Senior High School

Reading and Writing

Skills
Quarter 3 - Module 1
Reading and Thinking Strategies across Text Types
Reading and Writing Skills – Senior High School
Alternative Delivery Mode
Quarter 3 - Module 1: Reading & Thinking across Text Types
First Edition, 2020

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Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V
Development Team of the Module

Authors: Franque Manuel C. Carrasco, Dr. Maria Christina N.

Ganas, Catherine Mae N. Garcia, Cathelyn D. Matias,
Eric P. Miso, Araceli B. Melliza
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and Language Evaluator: Dr. Jerry G. Roble
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 Senior
Senior High
High School
School

Reading and
Writing
Quarter 3 - Module 1
Reading and Thinking Strategies across
Text Types

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 Table of Contents

What This Module is About ....................................................................................................................... i

What I Need to Know .................................................................................................................................. ii
How to Learn from this Module………………………………………………………………………… iii
Icons of this Module ................................................................................................................................... iii

What I Know …. ........................................................................................................................................ iv

Lesson 1:
Patterns of Development .................................................................................................... 1
What I Need to Know ...................................................................................1
What’s New:
Activity 1 #staysafe .....................................................................................2
Activity 2 KWL Chart …………………………………………………………….2
What Is It: Narration ....................................................................................3
What’s More:
Activity 3. My Story ......................................................................................4
Activity 4. Controlled Composition ............................................................................ 5
What Is It Comparing and Contrasting ........................................................6
What’s More:
Activity 5. Mingling Venn ..............................................................................6
What Is It: Problem-solution ........................................................................7
What’s More:
Activity 6. Problem Solved ..........................................................................8
Activity 7. Distinguishing cause and effect ...................................................9
Activity 8. Combi - Mode ..............................................................................9
What Is It: Persuasion ..................................................................................10
What’s More
Activity 9. Persuasion Clinch .......................................................................10
What I Have Learned:
Activity 10: Synthesizing Your Learning .......................................................11
What I Can Do: Compare/Contrast Matrix ...................................................12

Lesson 2:
Properties of Well-written Text
What’s In ............................................................................................................................ 14
What I Need to Know ...................................................................................14
What’s New: ...............................................................................................15
Activity 1. Confusing Errors 15
What Is It: Organization ..............................................................................15
What’s More:
Activity 2. Recognizing Text .........................................................................18
What Is It: Coherence and Cohesion ..........................................................19
What’s More:
Activity 3. Which is Which ............................................................................21
Activity 4. Word Order ..................................................................................22
What Is It: Language Used .........................................................................22
 What’s More:
Activity 5. Language Use .............................................................................24
What Is It: Mechanics
Activity 6. American – British Match ............................................................26
Activity 7. Correct Me ...................................................................................26
What Is It: Punctuation .................................................................................27
What’s More
Activity 8. Correct Punctuations ...................................................................29
Activity 9. Punctuate Me ..............................................................................29
What Is It: Capitalization ..............................................................................30
What’s More
Activity 10. Capitalization Practice ...............................................................30
What I Have Learned:
Activity 10: Synthesizing Your Learning .......................................................30
What I Can Do:
Activity 11. Evaluate the following written text ............................................31
Activity 12. Cloze Test .................................................................................32
Activity 13. Writing Activity ..........................................................................32

Assessment: (Posttest) …………………………………………………………………………..33

Key to Answers …………………………………………………………………………………………….35
References ………………………………………………………………………………………………… 37
What This Module is About
Welcome to exciting episode of Reading and Writing! Your patience and
dedication to learn new things are truly remarkable! Keep it up!

Communicating through written words and interacting with texts are not easy
feats. However, writing and presenting your ideas effectively seems to be a
challenging one. Thus, learning to develop your skills in writing is valuably deemed
necessary in crafting your work beautifully and meaningfully.

As such, you should learn new concepts, ideas and skills whole-heartedly.
Everything that you will learn from this Module is not limited to this piece of paper.
Instead, you will be applying them in real life. It may sound cheesy but after going
through this Module, you would surely tell yourself that you wouldn’t leave this Module
empty-handed.

This module will equip you with the necessary skills in thinking critically,
selecting information efficiently, organizing ideas logically, and evaluating arguments
soundly.

Following are the lessons found in this module:

1. Identifying Patterns of Development

a. Narration
b. Description
c. Exemplification / classification
d. Definition
e. Comparison and contrast
f. Cause and effect
g. Problem-solution
h. Persuasion

2. Identifying properties of well-written text

a. Organization
b. Coherence and cohesion
c. Language use
d. Mechanics

i
 At the end of this module, you should be able to:

1. Compare and contrast patterns of written texts across disciplines:

a. Narration
b. Description
c. definition
d. exemplification / classification
e. Comparison and contrast
f. Cause and Effect
g. Problem-solution
h. Persuasion

2. Identify properties of well-written text:

a. Organization
b. Coherence and cohesion
c. Language use
d. Mechanics

Ii
How to Learn from this Module
To achieve the objectives, you are expected to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

iii
Multiple Choice: Select the letter of the best answer from the given choices.

1. This pattern of development in writing provides specific instances to support a

claim.
A. exemplification C. persuasion
B. problem-solution D. description

2. It is a type of an essay that tells a story or anecdote.

A. problem-solution C. cost-benefit
B. question-answer D. narration

3. Which essay development method systematically draws similarities and

differences between two things?
A. analogy C. question-answer
B. comparison and contrast D. problem-solution

4. This is a mode of paragraph development which is almost coupled with

argumentation.
A. exemplification C. persuasion
B. problem-solution D. description

5. An action and its results are discussed

A. chronological C. sequence / process
B. problem and solution D. cause and effect

6. Which of the following is NOT a property of a well-written text?

A. Coherence and Cohesion C. Organization
B. Paragraphing D. Writing Mechanics

7. A well-written text is ____________.

A. the writer’s knowledge of the fundamental properties of grammar
B. built around effective paragraphing, on coherence and on established
conventions
C. the property that shows the interplay of both the physical aspects of
organization and deeper textual aspects
D. the constitution of proper paragraphing and logical order of presentation of
ideas

8. Which property of a well-written text constitutes proper paragraphing and logical

order of presentation of ideas?
A. Organization C. Language Use
B. Coherence and Cohesion D. Writing Mechanics

iv
9. Which property of a well-written text constitutes features that facilitate textual
continuity?
A. Organization C. Language Use
B. Coherence and Cohesion D. Writing Mechanics

10. Which property of a well-written text refers to the appropriate language to be

used in writing/speaking?
A. Organization C. Language Use
B. Coherence and Cohesion D. Writing Mechanics

v
 Lesson
Patterns of Development
1
Grade 12, Second Semester, Q3- Week 1

http://www.freeimageslive.com/galleries/workplace/office2/pics/blank_page.jpg (edited)

Concepts and ideas may not be enough to produce an effective paragraph.

What to write, where to start and how will it be done are just few teething problems in
writing. Writers need to think of some techniques in consolidating ideas to make their
works organized and comprehensible. Knowing the different patterns of development
enable writers to create a sound, focused and well-written text.

In this lesson, let us explore the basic patterns of paragraph development in

writing across disciplines. This will equip you with the necessary skills in organizing
your ideas in creating your own texts.

At the end of lesson, you are expected to:

1. Compare and contrast patterns of written texts across disciplines
(N11/12RWS-IIIbf-3)
a. narration (EN11/12RWS-IIIbf-3.1)
b. description (EN11/12RWS-IIIbf-3.2)
c. definition (EN11/12RWS-IIIbf-3.3)
d. exemplification / classification (EN11/12RWS-IIIbf-3.4)
e. comparison and contrast (EN11/12RWS-IIIbf-3.5)
f. cause and effect (EN11/12RWS-IIIbf-3.6)
g. problem – solution (EN11/12RWS-IIIbf-3.7)
h. persuasion (EN11/12RWS-IIIbf-3.8)

1
Activity 1. #StaySafe. The following catchphrases are known today. Read each question
closely and write your answers in the opposite column.

#Stay Safe
1. What does the phrase mean?

2. How did it start?

3. When do we say that it’s safe?

4. Ways on how to stay safe.

5. Has your life changed in this time of
pandemic?
6. Why do we need to stay safe?
7. Does it help resolve the crisis on
pandemic?
8. How do you get people to think, behave
and act the way you want them to?

What is being suggested in giving your answers?

Activity 2. K-W-L Chart. Complete the following KWL Chart.

Patters of a Written What I Want to What I Learned

What I Know
Text Know after the Lesson
1. Narration

2. Description

3. Definition

4. Exemplification/
Classification
5. Comparison and
Contrast
6. Cause and Effect

7. Problem-Solution

8. Persuasion

2
 Patterns of Development help us sort out information and shape paragraphs
or essays. They can help organize an outline reflecting the purpose of the writer.
However, most paper will use a combination of methods, working together in function
of each other.

1. Narration means to tell a story about people, places, events, dates, etc. Mostly
narratives simply tell what happened in the story or the sequence of events. A
narrative of personal experience offers lessons and insights. There are four
elements of a narrative paragraph:
1. Setting – refers to time, place or location, atmosphere and mood of the story.

2. Characters – pertain to persons involved in the story. In a story, there is a main

character known as the protagonist, and the antagonist, who is against the
protagonist.

3. Plot – which refers to the series of events has five parts:

• Exposition- beginning of the story where the characters and setting
are introduced.
• Rising Action- when the conflict is exposed
• Climax- the highest point of interest and the turning point of the story.
• Falling Action- the conflicts begin to be resolved with predictable
ending.
• Denouement- refers to the final resolution of the story.

4. Point of View – refers to the perspective of the writer in narrating the story. This
can be first person point of view, second person point of view, and third person
point of view.

Example:

A milkman became very wealthy through dishonest means. He had to cross

a river daily to reach the city where his customers lived. He mixed the water of
the river generously with the milk that he sold for a good profit. One day he went
around collecting the dues in order to celebrate the wedding of his son. With
the large amount thus collected he purchased plenty of rich clothes and
glittering gold ornaments. But while crossing the river the boat capsized and all
his costly purchases were swallowed by the river. The milk vendor was
speechless with grief. At that time, he heard a voice that came from the river,
“Do not weep. What you have lost is only the illicit gains you earned through
cheating your customers.

2. Description means to tell what something is like. A good description will revolve
around a "dominant impression."

3
3. Definition means to explain what something is.

4. Exemplification is the process of extending example or a series of detailed

examples.

5. Classification means to sort items in order to group together those with similar
characteristics and to distinguish them from those with different characteristics.

6. Comparison means to identify the ways in which two "different" items are similar.
Contrast means to identify the ways in which two "similar" items are different. This
means that there is no purpose in comparing or contrasting two items that do not
share some common characteristic (apples and books).

7. Cause and Effect/ Causal analysis means to find the reasons that produced a
certain result or to identify the results produced by a certain phenomenon.

8. Problem-solution means to start by identifying a problem and then proposes at least two
or more solutions.

9. Persuasion means organizes ideas to show how a set of evidence leads to a logical
conclusion or argument.

Activity 3. Write a short narrative describing your personal experience that changed your
life. Limit your sentences by observing the following: Write 1 topic sentence, 1-
4 sentences of background information, 2-4 sentences to start the story, 3-5
sentences to present the conflict, 1-3 sentences to resolve the conflict, and
1-2 sentences to provide a conclusion.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

4
 Many writing assignments in various disciplines require the use of definition and
exemplification.

Definition explains a concept, term, or subject. Its main purpose is to tell what
something is. This pattern of development is commonly used in the sciences, humanities, and
business.

Exemplification is one of the most common and effective ways to show or explain an
idea or point (e.g., observation, opinion, belief). In this pattern of development, the main idea
is explained by giving an extended example or a series of detailed examples. Argumentative
and exemplification essays, feature articles, reviews, reports, and case studies often use
examples to prove a point.

Example:

Relative Dating is a method used to determine the relative order of geologic events.
This method does not provide actual numerical dates for the rocks but are just estimates based
on the profile of the strata. The profile of the strata includes chemical composition, rock type,
and presence of organisms.

Activity 4. Controlled Composition. Choose sentences from the list below. Write two
separate paragraphs. Choose relevant information and organize the sentences
into a clear order. The topics are: “Resilient” and “Pollution.” Each paragraph
will have six sentences. Then, identify patterns of paragraph development
used.
1. Psychologists have identified some of the factors that appear to make a person more
resilient.
2. Such as a positive attitude, the ability to regulate emotions, and the ability to see failure
as a form of helpful feedback.
3. We can be more resilient in times of crisis
4. There are many kinds of pollution.
5. Many people throw garbage on the ground.
6. Any crisis, such as the coronavirus pandemic, can test resilience.
7. Looking to loved ones for help and emotional support, increasing self-care, and focusing
on the aspects of the situation that are under your control can help you weather almost
any storm
8. Air pollution comes from cars and factories.
9. Resilient means able to withstand or recover quickly from difficult conditions.
10. Water pollution comes from factories, too.
11. Noise pollution comes from car horns, factories, trains, and crowds of people.
12. Garbage is a kind of pollution.

5
 Comparing and contrasting are ways of exploring the similarities and
differences between two things. Generally speaking, comparing is showing the
similarities, and contrasting is showing differences between two things that are related
in some way.
Example:
Scientifically comparing and contrasting a butterfly and a moth, a moth tends to
be short, stout, and less colorful, whereas a butterfly is usually long, thin, and brightly
colored. Butterflies usually have larger wings than moths, which they hold vertically
when at rest. Moths, in contrast, flatten their wings or wrap them around themselves
when at rest. Butterflies usually rest with their wings closed, while moths rest with their
wings open. Butterflies are more active during the day than moths. A butterfly's
chrysalis usually hangs from a branch while a moth's cocoon is usually on the ground
or underground.
Processing Questions:
1. Is the writer comparing, contrasting, or doing both?
2. Which of the two subjects receives the focus?
3. How is the comparison or contrast organized and how is it built?

Activity 5. Mingling Venn. Fill in the missing data in the Venn diagram which
compares/contrasts printed book to an e-reader/ e-book. Use critical
thinking and select only relevant information based on the topics from
the following list.

• printed book
• text, images, etc., printed on paper.
• pages are bound together
• has either a hardcover or softcover (paperback).
• static layouts
• digital or electronic book
• can be read on an e-reader device or app
• dynamic layouts
• do not have pages
• sleek and thin
• provide readers information
• its purposes to study, relax, work, and learn
• literary works
• smell of paper, ink, dust
• can stand the test of time
• can be damaged by computer viruses

6
 Topic: BOOKS

______________________ ______________________

Problem-solution paragraph is basically an essay that starts by identifying a

problem and then proposes at least two or more solutions. It follows a certain
paragraph structure.
1. Introduction - describe the problem (who, what, when, where,
why and how)
- Why it becomes a problem?
- Why do we need to solve the problem?

2. Body - describe solution # 1

- Specific details of solution # 1
- Describe solution # 2 (if there are more than 1 solution)
- Specific details of solution # 2

3. Conclusion - call to action; convince reader he/she needs to act

- Remind the reader on the benefits/significance of the
solution
Example:

There are certain things which students can do if they suffer from exam anxiety.
To begin with, they should get a good night’s sleep the day before the exam. If they
sleep well, they will be able to concentrate and do well in the exam. If not, this will
cause more stress and anxiety. The second effective solution is to change their poor
study habits. If they start to study one day before the exam, this will cause worry and
stress. However, if they change such habits and start to study regularly, this will give
them confidence before and during the exam. The last thing they should do is to think
positive. When they think positive, they will get rid of all their fears and worries. For
example, visualizing themselves as a student who has a high mark before the exam
can make them feel better. In summary, getting a good night’s sleep, changing their
poor study habits and thinking positive are effective solutions to deal with exam
anxiety.

7
Activity 6. Problem Solving. Complete the graphic organizer below based on the given
example on problem-solution text.

Solution
Problem

Solution

Solution

In a cause-and-effect paragraph, there exists a causal relationship. A cause

is what makes a particular thing to happen. An effect is what results from a particular
situation, activity, or behavior. This paragraph shows the readers how one thing affects
something.

There are two ways to write a cause-and-effect-paragraph. First, identify the

effect in the topic sentence and write about its causes. Second, write about the cause
in the topic sentence then explain its effects.

Following are useful transitional expressions used to show causal relationship.

To show causes: the first cause, the first reason, yet another factor, because, is
caused by, results from. To show effects: one important effect, another result, a third
outcome, as a result, consequently, as a consequence, then, next, therefore, thus,
and so.

Example:

(Cause) Putting the assignment off until the last minute has left me no time to
do well; as a consequence, I feel like I can’t do anything well and performance task is
surely low. (Effect)

8
Activity 7. Examine carefully the pictures below. Then, identify their cause and
effects. Write your answers in complete sentences.

https://www.google.com.ph/search?q=free%20images (edited)

Cause: ___________________________________________________________________
Effects:
1.____________________________________________________________
2.____________________________________________________________
3.____________________________________________________________

Activity 8. Employing combi-mode (description and cause-effect relationship), write a

paragraph based on Activity 7.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

9
 Persuasive Writing intends to convince readers to believe in an idea or opinion
and to do an action. Writers use different ways of persuasion to influence readers such
as editorials, advertisements, criticisms, brochures, reaction papers, proposals, and
reviews.

Here are guide questions in developing a persuasive paragraph

• What is my purpose? What am I trying to argue for or against?
• Who is my audience? Who am I trying to persuade?
• What are my main points? What am I trying to say?

Let's take a look at an excerpt from persuasive essays.

“Education must continue even in time of crisis whether it may be a calamity,

disaster, emergency, quarantine, or even war.” Leonor Magtolis Brioñes. This will be quite
challenging to put into action, but one thing is undeniable: There is a need for a stronger
parent-teacher partnership this time.

Parents know their children more than any teacher does while teachers know how to
give instructions very well. If both of what they know will be combined, educating the children
amidst this pandemic can succeed. The skills parents and teachers have, have a common
purpose: to support the continuous learning of the children. This is the very foundation of a
stronger partnership!

Source: https://www.teacherph.com/stronger-parent-teacher-partnership-amidst-pandemic/

Activity 9. Persuasion Clinch. Read the sample persuasive essay below. Using
your activity notebook, answer the questions that follow.

Lockers for Everyone

What would you think if you had to put your personal belongings in a crate, and
every time you turn around something of yours were stolen? That is why I think
students should have lockers. To protect their things, keep their things somewhere
clean, and so they won’t have to complain about carrying everything at once.

Students should have lockers because it will stop people from stealing their
stuff. For example, the children won’t have to worry about their books, homework
assignments, and personal belongings being stolen. The reason for this is that the

10
children will have their own lockers plus their own locks, which only they have the
combination to. This will reduce cases where things are being stolen.

Students also should have lockers so they will have a clean place to put their
books. What I mean by this is that many desks are rusty and have gum stuck under
them. Also, if you put your stuff into a crate then it is easily collecting dust. This
connects to my argument because their stuff will be kept very clean in a neat
environment if students are given lockers to use.

My final reason why I think students should have lockers is so students won’t
complain about caring everything at once. The things that they may be caring everyday
are very heavy. This is important because students may suffer health problems from
having to carry all their stuff everywhere. Why carry books everyday why you can
eliminate the pain by having a locker to store the things you don’t need? Also, they’re
always whining about having to carry all their books. If we had lockers everyone would
be happier.

In conclusion I think students should have lockers. If we have lockers stealing

in school would go down, it would create a safe and clean place for students to put
their things, and students would complain less and be healthier. If we had lockers, the
school would be a happier place for everyone. If you don’t want your things stolen,
contact your principal and demand lockers for your school.

Source: https://www.ereadingworksheets.com/writing-worksheets/persuasive-essay-
examples/preview/persuasive-essay-examples-01.jp

Processing Questions:
1. Circle the attention catcher.
2. Underline the position statement (thesis).
3. Double underline each main point as it appears in the essay.
4. Circle the clinching statement.
5. What are the three main points in this essay?

Activity 10. Synthesizing Your Learning. Complete the following paragraph based
on your learning. Be brief and concise. Write your answer in your activity
notebook.

This lesson enabled me to learn _______________________________________

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

11
 I believed that ______________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

From now on ______________________________________________________

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

I. Fill-out the Compare/contrast Matrix on patterns of paragraph development below:

Problem solution
Cause and effect
Exemplification

Comparison-
Description

Persuasion
Definition

Areas to
Narration

Contrast

Answer

Writer’s
Purpose

Reader’s
Goal

Specific-
Discipline
(Science
History,
Pop,
culture)

12
II. Examine the graphics on “Resilient during Coronavirus Crisis.” Then,
formulate ideas/statements appropriate for each pattern of paragraph
development.

Source: https://www.google.com/search?q=free+graphics+on+psychosocial+issues&tbm=isch&ved=2ahUKE

Begin Here:

Patterns of Paragraph Thesis statement / ideas

Development
1.Narration

2. Description

3. Definition

4.Exemplification

5.Compare and contrast

5.Cause and affect

6.Problem- solution

7.Persuasion

13
 Lesson
Properties of a Well-Written
2 Text

Grade 12, Second Semester, Q3- Week 2

What’s In

In lesson 1, we have learned the patterns of paragraph development in writing

across disciplines. It has equipped us with one of the necessary skills in creating our
own text effectively. However, we need also to learn more on the properties of a well-
written text.

Source: http://www.freeimageslive.com/galleries/workplace/office2/pics/blank_page.jpg (edited)

Developing paragraphs requires qualities/characteristics in order to produce a

well-written composition. Such qualities serve as criteria to assess whether a
paragraph or composition is written comprehensively and effectively. Thus, in this
lesson, you will be identifying the properties of a well-written text which you need to
apply in the actual process of composition writing. More so, these also serve as
guideposts in structuring a more comprehensible composition.

At the end of lesson, you are expected to:

1. Evaluate a written text based on its properties
a. organization EN11/12RWS-IIIgh-4.1
b. coherence and cohesion EN11/12RWS-IIIgh-4.2
c. language use EN11/12RWS-IIIgh-4.3
d. mechanics EN11/12RWS-IIIgh-4.4

14
 With the advancement of technology hook to social media, today’s
generation is becoming more expressive and has so much to share in the net.
The way you communicate in English through the internet might be changing
but the need to learn on how to write properly is even more important. Not all
the writing you do will be over the social media or in an informal writing. You
might need to write a report, an essay for school or a formal email to someone.
In this situation, you need to learn on how to write an effective and well- written
text.

Activity 1. Confusing Errors. Look at the following sample texts. Identify the
reason that cause confusion in the total understanding of the text. Write
your answer in your activity notebook.

1. _______

2.________

3.________

For a paragraph, or any composition, to be effective, it must always consider

the Properties of a Well-Written Text. These properties are: Organization,
Coherence and Cohesion, Unity, Language Use, and Mechanics.

ORGANIZATION also known as arrangement, is achieved when ideas are

logically and accurately arranged with focus on the arrangement of ideas, incidents,
evidence, or details in a definite order in a paragraph, essay, or speech. It can be
done with a recognizable plan that defines one sentence connection to the other
sentence and paragraph to the other paragraph.

15
Organization Techniques

1. Physical Format

--is an aspect of the organization that is immediately apparent to the reader. It

is seen on how the text physically appears headings and subheadings bullet
points font emphasis (e.g., boldface, italics, underline, color, etc.) However, do
not overuse this technique as improper or superfluous formatting can be
confusing.

Example:

Marxist ideology has three main theories. Historical

materialism purports that all the features of society can historically
be traced back to economic activity. Social class in capitalist
societies is what produces unjust structures of power that exist
today. Socialism would be the next rational step for the
development of human society.

The words in bold are the three most important Marxist theories that the first
sentence is referring to. By emphasizing these words, the reader can identify the
correct term for the concepts along with their definitions; this would also aid in
remembering the theories since they stick out from the rest of the text.
• What is the text about?
• What are being emphasized by the words in bold?
• What is the use of emphasizing these words and formatting them in bold? Why
do so

2. Signal Words

--are textual cues that readers can use to follow a text. Moreover, signal words
can “signal” the transition from one point to another, the ordering of events and
concepts, or the writer’s chosen text type (e.g., linear narration, question and
answer).

16
 Example:

Chuck Palahniuk’s novel Fight Club greatly influenced me as a fictional

writer. First, his use of the unreliable narrator fascinated me, and I have
written similar characters in my works. Second, the theme of
patriarchal oppression can also be found in the stories I write. Third,
the novel’s stunning twist is something that I have been trying to
recreate. Thus, I am extremely grateful to have encountered
Palahniuk’s genius early in my writing career.

3. Structure

--provides the framework upon which the text is organized. It includes the
following parts: 1. Beginning - introduction, thesis statement, hook; 2. Middle
- supporting details; and 3. End - conclusion, summary, final message

Ancient philosophies believe that a person has an “aura,” this

appears as a rainbow of light around the body that can be seen by
individuals with clairvoyant abilities. The colors change depending on
one’s mood, health, and thoughts. Some scientists believe that the
existence of the aura has something to do with the electromagnetic
fields produced by cells and tissues in the human body. Whether auras
are real or not, the fact remains that there are forces everywhere that
are real even though we cannot see them.

Organization in this paragraph is not readily noticeable as it does not use cues
like formatting or signal words. However, the text is organized in this way:
Beginning: Introduce topic of aura
Middle: Definition and evidence of existence of auras
End: Ending message about forces in the world

By adhering to the structure, the writer can produce a text that is still easy to follow.
The topic, supporting details and concluding message is still clear to the reader.
• Is the organization in this paragraph easily readable/noticeable?
• How is the text organized? Without the use of bolding words or other special
formatting?
• How did the writer make the text easy to follow?

17
Tips on Text Organization:
• Makes a text easy to read
• Prevents the reader from becoming confused by a jumble of words, sentences,
and paragraphs that are in no particular order
• Can be achieved through physical format, signal words, and structure

Activity 2. Recognizing Text. Identify the technique used in organizing the following
texts. Write PF for Physical Format, SW for Signal Words, and ST for
Structure. Write your answer in your activity notebook.

1.___
All matter, all things can be changed in two ways: chemically and
physically. Both chemical and physical changes affect the state of matter.
Physical changes are those that do not change the make-up or identity of the
matter. For example, clay will bend or flatten if squeezed, but it will still be clay.
Changing the shape of clay is a physical change, and does not change the
matter’s identity. Chemical changes turn the matter into a new kind of matter
with different properties. For example, when paper is burnt, it becomes ash and
will never be paper again. The difference between them is that physical changes
are temporary or only last for a little while, and chemical changes are permanent,
which means they last forever. Physical and chemical changes both affect the
state of matter.

2.___ Gov. Chavit Singson doesn’t want the tigers to vanish. These majestic
beasts are disappearing at an alarming rate. Gov. Chavit thinks that we should
write to our congress people. If we let them know that we demand the
preservation of this species, maybe we can make a difference. Gov. Chavit also
thinks that we should donate to Save the Tigers. Our donations will help to
support and empower those who are fighting the hardest to preserve the tigers.
We owe it to our grandchildren to do something.

3.___
When I got home from school after a long boring day, I took out the
peanut butter, jelly, and bread. After taking the lid off of the jars, I spread the
peanut butter on one side of the bread and the jelly on the other, and then I put
the two pieces of bread together. After that, I enjoyed it while watching
“Probinsyano” on TV. I swear, that was the best peanut butter and jelly sandwich
I ever ate.

4.___
Before putting on the screen protector, clean the surface of your
phone’s screen with a soft cloth. Once the surface of your screen is clean,
remove the paper backing on the screen protector. Then, evenly apply the
sticky side of the screen protector to your phone’s screen. After which, smooth
out any air bubble trapped on between the protector and the phone screen.
Voila! Enjoy the added protection to your smartphone screen.

18
5.___ Dinosaurs existed about 250 million years ago to 65 million years ago.
This era is broken up into three periods known as the Triassic, Jurassic and
Cretaceous periods. The Triassic Period lasted for 35 million years from 250-
205 million years ago. Planet Earth was a very different place back then. All
the continents were united to form one huge land mass known as Pangaea.
The Jurassic Period was the second phase. The continents began shifting
apart. The time scale for this famous period is from 205 to 138 million years
ago. The Cretaceous Period was the last period of the dinosaurs. It spanned a
time from 138 million to about 65 million years ago. In this period the continents
fully separated. However, Australia and Antarctica were still united.

Coherence and Cohesion in Writing

Coherence refers to the overall sense of unity in a passage, including both the
main point of sentences and the main point of each paragraph. A coherent passage
focuses the reader’s attention on the main ideas and the specific people, things, and
events you are writing about.

Cohesion is also a very important aspect of academic writing because it

immediately affects the tone of your writing. Cohesive writing does not mean just
“grammatically correct” sentences; cohesive writing refers to the connection of your
ideas both at the sentence level and at the paragraph level.

19
 Cohesion without coherence leads to illogical presentation of ideas. The
writer appears to move on to another related idea without proper transition from the
previous idea.

Example:

Cubism is an avant-garde art movement that started in the early

20th century in Europe. A famous Filipino cubist painter is Vicente
Manansala. He is a National Artist of the Philippines in Visual Arts. Did
you know that visual arts have different forms including architecture,
video, and textile?

Every sentence is related to the next sentence in some way. The paragraph
stays on the topic of art, which is the “glue” that holds the text together and allows it
to exhibit cohesion. However, the way it was developed does not make sense. It began
with the origins of Cubism and through the artist Manansala was able to end with a
seemingly unprovoked question about visual art forms.
• Are the sentences related to each other? From one to another?
• What is the main topic of the paragraph? What is the subject? Which is the
glue?
• What can you say about the way it was developed? From the start to the end?

Coherence without cohesion has no definite point. It has a weak paragraph

development.

Example:

My favorite painting is “The Weeping Woman” by Pablo

Picasso, which is an intriguing painting that symbolizes suffering. As
a result, I love bright primary colors, so I wear a lot of shocking
yellows, blues, and reds. Also, as an outgoing person, I enjoy
performing for large crowds. In the end, people should not judge an
artist’s talent based on one standard.

Connecting words in the text suggest a sequence of ideas that the writer
wants to convey. “As a result” implies an effect of the previous statement while “in
the end” indicates the conclusion. However, the writer jumps from one topic to another
resulting to a lack of cohesion. For instance, the writer talks about his or her favorite
colors “as a result” of Picasso’s painting even though they are not connected in any
way. It can be inferred that the choice of favorite colors was inspired by the colors of
the painting, but the writer does not make this clear.
• Notice the connecting words in the text. What does it suggest?
• Which part of the paragraph lacks cohesion?
• What did the writer do?

20
 Cohesion and Coherent make your text easier for your readers to follow and
understand. Both should be present in your text because having one without the other
will still create confusion for readers.

Example:

International Women’s Day is celebrated on the 8th of March of

every year. It began as a Socialist political event in several Western
countries. Then, other countries also started celebrating the holiday just as
a way to express their love for women. Currently, the United Nations
observes the holiday as a way to bring to light women’s issues around the
world.

The main topic of the text is International Women’s Day, which was stated
in the first sentence. The paragraph proceeds to outline the history of the holiday
starting from some Western countries and its spread to other nations. It ends with the
current way that the whole world celebrates the day. The writer can present different
ideas about the holiday in a logical manner and without veering away from the topic.
• What is the main topic of the text?
• What is presented next to the topic?
• Are there ideas that are not presented logically?
• Are there ideas that steer away from the topic?

Activity 3. Choose the correct word from the parenthesis to make each sentence
coherent.

1. Universities are usually happy to welcome a percentage of (senior, mature)

students.
2. He’s had an unusual career (road, path) from market trader to company owner.
3. Most people aim for the best qualifications they can get in their chosen (field,
territory).
4. For many people, education is about (heightening, broadening) their
knowledge, not getting a better job.
5. (Further, Distance) learning means you don’t need to be physically present at
a college.
6. Just make sure your degree is officially (recognized, known) by the
government.
7. Open University students’ essays are usually (assessed, criticized) by an
online tutor.
8. In recent years, universities have started charging (scholarship, tuition) fees.

21
Activity 4. Arrange the following words in the appropriate order to form a well-
structured sentence. Write your answer in your activity notebook.

1.
a baby apple her the mother gave red

________________________________________________________________________________

2. when a studying not older should be you’re problem

___________________________________________________________________________________

3. be after can to gap a problematic back studying long going

___________________________________________________________________________________

4. be college stressful can going university to or

___________________________________________________________________________________

5. many of amount tuition to pesos now thousands fees

___________________________________________________________________________________

LANGUAGE USE is one of the clearest indicators of a well-written text. It

enables writers to effectively communicate ideas without confusing the reader.

How you use language affects the tone of the text and the readers’
interpretation of it. Before writing, you have to think about and consider your target
audience.

Considerations in Language Use:

1. Determine when it is appropriate to use formal language or when informal
language is acceptable.

22
 Informal language is usually used in writing for oneself or in writing to family,
friends, and colleagues. On the other hand, formal language is used in writing
academic, business, and official texts.

Example:
• We asked the secretary to call the professor and get her permission for us to
continue our research.
• We requested that the secretary contact the professor and obtain her
permission for us to continue our research.

In the first sentence, the writer used casual words such as asked, call, and get
permission, which made the sentence informal. However, the second sentence used
more serious words such as requested instead of asked, contact instead of call, and
obtain permission instead of get permission. This sentence is formal and is appropriate
to use when talking or writing to a person of authority.

2. When you write, you should also make sure that the language you use is direct
and simple rather than complicated so that readers would easily understand
the text.

If your readers are the youth, then you should use words that are familiar to
young people. *

Example:
Why Sunglasses Are a Must-Have for Kids
(An Excerpt)

(News USA) Most parents know how damaging the effects of ultraviolet
radiation (UVR) can be to our skin, which is why they dutifully slather sunscreen
on their kids during the summer. But one thing that often gets overlooked is
protecting their children’s eyes. According to vision-care experts, kids receive
three times more UV exposure than adults annually, yet less than 30 percent
of parents currently protect their children’s eyes with sunglasses. The reason
for concern is that children and adolescents are particularly vulnerable to the
sun’s rays because their ocular lenses are not mature enough to filter UV light
as effectively as adults, causing damage to the retina.

Processing Questions:
• What kind of academic text is presented above?
• How did you say that such a text is a scientific text?
• What technical and scientific terms are mentioned in the text?
• What can you notice in the text? What kind of words were used to write it?
• What is the goal of the text?
• Is the text simple? Can the text be understood by a first grader? By a fifth
grader?

3. You should also be sensitive enough to use unbiased language, so you will not
offend any individual or any particular group of people.

23
 Unbiased language is language that is free of racial bias, free of religious bias,
and free of gender bias.
Study the sentences below:
• A teacher should make it a point to motivate her students.
• Teachers should make it a point to motivate their students.

In the first sentence, the pronoun used is her, but teachers may also be male,
so the statement shows gender bias. The second sentence, on the other hand, makes
use of the gender-neutral pronoun their, making it unbiased.

Level Sample Sentence

Formal “I am not sanguine about the decision of the Baras Senior High
School Board.”
Informal “I am not optimistic about the school board’s decision.”
Conversational “I’m not comfortable about the board’s decision.”
Colloquial “I’m not cool with what the brass decided.”
Slang “I’m ticked off at what the suits did.”
Vulgar “I’m royally pissed.”

Examples of Informalities
• Contractions
• Word omissions
• Informal words and phrases (“I think…”, “In my opinion…”, “a lot”/ “lots”, and
just)

Activity 5. Below are sentences that have informal words and phrases in them.
Rewrite the sentence in formal style.

Example:
Informal: Her dad worked in a factory.
Formal: Her father worked in a factory.

1. They bought an awesome house just around the corner.

2. There were lots of people at the museum.
3. Jane ain’t going to tell anyone.
4. Oscar started freaking out about the test.
5-6 When the cops arrived, the crook ran outside.
7. He checked his cell for any messages.
8. The family chilled by the pool all afternoon.
9. She bought a bunch of stuff at the mall.
10. Shiela’s mum refused to fetch her from school.

24
 Mechanics are conventions used in writing. These conventions involve: spelling,
capitalization and punctuation.

Spelling is the forming of words from letters according to accepted usage.

Always use a specific standard for spelling to avoid confusion. Philippine English is
any variety of English (similar and related to English) native to the Philippines,
including those used by the media and the vast majority of educated Filipinos. English
is taught in schools as one of the two official languages of the country, the other being
Filipino (Tagalog) due to the strongly bilingual and multilingual nature of the
Philippines, code-switching such as Taglish and Bislish is prevalent across domains
from the informal to business and mass media.

Before writing, think of your target audience. Whether you write using the
British or American spelling, it is important to be consistent in spelling. If you are
unsure of the spelling of a word, consult a dictionary or a spell checker.

American and British English Spelling Variations

American Spelling British Spelling
color colour
defense defence
organize organise
traveled travelled
theater theatre
learned learnt
airplane aeroplane
analyze analyse
aging ageing

25
Activity 6. American–British Match. Match the common British English words with
their corresponding American words. Write your answer in your activity
notebook.

British English American English

1. estate car a. gas
2. biscuit b. subway
3. ground floor c. candy
4. petron d. station wagon
5. pavement e. first floor
6. sweets f. cookies
7. tap g. sidewalk
8. underground h. elevator
9. lift i. diaper
1o. nappy j. faucet

Activity 7. Correct Me. Correct the following signs/texts to form coherent ideas. Write
your answer in your activity notebook.

1. _______________________________________

2.___________________________________

3. _________________________________

26
 4. __________________________________

5. __________________________________

Punctuation marks are symbols used to aid the clarity and comprehension of
written language.

Punctuation Marks:
1. PERIOD (.): is used after sentences, in abbreviations, and as decimals

2. EXCLAMATION POINT (!): is is placed at the emphatic or forceful sentences

3. QUESTION MARK (?): placed at the end of a question and to note questionable
items.
4. QUOTATION MARKS (“ ”): is used to indicate direct quotations - for titles of
poems, short stories, chapters, essays, songs, episodes of television shows

5. APOSTROPHE (’): is employed to show possession (Angel’s bag), to show

missing letters and number (you’re, ’95), to show plurals of letters (I got all A’s last
semester.)

6. COLON (:): is utilized after independent clauses to introduce elements. “The coach
demanded three things from his players: loyalty, devotion, and teamwork.”/ to
separate items in numerals, ratios, titles and subtitles, time references, scripture
references

7. PARENTHESES (): are used to set off nonessential details and explanations, to
enclose letters and numbers used when listing items, first-time use of acronym

8. BRACKETS [ ]: are used to set off clarifications inserted in quotations, Eric

observed, “I think [Rodrigo] Duterte was the greatest president.”

27
9. HYPHEN ( - ): is used to separate or join words
We saw her on tele- vision last night. Never pay a higher-than-average price.

10. DASH ( -- ): is used to show sudden break of thought “Ted was angry after his car
was stolen—who wouldn’t be?”/ to set off an introduction to a series “They have
everything needed to succeed—ideas, money, and marketing.”

11. SLASH (/): is employed to separate words or to show alternatives (he/she)

12. SEMICOLON (;): is utilized to join independent clauses when and, or, yet, but, or
so are not present, to separate items in a series that contains commas “The
governor will meet with Rey Simon, the mayor of Concepcion; Bert Vesca, the vice
mayor; and Peter Cayabyab.”

13. ELLIPSIS (. . . ): is used to indicate that words have been deleted from quoted
material
Original text
The mayor said, “Our city, which is one of the country’s most
progressive, deserves a high-tech light-rail system.”
With Ellipsis
The mayor said, “Our city . . . deserves a high-tech light-rail system.”

14. COMMA (,): is used to signal pauses and shifts in sentences, used with and, or,
so, but, yet to join independent clauses “Chinatown is a popular tourist attraction,
and it serves as an important cultural center.”

General Guiding Principles in the Use of Punctuations

• Always use standard English
• Avoid Contraction (like: shouldn't, gonna)
• Avoid exclamation marks unless part of a quotation
• Mention full name in first mention. Thereafter, use abbreviations. Numbers
zero to ten vs 11 and so on
• Citations are used in academic and formal texts but sparingly used in business
texts

28
Activity 8. Correct Punctuations. Correct the following signs using correct
punctuations. Write your answer in your activity notebook.

Activity 9. Punctuate Me. Add punctuation marks to the following sentences when
necessary.
.
1. My three favorite foods are pasta pizza and ice cream
2. I need to call Sonya Tomas Bong and Korina about the party
3. Karen wants to go to the farm yet her sister Kristy does not like farms
4. We will go to the grocery store for we are out of food
5. Baras Rizal is my favorite place to visit
6. The sister told his brother Of course I will pick you up
7. Today is Monday December 11 2017
8. Im sorry I didnt understand what you said
9. Unfortunately my favorite flavor of chips was sold out

29
 Capitalization is the act of writing the letters in uppercase. It is an act or
process of capitalizing.

Below are the capitalization rules:

Capitalization Rules

Activity 10. Capitalization Practice. Identify the letters that should be capitalized.
Write your answer in your activity notebook.

1. tonight, my friends janet, karen, mike, tom, and i are going snowboarding.
2. my big brother steve would eat pizza every day for breakfast if he was allowed
to.
3. i love to eat pancakes with aunt gemma’s syrup covering them like soup.
4. mom bought dad a map of baras rizal for his birthday this year.
5. our teacher in english, miss tesoro, will not let us use translators in class.
6. when my mom buys fruit, she always makes sure it is organic.
7. it is already annoying that dad always gets lost on the way to grandma’s house.
8. we got lost on the way to my grandmother’s house when my dad turned left on
rose st. instead of right.
9. our math teacher, mrs. light, will not let us use calculators in the class.
10. mom bought dad a map of baras for his birthday this year.

30
Directions: Answer the following questions briefly. Write your answer in your activity
notebook.

I. Organization
1. Why do you have to learn about text organization?
2. Cite some benefits of learning about text organization -
• As a student
• As a business owner
• As a social media user
• As a company employee/ job applicant

II. Coherence and Cohesion

3. How can you stay on one topic when writing a composition?
4. Cite tips on how can you steer clear from disorganized ideas.
5. If you were to give an advice to a struggling writer on improving reader’s experience,
what advice would you give?

III. Mechanics
6. Why do you have to see and learn about the importance of studying mechanics?
7. Why is it important to properly use mechanics?
8. Cite some benefits of properly using mechanics -
• As a student
• As a social media user
• As a business owner
• As a job applicant/company employee

Activity 11. Evaluate the following written texts based on their properties-organization.

1. Fire needs three things to burn: oxygen, fuel, and heat. Fuels can be wood, tinder, coal,
or any other substance that will easily oxidize. Therefore, a fire can be stopped in three
different ways, by removing any of the three things it needs to burn. The fuel can be
removed. If a fire burns through all of its fuel and extra nearby fuel is removed, the fire will
stop burning. The oxygen can be removed. This is called "smothering" a fire. Fires cannot
burn in a vacuum or if they are covered in carbon dioxide. The heat can be removed. The
most common way to remove heat is to use water to absorb that heat, putting the fire out.

31
2. Avalanches (when a lot of snow falls from a mountain) may bury people under them. If
people are not found immediately enough by rescue teams, they will die of suffocation
(not getting enough air) or of hypothermia (freezing cold). The chance of surviving an
avalanche is as follows: 92% if found within 15 minutes, 30% if found within 35 minutes
(victims die of suffocation), and nearly 0% after two hours (victims die of injuries and
hypothermia).

Activity 12. Cloze Test. Complete the given text by filling out appropriate words on the
blanks provided.

Once upon a time a farmer had three sons. The farmer was rich and had
many fields, but his sons were lazy.

When the farmer was dying, he called his three sons to him. ‘I have left you
(1)__________ which will make you (2)__________,’ he told them. ‘But (3)__________
must dig in all (4)__________ fields to find the (5)__________ where the treasure is
(6)__________.’
After the old man (7)__________, his three lazy sons (8)__________ out into the
fields (9)__________ began to dig. ‘I'll (10)__________ the first to find (12)__________
place where the treasure (13)__________ buried,’ cried the eldest (14)__________.
‘That’s the field where (15)__________ father put the treasure,’ (16)__________ another
son. The three (17)__________ dug all the fields (18)__________ several years, but they
(19)__________ no treasure. However, many (20)__________ grew in the fields
(21)__________ the sons had dug (22)__________ vegetables that made them very
(23)__________.

Activity 13. Writing Activity. Write an essay about a time when technology made your life
more difficult. Make at least three paragraphs including the introduction, body
and conclusion. Using one whole sheet of paper, write your essay in a cursive
manner. Your output will be rated based on the rubrics below:

Organization Coherence/ Cohesion Language Use Mechanics

25% 25% 25% 25%

32
Multiple Choice: Select the letter of the best answer from the given choices.

1. This pattern of development in writing provides specific instances to support a

claim.
A. exemplification C. persuasion
B. problem-solution D. description

2. It is a type of an essay that tells a story or anecdote.

A. problem-solution C. cost-benefit
B. question-answer D. narration

3. Which essay development method systematically draws similarities and

differences between two things?
A. analogy C. question-answer
B. comparison and contrast D. problem-solution

4. This is a mode of paragraph development which is almost coupled with

argumentation.
A. exemplification C. persuasion
B. problem-solution D. description

5. An action and its results are discussed

A. chronological C. sequence / process
B. problem and solution D. cause and effect

6. Which of the following is NOT a property of a well-written text?

C. Coherence and Cohesion C. Organization
D. Paragraphing D. Writing Mechanics

7. A well-written text is ____________.

E. the writer’s knowledge of the fundamental properties of grammar
F. built around effective paragraphing, on coherence and on established
conventions
G. the property that shows the interplay of both the physical aspects of
organization and deeper textual aspects
H. the constitution of proper paragraphing and logical order of presentation of
ideas

8. Which property of a well-written text constitutes proper paragraphing and logical

order of presentation of ideas?
C. Organization C. Language Use
D. Coherence and Cohesion D. Writing Mechanics

33
9. Which property of a well-written text constitutes features that facilitate textual
continuity?
C. Organization C. Language Use
D. Coherence and Cohesion D. Writing Mechanics

10. Which property of a well-written text refers to the appropriate language to be

used in writing/speaking?
C. Organization C. Language Use
D. Coherence and Cohesion D. Writing Mechanics

34
 35
PRETEST/POSTTEST
1. C
2. D
3. B
4. C
5. D
6. D
7. D
8. C
9. D
10. C
11. D
12. A
13. C
14. A
15. D
36
References

Books
Anudin, A. and Peňa, A., 2016. Reading And Writing: Teacher's Manual. Quezon City: Lexicon
Press,Inc., pp.125-134

Pablico, Fe, and Nhyrejen De la Cerna. 2020. Learning Activity Sheets In Reading And Writing
(SHARED Options). Ebook. Cagayan de Oro City: DepEd, Division of Cagayan de Oro
City. Accessed May 16. https://drive.google.com/drive/folders/1PVQyOM1Z1kJjhb-
ZkpubByS1qA6iZMFK?fbclid=IwAR1bbLzAuBDRK0WzVC6OoYm8YrkmIpIW0qXVZZclcG6
Ub-m8V5RKhRbeRk

Tesoro, Hazel Angeyn. 2016. "Deped Commons". Deped.Gov.Ph.

https://drive.google.com/drive/folders/1nBdfN237_N6SmCIqRo43EEDqrs3NDU1r.

Lumakin, Sharicah Kindra, and et. al. 2017. "Context Of Text Development". Slisdehare.Com.
https://www.slideshare.net/njoy1025/context-of-text-development

Websites
http://www2.southeastern.edu/Academics/Faculty/elejeune/methods.htm

https://www.teacherph.com/stronger-parent-teacher-partnership-amidst-pandemic/

https://www.ereadingworksheets.com/writing-worksheets/persuasive-essay-
examples/preview/persuasive-essay-examples-01.jp

https://www.google.com/search?q=free+graphics+on+psychosocial+issues&tbm=isch&ved=
2ahUKE

Learning Activity Sheets in Reading and Writing – SHARED Options (Div. of CDOC)
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