and

contrast: These things are similar because…or One
major difference is…..
• Pay attention to words and phrases that signal
comparisons such as also, both, is the same as, and
in the same way.
• Notice words and phrases that signal contrasts.
Some of these are however, still, but and in contrast.
Text 3: Forms of Republican
Government: Rome and United States
After fighting the Revolutionary War, Americans
were faced with task of creating a new government.
The vision of the new nation as a republic- a
government in which citizens rule through their
elected representatives-was based on the republic of
ancient Rome. The republican governments of Rome
and the United States have both similarities and
differences.
The guiding principles of the government of Rome
were the Twelve Tables, a list of legal rules.
• Only adult male landowners could be citizens and
they could only vote. The legislative branch was
divided into three houses: a 300-member Senate
chosen from aristocracy, a Centuriate Assembly of
citizen-soldiers and a Tribal Assembly of general
citizens. The judicial branch consisted of eight
judges chosen by the Centuriate Assembly for one-
year terms.
• Like the republic of Rome, the government of the
United States is based on a code of laws, the U.S.
Constitution, which gives its citizens the right to
select their leaders. However, U.S. citizens now
include all native-born or naturalized persons, not just
adult male landowners, as in Rome.
• The U.S. government also consists of an executive, a
judicial, and a legislative branch. In contrast to the
Roman executive consuls, the U.S. executive is one
person- a president elected by the citizens for a four-
year term. The legislative branch includes only two
houses compared with Rome’s three- a 100-member
Senate elected by the people for six-year terms and a
House of Representatives elected for two-year terms.
However, while Roman judges were appointed by the
Assembly for a term of only one year, the nine
members of the U.S. judicial branch, the Supreme
Court are appointed by the president for life.
Government
of Government of U.S.
Rome
Comparison and Contrast
Comparison and Contrast
Text Structure 4: Argument

• Look for words or phrases that signal an opinion

such as I believe, I think, in my opinion.
• Identify reasons, facts, or expert opinions that
support the argument.
• Ask yourself if the argument and the reasons that
back it up make sense.
• Look for errors in reasoning, such as
overgeneralizations, that may affect the argument.
 A Needed Compromise
It is time for the administration to revise the
cellphone policy at Jefferson High School and allow
students to use cellphones during lunch period.
Currently, cellphones may not be used at any time.
As a result, students are forced to leave campus
during lunch if they wish to talk on the phone. This
situations create many problems.
First, students who leave the school building
during lunch must hurry back for afternoon classes
and are often late. They also risk injury when
crossing the school street to get to the mall. The road
can be quite busy and dangerous.
 These problems would largely be solved if students
were allowed to use cellphones during their lunch
period. Students would be safer if they remained in the
building and fewer would be late to class. Finally,
students would be more likely to eat a healthful and
leisurely lunch if they remained at school. The fast food
restaurants in the mall serve greasy, non-nutritious food.
Some teachers disagree with my views. They argue
that many high school students would abuse such a
policy. They feel strongly that students would continue
lunch conversations in the halls and classrooms. They
also think that cellphone loss and theft would be a
problem.
 I would argue that high school students
can be responsible. The more
opportunities we are given to exercise
responsibility, the sooner we will become
responsible adults. I also think that
making rules based on anticipated
problems is unfair. I hope the
administration will at least consider my
proposal to allow students at Jefferson
High School to use cellphones during the
lunch period.
Look at each part of the text

• 1. Circle any words that signal an opinion.

• 2. Underline the words or phrases that signal the
writer’s opinion.
• 3. The writer presents both sides of the argument. Fill
in the chart to show two sides.
Reasons for Use at Reasons Against Use
School at School
Highlight of Text Structures

• Expository Writing: A piece of writing meant to

explain, inform, clarify, instruct, or define.
• Topic: The subject the writer chooses to address in
his or her writing.
• Purpose: The intent of the writing to inform or teach
someone about something, to entertain people, or to
persuade or convince the audience to do or not do
something.
• Audience: The intended readers of a particular piece
of writing.
• Tone: The attitude of the author toward the subject.
• Compare/Contrast: An organizational strategy that
uncovers differences and similarities between two
subjects.
• Problem/Solution: An organizational strategy that
addresses a specific problem/issue and progresses to
investigate possible solutions and/or outcomes.
• Process Analysis or Sequence: An organizational
strategy that uses sequence and order of action to
explain or relate a process or series of events.
• Cause/Effect: An organizational strategy that
discusses a particular cause, or series of causes, and
then relates effects to the causes to show their
relationship.
Essential Questions
• What role does writing play in our lives?
• How do we develop into effective writers?
• To what extent does the writing process contribute to
the quality of the writing?
Writing a Critique

• A critique is a genre of academic writing that

briefly summarises and critically evaluates a work or
concept.
Critiques can be used to carefully analyse a variety
of works such as:
• Creative works – novels, exhibits, film, images,
poetry
• Research – monographs, journal articles, systematic
reviews, theories
• Media –  news reports, feature articles
A critique uses a formal, academic writing style and has
a clear structure, that is, an introduction, body and
conclusion.   However, the body of a critique includes
a summary of the work and a detailed evaluation. 
The purpose of an  evaluation is to gauge the
usefulness or impact of a work in a particular field
Why do we write critiques?

• Writing a critique on a work helps us to develop:

• A  knowledge of the work’s subject area or related
works.
• An understanding of the work’s purpose, intended
audience, development of argument, structure of
evidence or creative style.
• A recognition of the strengths and weaknesses of the
work.
How to Write a CRITICAL
ANALYSIS
How to write a critique

• Before you start writing, it is important to have a

thorough understanding of the work that will be
critiqued.
• Study the work under discussion.
• Make notes on key parts of the work.
• Develop an understanding of the main argument or
purpose being expressed in the work. 
• Consider how the work relates to a broader issue or
context.
How to write a critique

• Introduction
• Typically, the introduction is short (less than 10% of
the word length) and you should:
• Name the work being reviewed as well as the date it
was created and the name of the author/creator.  
• Describe the main argument or purpose of the work.
• Explain the context in which the work was created. 
This could include the social or political context, the
place of the work in a creative or academic tradition,
or the relationship between the work and the creator’s
life experience. 
• Have a concluding sentence that signposts what your
evaluation of the work will be. For instance, it may
indicate whether it is a positive, negative, or mixed
evaluation.
Summary
• Briefly summarise the main points and objectively
describe how the creator portrays these  by using
 techniques, styles, media, characters or symbols. 
This summary should not be the focus of the critique
and is usually shorter than the critical evaluation.
Critical Evaluation

• Critical evaluation
• This section should give a systematic and detailed
assessment of the different elements of the work,
evaluating how well the creator was able to achieve
the purpose through these.  For example: you would
assess the plot structure, characterisation and setting
of a novel; an assessment of a painting would look at
composition, brush strokes, colour and light; a
critique of a research project would look at subject
selection, design of the experiment, analysis of data
and conclusions.    
• A critical evaluation does not simply highlight
negative impressions. It should deconstruct the work
and identify both strengths and weaknesses. It should
examine the work and evaluate its success, in light of
its purpose.
• Examples of key critical questions that could help
your assessment include:
• Who is the creator? Is the work presented objectively
or subjectively?
• What are the aims of the work? Were the aims
achieved?
• What techniques, styles, media were used in the
work?  Are they effective in portraying the purpose? 
• What assumptions underlie the work? Do they affect
its validity?
• What types of evidence or persuasion are used? Has
evidence been interpreted fairly?
• How is the work structured?  Does it favour a
particular interpretation or point of view? Is it
effective?
• Does the work enhance understanding of key ideas or
theories? Does the work engage (or fail to engage)
with key concepts or other works in its discipline?
• This evaluation is written in formal academic style
and logically presented. Group and order your ideas
into paragraphs. Start with the broad impressions first
and then move into the details of the technical
elements.   For shorter critiques, you may discuss the
strengths of the works, and then the weaknesses. In
longer critiques, you may wish to discuss the positive
and negative of each key critical question in
individual paragraphs.
• To support the evaluation, provide evidence from the
work itself, such as a quote or example, and you
should also cite evidence from related sources.
Explain how this evidence supports your evaluation
of the work.
Conclusion
• This is usually a very brief paragraph, which
includes:
• A statement indicating the overall evaluation of the
work
• A summary of the key reasons, identified during the
critical evaluation, why this evaluation was formed.
• In some circumstances, recommendations for
improvement on the work may be appropriate.    
•  
PERSONAL ESSAY CRITIQUE:

• Does the writer have a clear but understated purpose

to the essay?
• Does it avoid being overly moralistic or heavy-
handed?
• Does the essay contain suspense or tension that is
resolved in some way?
• Do you have any suggestions for organizing the
essay, such as focusing in on one event rather than
many, providing more background, turning
explanation into action, etc.?
• Does the essay make good use of concrete
description, anecdote, and dialogue?
• Does the essay help you to feel the emotions rather
than just describe the emotions of the author?
• Does the essay reveal a significant aspect of the
writer’s personality?
• Does the writer seem authentic?
• Is this a passionate piece? Is it creative?
CRITICAL REVIEW CRITIQUE

• Does a direct thesis convey both the subject and the

reviewer’s value judgment?
• Does the review provide a summary or description to
help you experience the film, music, event, etc.? Note
places where the author provides too much or too
little detail.
• Does the essay clearly identify relevant criteria for
evaluation? Are they appropriate, believable, and
consistent?
• Are any important features of the reviewed subject
omitted?
• Logos (logic, content): Does the essay provide
sufficient, relevant, and interesting details and
examples to adequately inform and entertain?
• Ethos (author): Does the author’s judgment seem
sound and convincing?
• Pathos (emotional appeals): Does the author
responsibly and effectively utilize emotional appeals
to the audience?
• Does the author include adequate reference to the
opposition and respond to that opposition
appropriately?
• Information Essay Critique: The questions posed
about an informative essay will vary, depending on
the purpose and strategy of the essay. The SMGW
suggests evaluating for the following issues:
• Is topic clearly explained and sufficiently focused?
• Does the content fit the audience?
• Is it organized effectively?
• Are definitions clear?
• Are other strategies (classification,
comparison/contrast, analysis) used effectively?
• Are sources used sufficiently, effectively, and
appropriately?
Informative Essay Critique

• Does the author utilize vivid detail, interesting

examples, and lively language?
• Does the essay avoid emphasizing judgment over
explanation?
• Does the essay have a clear focus or implied thesis?
 COMPARISON/CONTRAST ESSAY CRITIQUE

• Is the purpose for a comparison or contrast evident

and convincing?
• Does the essay identify significant and parallel
characteristics for comparison?
• Does the author adequately explain, analyze, or
reflect on the comparison or contrast?
• Does the author provide appropriate transitions words
to indicate comparison and contrast?
• Is the treatment of each side of the comparison or
contrast in balance?
• Does the essay provide sufficient, relevant, and
interesting details?
FEATURE ARTICLE CRITIQUE

• Does this article interest you? Do you think it will

interest the intended audience? Can you suggest ways
to increase interest?
• Can you tell what the “angle” or implied thesis is?
Does the author avoid editorial judgment on the
subject while still keeping the purpose clear?
• Has the writer done sufficient research? What
questions have gone unasked or unanswered? Whose
point of view or what information would add further
to the completeness of the feature?
• Is the subject presented vividly with sensory images,
graphic detail, and figurative language? Do you have
suggestions of details or images to include?
• Does the writer use an appropriate mixture of
anecdote, quotation, description, and explanation?
Would more or less of one of these improve the
essay?
• Are the beginning and ending paragraphs interesting
and appropriate for the specific audience? Consider
the need for a “lead sentence” if intended for a
newspaper.
DOCUMENTED ARGUMENT CRITIQUE

• Is the thesis clear, argumentative, and effective? Why

or why not?
• Are the topic and thesis are reasonable for the
assignment, audience, and context of the essay?
• Does the author define his or her terms and provide
sufficient background information? What ideas or
terms are undefined or inadequately explained?
• Is the thesis supported by clear reasons? Are the
reasons clearly worded and supported sufficiently?
• Do the reasons fit logically together and are they
placed in the right order?
• Does the author adequately address the opposition?
What is another opposing argument he/she should or
could have addressed?
• Has the author done adequate research?
• Are the works cited adequately introduced and
explained before citing from them?
• Examples of Appropriate Thesis Statements
• Each of the following thesis statements meets several
of the following requirements:
•  Specificity
•  Precision
•  Ability to be argued
•  Ability to be demonstrated
•  Forcefulness
•  Confidence
Outlining
• There are two types of formal outlines: the topic
outline and the sentence outline. You format both
types of formal outlines in the same way.
•  Place your introduction and thesis statement at the
beginning, under roman numeral I.
•  Use roman numerals (II, III, IV, V, etc.) to identify
main points that develop the thesis statement.
•  Use capital letters (A, B, C, D, etc.) to divide your
main points into parts.
•  Use arabic numerals (1, 2, 3, 4, 5, etc.) if you need
to subdivide any As, Bs, or Cs into smaller
Sample Graphic Organizers

• graphic organizers (2) (1).pdf

Video

• Brain Storming before writing

Book Review

- is a form of literary criticism in which a book is

analyzed based on content, style, and merit.

- A book review's length may vary from a single

paragraph to a substantial essay.

Book_Reviews.pdf
Book Review Sample
• What is a Position Paper?
• makes a claim about something and then prove it
through arguments and evidence.
• How to Choose a Position Essay Topic
• Position papers can use any of the other essay forms
like definition, description, and cause, evaluation,
argument or problem solution. However, you need
remember that the purpose of the paper is not to
explore the issue, but to argue a particular position
about the issue.
• Example: "Women are better employees than men" is
a position that can be argued. You want to choose a
topic that is interesting and make a claim that other
people would disagree with. Because there is a
contrary point of view, you have something you can
write about.
Writing Steps for a Position Paper
• Decide on a topic. The best topic will be one you
have a strong interest in or opinion about. Find some
articles to read about your topic. It is best to read
different positions. Try to get a feel for the various
views on the topic.
• Write your position idea. Pick one particular aspect
of the topic to discuss and write a one-sentence
opinion. Test to see if this is really an arguable
opinion. Are there other points of view? If everyone
agrees on this topic, then you don't really have
something you can write a good persuasive essay
about.
• Gather your sources. You can use articles you read
in preparing your thesis, but you may want to get
more evidence to support your view. Make sure you
also have information about opposing views.
• Decide what sort of claim you are writing (fact,
definition, cause, value, policy). Read your sources
and decide on a claim statement. This claim statement
will be the thesis of your paper.
• Do prewriting about your audience (see questions
below).
• Outline: Use the information you have gathered and
your pre-writing about audience to write an outline
using the information "Writing your Outline."
• Write your paper, including adding your author
tags, evidence and citations in MLA style.
• Do Peer Editing: Have someone read your paper and
respond using the "Draft Editing Questions."
• Re-vise your draft using the information you got
from your reader(s).
• Final Proofread. Run a spelling and grammar check,
proof-read and read aloud to catch errors. Another tip
I often suggest to students is printing out your paper
and reading it aloud or having someone read it to you.
When you read aloud, you slow yourself down and
actually catch a lot of errors your eyes miss when you
read the computer screen.
What is most persuasive for you?

•  Pathos- emotional appeals

•  Ethos- relationship of person or authority of speaker
•  Logos--logical, reasoned arguments
What is Your Job?
( In writing a position paper)
>is to persuade the audience. You want them to
finish reading the essay and believe that your position
is better than other positions on the issue.
Although you may mention other points of view to
refute them or to use in drawing consensus, the body
of your paper will be explaining your position and
giving reasons and evidence that persuades the reader
to agree with you.
Video

• Editing
• Research
• It is possible to write position essays without
evidence from other sources. You can just use logic
and your own personal experiences. However, often a
position essay is going to draw on evidence like
statistics, expert opinion or case studies. That way,
the reader doesn't have to rely only on your opinion.
• By incorporating evidence from other sources, you
strengthen your argument. There are three ways to
incorporate sources in your essay: quotation,
paraphrase and summary. However, you should be
careful to use quotation sparingly and to be sure to
cite all your sources using the MLA or APA format.
Common Grounds
( Your Position and your Audience)

• Who is your audience? What do they believe about

your issue?
• What do you want them to believe/do after reading
your paper?
• What are the warrants (values or strong beliefs) your
audience holds about this type of subject?
• How are your warrants (values or strong beliefs)
different or the same as those of your audience?
Common Grounds

• Where do you and your audience have common

ground? What basic needs, values and beliefs do you
share? Examples of needs and values that motivate
most audiences: basic needs, health, financial well
being, affection and friendship, respect and esteem of
others, self-esteem, new experience, self-
actualization, convenience.
• Which of these needs and values could be effective
for you to appeal to in your position essay?
Making Your Outline ( Position Paper)
• I. Introduction: Describe the problem and make it
vivid for the reader. Your introduction should:
• Make the reader interested in this issue.
• Convince the reader that this is an important issue.
• Explain your point of view.
• Introduction Ideas: unusual fact or statistic,
intriguing statement, anecdote, example, question,
historical background, story, typical scenario,
conversation, interesting quotation, vivid description,
a list, explaining a process, an analogy, frame story
(part of story in the intro and the rest of the story in
the conclusion).
• Claim Sentence: Generally, the introduction will end
with your claim or thesis (sometimes this will be the
opening sentence, or you may put a question which is
not fully answered until the conclusion). You may
phrase this as a question or a statement.
• II. Body: The body will focus on one particular sort
of claim: fact, definition, value, cause or policy. Your
claim is what you want your audience to believe and
it should be stated in one sentence. The claim can be
placed in different points in the paper but is usually at
the end of the intro or the first sentence of the body.
• 1. Sub-claims: Your sub-claims should be three or
more reasons why the reader should believe your
claim. They should be supported using your sources.
Be sure to use author tags and parenthetical citation
in the correct format.
• 2. Warrants/Backing (evidence to support warrants):
Warrants are why you believe this claim to be true.
Telling your warrants and backing them up is
optional. The reason you would do so is to draw your
reader into common ground with you.
• It is especially useful to do if you are appealing to a
reader who holds a very different position from you
on this issue, particularly on policy claims.
(Examples: on the issue of abortion, both sides agree
that reducing the number of abortions is desirable; on
the issue of war, everyone agrees that the goal is to
allow citizens to raise their families in peace). A
discussion of warrants can be put in the intro, before
or after the sub-claims or as part of the appeal in the
conclusion.
• 3. Rebuttal: The rebuttal is a discussion of other
positions on this issue and explaining why your
position is better. Again, you may use sources to
support your position and you may also use qualifiers
(sometimes, if, most of the time) to narrow your
claim and encourage the audience to agree with you.
• III. Conclusion: Conclusions can use some of the
same techniques that you use in your introduction. Be
sure your conclusion is linked to your introduction.
Do not just repeat the claim, but draw a conclusion
which urges the reader to believe it or do something
about it. Ways to conclude:
• Make a final appeal to the reader and tell them what
you want them to think or do.
• Depending on your topic, you may want to make an
appeal to logic, emotion or authority
• Return to the intro and finish the frame story, or
revise the story or description or conversation to
show how things would be better if your
proposal/claim is adopted.
• If you haven’t done so in the body, you can
sometimes use a countering of other positions in the
conclusion. Explain why your position is better.
• If you started with a question, you may save your
final claim thesis for the end.
 Steps of the Research Writing Process
• How does a research paper grow from a folder of
brainstormed notes to a polished final draft? No two
projects are identical, but most projects follow a
series of six basic steps.
• These are the steps in the research writing process:
• 1. Choose a topic.
• 2. Plan and schedule time to research and write.
• 3. Conduct research.
• 4. Organize research and ideas.
• 5. Draft your paper.
• 6. Revise and edit your paper.
Videos

• How to Create a Writing Portfolio

• Providing Feedback
Application

• Choose a topic of interest and compose a position

paper about it.
Application

• Prepare a lesson plan following explicit teaching

template.
Lesson Objectives:
References:
Procedure:
A. Introduction
B. Teaching/Modeling
C. Guided Practice
D. Independent Practice
Engaged and Served with a
Purpose
• Para sa minamahal nating mga
batang Filipino…

Esperanza Diaz-Cruz
Public Servant