The Writing Process: Learning Experiences & Self-Assessment Activities

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THE WRITING PROCESS

MODULE 1
OVERVIEW
As you read this module and do the activities, you will understand the meaning of the writing process,
selecting a writing subject, organizing with an Outline, connecting, Correcting.
LEARNING OUTCOMES
 Define what is writing

 Identify the four steps in the writing process
 Draw a life-map using mapping to illustrate important events in your life.
LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES
Activity 1.1
What do you understand by this classic Chinese proverb? Write your explanation on the SAA sheets.
“I hear and forget;

I see and I remember
I write and I understand”
- A Chinese proverb
ANALYSIS 1.2
Directions: For every item, it is equivalent to 10 pts.
1. What do you mean by the word “write”?
2. For you, what are the elements necessary to make the ‘writing’ successful?
3. Is writing a skill? Why? Why not?
ABSTRACTION
What goes on during the process of writing? Let’s look at the way a professional writes. A
professional begins with a “lift off” by actually writing, with only a hint of an idea or plan in mind. The
immediate purpose is to explore and discover possible starting points for writing. Usually, a writer will
OSMEÑA COLLEGES College of Teacher Education

Aspire…Achieve…Advance!
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write something, read it, change it so some of the ideas are clearer, read it again, ask someone else to read
it, make some more changes, and so on.
Writing- is called a process because it goes through a series of changes. Authors differ in naming the
steps in the writing process, but many recognize four steps, namely, selecting, collecting, connecting, and
correcting.
Selecting – refers to the process of choosing a subject to explore in writing.
Collecting – refers to all the searching, gathering, thinking, talking, and planning that go on during a
writing project.
Connecting – refers to all the writing you do to connect and shape your thoughts into a meaningful
composition.
Correcting – refers to the finishing touches, which are made as the writing is put into its final form. It
includes editing and proofreading.
Let’s take a closer look
1. Selecting a subject – what do you write about? How do you get your ideas?
The pre-writing stage is the time to try any of these suggestions:
- Refer to your journal. It is a great source of ideas.
- Try freewriting. Write anything related to your topic – words, phrases, sentences.
- Try brainstorming. Make a list of whatever comes to your mind. Do it alone or with a group.
- Do clustering or mapping. Begin a cluster map with a nucleus word. Select a word that is
related to your writing topic. Record words which come to your mind don’t pick and choose.
Circle each word as you write it, and draw a line connecting it to the closest related word.
EXAMPLE OF CLUSTERING
Mapping – is much like clustering, but in mapping the ideas come from the reading, not your personal
experiences. Simply place the subject of your reading in the center (like the nucleus word in clustering)
and “map” out the details as you read.

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- Try self-interview. Ask the reporter’s fundamental six W and H questions – Who? What?
When? Where? How? Answer your own questions and you’ll soon get ideas.
- Imaginary dialogue. Create an imaginary dialogue between two people in which your
specific subject is the focus of the conversation.
2. Collecting – initially involves dong whatever it takes to start writing. You might gather facts and
details by reading and talking about your subject. If you are not ready to write your first draft at
this point, consider organizing the information you have collected. Organizing the information
you have collected brings you to the point of outlining.
Organizing with an Outline
Outline – an organized list of what you plan to write about.
- A sketch of what your essay will look like. A kind of blueprint that helps you organize your
thoughts in a logical pattern, and see the relationships between your main ideas and
supporting ideas.
Sample Outline
Contrast and Compare watching a movie in a theater and at Home
A number of differences and similarities exist between watching a movie in a theater and
watching a movie at home.
I. Differences
a. Home
1. Greater freedom
a. More comfort
1. Can watch wearing pajamas
2. Have a choice of seating at home
a. Can sit in favorite easy chair
b. Can lie on floor or couch
b.More choice of times to watch
1. can stop to talk if phone rings
2. can stop for bathroom breaks
3. can stop if want to get food or drink
4. can finish watching a movie another time
2. Fewer restrictions about food or drink
a. less expensive at home
b. open choice of food and drink
b. Theater
1. Much larger screen at movies
2. Better popcorn at movies
3. Earlier date for availability to be seen
4. Better sound system
5. Larger seating capacity, if needed for a large group of friends
6. Better “maid service” (someone else to pick up the discarded candy wrappers.
Etc.)
II. Similarities (follow the format to fill in the details about the similarities between watching a movie at
a theater and watching one at home,)

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3. Connecting – starts with writing the first draft while the initial collecting is still fresh in your mind.
Write freely and honestly. Talk to your readers. Remember, you are writing not only for yourself, but
also for your readers. Make sure your writing answers any questions a reader might have.
4. Correcting – at this point, you are ready to put the finishing touches on your writing by reading
carefully for missing words and awkward sections and by checking errors in usage, grammar, and
mechanics. You are ready to prepare a neat final copy and proofread it before turning it in.
The correcting and proofreading checklist below will be useful at this stage of your writing:
 Spelling
 Punctuation
 Capitalization
 Usage
 Grammar (subject-verb agreement, proouns-antecedent)
APPLICATION
Directions: Identify what is being asked and refer your answers on the SAA answer sheets.
Identify and answer the following. (2 pts. each)
____________1. Refers to the process of choosing a subject to explore in writing.

____________2. Refers to the finishing touches, which are made as the writing is put into its final form.
It includes editing and proofreading.
____________3. The activity or skill of marking coherent words on paper and composing text.
____________4. The ideas come from the reading, not your personal experiences.
____________5. Refers to all the writing you do to connect and shape your thoughts into a meaningful
composition.
____________6. An organized list of what you plan to write about.
____________7. Refers to all the searching, gathering, thinking, talking, and planning that go on during a
writing project.
SELF-ASSESSMENT ACTIVITIES (SAA) SHEET
ACTIVITY 1.1
1. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________.
ANALYSIS 1.2
1. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________.
2. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________.
3. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________.
APPLICATION 1.3
I. Mapping (20 pts.)
Directions: Draw a life map with only one road in it, the road representing your life. It is a map of
time. At different points along your life map you illustrate important events of your life from birth to
the present. Each point you illustrate represents a story or an experience in your life. (You can
represent it in terms of hills and valleys as the highs and lows of your life.)

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B. Contrast and Compare using a Tablet and Laptop as means of gathering information. (Use an Outline)
(20 pts.)

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KEY POINTS
 Writing - The activity or skill of marking coherent words on paper and composing text.
 Selecting – refers to the process of choosing a subject to explore in writing.
 Collecting – refers to all the searching, gathering, thinking, talking, and planning that go on
during a writing project.
 Connecting – refers to all the writing you do to connect and shape your thoughts into a
meaningful composition.
 Correcting – refers to the finishing touches, which are made as the writing is put into its final
form. It includes editing and proofreading.
 Mapping –The ideas come from the reading, not your personal experiences.
END OF MODULE ASSESSMENT

Now that you have finished the review of the various concepts outlined above, it is now time for an
assessment to see how far you have improved. On every module’s “End of Module Assessment” (this
part). Write your answers on separate sheet/s provided. (See separate sheets for the questions.)
SELF-ASSESSMENT ACTIVITIES (SAA) ANSWER KEY

End of Module Assessment
1. Selecting
2. Correcting
3. Writing
4. Mapping
5. Connecting
6. Outline
7. Collecting

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LOOKING AHEAD
Congratulations for making it till the end of this module! If you aced the assessments, I am happy
for you. If you have not reached your desired level of competence, just keep going! Remember that an
expert was once a beginner.
SELF AND MODULE

This part requires the students to rate the quality of the module to help continuously improve the
development of this learning module. This also asks the students to rate their learning experience for each
of the modules.
Ex:
Rate the module using the following:
1- Strongly disagree
2- Disagree
3- Agree
4- Strongly agree
The learning module: 1 2 3 4
Please check appropriate column

was engaging
allowed for self-checking (SAAs)
developed in gradual, manageable steps
provided independent, self-paced learning
contained relevant information I needed
SELF-EVALUATION
Rate the extent of your learning in this module using the scale blow. Check the column corresponding to
your rating in the space provided. Do not hesitate to contact me if you need further assistance.
4- I’m an expert. I understand and can teach a friend about it.
3-I’m a Practioner. I understand and can cite examples on the topics given.
2- I’m an apprentice. I understand if I get help or look at more examples.
1- I’m a novice. I do not understand the topic.
My learning: 1 2 3 4
I can now

Define what is writing
Identify the four steps in the writing process

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Draw a life-map using mapping to illustrate important events in your life.
END OF MODULE ASSESSMENT (Answer Sheet)
(Please do not forget to provide information on this part.)

Name:___________________________________________________ Course
&Year:_______________
Module Number and Title:______________________________________________________________
Contact number and email (optional):____________________________________
Date accomplished: _____________________________________
assessment to see how far you have improved.
Directions: Identify and answer the following. (2 pts. each)
____________1. Refers to the process of choosing a subject to explore in writing.
____________2. Refers to the finishing touches, which are made as the writing is put into its final form.
It includes editing and proofreading.
____________3. The activity or skill of marking coherent words on paper and composing text.
____________4. The ideas come from the reading, not your personal experiences.
____________5. Refers to all the writing you do to connect and shape your thoughts into a meaningful
composition.
____________6. An organized list of what you plan to write about.
____________7. Refers to all the searching, gathering, thinking, talking, and planning that go on during a
writing project
BASIC ELEMENTS OF WRITING

MODULE 2
OVERVIEW
As you read this module and do the activities, you will understand the Basic Elements of writing, define
what is a paragraph, identify the prescribed form in writing an essay, Discuss outlining, write an essay.
LEARNING OUTCOMES

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 Define what is paragraph

 Identify the prescribed form in writing an essay
 Discuss outlining
 Write an essay composing of three paragraphs

(SAA)
Activity 1.1
Write in one to two paragraphs, describe the picture below. (10 pts.)
ABSTRACTION
The Paragraph - The paragraph is a unit of writing. It focuses on one specific topic which can be
developed in the form of a story, a description, an explanation or an opinion. The paragraph must contain
enough information—enough supporting details—to give the readers complete and interesting picture of
the topic. Each sentence in the paragraph should add something to the overall picture.
 Developing the Single-Paragraph Essay
If you need to put across your thoughts in only one paragraph, you should be clear about the central
thought of your paragraph and the details that support that thought. The most important part of a single
paragraph is the topic sentence, which contains the paragraph's main idea.
The topic sentence is often (but not always) the first sentence. All the other sentences in the paragraph
should support the topic sentence in some way. If they don't, out with them.
A single-paragraph composition also ends with a summary sentence called the clincher sentence. It
restates, reviews, or emphasizes the main idea of the paragraph using different words.
If you find it difficult to support the main idea, think about ways that you can. Write sentences in
one or more of the following ways:
1. Elaborate on your topic sentence.
2. Explain or clarify your topic sentence.
3. Give details about your topic.
4. Provide factual information or proof about your topic sentence.
5. Help define your topic sentence.

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A good topic sentence lets the readers know what to expect from the rest of the paragraph.
Read this topic sentence.
"Mr. Benzon must have been a drill sergeant before he became our gym teacher."
After you read this topic sentence, you know that the rest of the paragraph will give you more details
about Mr. Benzon's having been a drill sergeant.
Note how the example below gives and suggests a simple formula for writing good topic sentences.
Topic sentence:
Mr. Benzon must have been a drill sergeant before he became our gym teacher.
Formula:
A specific subject (Mr. Benzon, our gym teacher)
+ specific feeling or attitude (must have been a drill sergeant before) a good topic sentence.
A sentence like " Mr. Benzon is a teacher" would not make a good sentence because it does not
follow the formula. This sentence contains a subject (Mr. Benzon), but it does not express a specific
feeling or attitude, so it does not add up to a good topic sentence.
The body is the main part of the paragraph. This is where you tell the reader about your topic by
including specific details. All of the sentences in the body must relate to the specific topic of the
paragraph and help it come alive for the reader. The sentence should be organized in the best possible
way. Study the sample paragraph on the next pages regarding arrangement of details.
The closing or clincher sentence is a summary sentence that restates or emphasizes the main
idea of the paragraph (using different words). Looking at the example of a topic sentence, a closing
sentence for a paragraph that develops that topic on Mr. Benzon could be something like this:
Closing sentence:
I'm surprised that Mr. Benzon doesn't make us march into the shower room after each class.
Note that this closing sentence reminds the reader that the specific subject of the paragraph is Mr.
Benzon, the gym teacher, and that he is like a drill sergeant (the specific feeling, attitude, or point of the
paragraph).
- Developing the Longer Essay (Multi-paragraph)
When we were in the grade school and in high school, most of the things we wrote—summary
paragraphs, descriptive paragraphs, library reports— were called themes.
Theme was the comer name for almost all assignments.
Now, you also themes. But I don't think you still call them themes. You write compositions or
submit assignments. And you are assigned mostly to essays, to submit essays. And, that's the term you
will use, essays.
After writing single paragraphs, you often proceed to writing a two or more paragraph- essay.
This type of essay follows also a prescribed form.

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There is an introductory paragraph, a body paragraph, or paragraphs (2 or more), and a

concluding paragraph.
Just as a simple paragraph essay is centered or has the topic sentence as its focus, the longer essay
is centered around a thesis statement—the sentence which states the purpose or main idea of an essay.
Your thesis statement may be either argumentative or informative, depending on the direction you take in
your body paragraphs. It should be a summary of what the rest of your essay will contain.
OUTLINING
A topic outline is a listing of topics arranged according to useful and logical organization. Topics are
stated in words and phrases rather than complete sentences.
Each topic should be expressed in parallel grammatical form.
The sentence outline is the same as a topic outline. The main difference is that each idea is expressed in
a complete sentence.
* Examples of outlining based on the paragraph below.

Topic Outline
How Coal Is Used
I. 19th and 20th Centuries
A. As main fuel for steam power
l. Factory machines
2. Cars
3. Trucks
4. Ships
B. For generating heat for buildings
II. Today
A. As source of energy
B. For making coke for extracting metals from ore
C. As raw material for other chemicals.
Sentence Outline
I. During the 19th and 20th centuries, coal was used in the following ways.
A. It was used as main fuel for steam power for driving—
1. Factory machines
2. Cars
3. Trucks
4. Ships
B. It was used for generating heat for buildings.
II. Today, there are three ways by which coal is used.
A. It is a source of energy.
B. It is used for making coke for extracting metals from ore.
C. It is a raw material for other chemicals.
How Coal Is Used

The main uses of coal have changed considerably since the end of the first World War. During
the nineteenth and the early twentieth centuries coal was the main fuel used for developing steam power
for driving factory machines, cars, trucks and ships. Coal was also used for generating heat for buildings.
Today, very few factory machines or locomotives are driven by steam, using coal as fuel. There are three
main ways in which coal is now used: as a source of energy; for making coke for extracting metals from
their metallic ore and as a raw material from which other chemicals are made.

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SAMPLE STUDENT ESSAY
Opening Paragraph It is hard to ignore the hunger problem occurring in parts of Africa. For the past two
or three years, television has shown us relief camps packed with homeless and
hungry Africans. Headlines in our newspapers warn us of what could happen in the
drought - stricken areas of Africa: "Millions in Africa Face Starvation" or "Starving
Thesis Statement Countries Must Be Helped". The problem is so serious that Africa is going to need
all the help it can get to save its hungry people.
Yet Africa can also help itself.
Africa is a land of many valuable and unused resources farmable land, water, and
Transition minerals. Because of these resources, this continent has the ability to feed all of its
people. According to one study, if the farmlands were used properly, not only could
all of Africa be fed, all of western Europe could be fed as well. Unfortunately, many
of the countries in Africa are new and having problems forming strong, healthy
governments. As a result, planning how to use the natural resources in the best
possible way will take time.
However, none of the countries in Africa should lose hope.

Transition Twenty- five years ago, India, a large country in Asia, was experiencing a hunger
crisis. Many people predicted that this country would be in worse shape than Africa
is in today. Yet India now produces enough food for its entire country because its
government spent so much time on farm and economic planning. India still has
problems- many poorly nourished people and a high infant death rate - but overall
India is in much better shape than it was 25 years ago.
Transition Encouraged by the progress made in India, 30 African

officials produced an official document in 1984 called the "Harare
Declaration." This document states that the responsibility to feed the hungry people
rests on the African governments and the African people themselves. Its long- ranged
goal is to make Africa a self- sufficient continent- a continent that produces all of its
own food. Already, several African governments are accepting hung-y refugees from
other countries and thinking of ways to give these refugees land so that they can
produce their own food.
In order to meet the goals of the "Harare Declaration,' Africa will need the help of
The closing leaves readers many other countries. They especially need the emergency supplies for those people
with an understanding of suffering the most from hunger Organizations from many countries have been sending
the essay’s importance tons of food and medical supplies and have also been helping with the long- term
needs of Africa. They are training Africans in new farming techniques and teaching
mothers how to help their undernourished and sick children. If the relief countries
help until the most serious problems are solved, the African people can work at
becoming self- sufficient. They have the resources to do it.

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You noted that in writing the longer essay you should be conscious of the "working" parts- the opening
paragraph, the developmental paragraphs, and the closing paragraph. You may wish to redefine these
parts:
The opening paragraph of an essay usually states the subject (thesis statement), gains the
reader's attention, and leads smoothly into the main part of the essay.
The developmental paragraphs make up the body (main part) of the essay. They should be
developed and organized as effectively as possible. You will learn about methods of organization later in
this section.
Remember that a new paragraph is started whenever there is a shift or change to a new idea or
topic. For the sentences to run smoothly within the paragraph you use transition or linking words. In the
same way, paragraphs should also run smoothly within the body of the essay with the effective use of the
appropriate transition or linking words.
The closing paragraph should tie all of the important points together, and it should leave the
reader with a clear idea of the essay's importance. The concluding paragraph gives you the opportunity to
recap what you stated in the preceding paragraphs and give additional emphasis to your individual points.
Do not introduce any new idea or material in your concluding paragraph. Avoid using the phrase In
conclusion or To summarize (some find these phrases trite). It will help you write the longer essay if you
compose a multiple- paragraph outline before you start writing.
APPLICATION:
Directions: Give the meaning of what is asked. (2 pts. each) (Refer your answers on the SAA sheet)
1. The opening paragraph of an essay
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________.
2. Theme
______________________________________________________________________________
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______________________________________________________________________________.
3. The Paragraph
______________________________________________________________________________
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___________________________________________________________.
4. New paragraph
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________.
5. Body (of an essay)
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________.

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II. Identification
_____________6. A summary sentence that restates or emphasizes the main idea of the paragraph (using
different words).
What are the ways we can do if we find it difficult to support the main idea?
___________________________7.
___________________________8.
___________________________9.
___________________________10.
ACTIVITY 1.1
2. ______________________________________________________________________________
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_______________________________________________.
APPLICATION 1.2
Directions: Give the meaning of what is asked. (Refer your answers on the SAA sheet)
1. The opening paragraph of an essay

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______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________.
2. Theme
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________.
3. The Paragraph
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________.
4. New paragraph
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________.
5. Body (of an essay)
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________.
II. Identification
________________________6. A summary sentence that restates or emphasizes the main idea of the
paragraph (using different words).
What are the ways we can do if we find it difficult to support the main idea?
___________________________7.
___________________________8.
___________________________9.
___________________________10.
KEY POINTS
 The Paragraph - A unit of writing. It focuses on one specific topic which can be developed in
the form of a story, a description, an explanation or an opinion.
 A topic outline is a listing of topics arranged according to useful and logical organization
 The sentence outline is the same as a topic outline. The main difference is that each idea is
expressed in a complete sentence.
 The opening paragraph of an essay usually states the subject (thesis statement), gains the
 The developmental paragraphs make up the body (main part) of the essay.
 The closing paragraph should tie all of the important points together, and it should leave the
reader with a clear idea of the essay's importance.

END OF MODULE ASSESSMENT Aspire…Achieve…Advance!
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part). Write your answers on separate sheet/s provided. (See separate sheets for the questions.

Application 1.3
1. The opening paragraph of an essay usually states the subject (thesis statement), gains the
2. Theme was the comer name for almost all assignments
3. The Paragraph - The paragraph is a unit of writing. It focuses on one specific topic which can be
developed in the form of a story, a description, an explanation or an opinion.
4. A new paragraph is started whenever there is a shift or change to a new idea or topic.
5. The body is the main part of the paragraph. This is where you tell the reader about your topic by
including specific details.
6. The closing or clincher sentence
II. (Any of these answers)
 Elaborate on your topic sentence.
 Explain or clarify your topic sentence.
 Give details about your topic.
 Provide factual information or proof about your topic sentence.
 Help define your topic sentence.
LOOKING AHEAD
Congratulations for making it till the end of this module! If you aced the assessments, I am happy for you.
If you have not reached your desired level of competence, just keep going! Remember that an expert was
once a beginner.
SELF AND MODULE

of the modules.
Ex:

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6- Disagree
7- Agree
8- Strongly agree

was engaging
SELF-EVALUATION
I can now

Define what is paragraph
Identify the prescribed form in writing an essay
Discuss outlining
Write an essay composing of three paragraphs

Name:___________________________________________________ Course
&Year:_______________
Date accomplished:____________________________________-
assessment to see how far you have improved. Write your answers on the blank space provided for each.
This is 20 pts. each

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1. How does a good topic sentence when starting an essay or paragraph, effective for readers? What
does it do to our mind?
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__________________________________________________________.
2. Why is it important that your introductory part of a paragraph or essay, is catchy? (the first
sentence)
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3. Write a short essay of your topic choice (3 paragraphs) (15 pts.)

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BASIC ELEMENTS OF WRITING

MODULE 3
OVERVIEW
As you read this module and do the activities, you will understand the meaning of the writing process,
selecting a writing subject, organizing with an Outline, connecting, Correcting.
LEARNING OUTCOMES
 Define what is writing process.

 Write a two-paragraph for every type of paragraph
 Identify the Details of paragraph
 Explain the importance of writing style
Activity 1.1 Crossword

Directions: Find and encircle the following words. Do this on the SAA answer sheet.
 Descriptive
 Narrative
 Expository
 Persuasive
 Style
D A X C V V T Y U K L O P J K D E
P E Q E X P O S I T O R Y O P R E
E D S T Y Q W R R T O Q S S C T N
R X V C H V E L Y T S P V Q H A K
S A S D R G H I O P L N M Y R M J
U Z A S F I H J K L V B N R M Q L
A Q E R T Y P I O P X Z A C V B N
S Z X C V B N T M L Q T E R Y U O

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I Z X C F T Y U I O I P Q S F H F
V C V B T Y U I L V P O F D Q Z S
E Q E D R T Y H E Y E Q O P K L V
ANALYSIS 1.2
Directons: Refer your answers on the SAA sheets. (5 pts. each)
1. Why is it necessary to know the different types of paragraph?
2. How does the different types of paragraph help us achieve our purpose for writing? (Choosing
one specific type)
3. In your own understanding, what is Writing Style?
ABSTRACTION
Types of Paragraph
Depending upon your topic and purpose for writing, there are several types of paragraphs to choose from:
descriptive, narrative, expository, and persuasive.
 A descriptive paragraph gives a single, clear picture of a person, place, thing, or idea.
Mr. Brown must have been a drill sergeant before he became our gym teacher. At the start of each
class, we have to stand at attention in straight lines while he takes the attendance. Then we have to suffer
through his warm- up exercises. We begin by running in place until Mr. Brown can see that we are all
"loosened up ". Once we are good and loose, he instructs us to hit the floor for a "few” sit- ups. With no
one to hold our ankles, the sit-ups are nearly impossible to do. We do them just as if we were in the army,
and that means we have to keep our heads up, back straight, and push up and down 25 times. I'm
surprised that Mr. Brown doesn’t make us march into the shower room after each class.
Topic Sentence: Mr. Brown must have been a drill sergeant before he became our gym teacher.
I. At the start of each class, we have to stand at attention in straight lines while he takes
attendance.
II. Then we have to suffer through his warm-up exercises.
A. We run in place until we are all "loosened up.'
B. When we hit the floor for a sit- ups.
1. No one hold our ankles.
2. Mr. Brown barks out the pace.
C. His favorite is push- ups.
1. We do them just as if we were in the army.
2. That means we have to keep our heads up, backs straight, and push up and 25 times.
Closing Sentence: I'm surprised that Mr. Brown doesn't make us march into the shower room after each
class.
 A narrative paragraph gives the details of an event or experience in story form or in the order
they happened.

Page 23 of 46
Mr. Brown does not allow any fooling around in his gym class. Unfortunately, two guys learned this
the hard way. He had made it very clear to us on the first day of class that when he blew his whistle, we
had to stop our activity. Immediately! Kerry Schmidt and Jeremy Johnson ignored the whistle and
continued throwing a football. With fire in his eyes, Mr. Brown quickly sent us in and went after them.
We all watched from the locker room doorway while Mr. Brown made them duckwalk on the football
field. By the time they reached the 50- yard line, they were really struggling. Still, he sent them in for
another 20 Yards. After that, Kerry and Jerry limped into the locker room. All have learned their lesson.
We didn’t want Mr. Brown to make us walk like a duck or any other type of animal for that matter.
 An expository paragraph gives facts or directions, explains ideas, or defines terms. It is often
used for assignments.
Complete one pull- up in Mr. Brown 's gym class and you have really accomplished something. He
makes us start by hanging from the bar with our arms straight. Our palms have to face forward on the
ban. As we raise ourselves toward the bar, our bodies have to remain straight. Mr. Brown doesn’t
allow any kicking, wriggling, or squirming. He stands next to the bar and taps us on the stomach with
a yardstick if we start to bend or wiggle. Our chins have to rest on the bar, if we are lucky enough to
make it that fan. We then have to lower ourselves until we are again hanging with our arms straight.
This is one pull- up, unless Mr. Brown decides that something was done the wrong way.
 A persuasive paragraph expresses an opinion and tries to convince the reader that this opinion
is correct.
Mr. Brown might not be a popular teacher, but he has three qualities that make him a good teacher.
First, he is well organized for every class period. He always starts us off with exercises. Then we either
learn or practice some skill or divide up into teams and play some sport. We always know ahead of time
what we will be doing because Mr. Brown posts the day's activities on a blackboard in the locker room.
Second, he is always concerned that we do our best, no mailer what the activity He expects us to work as
hard in a game of dodgeball as we do during physical fitness tests. M: Brown third and most important
quality is that he treats everyone fairly. It doesn’t matter if you’re a jock or not. You know exactly where
you stand with him. If you don’t work, he A's satisfied. Some guys think Mr. Brown expects too much,
but they all work hard for him.
The Details in a Paragraph

When you write a paragraph, the details will usually come from your personal experience, or you
will gather details from other sources. Details are so important in your that you should know the kind of
details you can use and how you can obtain them.
For example,
Personal details are those which you, the writer, gather by using your senses (sensory details
-smell, touch, taste, hearing, and sight), known as sensory details gathered through experience, by
closely observing what goes on around you.

Page 24 of 46
Mr. Brown not only looks like a drill sergeant, he talks like one.
The other type of detail is known as memory detail. It comes from the writer’s memory detail. It
comes from the writer's memory of past experiences and observations. This might be a detail you
remember from yesterday or five years ago.
When we shot free throws during basketball,

Mr. Brown gave us five seconds before he gave the ball to the other
team.
The third type of detail comes when the writer thinks creatively about the topic and tries to
imagine what could have been or might yet be. This type of detail is called reflective detail. When you
think of using a reflective detail (especially in narrative and descriptive writing, you can introduce it by
using the words wonder, hope, or wish)
I wonder how many pull- ups Mr. Brown can do.
When you write longer essays, you may need to use more details from other sources. You can find
these details in other ways.
1. Ask another person about your topic
2. Ask an expert
3. Write or call for information
4. Gather details in your library – from magazines, newspapers, books, videotapes, filmstrips, or
computer services.
 Arranging Details in a Paragraph

When you have gathered all the data you think you need to fully develop your topic, you decide on
how to arrange the details. You would like to do so in the most logical or effective manner. You decide
which of the methods is the best method of arrangement for your topic.
1. Chronological or time order. You can arrange your details in the order in which they happened.
(Keywords: first, second, then, next, later, etc.)
2. Order of location. You can arrange your details in the order in which they are located. (Key
words: above, below, alongside, beneath, etc.)
3. Order of importance. You can arrange your details from the most important to the least or from
the least important to the most.
4. Cause and effect. You can begin with a general statement giving the cause of a problem and then
add a number of effects.
5. Comparison. You can explain a subject by showing how it is similar to another better- subject.

Page 25 of 46
6. Contrast. You can use details, which show how your subject is different from another better-
subject.
7. Illustration. (general to specific) you can arrange your details so that the general is stated first in
the paragraph Topic sentence) and then add specific reasons, examples, facts, and other details to
illustrate or support the general statement.
Writing Style – the way in which the narrative of your writing comes across to other readers, including
your sentence structure, syntax, and overall voice in order to provide your writing with an overall tone or
mood.
Developing a writing style is probably important to you. Your style says something about you.
It reflects the you on the inside—your thoughts, your feelings, your enthusiasm. You’ll be glad to know
that for now, you don't have to give this style too much thought. Instead, let it develop naturally through
your experiences as a writer. Experiment as a writer and experience the art.
APPLICATION 1.3
Directions: Read and identify what is being asked. Write your answers on the SAA answer sheets
_______________1. You can arrange your details in the order in which they happened. What method is
this?
________________2. A paragraph that expresses an opinion and tries to convince the reader that this
opinion is correct.
________________3. A paragraph that gives a single, clear picture of a person, place, thing, or idea.
________________4. You can arrange your details from the most important to the least or from the least
important to the most. What method is this?
________________5. You can use details, which show how your subject is different from another better-
subject. What method is this?
________________6. A type of paragraph that gives the details of an event or experience in story form or
in the order they happened.
________________7. You can begin with a general statement giving the cause of a problem and then add
a number of effects. What method is this?
________________8. A type of paragraph that gives facts or directions, explains ideas, or defines terms.
It is often used for assignments.
________________9. A detail that comes from the writer's memory of past experiences and observations
________________10. A detail when the writer thinks creatively about the topic and tries to imagine
what could have been or might yet be
ACTIVITY 1.1 Directions: Find and encircle the following words.

Page 26 of 46
 Descriptive
 Narrative
 Expository
 Persuasive
 Style
D A X C V V T Y U K L O P J K D E
P E Q E X P O S I T O R Y O P R E
E D S T Y Q W R R T O Q S S C T N
R X V C H V E L Y T S P V Q H A K
S A S D R G H I O P L N M Y R M J
U Z A S F I H J K L V B N R M Q L
A Q E R T Y P I O P X Z A C V B N
S Z X C V B N T M L Q T E R Y U O
I Z X C F T Y U I O I P Q S F H F
V C V B T Y U I L V P O F D Q Z S
E Q E D R T Y H E Y E Q O P K L V
ANALYSIS 1.2
4. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________.
5. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Page 27 of 46
______________________________________________________________________________
_____________________________________________________________________________.
6. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________.
APPLICATION 1.3
Directions: Read and identify what is being asked.
_______________1. You can arrange your details in the order in which they happened. What method is
this?
________________2. A paragraph that expresses an opinion and tries to convince the reader that this
opinion is correct.
________________3. A paragraph that gives a single, clear picture of a person, place, thing, or idea.
________________4. You can arrange your details from the most important to the least or from the least
important to the most. What method is this?
________________5. You can use details, which show how your subject is different from another better-
subject. What method is this?
________________6. A type of paragraph that gives the details of an event or experience in story form or
in the order they happened.
________________7. You can begin with a general statement giving the cause of a problem and then add
a number of effects. What method is this?
________________8. A type of paragraph that gives facts or directions, explains ideas, or defines terms.
It is often used for assignments.
________________9. A detail that comes from the writer's memory of past experiences and observations
________________10. A detail when the writer thinks creatively about the topic and tries to imagine
what could have been or might yet be
KEY POINTS
 A descriptive paragraph gives a single, clear picture of a person, place, thing, or idea.
 A narrative paragraph gives the details of an event or experience in story form or in the order
they happened.

Page 28 of 46
 An expository paragraph gives facts or directions, explains ideas, or defines terms. It is often
used for assignments.
 A persuasive paragraph expresses an opinion and tries to convince the reader that this opinion
is correct
 sensory details - Personal details are those which you, the writer, gather by using your senses
(sensory details -smell, touch, taste, hearing, and sight)
 Memory detail - . It comes from the writer's memory of past experiences and observations. This
might be a detail you remember from yesterday or five years ago.
 Reflective detail - The third type of detail comes when the writer thinks creatively about the
topic and tries to imagine what could have been or might yet be.
 Arranging details in paragraph
o Chronological or time order
o Order of location
o Cause and effect
o Comparison
o Contrast
o Illustration
 The 4 main writing styles are expository, descriptive persuasive, narrative writings. You can
do this depending on the type of writing you intend.
END OF MODULE ASSESSMENT

Application 1.3
1. chronological or time order
2. persuasive
3. descriptive
4. order of location
5. comparison
6. narrative
7. cause and effect
8. expository
9. memory detail
10. reflective detail
LOOKING AHEAD

Page 29 of 46
Congratulations for making it till the end of this module! If you aced the assessments, I am happy for you.
If you have not reached your desired level of competence, just keep going! Remember that an expert was
once a beginner.
SELF AND MODULE

of the modules.
Ex:
10- Disagree
11- Agree
12- Strongly agree

was engaging
SELF-EVALUATION
I can now

Define what is writing process.
Write a two-paragraph for every type of paragraph
Identify the Details of paragraph
Explain the importance of writing style

Page 30 of 46

Name:___________________________________________________ Course
&Year:_______________
assessment to see how far you have improved. Write your answers on the blank space provided for each
question.
I. Write these in a piece of yellow paper and attach it to the back of this module,
 Write a Descriptive two-paragraph about a special friend that you met.
 Write a Narrative two-paragraph about your most favorite summer vacation.
 Write an Expository two-paragraph about a nonmaterial thing/s that ,make you happy
 Write a Persuasive three-paragraph about people surviving in catastrophes start valuing their lives
more than others
II. Why is it an enlightenment that we know the details of a paragraph? Explain.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Page 31 of 46
_____________________________________________________________________________________
_____________________________________________________________________________________
______________.
III. Why is it important that we develop our “writing style”?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________________________.
LETTER WRITING
MODULE 4
OVERVIEW
As you read this module and do the activities, you will understand the meaning of letter writing, the
various types of letters and its application.
LEARNING OUTCOMES
 Define letter writing

 Write letters of various types
Activity 1.1
I. Complete the sentence (write it on the SAA answer sheets)
A letter is a tool that….

Page 32 of 46
ABSTRACTION
Letter Writing
 VISITING BY MAIL
Social correspondence includes letters to your friends, ordinary letters, thank- you letters,
invitations and announcements, messages of congratulations or of sympathy, and notes of acceptance
or regret.
Letters represent you when you cannot be present yourself. So, be yourself in letters. Be simple,
unaffected and discreet. Never anything that you may regret later. The spoken word may be easily
forgotten or disregarded, but the written word endures forever.
Give your letters a neat and orderly appearance. Use ink and stationery of good quality.
Handwritten letters should be clear.
Never put off writing letters on time. Think of the pleasures you will be giving others when they
receive your letters.
What to Write About in a Friendly Letter
 What you have enjoyed doing since the last time you met;
 A very enjoyable party in which you wished he/she were there with you;
 A contest you won and what you felt;
 Avery lively folk dance competition: describe the numbers in detail, touching on costumes and
audience reaction;
 Your day-dreams and why you enjoy them; etc.
How can you make your letter interesting enough to make your friend enjoy it so much that right
away she/he takes the pen and paper and returns the compliments? You would like an answer too, of
course.
1. Write as if you were actually talking to her in person.
2. Use contractions: isn't, aren't, don't, etc. Idioms are okay. You may even use slang. Remember,
friendly letters are very informal.

Page 33 of 46
3. Include details in whatever you are writing about. Be chatty exactly as if your friend were in front of
you asking for more details.
A Friendly, Chatty Letter
Place
Date
Dear Joe,
How are you? Your folks? Still going to basketball games? Gee, we do, too, always on
weekends.
Last weekend, our Blue Kids played against the Red Socks of our neighboring district. Our
gang was all there rooting for our boys.
What a game: the passing, the feinting, dribbling, posturing and finally shooting the basket. 'Twas
very thrilling. The boys were all wet with sweat and almost ready to drop when the game was over.
We won!
Before that we went camping in the forest nearby. At first, Mom won't say yes. She was afraid
something would happen to us, sleeping in our bags under the trees. Dad convinced her we could
take care of ourselves. We are all boy scouts and the forest is shouting distance
Of our district. We could always race home if something frightened us, he said.
I tell you, we enjoyed that outing. And only among ourselves, too. When we were all bundled up in
our sacks, we took to telling ghost stories, the more impossible, the better. My, but it was frill. You
should have been with us.
How about coming over? Do tell your parents that Mom and Dad also want you to come. 0K?
See you and best regards to your parents from mine and keep
the "mostest." Like the word? Our English teacher doesn't.
Always,
Steve
 OTHER PERSONAL MAILS
Aside friendly, chatty letters, there are other personal letters that can be to relatives, friends and
acquaintances that have to do with everyday affairs pertaining to the family, the neighborhood and
community. Some of them may be just informal notes.
Letter of Invitation

Page 34 of 46
Dear Betty,
Please join us at our jam session on Saturday, June 19. Liza Gerard has just arrived from Europe
and we're giving this party for her — a sort of welcome party. She expects to see all her former
classmates in high school. Don't disappoint her.
Love,
Rose
Letter of Congratulations
Dear Joey,
Surely you deserve a medal for bravery But it was like you to remember that frail young girl. Can
you imagine how proud I am to say "He's my nephew," when people praise your heroism in the fire
downtown?
I hope you were not injured—the papers gave the impression that you were not—and I
congratulate you most heartily on getting that fainting girl to safety.
Yours with much love,
Aunt Sheila
Letter of Condolence
Dear Winda,
I was terribly shocked to hear about your brother's death. Only a month ago when he entered the high
school, I thought how proud you must be to bring such a bright little brother with you, And now he has
passed from us. We are all very sorry for you and your family, and want you to know that we loved Ritchie.
Sincerely,
Elaine
Letter About a Youth’s Problem

Page 35 of 46
Sunday
10:00 p.m.
Dear Karen,
I can't sleep over our common problem. I really like to take up Nursing but up to now I have not
convinced Mother to let me. I'm running out of reasons and patience. Probably Mother is, too. She really hates
Nursing for me. She insists the office hours of nurses are very in irregular. She would not like me going home
from night duty, she said.
Have you convinced your parents yet? If you have, I'll tell Mom not to worry about me because we'll
always be together. And tell me how you convinced your Mom.
Didn't you tell me your Pa allows you to make your own choice? Mine, too. I do think that fathers are
more reasonable than mothers. We're the ones to study and work later, aren't we? Why shouldn't we take the
courses that we like?
Enough for now. Do write me soon. I' II be waiting.
Lovingly,
Erika
Note of Excuse
Dear Mr. Evans,
Please excuse me for being absent from my class because of my sore foot. I also have a slight fever
and have to stay in bed. I hope I shall be strong enough to go to school on Monday
Respectfully yours,
Anne Smith
Letter of Thanks after the Party
Dear ___________________,
This is to thank you so much for inviting me for dinner on Friday It was a wonderful evening and I
really enjoyed myself. It was a great pleasure to meet some of your friends and I enjoyed the delicious meal.
You certainly are an excellent cook and hostess.
Sincerely,

Page 36 of 46
Dear _______________________,
Rosemary and Tom so much enjoyed the party on Saturday and came home full of stories about the
games they played and the wonderful tea you had prepared. Thank you so much for inviting them.
Sincerely,
Letter of Thanks for Kindness
Dear ___________________,
I have to thank you very sincerely for your kind reception of Victor. He tells me his trip had been both
pleasant and very successful, principally due to your help. I appreciate it very much.
The Letter of Application

Before you write the letter of application, there are certain things that must be considered. You
must know the product thoroughly and the work opportunities that can be found.
Next, you must focus on the benefits that the employers may derive from your services. Finally,
you must decide which details are to be useful to a future employer. Jot down facts about yourself on a
separate sheet of paper — name, address, sex, age, interest, aptitudes and skills.
What experience do you have? Have you had any job before? Have you been active in any co-curricular
activities in school? What trainings do you have? What areas have you taken courses in?
The information on a biodata sheet is organized into four or five areas for fast reading. These
areas are usually personal facts, training, educational background, experience and references. The biodata
sheet is meant to represent a clear picture of yourself and your ability to organize facts in an attractive and
clear manner.
Here are some guides for writing a good letter of application.
1. State how you learned of the position, whether through classified ads or personal
contacts.
2. Indicate at once that you are interested in being considered for the position.
3. Give your qualifications.
4. Tell what training in school and elsewhere you have had that qualifies you for the job.
5. If you have had experience in similar work, give definite facts about it: employer's name,
your length of service, the kind of work that you did.

Page 37 of 46
6. Give the names, positions, addresses and telephone numbers of some persons who know
you and your abilities. Do not use a person's name without his permission.
7. Ask for personal interview and give your telephone number.
Writing a Resumé
A resumé is like an outline of your life. You need a resumé to get a job or change schools. You
need to know the facts of your life to write a resume. What kind of facts? Save the description of your
childhood for your autobiography. Only facts relating to work and education appear on a resume, as this
lesson will illustrate
Begin to write your resume by following a few simple steps. Each step involves answering a question.
Step 1 - What is my name, address and telephone number?
Step 2 - What is my education?
Step 3 - What is my employment objective?
Step 4 - What is my experience?
Step 5 - What are my hobbles or skills?
Step 6 - Who are my references?
When you have a biodata that is sure to reinforce the desirable employee image that you are trying to
create, it is now time to write the letter of application.

Page 38 of 46
Letter of Application

Page 39 of 46
361 Paradise Road

Portsmouth, Virginia
February 14, 2020
The Manager
Aristocrat Restaurant
Portsmouth, Virginia
Dear Sir:
This moming, Mr. John Smith, principal of Saint Joseph High School, told me that you are in need of
waiters this summer. Please consider me an applicant for the position. I want to work this summer to add to my
savings for a college education.
I shall be seventeen years old next week. I shall be finishing my fourth year of secondary education this
March. I am five feet four inches tall and weigh 1 10 pounds. My health is very good. I have not missed a day of
school this year.
Last summer, I worked as a waiter at the Golden Oak Restaurant where I gained experience in meeting
people and serving all kinds of meals. I know how important it is to take orders accurately, and I am sure I could do
the job to your satisfaction.
I refer you, by permission, to the following:
Name Address
___________________________ _______________________________
Name Address
____________________________ ________________________________
Very truly yours,
(Signature)
Typewritten name
Note: (Suppose the Margins are given)

Page 40 of 46
Letter of Appointment
Dear Sir,
With reference to your recent interview with the head of four Production Department, I wish to
offer you the position of a general clerk in that department.
The commencing salary will be $ 1,500 per month, and this is subject to satisfactory reports on
your work by the head of your department.
The hours of duty will be from 9:00 a.m. to 5 p.m. from Monday to Friday. You will not
normally be required to work on Saturdays. You will be entitled to two weeks holiday each year, but there
are arrangements for increasing this after five years' service.
The appointment can be terminated by one month's notice on either side.
Would you kindly confirm immediately that you accept this

Appointment and that you will report to Mr. John Brown in the Production Department at 9:30 a.m. on
Monday next.
Very truly yours,
APPLICATION 1.3 Essay

1. What is the essence of letter writing? (150 words)
2. Why is it necessary to know the various types of letters? (250 words)
3. Why do we need to consider the choice of words, punctuations, structure etc. in making
letters? (200 words)
ACTIVITY 1.1
3. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Page 41 of 46
______________________________________________________________________________
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______________________________________________________________________________.
7.
APPLICATION 1.3
1. ______________________________________________________________________________
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Page 42 of 46
______________________________________________________________________________
______________________________________________________________________________
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2. ______________________________________________________________________________
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Page 43 of 46
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
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______________________________________________________________________________
3. ______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
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Page 44 of 46
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
KEY POINTS
 Letters are forms of communication that enables us to communicate with the other person.
 Letters can come from various types
 There are letters for:
o Letter of Invitation
o Letter of Congratulations
o Letter of Condolence
o Letter About a Youth’s Problem
o Note of Excuse
o Letter of Thanks after the Party
o Letter of Thanks for Kindness
o The Letter of Application
o Writing a Resumé
o Letter of Appointment
ENDNow
OFthat
MODULE ASSESSMENT
you have finished the review of the various concepts outlined above, it is now time for an

Application 1.3
1.
2. Accepts related answers
3.
LOOKING AHEAD

Page 45 of 46
Congratulations for making it till the end of this module! If you aced the assessments, I am happy
for you. If you have not reached your desired level of competence, just keep going! Remember that an
expert was once a beginner.
SELF AND MODULE

of the modules.
Ex:
14- Disagree
15- Agree
16- Strongly agree

was engaging
SELF-EVALUATION
I can now

Define letter writing
Write letters of various types
REFERENCES
Murray, Andrew V. (2010). Self-Study. Success Unlimited Enterprises.

Page 46 of 46

Name:___________________________________________________ Course
&Year:_______________
assessment to see how far you have improved. Write your answers on the blank space provided for each
question.
I. Write a letter for every of the following:
o A friendly letter
o Letter of condolence
o Excuse letter
o Letter of thanks for kindness
o Letter of Congratulations
II. Suppose you are a fresh graduate, you are now looking for a job as a teacher. Write an
Application Letter and a Resume.
(For every letter, write it in a long bond paper and attach to the module for checking)


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The Writing Process: Learning Experiences & Self-Assessment Activities

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Page 1 of 46

THE WRITING PROCESS

 Define what is writing

LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES

“I hear and forget;

OSMEÑA COLLEGES College of Teacher Education

OSMEÑA COLLEGES College of Teacher Education

OSMEÑA COLLEGES College of Teacher Education

____________1. Refers to the process of choosing a subject to explore in writing.

SELF-ASSESSMENT ACTIVITIES (SAA) SHEET

OSMEÑA COLLEGES College of Teacher Education

OSMEÑA COLLEGES College of Teacher Education

OSMEÑA COLLEGES College of Teacher Education

END OF MODULE ASSESSMENT

SELF-ASSESSMENT ACTIVITIES (SAA) ANSWER KEY

OSMEÑA COLLEGES College of Teacher Education

SELF AND MODULE

The learning module: 1 2 3 4

Please check appropriate column

Please check appropriate column

OSMEÑA COLLEGES College of Teacher Education

Draw a life-map using mapping to illustrate important events in your life.

END OF MODULE ASSESSMENT (Answer Sheet)

(Please do not forget to provide information on this part.)

BASIC ELEMENTS OF WRITING

OSMEÑA COLLEGES College of Teacher Education

 Define what is paragraph

LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES

OSMEÑA COLLEGES College of Teacher Education

OSMEÑA COLLEGES College of Teacher Education

There is an introductory paragraph, a body paragraph, or paragraphs (2 or more), and a

* Examples of outlining based on the paragraph below.

How Coal Is Used

OSMEÑA COLLEGES College of Teacher Education

SAMPLE STUDENT ESSAY

However, none of the countries in Africa should lose hope.

Transition Encouraged by the progress made in India, 30 African

OSMEÑA COLLEGES College of Teacher Education

OSMEÑA COLLEGES College of Teacher Education

SELF-ASSESSMENT ACTIVITIES (SAA) SHEET

OSMEÑA COLLEGES College of Teacher Education

OSMEÑA COLLEGES College of Teacher Education

SELF-ASSESSMENT ACTIVITIES (SAA) ANSWER KEY

SELF AND MODULE

OSMEÑA COLLEGES College of Teacher Education

The learning module: 1 2 3 4

Please check appropriate column

Please check appropriate column

END OF MODULE ASSESSMENT (Answer Sheet)

(Please do not forget to provide information on this part.)

OSMEÑA COLLEGES College of Teacher Education

OSMEÑA COLLEGES College of Teacher Education

OSMEÑA COLLEGES College of Teacher Education

BASIC ELEMENTS OF WRITING

 Define what is writing process.

LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES

Activity 1.1 Crossword

OSMEÑA COLLEGES College of Teacher Education

OSMEÑA COLLEGES College of Teacher Education

The Details in a Paragraph

OSMEÑA COLLEGES College of Teacher Education

When we shot free throws during basketball,