SENIOR HIGH SCHOOL

Reading and Writing

Skills
Quarter 3
MODULE 3
Properties of Well-Written
Texts
Before we proceed to the role of language use in well-written texts,
answer the following questions first:

 Would it be enough to just consider organization, coherence and

cohesion in writing?

 How would improper use of language affect the message of a

written text?

 Why is language as significant as organization, coherence and

cohesion in developing a well-written text?
 
● Most Essential Learning Competency
(MELC) Week 3, Quarter 3:

The learner:
 1. • Evaluate a written text based on
its properties (organization, coherence and
cohesion, language use and mechanics)
 Study the conversation of three students during the first day of school.

Identify which is very formal, formal and informal?

If you would want me to be part

Excuse me, yes we
What’s up of the circle it would be my
can be friends and
everyone! A honor to take part of this
it’s a pleasure for
newbie here Man, friendship.
me.
cool!
LANGUAGE USE
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.

 Language use is one of the strongest indicators of a well-

written text because it leads writers to effectively
communicate ideas without confusing the reader.
 Writing is a rigorous activity. No matter how good and substantial the
content of a document is, if it’s not carefully written as to how you, as the
writer, would like to present it to your readers, your purpose will not be
served wisely. Hence, you have to bear in mind that aside from considering
the organization of your ideas and the coherence and cohesion of your
sentences and paragraphs, you also have to regard the style, tone and clarity
of your writing.

On this note, you are responsible to choose the appropriate language to be

used and to regard the objective of the writing, the context in which it was
written and the target audience in mind.
There are five major issues with appropriate language that should be
avoided in an effective and well-written text, as identified by (Purdue
Online Writing Lab 2020):

 First, the Formality of the language one uses should depend on how
formal the situation is and how the writer and the reader are related
to one another.

 Second, jargons or specialized language used by groups of

individuals in the same field, should only be used if the target readers
belong to the same group.
 Third, slangs and idioms should be avoided. Slangs are words, phrases, or
expressions that do not literally mean what they express (like “frenemy” to
describe someone who is both a friend and an enemy) while idioms or
expressions whose meaning is different from the meanings of the individual
word it contains (like “to kill two birds at one stone”, which means to get
two things done with a single action.

 Fourth, euphemisms or words that veil the truth shall also be avoided.
Examples of which are “virtually challenged” for someone who is short;
“passed away” instead of died, and other deceitful language.

 Fifth, avoid using any biased language including those associated with any
racial, ethnic, group, or gender.
Hence, an effective language can be
characterized as:

 Concrete and specific, not vague

and abstract
 Concise, not verbose
 Precise and clear, not obscure
 Constructive, not destructive
 Appropriately formal, not slang
 1. Concrete and Specific Language
Concrete language involves tangible qualities/characteristics and things
we know through our senses. Specific language designates particular items or
individuals cases.

● Consider the examples below.

Abstract Concrete
To excel in college, you’ll To excel in college, you’ll need to attend every class; do
have to work hard. all your reading before you go; write several drafts of
each paper; and review your notes for each class weekly.
General Specific
The student enjoyed the class. Rhea enjoyed Mr. Gallardo’s 8:00 a.m. EAPP class.
 2. Concise Language
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 more succinct,
writers must avoid unnecessary words in their sentences.

Verbose/Wordy Concise
Leah believed but could not verify that Leah assumed that James adored her.
James had feelings of affection for her.
My professor demonstrated some of the My professor demonstrated methods for
ways and methods for cutting words cutting words from my essay.
from my essay that I had written for the
class.
 3. Familiar Language
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 our perusal of The data we studied show that your
pertinent data, the property is profitable and in high
conclusion is that a lucrative demand.
market exists for the subject
property.
 4. Precise Language
Through the use of precise language, vocabulary of specific nouns, and
vivid verbs, you can construct clear mental images and avoid wordiness.
Moreover, the use of concise language, using the fewest possible words
without sacrificing meaning, makes your writing more understandable.
Precise writing replaces vague terms for accurate nouns and active verbs.

Imprecise Precise
Entrepreneurs use professional Entrepreneurs use professional writing skills to
writing skills to communicate communicate effectively with clients and business
with others. partners.
Research is taught early in the Research is taught to first-year university students.
academic world.
 5. Constructive Language
The use of constructive language expresses a
potentially negative in a positive way, while destructive
language leads the reader to blame and criticism, causing
defensiveness.
Destructive Constructive
The problem is.. The challenge is..

What you do not understand Let me explain in a different way.

is ..

It is not my problem. How can I help?

 6. Formality of Language
The formality of the language used should conform to the
formality of the situation and the relationship between the writer and
the reader. Consider the following examples.
Very Formal Formal Informal
Exceedingly large segments of the A large number of A lot of people are
population are expressing their consumers are complaining unhappy with
discontent with medical about medical doctors who their doctors who only
practitioners who appear to more are apparently more seem to care about how
engrossed in amassing financial interested in making much money they make,
assets than in providing money than and not giving their
efficacious care to people with in providing effective patients good care.
health disorders. health care.
 Take note
  Colloquial Informal Semi-Formal Formal
Language Language Language Language
Audience Close friends, General General Specialized
family
Purpose Immediate Expression of Expression of Expression and
communication ideas of a personal ideas of general development of
nature interest ideas within the
course
Contractions Common Contractions, Generally Avoided
and slang yes; slang, no avoided
First/ Second Common Used for Used only to clarify Avoided
Person rhetorical effect meaning
Sentence Whatever Complete correct Sentences are Sentences are
Structure conveys sentences are complete and correct. complete and correct.
meaning used, but not
always
MECHANICS
MECHANICS

Generally, mechanics is essential in all types of writing because it describes

the technical aspects of writing. It also serves as a road sign to guide learners like
you on how to use words appropriately in terms of conventions such as spelling,
punctuation and capitalization.

Consider this example:

I can never forget my class last school year because they were so active and
responsible in class they always worked together well in doing their assignments
performing group and individual tasks submitting their projects on time keeping the
classroom spic and span.
They are worth remembering for everything that they did inside and
outside the campus they always helped one another they seldom got themselves in conflict
with anyone in the class.
 My class is worth remembering. They were so active and
responsible. They always worked together well in doing their
assignments, performing group and individual tasks, submitting their
projects on time, and keeping the classroom spic and span.
Everything that they did inside and outside the campus was worth
remembering. They always helped one another. Also, they seldom got
themselves in conflict with anyone in the class.

The second paragraph is easier to read and understand. Through applying proper mechanics in
writing, you can facilitate better transfer of message in your written text. You will never be lost as
long as you keep in mind and follow the basic rules of subject-verb agreement, capitalization,
punctuations, paragraphing, and even spelling.
CONVENTIONS UNDER MECHANICS:

1. SPELLING

When you write, always make

sure that you are consistently using one
standard regarding the spelling of your
words. Remember that there are slight
differences in American English
spelling and British English spelling
 American Spelling British Spelling
 Airplane  Aeroplane
 Analyze  Analyse
 Anesthesia  Anaesthesia
 Aging  Ageing
 Color  Colour
 Defense  Defence
 Learned  Learnt
 Organize  Organise
 Theater  Theatre
 traveled  Travelled
 2. Punctuation

It 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, question marks, etc. The
use of punctuation directs the
reader to interpret the text.
Punctuation
Marks
1. a. Use a comma to separate items in a series. If all items in the series

,
are followed by and or, use a comma
Example:
Commas  Squirrel, rabbit, and venison are the three kinds of meat
originally in a burgoo.
b. Use a comma to separate two complete sentences joined by a
conjunction (and, but, or, nor, or for, and sometimes yet and so).
Example:
 We ran out of gas, so I went to the nearest gas refilling station.
c. Use commas to set off dates and addresses
Examples:
 February 08, 2023/ Marinduque, Philippines
  Use a comma to separate two complete sentences
joined by a conjunction
Example:

 The grocery store was out of tomatoes, so I

borrowed some from my neighbor.

 Don’t use comma when we connect independent

and dependent clause.
Example:

 I went to the store so I could buy tomatoes.

 Carl studied hard so he could pass the test.
 2. a. Use a semicolon to separate two sentences when there is no
Semicolons
coordinating conjunction such as and, but, or, nor, or for.
; Example:
 Class was canceled today; Mr. Diaz was homesick.
 Joan likes eggs; Jennifer does not.

b. If the two sentences are joined by a conjunctive adverb, such as

however, consequently, therefore, or moreover, use a semicolon before
the conjunctive adverb and a comma after it.
Example:
 Leaves fell from the trees in multiple colors; consequently, we have a
big job ahead for us raking them into compost piles.
 I always try to pack light for vacation; however, I always seem to
need an extra bag for all of my shoes and books.
 2. c. Use a semicolon to separate two sentences joined with
Semicolons coordinating conjunction when commas are contained within

; either of the sentences.

Example:
 Leaves fell from the trees in red, gold, yellow, and brown; and
it looked like snow with a rainbow.

d. Use a semicolon to separate items in a series if there are

commas within the items
Example:
 Ms. Dapar, my friend; Mr. Diaz, my neighbor; and Ms.
Lastimosa, my MAPEH teacher all pledged to support the
program.
 3. a. Use colon for conventional items: giving the time, separating

:
chapter from a verse in Bible references, separating volume from a
page in bibliography references, and writing a salutation in a
Colon business letter.
Examples:
 5:30 a.m./ Luke 4:17-28/ Dear Madam:

b. Use a colon to introduce a formal list. Words such as the

following or as follows frequently signal a formal list.
Example:
 The attendant made the following checks on my car: oil level,
transmission fluid level, battery, tire pressure, and windshield
washer fluid.
4. Apostrophe An apostrophe is used as a substitute for a missing letter or letters in

‘
a word (as in the contraction cannot = can't), to show the possessive
case (Jane's room), and in the plural of letters, some numbers and
abbreviations.

 Indicating possession (Jane's room)

 Singular possession - when something belongs to only one

person/thing.
 The cat's tail was fluffy. Cat is a singular noun so you need to add an
apostrophe and 's' to show that the tail belongs to the cat.

 Charles' cat was naughty. Charles is a singular noun that ends in an 's', so
you only need to add an apostrophe to show that the cat belongs to Charles .
4. Apostrophe Plural possession - when something belongs to more than one

‘
person/thing.

 The brothers' feet were muddy. (Brothers is a plural noun that

ends in an 's', so you don't add another 's' after your apostrophe.
You can just add an apostrophe to show the feet belong to the
brothers.)

 The children's toys were broken. (Children is a plural noun

but it doesn't end with an 's' so you need to add an
apostrophe and 's' to show that the toys belong to the
children.)
4. Apostrophe Indicating a contraction

‘  She’s writing a letter. (she + is = She’s)

 It won't be long until the bees arrive. (Will + not = won’t)

Note: groups of years no longer require an apostrophe (for

example, the 1950s or the 90s).

The word 'its' or 'it’s' can be very tricky. It can be written two ways,
with two very different meanings.

 We use it’s (with an apostrophe) for contracting

‘it is’ or ‘it has’. For example: It’s sunny today.

 We use its (without an apostrophe) for possession.

For example: The dog scratched its ear.
5. Dash A dash is used to separate parts of a sentence.
— Example:
 Teaching—the profession has always appealed to me.
 The idea of being a teacher—working with kids,
summers off—has always appealed to me.
 I have always known what I want to be—a teacher.
 3 types of Dash
1. EM-DASH: can be used to replace parentheses, colons, and commas. Generally,
using the em-dash makes the writing style more informal—as if you were writing to
an old friend.
 To Summarize or Illustrate a Thought
 A regular selection of three kinds of croissants—plain, almond, and chocolate—was
heartening, both Mabel and Harry agreed.

 To Signal an Abrupt Shift

 I don’t really want to stay at Aunt Susan’s house—you know how messy her house is
—because she always wants me to help clean the house.
 "Mary, How could—Why would you do such a thing?"

 To Emphasize a Thought or Sentence

 Some small businesses will make it through this hard time—but most will not.
2. EN-DASH: a mid-sized dash (longer than a hyphen but shorter than an em
dash) that is mostly used to show ranges in numbers and dates. It can also be
used for clarity in forming complex compound adjectives.
 World War II (1939-1945) resulted in the weakness of Germany.
 I have to work 2:30-7:00 p.m. on Friday.
 If you follow column D to row 7, it would be called D-7.

3. 3-EM DASH: are generally used to omit a name that should not be disclosed
or to signal that word(s) have been left out. This particular dash is normally
used in legal documents to protect the innocent. You can either use six hyphens
or use an underscore.

 The case between ------ and ------ will start tomorrow around 2 p.m.
 6. Ellipsis An ellipsis (three dots) indicates that part of the text has been

... intentionally been left out.

Example:
 0, 2, 4, ... , 100
7. Exclamation An exclamation point is used to show excitement or emphasis.
point Example:
!  It is cold!
8. Hyphen A hyphen is used between parts of a compound word or name.

- It is also used to split a word by syllables to fit on a line of text.

Example:
 The sixteen-year-old girl is a full-time student.
 9. Parentheses are curved lines used to separate explanations or qualifying
Parentheses statements within a sentence (each one of the curved lines is called a
parenthesis). The part in the parentheses is called a parenthetical remark.
() Example:
 This sentence (like others on this page) contains a parenthetical remark.
10. Period A period is used to note the end of a declarative sentence.
. Example: I am busy.
11. Question A question mark is used at the end of a question.
mark Example: Where are you?
?
12. Quotation Quotation marks are used at the beginning and end of a phrase to show that it is
mark “ being written exactly as it was originally said or written.
Example: She said, "Let's eat."
 3.
Capitalization

Capitalization, like punctuation,

helps express details. Any sentence’s
first word is capitalized, signaling that a
new sentence has started. To signify
uniqueness, proper nouns are
capitalized. However, using
capitalization merely to make a word
appear or sound significant is not right.
Proper nouns Examples : Arthur, Davao City
Proper adjectives Examples : Chinese, Filipino
Days of the week Examples : Sunday, Monday
Months of the year Examples: January, February
Specific Course Titles Example : Theater 101
Kinship names used in place Examples: Grandpa, Mom, Aunt Selly, Uncle
of personal name and are Ben
followed by personal names
Historical periods, events, Examples: Great Depression, the
documents Renaissance, the Constitution
Here are the lesson’s key takeaways.
 
A well-written text requires organization, coherence and cohesion, appropriate
language use, and mechanics.
Organization is about the arrangement of ideas, incidents, details, evidence,
and order.
Coherence is the connection of ideas in the concept level.
Cohesion is the connection of ideas in the sentence level.
Language use refers to the appropriateness of word/vocabulary usage.
Mechanics includes correct grammar, spelling, capitalization, abbreviations,
and acronyms, the use of numbers as part of the statement, and the punctuation
marks.
 T Y
T I VI
AC
A L
OR
 TRY IT OUT!
APPLYING APPROPRIATE PUNCTUATION MARKS

✅ Correct   I like candy, but I am allergic to chocolate.

❌ Incorrect:  I like candy but I am allergic to chocolate.

✅ Correct   Snow fell, and the wind blew

❌ Incorrect:  The snow fell and the wind blew.

✅ Correct   My sister was sick, so I made her chicken soup.

 My sister was sick so I made her chicken soup.
❌ Incorrect:
❌ Incorrect:  I have two cats. My cat’s names are Dusk and Twilight.
 I have two cats. My cats’ names are Dusk and Twilight.
✅ Correct 

✅ Correct   It’s really hot out today.

❌ Incorrect:  Its really hot out today.

✅ Correct   I saw Alexis’ mom yesterday.

❌ Incorrect:  I saw Alexis’s mom yesterday