LESSON 1:

TEXT AS
CONNECTED
DISCOURSE
READING AND WRITING
 A text is generally considered as
written material, especially longer
pieces of writing as in a book, a
letter or a newspaper.
On the other hand, discourse is
generally regarded as spoken.
Jorgensen and Phillips put
forth the qualities of a text as:
1.Cohesion
The parts are connected.
2. Coherence
The overall text has meaning.
3. Intentionality
The writer’s attitude and
purpose can be discerned.
4. Acceptability
The text is recognized.
5. Informativity
There is a quantity of new or
expected info.
6. Situationality
The text’s topic is situationally
and culturally appropriate.
7. Intertextuality
The text can be linked to
preceeding discourse.
 Written text is also described as
written discourse, especially when a
simple analysis of it reveals that it is
connected discourse.
(e.g. It uses cohesive devices,
connectives, conjunctions, and
repetitions.)
WRITTEN TEXT ACQUIRES THE CHARACTERISTICS OF
CONNECTED DISCOURSE WHEN:

1. Its ideas are linked logically.

STEPS TO MAKE A LOGICAL DIVISION OF
IDEA PARAGRAPH:
a. Begin a logical division paragraph with a topic
sentence.
b. In the supporting sentences, discuss each point
one after the other.
c. Introduce each new point with a signal word or
phrase.
d. In addition, support each point with a convincing
detail such as an example or a statistic (numbers,
amounts, percentage, etc.)
e. Finally, end a logical division paragraph with a
concluding sentence.
 CONNECTIVES FOR LISTING
ARGUMENTS
Firstly This can be used for the first
supporting argument.
Secondly, Furthermore, These can be used for any
Moreover, In addition further supporting arguments
(except, of course, for
“Secondly” which can only be
used for the second.
Finally This can be used for the last
supporting argument.
Note: This is not a concluding
connective and also you can
use “Furthermore”, “Moreover”,
or “In addition” for the last
argument if you wish.
CONCLUDING CONNECTIVES

In These all carry roughly the

conclusion same meaning. They
In summary should be used to indicate
Thus that you are making final
statements that cover all
the supporting arguments
in a very general way.
IN FACT/INDEED
These two connectives have almost the
same meaning and both can be used in the
following situations:
1. To connect a more detailed statement
with a preceding general statement.
Example: Today is very warm. In fact (or
indeed) it is 35 degrees Celsius.
2. To connect a statement which is more
factual and exact with a preceding
statement that is more debatable and
general.
Example: The internet is very popular in
Australia. Indeed (or In fact), Australia has
the highest proportion of Internet users per
head of population of any country in the
world.
WRITTEN TEXT ACQUIRES THE CHARACTERISTICS OF
CONNECTED DISCOURSE WHEN:

2. There is a logical organization

and development of the theme.
In considering the logical organization of a
discourse, consider its central theme.
A central theme is the key, the core, the
significant message of a reading selection.
WRITTEN TEXT ACQUIRES THE CHARACTERISTICS OF
CONNECTED DISCOURSE WHEN:

3. There is use of repetition,

reference, conjunctions,
connectives and other transitional
devices.
Connected discourse flows smoothly
and easily from one sentence and
paragraph to another, clarifying the
relationships among ideas and thus
allowing the reader to grasp
connections.
Because incoherent writing fails to do
this, it confuses and sometimes, even
irritates, the reader.
COHERENCE:
TRANSITION
BETWEEN IDEAS
 There are four basic mechanical
considerations in providing transitions
between ideas:
 Using transitional expressions
 Repeating key words and phrases
 Using pronoun reference
 Using parallel form
GOOD TO REMEMBER

1.Coordinating Conjunctions
- join ideas together.
- are used to give equal
emphasis to a pair of main
clauses.
GOOD TO REMEMBER

1.Coordinating Conjunctions
- Use the mnemonic
“FANBOYS” to memorize
coordinating conjunctions.
- For, And, Nor, But, Or, Yet, So
GOOD TO REMEMBER

1.Coordinating Conjunctions
Example:

His favorite sports are football _______

tennis.

Answer: and
GOOD TO REMEMBER

1.Coordinating Conjunctions
Example:

I wanted to go to the beach, ______ my

mom refused.

Answer: but
GOOD TO REMEMBER

1.Coordinating Conjunctions
Example:

I am allergic to cats, _______ I have

three of them.

Answer: yet
GOOD TO REMEMBER

1.Coordinating Conjunctions
Example:

Princess wanted to eat another piece of

cake, ______ she was on a diet.

Answer: but
GOOD TO REMEMBER
2. Correlative Conjunctions
- always work in pairs.
- either-or,
both-and,
neither-nor,
not only-but also.
GOOD TO REMEMBER
2. Correlative Conjunctions
Example:

She is both intelligent and

beautiful.
GOOD TO REMEMBER
2. Correlative Conjunctions
Example:

I will either go for a hike or stay

home and watch TV.
GOOD TO REMEMBER
2. Correlative Conjunctions
Example:

Nelson is not only intelligent,

_________ very funny.

Answer: but also

GOOD TO REMEMBER
2. Correlative Conjunctions
Example:

Would you rather go shopping ___

spend the day at the beach?

Answer: or
GOOD TO REMEMBER
2. Correlative Conjunctions
Example:

Daniella is neither polite ____ funny.

Answer: nor
GOOD TO REMEMBER
2. Correlative Conjunctions
Example:

______ that is the case, _____ I’m not

surprised about what’s happening.

Answer: If…, then…

GOOD TO REMEMBER
3. Subordinate Conjunctions
- join ideas together that are
dependent on each other.
- after, although, as if, because,
before, if, since, though, until, when,
while, that, as soon as, every time,
even though, In case, Once, since, So
that, than, unless, whenever,etc.
GOOD TO REMEMBER
3. Subordinate Conjunctions
Example:

We spent all day cleaning up

after the basement flooded.
GOOD TO REMEMBER
3. Subordinate Conjunctions
Example:

Adelyn begins to sneeze

whenever she opens the window
to get a breath of fresh air.
GOOD TO REMEMBER
3. Subordinate Conjunctions
Example:

I don’t want to go to the movies ____

I hate the smell of popcorn.

Answer: because
GOOD TO REMEMBER
3. Subordinate Conjunctions
Example:

_________ the alarm goes off, I hit the

snooze button.

Answer: As soon as
GOOD TO REMEMBER
3. Subordinate Conjunctions
Example:

______ the doorbell rang, my dog

Euhans barked loudly.

Answer: When
GOOD TO REMEMBER
3. Subordinate Conjunctions
Example:

______ the doorbell rang, my dog

Euhans barked loudly.

Answer: When
EXAMPLES OF CONNECTING WORDS FOR
A VARIETY OF WRITING STYLES
1. To add to a statement or viewpoint
- equally important- firstly (secondly,…)
- finally - not only this ... but also
- furthermore - in fact
- what is more - another way to
- moreover - besides
- as well as - in general
- in addition - more specifically
- to expand - no matter what
EXAMPLES OF CONNECTING WORDS FOR
A VARIETY OF WRITING STYLES
2. To show similarity
- similarly - even so
- likewise - in other words
- in a similar manner - in general
- like - more specifically
- in the same way - at the same time
- such as - in addition to
- at any rate - for the same reason
- also
EXAMPLES OF CONNECTING WORDS FOR
A VARIETY OF WRITING STYLES
3. To contrast
- however - compared to - not withstanding
- nevertheless - although - regardless
- rather - conversely - in any case
- whereas - meanwhile - even
- but - in contrast - yet
- yet - after all - despite this
- on the other hand - otherwise
- on the contrary - alternatively
- by comparison - nonetheless
EXAMPLES OF CONNECTING WORDS FOR
A VARIETY OF WRITING STYLES

4. To express an alternative
- or
- either … or
- whether … or
- conversely
- this can be relevant in at least two
- first … second, or firstly … secondly
EXAMPLES OF CONNECTING WORDS FOR
A VARIETY OF WRITING STYLES

5. To make a concession
- granted
- naturally
- of course
EXAMPLES OF CONNECTING WORDS FOR
A VARIETY OF WRITING STYLES

6. To place statement in a particular context

- in this connection
- from this perspective
- from this viewpoint
- this point of view
- in this school of thought
- from this standpoint
- so conceptually one could argue
EXAMPLES OF CONNECTING WORDS FOR
A VARIETY OF WRITING STYLES
7. To place a statement in a timely fashion
- previously - soon - summing up
- before this - next - in summation
- to begin with - gradually - in conclusion
- at first - while - firstly
- ultimately - meanwhile - secondly
- later - furthermore - thirdly
- then - sometimes - sometimes
- since then - eventually - when
- since - finally - now
- after that - lastly - once
 EXAMPLES OF CONNECTING WORDS FOR
A VARIETY OF WRITING STYLES
8. To show cause and effect
- as a result - for this reason
- consequently - therefore
- as a consequence - following on from this
- hence- thus
- due to - hence
- in view of - moreover
- on account of - that is why
- accordingly
 EXAMPLES OF CONNECTING WORDS FOR
A VARIETY OF WRITING STYLES
9. To prove a point
- because - in all probability - insofar as
- for - no doubt - increasingly
- since - seemingly - more importantly
- for the same reason - therefore - even though
- obviously - in that - particularly
- evidently - owing to - above all
- indeed - on account of - especially since
- in fact - considering - in any case
- in any case - be reason of - by far
- that is - hence - even if
- demonstrably - consequently
- in all likelihood - in view of
EXAMPLES OF CONNECTING WORDS FOR
A VARIETY OF WRITING STYLES

10. To give an example of an earlier point of view

- for example - that is
- for instance - as shown by
- in this case - as illustrated by
- to illustrate - as expressed by
- as an illustration
- to take another example
- namely
EXAMPLES OF CONNECTING WORDS FOR
A VARIETY OF WRITING STYLES

11. To repeat, insist on or refer back to an

earlier point
- as previously mentioned
- as I have said
- in brief
- as I have noted
- as has been noted
EXAMPLES OF CONNECTING WORDS FOR
A VARIETY OF WRITING STYLES

12. To emphasize when adding a conditional

statement
- indeed - undeniably
- obviously - understandably
- patently - in accordance with
- apparently - according to
- accordingly - otherwise
- without a doubt - as far as
- certainly
EXAMPLES OF CONNECTING WORDS FOR
A VARIETY OF WRITING STYLES

13. To conclude a paragraph or an essay

- thus
- lastly - in conclusion
- in brief - as I have shown
- in short - as I have said
- on the whole - in summary
- to sum up - to summarise
- to conclude - ultimately
Read the article and identify the connecting words used.

Writing a paper is often difficult and many times

rewarding. First, I don’t always know what to write
about, so I often need to research, talk to people, and
think about what I know before I come up with a strong
topic. In addition, writing a paper takes time and energy.
Time is needed to select and narrow a topic, to generate
information and structure of ideas, to knock out draft
after draft, and to edit for my usual typos and
mechanical errors. Besides the time involved, energy
(and lots of food to produce it) is needed so I can
produce my best work. Although writing a paper is
sometimes difficult, it can be very rewarding. I enjoy
seeing words which say exactly what I want them to. I
also feel proud when everything “clicks”. Finally,
knowing that I’ve done my best work and earned a good
grade too are strong personal rewards.
Writing a paper is often difficult
and many times rewarding.
First, I don’t always know what to
write about, so I often need to
research, talk to people, and think
about what I know before I come
up with a strong topic.
In addition, writing a paper takes time
and energy.
Time is needed to select and narrow a
topic, to generate information and
structure of ideas, to knock out draft
after draft, and to edit for my usual
typos and mechanical errors.
Besides the time involved, energy
(and lots of food to produce it) is
needed so I can produce my best
work.
Although writing a paper is
sometimes difficult, it can be very
rewarding.
I enjoy seeing words which say
exactly what I want them to.
I also feel proud when everything
“clicks”.
Finally, knowing that I’ve done my
best work and earned a good grade
too are strong personal rewards.
 LESSON 2:
TECHNIQUES IN
SELECTING AND
ORGANIZING
INFORMATION
READING AND WRITING
11-DEPENDABILITY
1. BRAINSTORMING
It is a process of generation creative ideas
and solutions through intensive and
freewheeling group discussion.
Every participant is encouraged to think aloud
and suggest as many ideas as possible, no
matter how seemingly outlandish or bizarre.
Analysis, discussion, or criticism of the aired
ideas are allowed only when the brainstorming
session is over and evaluation session begins.
RALPH KEENEY

 an emeritus professor at Duke’s Fuqua School of

Business
 a consultant to multinational companies and
government organizations

“Almost everybody does brainstorming wrong. Faced

with a problem, most people panic and think of irrelevant
solutions. They lack focus and mistake the trees for the
forest.”
To avoid this, Keeney suggests to do the
following:
a. Lay out the problem you want to solve.
b. Identify the objectives of a possible
solution.
c. Try to generate solutions individually.
d. When your problems, objectives and
personal solutions are clear, work as group.
EXAMPLE: SEX AT
ADOLESCENCE
ACTIVITY
BRAINSTORMING ABOUT:
1. POSTING PRIVATE CONVERSATION
2. ADVANTAGE AND DISADVANTAGE OF
TECHNOLOGY TO STUDENTS
3. HOW TO AVOID DEPRESSION?
4. WHAT IS TRUTH AND WHY IS IT IMPORTANT?
5. LOVING PETS TOO MUCH IS A SIN
2. GRAPHIC ORGANIZERS
A graphic organizer, also known as
knowledge map, concept map, story map,
cognitive organizer, advance organizer, or
concept diagram, is a communication tool
that uses visual symbols to express
knowledge, concepts, thoughts, or ideas,
and the relationships between them.
The main purpose of a graphic organizer is
to provide a visual aid to facilitate learning
and instruction.
A.Clock Diagram
- is a variation of a pie chart that can
be used for diagramming the use of
hours in a day.

For example: It can be used to illustrate

how time is spent during a school day
or the sequence of events in a story.
CLOCK DIAGRAM
12 1
11
10 2
9 3
8 4
7 6 5
B. Venn Diagram
- shows the logical relationships between groups of
things.
- they are most often shown as two circles that
intersect in the middle of the page.
- attributes that are exclusive to each group are
listed in the circles, and attributes that are shared by
both groups are listed in the intersecting space.
- used to compare and contrast two objects or
concepts.
- also be used in teaching Mathematics.
For example: One circle can represent numbers which
are multiples of two, and the other multiples of three.
VENN DIAGRAM

TOPIC 1 TOPIC 2

DIFFERENT SAME DIFFERENT

C. Decision-Making Diagram
- provides a visual layout for organizing
the possible alternatives to a problem along
with their advantages and disadvantages.
- you can specify how many alternatives
are available for the problem being
investigated.
Problem/Case to be solved

Option 1 Option 2 Option 3

Pro Con Pro Con Pro Con

Resolution/Decision:
D. KWHL Chart
- allows a student to document their own learning
process from start to finish on a particular subject.
- the letters stand for the steps in the process which
are:
what I already know
what I want to learn
how will I find out
what have I learned
- the how step is optional, sometimes not part of a
KWHL chart.
- you may also enter a subject title for the worksheet,
the number of rows of cells in the chart and the orientation
of the chart on the page.
 KWHL Chart
xxxxx: _______________________ xxxxx: _________
(K) (W) (H) (L)
E. Y-Chart
- is a three-part graphic organizer that is
used for describing three aspects of a
topic.
- example include observations of an
object (looks like, sound like and feels like)
or the characteristics of the three branches
of the United States Government
(executive, legislative and judicial
branches)
Y-Chart

LOOK LIKE

SO E
U K
ND LI
S LS
LIK E
E FE
F. Cycle Diagram
- is used to show how a series of
events interacts repeatedly through a
cycle.
- some examples of topics that work
well with cycle diagrams include the
cycle of life, the flow of money in an
economy and the carbon cycle in
nature.
Cycle Diagram
STEP 1

STEP 2
STEP 5

STEP 4 STEP 3
G. Fishbone Diagram
- is used to identify the causes or
composition of some complex system or
event.
- each bone coming off the spine of the
diagram is then broken down into more
details.
- examples of topics that fit well include
the causes of major wars, the manufacture
of automobiles or the factors that influence
juvenile delinquency.
Fishbone Diagram

Physical Evidence People Place

__________________ ______________ _____________
__________________ ______________ ______________
__________________ ______________ ______________

Service Problem
_________________ ______________ _____________
_________________ ______________ _____________
_________________ ______________
______________
Service Productivity Price
H. Frayer Model
- is a vocabulary development tool.
- helps to develop a better understanding of
complex concepts by having students identify not
just what something is, but what something is
not.
- the center of the diagram shows the concept
being defined, while the quadrants around the
concept are used for providing the details.
- words that work well with Frayer model
include quadrilaterals, insects and democracies.
Frayer Model

Definition Characteristics

Topic

Examples N Non-Examples
I. Star Diagram
- used for organizing the characteristics of
a single topic.
- a central space is used for displaying the
topic, with each “point” of the star listing
some fact, attribute, or trait about the topic.
- as an example, a central character in a
story can be the topic, and each point around
the topic can describe some part of that
character’s life or relationships.
Star Diagram

Imagination Intuition Thought

Need Self-Will Feeling

Impulse Desire Sensation

J. Chain Diagram
- also called sequence of events
diagrams
- type of graphic organizer that
describes the stages or steps in a process.
- students must be able to identify the
first step in the process, all of the resulting
stages in the procedure as they unfold,
and the outcome (final stage).
- useful in examining linear cause-and-
effect processes.
Chain Diagram

Initiating Event

Second Event

Third Event

Outcome
3. OUTLINING

There are two major types of

outline: the topic outline and the
sentence outline.
A.Topic Outline
- arranges your ideas hierarchically
(showing which are main and which are
sub-points), in the sequence you want,
and show what you will talk about.
- it identifies all the little mini-topics
that your paper will comprise, and
shows how they relate.
- lists words or phrases.
B. Sentence Outline
- it expresses the specific and
complete idea that section of the paper
will cover as part of proving the overall
thesis.
- shows exactly what you will say
about each mini-topic.
- lists complete sentences.